TOOLS FOR IMPLEMENTING FINANCIAL EDUCATION FOR CHILDREN IN TRAINING KINDERGARTEN TEACHERS AND TEACHERS IN UKRAINE AND POLAND

Abstract

The article presents the problem of using the tools for the formation of children's financial literacy in training teachers and kindergarten teachers in Ukraine and Poland. The term" tools" in the article is interpreted as synonymous with the concepts of “media” and “media products”.
The aim of the article is to carry out a comparative and pedagogical analysis of the use of financial education tools for children in teacher training in Ukraine and Poland; to identify prospects for improving this work for the development of financial competencies of learners.
It has been shown that both countries have developed educational and methodological support for financial education. A number of publications (Ukrainian, Polish, American) that help to improve the economic culture of parents and teachers and can be used for effective work among children and youth have been identified. A characteristic feature of such publications is the reflection of the problems of rational spending, saving, and distribution of the family budget; combining the development of financial literacy with the education of humanity, charity, and charitable qualities.
Banking institutions in both countries are involved in the development of financial competences. However, in Poland, more attention is paid to opening bank accounts in the financial education tools than in Ukraine. In Ukraine, the media (in particular, in educational and methodological manuals) emphasize the connection between financial independence, success, and charity.
The results of questionnaires according to which two-thirds of future teachers and kindergarten teachers in both Poland and Ukraine are not sufficiently familiar with paper (books) and electronic (Internet resources) sources for developing financial literacy in children have been presented.
The opportunities for improving the training of teachers and kindergarten teachers in the context of using the tools for the formation of children’s financial competencies have been identified. They are the following: at higher educational institutions to promote books and electronic resources for children and their parents known in Ukraine, Poland, and other countries, to integrate media education and financial education; to disseminate ideas about the interdependence of economic development of the state and family well-being; to orient students to master the skills of encouraging parents to study media on economic topics.