Developing Financial Literacy in Early Childhood through Pretend Play

Abstract

This study aims to develop financial literacy in early childhood through the implementation of the pretend play method in Panca Karsa Sokolelah Kindergarten, especially for group B children whose children do not understand basic financial concepts such as the function of money, types of money, and differences in needs and desires. The purpose of this study is to describe the implementation of the pretend play method and its impact on the development of children's financial literacy. This study uses a qualitative approach with a descriptive type of research. The subjects of this study consisted of 10 children of group B, with data collection through non-participant observations, semi-structured interviews with principals and classroom teachers, and documentation of activities. Data analysis is carried out in several stages, namely data reduction, data presentation, and conclusion drawing. The results of the study show that the implementation of the pretend play method is carried out in stages, starting from the introduction of the value of money, the function of goods, and differences in needs and desires to simple practices as sellers and buyers. A positive impact can be seen on the development of children's financial literacy, where children show increased ability to recognize the value of money, understand the function of goods based on their use, distinguish needs and desires through the selection of goods, and make simple transactions. The pretend play method has proven to be effective in developing children's financial literacy in a more fun way and in accordance with the child's world with a hands-on experience of learning while playing.