CHARACTERISTICS OF THE CONCEPT AND PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF FINANCIAL LITERACY IN YOUNGER SCHOOLCHILDREN
The article substantiates the need for the development of financial literacy in children of primary school age. This necessity is caused by the changes taking place in the financial sphere of economic life in the Russian Federation. The development of financial literacy is presented as a direction for the development of functional literacy, regulated by the Federal State Educational Standard. The possibilities of implementing this direction in the educational process are revealed. Based on the theoretical analysis, the definition of financial literacy as an important quality of personality is presented. Based on the received definition, the authors clarified its components (cognitive, practical and personal) and their content content in relation to primary school age. Special attention is paid to the characteristics of the pedagogical tools necessary for the development of financial literacy of primary school students (RFSMSH). The content of the proposed toolkit is seen by the authors as a specially designed set of methods, tools and forms of training organization. It is shown that all parts of the proposed pedagogical tools are interconnected and complement each other. The group of methods of the RFSMSH consisted of an explanation, a conversation, the method of associations, mind-map. The authors attribute special visual, didactic and technical means of teaching to the means of the RFSMSH. The list of forms of the RFSMSH was made up of lessons of traditional and non-traditional forms, extracurricular activities. The authors have worked out the characteristics of each component of the set of methods, tools and forms of training organization underlying the RFSMSH. In the final part of the article, the provisions obtained in the course of the work carried out are highlighted. These provisions can become a support for further research of the phenomenon under consideration.