Abstract:

The article presents that at the current stage of development of economic relations, the issue of forming economic literacy in children is becoming increasingly relevant, in particular, their mastering of basic economic knowledge and practical skills in an accessible and understandable form. From an early age, children are exposed to elements of the economic sphere, which is saturated with complex concepts and processes. For example, advertising on television is just one of the many components that children have to deal with in everyday life.

Modern technological progress, the emergence of previously unknown professions and the need to adapt to new realities, such as changing specialization several times during life, require a change in approaches in the system of economic education. These transformations should also cover the preschool stage of a child’s development, since it is at this age that the foundations for future economic consciousness are laid. The optimal period for effective economic education is considered to be senior preschool age (6–7 years). This is due to several key factors: at this age, a new type of mental organization is formed, which contributes to better social adaptation.

The child’s communication acquires a personal character, self-esteem develops, which allows him to realistically perceive his capabilities and results of activity. Senior preschoolers begin to realize the financial situation of their family, are well oriented in monetary symbols and are able to use them during plot-role-playing games, for example, in the "store". Moreover, they gradually begin to participate in planning the family budget, and also more quickly master basic mathematical skills, such as counting, addition and subtraction. It has been found that economic education at the preschool stage becomes an important component of preparing a child for modern social and economic realities. This requires adapting educational approaches taking into account the achievements of modern pedagogical science and changing conditions.

Keywords: family, preschool educational institution, formation of economic ideas, economic education, economic literacy, children of senior preschool age.

References:

1. Bazovy`j komponent doshkil`noyi osvity`. (2012). [Basic component of preschool education]. Kyiv.

2. Bilan, O. I. (2017). Programa rozvy`tku dy`ty`ny` doshkil`nogo viku «Ukrayins`ke doshkillya». [Preschool child development program «Ukrainian preschool»]. Ternopil`.

3. Bogush, A. (2007). Metody`ka oznajomlennya ditej z dovkillyam u doshkil`nomu navchal`nomu zakladi. [Methodology of familiarizing children with the environment in a preschool educational institution: a textbook for universities]. Kyiv.

4. Grama, N. G. (1997). Formuvannya ekonomichnoyi gramotnosti u ditej doshkil`nogo viku. [Formation of economic literacy in preschool children]. Odesa.

5. Gry`gorennko, G. I. (2016). Doshkil`ny`k u sviti ekonomiky`. [Preschooler in the world of economics ]. Kharkiv.

6. Dy`ty`na. Programa vy`xovannya i navchannya ditej vid 2 do 7 rokiv. (2003). [Program of upbringing and education of children from 2 to 7 years]. Kyiv.

7. Dy`ty`na v doshkil`ni roky`. Programa rozvy`tku, navchannya ta vy`xovannya ditej. (2000). [Child in preschool years. Program of development, education and upbringing of children]. Zaporizhzhya.

8. Zhadan, R. (2006). Ekonomichna osvita ditej starshogo doshkil`nogo viku (perspekty`vnokalendarne planuvannya zanyat` z ekonomiky`). [Economic education of children of senior preschool age (perspective and calendar planning of classes in economics)]. Zaporizhzhya.