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What Is It?
What Is It?
The Kidonomix Project is an early childhood storytelling initiative that explores how narrative-based learning may influence children’s simple decision-making preferences. Using my first book, John’s Sweet Choices: A Fun Story About Saving and Making Decisions, as the primary educational resource, I conduct interactive storytelling workshops at elementary schools, religious education centers, & more. Although my book is for children ages 4-8, I tried to aim this study towards ages 5-7.
During these sessions, I use a pre-test/post-test design by asking participants simple preference questions (see attached) before reading the story and again after reading the story. This allows me to observe potential shifts in their choices and reasoning after exposure to the narrative. By analyzing response patterns across sessions, I explore how storytelling may influence early financial decision-making through a behavioral economics lens.
Why This Project?
Why This Project?
After publishing the book, I was unsure whether it was reaching a meaningful audience or creating measurable value. While working on the second book in the series, I kept thinking, would the kids actually understand the message of the book? Why isn't the first book selling well? Then, I realized that I need to understand whether storytelling like this could positively influence children’s thinking at this early age and how my research could be used to improve future books. Before completing the next installment, I launched The Kidonomix Project, a research initiative inspired by my year-long thesis experience with AP Research in high school and my long-term academic interest in behavioral economics (more about this on About Alishah: My Academic Journey).
Participation & Safety
Participation & Safety
All activities are conducted with teacher permission, participation is voluntary, and no personal identifying information is collected.
The attached permission checklist was signed and collected from each teacher prior to the activity, ensuring voluntary participation, protecting student privacy, and agreeing to take only non-identifying photographs.
Expert Endorsement
Expert Endorsement
The study design received exceptional feedback from Dr. William Stauff (PhD, MBA), a distinguished economics professor and higher education administrator with experience at Harvard University, the University of Virginia, and the University of Georgia. He also praised the book’s approach and methodology, highlighting that the project teaches children to save money, put aside funds gradually, and make wise choices to reach their goals. Dr. Stauff also noted that the questionnaire design is especially effective when comparing responses before and after the activities.
He shared that the project inspired him to develop a similar activity for his next economics class, dividing students into small groups and asking the same questions, which is especially valuable for children who may not have learned these lessons growing up. Dr. Stauff also recommended exploring resources from Dave Ramsey, whose principles align with the project’s goals, and noted the relevance of economic principles from the Bible as additional context.
“I think this is a very sound project and you are really off to a good start. I like the author's approach with the simple questions… This is actually giving me an idea for the next economics class I teach.”
— Dr. William Stauff, PhD, MBA
Kidonomix in Action: Pictures of Workshops
Kidonomix in Action: Pictures of Workshops
Kidonomix in Action: Data
Kidonomix in Action: Data
Kidonomix in Action: Analysis
Kidonomix in Action: Analysis
The pre/post analysis of identical questions administered before and after reading the Kidonomix story showed a positive correlation between the book and improved financial decision-making. For Question 1 (“If I gave you $5 right now, what would you do with it?”), impulsive spending responses (Q1A: buy something you like) decreased from 18 to 4 students (−78%), while responses that were about saving money (Q1B) increased from 53 to 58 students (+9%), and neutral responses (Q1C) increased from 1 to 4. For Question 2 (“If you really want a toy but it is expensive, what would you do?”), immediate purchase responses (Q2A) decreased from 10 to 6 (−40%), while more considered decision-making shifted toward saving and thinking later (Q2C), which increased from 58 to 73 (+26%), alongside a decrease in neutral compromise responses (Q2B) from 15 to 6 (−60%). Overall, these shifts indicate a positive correlation between exposure to the narrative-based book and improved student decision-making, with fewer impulsive choices and greater consideration of saving and delayed rewards.
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