THE ROLE OF PARTNERSHIP BETWEEN PRESCHOOL EDUCATION INSTITUTION AND FAMILY IN FORMING FINANCIAL LITERACY OF CHILDREN OF SENIOR PRESCHOOL AGE

Abstract

The article considers the problem of forming financial literacy of children of senior preschool age in the context of partnership interaction between a preschool educational institution and a family. The relevance of the study is due to the increasing role of financial literacy as a component of a person’s life competence in modern socio-economic conditions, as well as the need for its purposeful formation from an early age. It is substantiated that preschool age is a sensitive period for mastering basic economic concepts, forming a value attitude towards material resources and developing primary skills of financially appropriate behavior.

The normative and legal and program-methodical documents are analyzed. It is determined that the financial competence of preschool children is of an integrated nature and includes cognitive, activity and value-motivational components that are implemented through various types of children’s activities, primarily play.

Special attention is paid to the role of the family as the leading institution of socialization, within which the primary models of a child’s financial behavior are formed. It is proven that the effectiveness of the formation of financial literacy largely depends on the consistency of the educational influences of the family and the preschool educational institution. In this regard, the need to organize partnership interaction between teachers and parents is substantiated, which involves jointly defining the goals of financial education, coordinating the content of educational activities, as well as creating conditions for the practical application of acquired knowledge and skills by children in everyday life.

The main directions of partnership implementation are determined, in particular, increasing the financial competence of parents, involving families in joint educational and practical activities, using game and project teaching methods, as well as creating an appropriate subject-developmental environment both in the educational institution and in the family. It is concluded that the integration of the efforts of the preschool educational institution and the family is a necessary condition for forming the foundations of the child's financial culture, developing his responsible economic behavior and successful socialization.