FORMATION OF FINANCIAL LITERACY AMONG OLDER PRESCHOOLERS: SOCIOPEDAGOGICAL ASPECTS IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT

The article examines the problem of the formation of financial literacy and consumer culture in older preschool children in the context of sustainable development goals set by the United Nations. The authors emphasize the importance of integrating financial education into the preschool education system, which meets the criteria for providing quality education. According to these criteria, the social component of the educational process, aimed at the formation of correct behavioral models and adaptation to the economic system, is of priority importance.

The aim of the study is to provide a theoretical rationale and experimentally evaluate the effectiveness of specially developed pedagogical methods for developing financial literacy and consumer culture among older preschool children The study focuses on the need for preschoolers to develop basic financial knowledge and consumer culture, which is reflected in the State Mandatory Standard of Preschool Education and Training of the Republic of Kazakhstan. The authors emphasize that the tasks of forming financial literacy are aimed at familiarizing children with elementary financial concepts as well as at developing financial consciousness, which should take place at the early stages of their socialization.

The article presents the results of the analysis of the theoretical foundations of the problem, as well as experimental work on the formation of financial literacy and consumer culture in older preschool children. The main hypothesis of the study is that despite the significant influence of parents on the financial education of children, educational institutions can significantly influence the development of financial literacy using specially developed pedagogical methods.

The results of the study showed that the program contributes to a significant improvement in the level of financial literacy among children. In the experimental group, compared with the control group, an increase in the number of children demonstrating a high level of financial literacy was recorded. The χ2-Pearson criterion was used to identify statistically significant changes.

Thus, the study confirms the importance of integrating financial education into preschool institutions and the effectiveness of suggested pedagogical methods. The introduction of programs of this kind allows children to develop the basic skills and knowledge necessary for the conscious management of personal finances in the future, which also contributes to their successful adaptation to the economic system.

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