Abstract
The article introduces the study of the development of preschoolers’ financial and economic literacy in the context of cooperation between the kindergarten and the parents. The authors analyze the relevance and the need to teach children the basics of economics from an early age, it is emphasized that children face and deal with various economic concepts early, and the task of adults is to develop the basis of children’s economic thinking. The authors consider the foundations of financial literacy and a successful solution to this task in unity with morallabor education. The article describes the diagnostics, form, and control stages of the experiment in work with parents and children in the development of basic financial and economic literacy. The review of the stages covers the results of the diagnostics, an activity plan with parents and children, the final results of testing the developed approaches. In the content of economic education, the authors include such important tasks as the development of ideas about the professional activity of grown-ups, the family budget, money, advertising, the development of useful skills and habits in everyday life, etc. It is noted that rationally selected methods and means of education make it possible to introduce the child to the world of economics, to master complex financial categories and relations. The authors proved that the development of the elementary financial literacy of children is possible only in the cooperation and close interaction with the family.
Highlights
Children’s financial literacy as the basis of economic education is considered as one of the frontier problems of contemporary education
Zhukova T. argues that economic education is “a directed process of regular influence on a person, his inclusion in various types of economic activity to develop economic thinking, the economic qualities necessary for industrial and economic work and economic relations out of production” (Zhuykova & Kokukhina, 2016)
The results of the diagnostics revealed no children well-versed in economic issues in the focus group. 53% of children have an average level of mastery of financial literacy: they have certain economic knowledge, but they are not always applied in practice, solving problematic situations causes difficulties
Summary
Children’s financial literacy as the basis of economic education is considered as one of the frontier problems of contemporary education. Financial literacy and the economic education of children is a fairly new direction in the development of children that have not yet been singled out in a separate educational trend. V.N. Myasishchev writes that economic education is “the development of a person’s specific concept of ideas, good manners, industriousness, communication skills that have become inherent” (Myasishchev, 1993). Myasishchev writes that economic education is “the development of a person’s specific concept of ideas, good manners, industriousness, communication skills that have become inherent” (Myasishchev, 1993) Considering this problem, L.P. Kurakov points out that “economic upbringing” and “economic education” are two different, but closely interwoven, parts of a single process - economic training (Kurakov, 2010). Zhukova T. argues that economic education is “a directed process of regular influence on a person, his inclusion in various types of economic activity to develop economic thinking, the economic qualities necessary for industrial and economic work and economic relations out of production” (Zhuykova & Kokukhina, 2016)
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