UDC 373.2.016:336.01

Likhanova N.V.¹ (Rostov-on-Don, Russian Federation) – n.oleynick2013@yandex.ru

¹Rostov State University of Economics

Abstract. The problem of developing the professional competencies of teachers of preschool educational organizations in the field of economic education of preschoolers is the central focus of this work. The study defines the criteria for the readiness of the teaching staff of preschool institutions to implement innovative educational programs on financial literacy and the development of appropriate professional skills in the field of economic education of preschool children. The purpose of the article is to determine and analyze the competence of a teacher in the field of teaching financial literacy in a preschool educational organization, as well as to identify factors contributing to improving the quality of the educational process. Methodology. The paper uses methods of analysis and comparison of theoretical and practical aspects of financial literacy, synthesis of opinions, generalization, comparison, graphical interpretation of the results.  Scope of the results. The results of the study can be applied in the educational practice of preschool institutions for the development and implementation of financial literacy programs, as well as for professional development of teachers in this field. In addition, the materials can be useful for parents and educators in forming the foundations of financial behavior in children. Novelty. The paper presents a new understanding of teacher competence in the context of financial literacy, including not only knowledge of materials, but also the ability to integrate financial concepts into children’s daily activities. The study also focuses on the importance of interaction with the parent community for the successful formation of financial literacy in preschoolers. The key aspects of teachers’ competence in the context of teaching financial literacy are presented, with an emphasis on digitalization and the development of necessary competencies for the successful transfer of knowledge to children. Conclusions. The results of the study show that pedagogical competence in the field of financial literacy includes the knowledge, skills and abilities necessary to effectively teach children the basics of financial behavior. Teachers with high competence in this field are able to find innovative approaches and teaching methods, which ultimately contributes to the formation of a financially literate generation. The application of a systematic approach to learning and cooperation with parents play a key role in the successful implementation of the financial literacy program in preschool education.

Keywords: teacher, competence, financial literacy, preschooler, institution.

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For citation: Likhanova N.V. The competence of a teacher in the field of teaching financial literacy in a preschool educational organization. CITISE, 2025, no. 2, pp. 767-781.