Forming financial literacy and consumer culture in older preschoolers

Формирование финансовой грамотности и культуры потребления у старших дошкольников
Umnov D.G. Kariyev A.D. Teshaboyev A.Y. Mirzakarimova M.M.
2024 LLC Ecological Help

Perspektivy Nauki i Obrazovania
2024 #72 Issue 6 420 - 436 pp.

Introduction. The development of financial literacy helps preschoolers better understand real life, stimulates economic thinking, and contributes to the formation of qualities inherent in a well-rounded personality. At this age, children not only grasp the basic principles of financial literacy but also gain incentives for continuous learning and exploration throughout their lives. This study aims to explore the potential of an academic program in developing financial literacy and consumer culture among older preschoolers. Materials and methods. The study involved 56 children of older preschool age from State Preschool Organization No. 32 in Andijan, Uzbekistan, and 48 children from Preschool Organization No. 173 in Almaty, Kazakhstan. The primary research method was diagnostic tasks designed to assess economic understanding, based on A.D. Shatovs techniques. Methods of mathematical statistics included the nonparametric χ²-Pearson test. Results. The study, conducted across two preschool institutions in Uzbekistan and Kazakhstan, revealed significant differences in the levels of financial literacy and consumer culture among older preschool children. The program Financial Tales: Adventures in the Land of Financial Literacy effectively contributed to the development of stable financial literacy and consumer culture in preschoolers, equipping them with the necessary skills for more conscious management of personal and family resources in the future. The program significantly improved motivational (χ² = 7.973; p<0.05), cognitive (χ² = 7.530; p<0.05), and activity-based (χ² = 10.318; p<0.01) components. The program enhances not only financial literacy but also impacts the socio-pedagogical aspects of education, including self-control and proper economic thinking from a young age, aligning with global educational trends. Conclusion. From preschool age, children gradually begin to engage in the economic life of society and financial relationships, including production, exchange, distribution, and consumption of material goods within the family. Therefore, it is crucial to cultivate reasonable economic needs, the ability to align desires with real possibilities, and the belief that diligent work is the primary means of satisfying needs from an early age.

consumer culture , financial education , financial literacy , older preschool children

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Andijan State University, Andijan, Uzbekistan
The Department of Social Humanitarian Sciences, Faculty “Romance of Germanic and Slavic Languages” Pedagogy and Psychology, Andijan State Institute of Foreign Languages, Uzbekistan
Department of Primary Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Department of Social and Humanitarian Sciences, Pedagogy and Psychology, Andijan State Institite of Foreign Languages, Andijan, Uzbekistan

Andijan State University
The Department of Social Humanitarian Sciences
Department of Primary Education
Department of Social and Humanitarian Sciences

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