Аннотация
This quasi-experimental study investigates the impact of a storybook-based intervention on preschool children’s understanding of basic financial concepts. The participants were 18 children aged 5–6 years. Throughout the intervention, the classroom teacher conducted interactive read-aloud sessions twice a week using storybooks that introduced financial literacy concepts. To assess children’s financial knowledge and experiences, a story-based assessment tool was used as both a pretest and post-test. Findings revealed that although children demonstrated intuitive awareness of financial issues prior to the intervention, their structured knowledge particularly in some areas was limited. Post-test results indicated increase in knowledge, especially in the domains of earning and spending. The results suggest that interactive storybooks can serve as effective pedagogical tools for introducing financial literacy in early childhood. The study underscores the importance of supporting such interventions with real-life practice and family engagement to ensure deeper and more lasting conceptual understanding.