Home Economics Starter

Concepts and Principles in Home
Economics
The increasingly common perception about schooling is that it’s all

about getting a job that if it doesn’t have a vocational purpose, it isn’t
relevant. And yet schools, together with family, teach young people about
social norms and values and how to live in more thoughtful ways. This includes
how to be an intelligent consumer. For decades, home economics has been
part of this important element of education.
 Concepts
The Home Economics Literacy is based upon three major concepts:
(1) basic skills
(2) self-knowledge/understanding/decision making
(3) independence/interdependence.
 Emphasis on the basic skills of reading, writing, communicating,
using numbers, and perceiving is an integral aspect of the curriculum.
Contexts for helping students acquire and consolidate basic skills are
provided in each unit in relation to competencies needed in everyday
life.
 Self-knowledge, self-understanding, and decision making are
also important aspects of the curriculum in helping students through
the transitional period between childhood and adolescence.
Understanding the changes taking place physically, socially,
emotionally, and mentally will help students cope with and accept
them. The Home Economics Literacy provides opportunities for
students to learn some skills in both independent action and decision
making and in interdependent actions with peers, families, small
children, and other adults.
 In home economics literacy, students are exposed to various thinking
and diverse values. Through such learning, students can acquire not
only the abilities and skills for independent living, but also the sense
of values and the ability to make appropriate judgment, to develop a
comprehensive view of things, and to collaborate with others. Thus,
home economics education develops in students
the ability to live independently. In line with the points presented, that
home economics education undertakes to achieve one of the central
aims of education, that is, to develop independence in individuals. In
the other part, Home Economics also known as Consumer Education
develops the disposition, required for responsible consumer choices in
an interdependent global society. Home Economics has never been
associated with one root discipline, instead the subject matter is
derived from other a variety of disciplines.
 Principles
 Home economics is an appropriate area of study for all pupils, both
boys and girls, at all stages of schooling. Its effective teaching
depends on a stated and clearly defined set of aims and objectives
having regard to pupils' past social and cultural experience, their
abilities, their present stage of development and interest and their
future needs. The aims should be, related closely to those of the
whole school and of other subjects.
 Much of the work in home economics at every stage should be of a

practical and investigative nature. Pupils should be encouraged to
judge and improve their own performance as well as receiving the
necessary stimulus, guidance and help from the teacher.
 Teaching methods should encourage the development of pupils'

critical and analytical skills and the ability to transfer knowledge
and understanding intelligently from one situation to others.
Providing opportunities for pupils to think for themselves is
essential if they are to consolidate learning and gain confidence in
making the judgements and decisions which will be required of
them in daily living.
 It is important to ensure progression in the work at every stage.

The learning of practical skills and the development of manual
dexterity, for instance, should not be ends in themselves but part of
a sequential programme of work.
REFERENCES:
Bull, N. ,& Cummings, M. (2002). ―Taking steps for family and consumer
sciences educators in Connecticut: A model for change,‖ Journal of Family and
Consumer Sciences Education, 20(2), 30–36
Buie, E. (2006, September 15). ―Home economics is starved of teachers.‖ Times

Educational Supplement (TES).
http://www.tes.co.uk/article.aspx?storycode=2287486
Kouno Kimiko, Sakakibara Noriko, Kimura Noriko, (2007). Kateika danzyo

hissyuu no seika to kadai.
Journal of the Japan Association of Home Economics Education, 50 (1), 41
https://policyoptions.irpp.org/magazines/june-2018/why-home-economics-
classes-still-matter/
Home and Family 8-13 (Home Economics in the Middle Years). Forbes
Publications, 1979
The practical curriculum (Working Paper 70). Methuen Educational, 1981

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Home Economics Starter

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Concepts and Principles in Home

The increasingly common perception about schooling is that it’s all

 Much of the work in home economics at every stage should be of a

 Teaching methods should encourage the development of pupils'

 It is important to ensure progression in the work at every stage.

Buie, E. (2006, September 15). ―Home economics is starved of teachers.‖ Times

Kouno Kimiko, Sakakibara Noriko, Kimura Noriko, (2007). Kateika danzyo

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