Building the foundations of financial literacy in the context of family and childhood interaction

The purpose of the article is to theoretically substantiate and develop a structural and functional model of partnership between families and educational organizations in the process of forming the foundations of financial literacy in older preschool and primary school age children. The research is based on a systematic, activity-based and personality-oriented approach. The methods of theoretical analysis of psychological and pedagogical literature, generalization and systematization were used. The article presents the author's model, which includes four interrelated blocks: targeted, meaningful, organizational and technological, and evaluative and effective. The content block is structured into five modules: «Labor and professions», «Money and budget», «Needs and desires», «Savings and savings», «Risks and protection». A set of interactive forms of work at three levels of interaction is identified and characterized: information and educational, joint activities and reflexive-analytical. The pedagogical conditions that ensure the effectiveness of the model implementation have been identified and scientifically substantiated. The developed model is an integral theoretical construct aimed at overcoming the existing contradiction and creating a unified educational space. Its implementation in practice creates prerequisites for achieving a synergistic effect, ensuring not only the assimilation of knowledge, but also the formation of responsible financial behavior in children. The prospects for further research are related to the testing of the model, the development of differentiated techniques and the study of the influence of the digital environment.