Evaluation of the Concept of Financial Literacy in the Context of Preschool Children, Teachers and Parents'

Year 2025, Volume: 7 Issue: 2, 330 - 338, 31.12.2025

Barış Okurer , Emel Arslan

https://doi.org/10.51535/tell.1817605

Abstract

This research aims to conduct an in-depth analysis of how financial literacy skills are shaped in the preschool period and how the perspectives of teachers, parents, and children influence this process. Within the scope of the research, data was collected from 60 participants (teachers, parents, and children) using semi-structured interview forms, and the findings obtained through descriptive analysis were examined. The findings show that parents generally tend to save by spending in a planned manner and implement activities such as piggy banks and shopping experiences to teach their children the value of money. Children mostly associated "money" with shopping and toys and tended to perceive the bank as a "place that gives money". Teachers stated that they were partially familiar with financial literacy but did not have in-depth knowledge. Nevertheless, toy money, market/role-play games and piggy bank activities were frequently used in classroom applications. The results emphasise the importance of cooperation between the family, school and society in developing financial awareness in the pre-school period and reveal that future education programmes should devote more space to financial issues.

Keywords

Financial Literacy , Early Years Education , Teacher Perspectives , Parent Perspectives

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