This paper discusses current studies of economic instruction in early childhood and primary elementary school grades. While it is true that the study of economics has shifted downward to the primary grades, it is unknown exactly how widespread the teaching of economics is at this early level. The few research studies reviewed in this paper use different materials and instructional techniques and vary enormously in quality, scope, design, sample size, population, dependent variables, length of treatment and predictable findings. The newer programs and curriculum materials for the primary grades reported in these studies do offer usable guidelines to follow and are acceptable tools for instruction. However, at the primary level, no program studied provided a "predetermined curriculum map." Areas in need of continued research are the evaluation of short term and long range effects of particular program models in economic education for young children and evaluation of the staffing and training of the teachers of these program models. (Author/RH)