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The purpose of the publication is to design methodological support, providing an extension in the level of professional and methodological training of teachers for economic preschool education tasks fulfillment in the context of digitalization. The methodology of the article is based on a theoretical and experimental study of the problem under concern, which allowed us to define professional and methodological readiness of teachers in the field of economic preschool education and highlight assessment criteria. A scientific and theoretical analysis of the problem of economic preschool education is carried out. It is illustrated that the design of methodological support in accordance with the principles of system-activity and individually-differentiated approaches, management of professional development based on the vitagenic experience of teachers and current trends in the development of economic preschool education is a promising direction for increasing the level of professional and methodological readiness of teachers. A methodological work plan is proposed, a feature of which is the development of the content and forms of methodological support, recommended report forms, and the level of their presentation. The importance of humanitarian technologies in the process of its implementation is emphasized. Testing results indicate a significant increase in the level of professional and methodological readiness of teachers in the field of economic preschool education. The professional and methodological readiness of teachers to implement the tasks of economic preschool education is defined by the authors as a complex of interconnected components: motivational-value, substantive, procedural, reflective-evaluative. Three levels of its formation are proposed: optimal, sufficient, critical.

The article introduces the study of the development of preschoolers’ financial and economic literacy in the context of cooperation between the kindergarten and the parents. The authors analyze the relevance and the need to teach children the basics of economics from an early age, it is emphasized that children face and deal with various economic concepts early, and the task of adults is to develop the basis of children’s economic thinking. The authors consider the foundations of financial literacy and a successful solution to this task in unity with morallabor education. The article describes the diagnostics, form, and control stages of the experiment in work with parents and children in the development of basic financial and economic literacy. The review of the stages covers the results of the diagnostics, an activity plan with parents and children, the final results of testing the developed approaches. In the content of economic education, the authors include such important tasks as the development of ideas about the professional activity of grown-ups, the family budget, money, advertising, the development of useful skills and habits in everyday life, etc. It is noted that rationally selected methods and means of education make it possible to introduce the child to the world of economics, to master complex financial categories and relations. The authors proved that the development of the elementary financial literacy of children is possible only in the cooperation and close interaction with the family.

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