Didactic game as a means of forming financial literacy in older preschool children

The relevance of the topic of this article lies in the fact that it touches upon a significant problem associated with low financial literacy in Russia and explores the possibilities of didactic game as a mechanism for the formation of financial literacy in children of senior preschool age. Improving the financial literacy of the population, including from the childhood age, corresponds to the state policy of improving the quality of financial education of citizens and the Federal State Educational Standard of preschool education. Modern life sets its own standards, norms and rules. Financial literacy at any age is the key to personal success in the market economy. In this regard, it is in the preschool age that the foundations are laid for the formation of the idea of money and how to spend it. Economic literacy in our country is at a low level, so we need to strengthen the work on teaching economic literacy. This work should begin with kindergartens, which are the first link in the system of continuous educational activities. Financial literacy is not actually taught in preschool education, but it is related to the formation of a competent attitude to one's own money and the experience of using financial resources. Obtaining knowledge about money and financial products at preschool age allows children to contribute to their economic health. The practical value of the topic under study is that the article summarises the domestic experience of using a didactic game that contributes to the formation of financial literacy in children of senior preschool age. In this regard, the article can provide useful recommendations to teachers of preschool and school educational organisations on the organisation and conduct of didactic games that contribute to the formation of financial literacy in children.