| Abstract [eng] |
Lithuania's accession to the European Union and integrating to the rapidly changing global society, education has one of the main challenges - to ensure high quality education and a modern curriculum that meets the changing needs of society. the contemporary modern literacy unthinkable without economic literacy-based on thinking and practical activity. The demand of economic and business knowledge in Lithuanian society constantly increases. Therefore, economic literacy should become a priority of education (learning) in order to help the child understand the real world, the laws affecting the global economy and how to behave in the face of this reality. The world's educational experience shows that to start children's economical education is neccessary in the pre-school age and then continue it in the pre-primary age. The study problematic issue: How pre-school children are educated the basics of economic literacy in a pre -school institution and what are directions of quality improvement? The study object. Pre-school children's education of basics economic literacy. Hypothesis. Pre-school children's economic literacy education quality improvement should be related to the specific guidelines, activities and results of foresight training programs and enhanced cooperation between teachers and parents. The aim of investigation - to investigate preschool institution's preschool children's basics economic literacy educational experience, conceptualizing and empirically basing the content, methods, forms and providing the improvement of the quality of direction. The methodology of the investigation. The implementation of its goals was to perform three tests: 1) was done \"N\" pre-school institution's strategic plan and the development plan, qualitative analysis of the content; 2) organized three discussion groups on thу N pre-school teachers (total 16 teachers participated in the investigation); 3) the above mentioned pre-school institution children's parents were investigated (attended by 37 respondents). The results and conclusions. Based on the obtained results, it can be said that although in the \"N\" pre-school institution's strategic plan the mission and vision statements related to the needs of society today are formulated, but in the educational program for child's economic literacy development only episodic attention ia given, the economic literacy is integrated in communication, social and cognitive competencies. Recognizing the importance of economic literacy in pre-primary age body teachers, as well as parents reflect with children's economic phenomena associated knowledge, develop the necessary skills, forming the child's values, develop appropriate personality characteristics. However, both teachers and parents would like to see clear guidelines on economic literacy, closer cooperation between teachers and parents as well as doubts on their level of economic literacy. |
