Educación financiera desde la primera infancia: intervención en niños de 3 a 5 años

This study presents an educational innovation experience focused on implementing financial education in early childhood education, specifically for children aged 3, 4, and 5. Over an academic year (September–June), 110 students participated in a pedagogical proposal combining daily routines, playful activities, and adapted materials to introduce basic economic notions: the concept of economy, saving, investing, credit cards, taxes, and cash flow. Through “simulated market” dynamics, symbolic use of tokens as “coins,” and weekly economic assemblies, students progressed from minimal financial vocabulary to spontaneous and accurate responses. By the end of the intervention, significant improvements were observed in semi-structured interviews and counting and price-comparison tests (p < 0.001), as well as in cooperation and group decision-making indicators. When compared with a control group of 45 first-cycle primary students (aged 6–7) who did not receive the intervention, the early childhood participants outperformed their peers in understanding economic concepts, applied mathematical skills, and financial language usage. It is concluded that early introduction of economic content promotes not only basic financial competencies but also linguistic, mathematical, and socio-emotional development in early childhood. Keywords: • Financial education • Early childhood • Educational innovation • Cognitive development • Socio-emotional skills