To Grow Strategy - Modak
Modak has made financial education accessible for teenagers aged 13 to 17 but has identified a significant gap in reaching children under 13. This younger audience requires a different approach, tailored to their interests, cognitive abilities, and ways of learning. This design project introduces th...
- Autores:
-
Pardo Piñeros, Silvana
Lozano Anzola, Laura
Ferro Córdoba, Valentina Elena
Castillo Manrique, Laura Sofia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2025
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/76325
- Acceso en línea:
- https://hdl.handle.net/1992/76325
- Palabra clave:
- Design Consultancy
Strategy
Financial Education
Design for kids
Diseño
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 International
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To Grow Strategy - Modak |
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Consultoría para Modak - To Grow Strategy |
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To Grow Strategy - Modak |
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To Grow Strategy - Modak Design Consultancy Strategy Financial Education Design for kids Diseño |
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To Grow Strategy - Modak |
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To Grow Strategy - Modak |
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To Grow Strategy - Modak |
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To Grow Strategy - Modak |
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To Grow Strategy - Modak |
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Pardo Piñeros, Silvana Lozano Anzola, Laura Ferro Córdoba, Valentina Elena Castillo Manrique, Laura Sofia |
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Gomez Corredor, Juliana Luque Garcia, Maria Andrea |
| dc.contributor.author.none.fl_str_mv |
Pardo Piñeros, Silvana Lozano Anzola, Laura Ferro Córdoba, Valentina Elena Castillo Manrique, Laura Sofia |
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Lascar Posada, Angelica Diaz Diaz, David |
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Facultad de Arquitectura y Diseño |
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Design Consultancy Strategy Financial Education Design for kids |
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Design Consultancy Strategy Financial Education Design for kids Diseño |
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Diseño |
| description |
Modak has made financial education accessible for teenagers aged 13 to 17 but has identified a significant gap in reaching children under 13. This younger audience requires a different approach, tailored to their interests, cognitive abilities, and ways of learning. This design project introduces the To Grow strategy, a capsule made up of three key touchpoints (MiniMentor, What’s the Price?, and MoRecap) aimed at fostering exploration, reflection, and recognition in early financial learning. Through this strategy, Modak is empowered to expand its impact by nurturing a positive relationship with money from an early age, built on emotional and everyday connections between children and their parents. To inform the project, interviews and surveys were conducted with both parents and children to better understand their needs, motivations, and expectations regarding financial learning. The findings revealed a crucial emotional bond between parents and children that can be leveraged to strengthen financial habits through real life experiences. Additionally, it was found that children are more motivated to learn when doing so in playful environments and alongside their caregivers. As a result, an integrated strategy was developed to promote motivation, joint participation, and experiential financial learning in childhood. This project encourages Modak to pave the way for children to take risks, explore, make mistakes, learn, and build a healthy and confident relationship with money from a young age. |
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2025 |
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2025-06-18T14:41:24Z |
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2025-06-18T14:41:24Z |
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2025-06-16 |
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Trabajo de grado - Pregrado |
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info:eu-repo/semantics/bachelorThesis |
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eng |
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eng |
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Abad, J., & Ruiz de Velasco, Á. (2012). Symbolic play. Aula de Infantil, (65), 30–33. Acorns. (n.d.). Invest, earn, grow. Retrieved [access date], from https://www.acorns.com/ BBVA México. (n.d.). Finance for children. Retrieved [abril 25], from https://www.bbva.mx/educacion-financiera/blog/finanzas-ninos.html Bancolombia. (n.d.). Banconautas. Retrieved [abril 25], from https://www.bancolombia.com/personas/cuentas/ahorros-y-corriente/banconautas BrainPOP. (n.d.). Discover BrainPOP. Retrieved [abril 25], from https://www.brainpop.com/discover ClassDojo. (n.d.). ClassDojo for the classroom. Retrieved [abril 25], from https://www.classdojo.com/es-es/ Financiera Comultrasan. (2024). Premios por montón: Integrated campaign 2024*. Retrieved from https://www.financieracomultrasan.com.co/es/personas/promociones/premios-por-monton-campana-integral-2024 GoHenry. (n.d.). Smart Money for Kids & Teens. Retrieved [abril 25], from https://www.gohenry.com/uk/ Greenlight. (n.d.). Greenlight – The Debit Card for Kids & Teens. Retrieved [access date], from https://greenlight.com/ Hidalgo, A. (2023, April 14). The society of immediate gratification. AEPSIS. https://www.aepsis.com/la-sociedad-de-la-gratificacion-inmediata/ Khan Academy. (n.d.). Khan Academy: Free online education. Retrieved [abril 22], from https://es.khanacademy.org/ Linares, A. R. (2007–2008). Cognitive development: The theories of Piaget and Vygotsky. Master’s in Child Psychiatry, Universitat Autònoma de Barcelona. McLeod, S. (2024). Piaget’s theory and stages of cognitive development. Simply Psychology. Retrieved from https://www.simplypsychology.org/piaget.html Regader, B. (2015, June 1). The Sociocultural Theory of Lev Vygotsky. Psicología y Mente. Retrieved from https://psicologiaymente.com/desarrollo/teoria-sociocultural-lev-vygotsky Ruiz de Velasco Gálvez, Á., & Abad, J. (2011). Symbolic play. |
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Gomez Corredor, Julianavirtual::24267-1Luque Garcia, Maria Andreavirtual::24269-1Pardo Piñeros, SilvanaLozano Anzola, LauraFerro Córdoba, Valentina ElenaCastillo Manrique, Laura SofiaLascar Posada, AngelicaDiaz Diaz, DavidFacultad de Arquitectura y Diseño2025-06-18T14:41:24Z2025-06-18T14:41:24Z2025-06-16https://hdl.handle.net/1992/76325instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/Modak has made financial education accessible for teenagers aged 13 to 17 but has identified a significant gap in reaching children under 13. This younger audience requires a different approach, tailored to their interests, cognitive abilities, and ways of learning. This design project introduces the To Grow strategy, a capsule made up of three key touchpoints (MiniMentor, What’s the Price?, and MoRecap) aimed at fostering exploration, reflection, and recognition in early financial learning. Through this strategy, Modak is empowered to expand its impact by nurturing a positive relationship with money from an early age, built on emotional and everyday connections between children and their parents. To inform the project, interviews and surveys were conducted with both parents and children to better understand their needs, motivations, and expectations regarding financial learning. The findings revealed a crucial emotional bond between parents and children that can be leveraged to strengthen financial habits through real life experiences. Additionally, it was found that children are more motivated to learn when doing so in playful environments and alongside their caregivers. As a result, an integrated strategy was developed to promote motivation, joint participation, and experiential financial learning in childhood. This project encourages Modak to pave the way for children to take risks, explore, make mistakes, learn, and build a healthy and confident relationship with money from a young age.Pregrado215 páginasapplication/pdfengUniversidad de los AndesDiseñoFacultad de Arquitectura y DiseñoDepartamento de DiseñoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2To Grow Strategy - ModakConsultoría para Modak - To Grow StrategyTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTexthttp://purl.org/redcol/resource_type/TPDesign ConsultancyStrategyFinancial EducationDesign for kidsDiseñoAbad, J., & Ruiz de Velasco, Á. (2012). Symbolic play. Aula de Infantil, (65), 30–33. Acorns. (n.d.). Invest, earn, grow. Retrieved [access date], from https://www.acorns.com/BBVA México. (n.d.). Finance for children. Retrieved [abril 25], from https://www.bbva.mx/educacion-financiera/blog/finanzas-ninos.htmlBancolombia. (n.d.). Banconautas. Retrieved [abril 25], from https://www.bancolombia.com/personas/cuentas/ahorros-y-corriente/banconautasBrainPOP. (n.d.). Discover BrainPOP. Retrieved [abril 25], from https://www.brainpop.com/discoverClassDojo. (n.d.). ClassDojo for the classroom. Retrieved [abril 25], from https://www.classdojo.com/es-es/Financiera Comultrasan. (2024). Premios por montón: Integrated campaign 2024*. Retrieved from https://www.financieracomultrasan.com.co/es/personas/promociones/premios-por-monton-campana-integral-2024GoHenry. (n.d.). Smart Money for Kids & Teens. Retrieved [abril 25], from https://www.gohenry.com/uk/Greenlight. (n.d.). Greenlight – The Debit Card for Kids & Teens. Retrieved [access date], from https://greenlight.com/Hidalgo, A. (2023, April 14). The society of immediate gratification. AEPSIS. https://www.aepsis.com/la-sociedad-de-la-gratificacion-inmediata/Khan Academy. (n.d.). Khan Academy: Free online education. Retrieved [abril 22], from https://es.khanacademy.org/Linares, A. R. (2007–2008). Cognitive development: The theories of Piaget and Vygotsky. Master’s in Child Psychiatry, Universitat Autònoma de Barcelona.McLeod, S. (2024). Piaget’s theory and stages of cognitive development. Simply Psychology. Retrieved from https://www.simplypsychology.org/piaget.htmlRegader, B. (2015, June 1). The Sociocultural Theory of Lev Vygotsky. Psicología y Mente. Retrieved from https://psicologiaymente.com/desarrollo/teoria-sociocultural-lev-vygotskyRuiz de Velasco Gálvez, Á., & Abad, J. (2011). 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