Items of all shapes and sizes can go in your store. Party favors and other small toys are popular items in many classroom stores. Balloons, erasers, fancy pencils, toy sunglasses and small stuffed animals are all appropriate for kindergartners.
Don't be afraid to ask parents and businesses for donations. Many are more than willing to help. When items come in, be sure to price each item according to its “classroom worth” and keep the prices slightly odd (like 14 cents or 9 cents) to challenge the students when counting out their money.
Typically, the teacher acts as the “store clerk.” Before calling students to the store, remind them that they can spend as much of their money as they want but that they will need to save up if they wish to purchase a larger-ticket item. This encourages savings and proper financial handling. Kindergartners are inquisitive, making it easy for them to seek out and soak up knowledge. At this stage of development, they are learning how the world works and deciphering the connections between letters and words, numbers and money and much more.
During store time, have a specific task, such as a movie, puzzles, and so on, for students who are not shopping that day or who have completed their shopping. This will keep them occupied while you're playing clerk.
The location of your store will greatly depend upon the size of your classroom and the open space available to you. Many teachers opt to use plastic boxes or stackable crates to house their stores. These methods keep all store items in one unobtrusive location and provide easy access to the store without it being a distraction during the times the store is closed. Some teachers create a “hanging store” where the items are displayed in separate pockets of a large tapestry-type cloth.
Again, this will greatly depend on your classroom setting and teaching style. Some teachers give real coins as a reward for work well done or good behavior. Others use paper cutouts of coins as a reward or incentive. Some use their classroom store for teaching purposes only, and those teachers typically allow the students to use the classroom coins when visiting the store. Students tend to learn and understand more about money when it is their own real money they're dealing with. If you choose to use real coins, decide in advance how much money will be awarded for each deed. For example, completing homework could be worth a penny while earning a 100 on a test could be worth a nickel. Try to find ways to incorporate each of the coins, even if that means swapping 10 of a student's pennies for one of your dimes. Remember, the point is to teach them how to count and deal with money.
If you're using paper coin cutouts, the students could keep their “coins” in an envelope that has a metal clasp for closing. The envelope could then be stored in their desks, with specific instructions that the envelopes should only be out when the students are putting money in them or during store time. If you're using real coins, each child could have a jar or plastic container with his/her name on it. These jars could be kept in the vicinity of the classroom store so as to make the process that much easier and quicker.
Some teachers open their stores only once a month, but many try to allow the students to shop on a weekly basis. The more store opportunities there are, the more chances the students will have to practice their money skills. If you have a large class, you might consider dividing it into five groups and allowing one group to shop each day of the week.
Students learn math skills during the transactions at the store. For example, if Rachel chooses to buy two colorful pencils at 3 cents each. When she arrives to see the "clerk," she is asked the price of each pencil and then the total cost of both pencils. Rachel must implement her addition skills. Do not simply tell her the answer. Once Rachel has determined that she owes you 6 cents, ask for her payment. If she has six pennies, she might use them, or if you notice that she has a nickel, you may ask if she would like to swap five of those pennies for another coin that is worth 5 cents. Have her identify which coin is worth 5 cents and make the exchange. When she has finished her transaction, ask how much money she has left and whether she would like to purchase anything else or save her money for later.
In another example, Jordan has been saving for the miniature basketball game priced at 84 cents. When he arrives at the store, he only has 76 cents. He might have difficulty understanding how much he needs to save. To help him figure out how much more money he needs, have him begin counting at 76 and holding up one finger for every number after until he reaches 84. When his counting is complete, ask him how many fingers he is holding up. You may need to count with him a few times to make sure he understands the concept. While this transaction involves money, it focuses more on addition and subtraction than monetary recognition or value.