Interaction between kindergarten and family in the formation of children's economic literacy

Introduction. The article is devoted to the study of interaction between kindergarten and family in the formation of economic literacy in children of senior preschool age. The relevance of the problem is conditioned by modern socio-economic challenges that require early formation of financial skills and knowledge. The main attention is paid to the need to integrate the basics of economic education into the educational process at the preschool level, which is possible with the joint efforts of teachers and parents. Materials and methods. The study uses theoretical analysis of scientific literature, generalisation of modern approaches to the education of financial literacy, and describes the practice of interaction between teachers and parents in MBDOU MOE Krasnodar ‗Kindergarten No. 187‘. Examples of successful practices of interaction are given: family economic quests, family mini-fairs, financial games, theatrical performances, master classes, projects. Game, problem-oriented, project and integrated teaching methods were used. Results of the study. The analysis has shown that active involvement of families in the educational process contributes to the improvement of children's economic literacy. Educational activities developed with the participation of parents were the most effective, which is confirmed by the involvement of children and their interest in economic concepts. Discussion and Conclusions. The conducted research confirms that joint efforts of family and preschool educational institution create a basis for successful development of economic skills in preschool children. The novelty of the work lies in the description of the implemented innovative methods of interaction. The obtained results emphasise the need for a systematic integrated approach that strengthens the role of the family in the formation of financial knowledge in preschool children.