Introduction. It is evident in the changing world that the dangers to human beings are increasing. The state, society and family in early ontogenesis already, need to work to counteract threats to children’s safety. This actualises identification of educators’ and parents’ perception of hazards to children. The enrichment of scientific treatment on this issue will ensure that these views are taken into account in the development of models for counteracting the sources of such dangers in preschool and primary education. The aim of the research was to identify the characteristics of educators’ and parents’ perception of hazards to children. Methodology and methods. A total of 180 educators and parents took part in the survey. Closedended questionnaires were applied, which were processed using: calculation of different answer options percentage, for which the frequency of certain answers was calculated; categorisation (distribution of quantitative indicators of danger types according to their significance for the respondents). Comparison, analysis and synthesis were used. Results. The hazard significance levels were identified as follows: level 1 (48% to 76% of responses (air pollution (76%), cancer (51%), hostilities (48), younger children drawing the parents’ attention to themselves (54%), food poisoning at school (65%)); level 2 (37% to 70% of responses (fire (70%), lifethreatening COVID-19 (49%), terrorist attacks (39%), psychological violence from younger children in the family (37%), health deterioration and impairment of learning outcomes in distance learning (60%)); level 3 (34% to 55%) (epidemic (42 negligent attitude of doctors and medical staff during medical treatment (47%), inability to use paid medical services (35%), grandparents’ pampering (34%), injuries at physical education classes (55%)). The peculiarities of the respondents’ perception of hazards to children were identified: reflection of specific diversity of hazards; their hierarchical pattern; consistency; sustainability. Conclusion. The results will make it possible to improve the process of strengthening security of preschool and primary school children and to realise due areas of work with pedagogues and parents (emotional-corrective, informational-instructional, cognitive-educational, systemic-pragmatist). Keywords: danger, security, child safety, perception of hazards, pedagogues, parents, preschool children, primary school children

Introduction. The intensive development of the financial services market, optimal financial relations, which characterize the socio-economic situation in the modern world, require the improvement of the quality of education. The social order of the education system is a competitive member of society with a developed economic thinking and the ability to solve emerging problems in a constantly changing environment. Of particular importance is the task of developing financial literacy at the stage of preschool childhood, when children are just beginning to form ideas about financial categories. The purpose of this article was to identify the relationship between the levels of development of financial literacy in children and their parents. Materials and methods. The study involved 226 children of senior preschool age and their parents in the amount of 134 people. The main method for studying the financial literacy of older preschool children was a survey conducted on the basis of A.A. Smolentsev, modified by us. In order to identify the level of financial literacy of parents, we used a survey. For statistical processing of the obtained results, the Pearson correlation coefficient was used. Results. A high level of financial literacy was shown by 13% of six-year-old children: they explained the meaning of financial concepts, showed a steady interest in the work of their parents. 57% of children were at the average level. The existing representations of preschoolers were characterized as fuzzy and superficial. A low level was found in 30% of respondents. Preschoolers had no idea about the economic life of people. The results of the survey of parents showed the following: 12% of respondents were at a high level of financial literacy, 56% – at an average level and 32% – at a low level. A positive correlation was found between the levels of financial literacy of six-year-old children and their parents (p<0.05). Conclusion. The novelty of the study is to identify the relationship between the level of financial literacy of children and the specifics of economic literacy of their parents. The results obtained will improve the scientific and methodological support for the process of developing the basics of financial literacy in children of six years old, and can also be used in the development of preschool education programs.