The Conceptualization of Financial Freedom Can Be Interpreted in the Context of Early Childhood Education

Abstract

This study aims to analyze the meaning of financial freedom in the context of early childhood education, learning models that are appropriate for children's developmental characteristics, and the role of teachers and parents in building positive financial habits from an early age. The study was conducted at the Pembina State Kindergarten in Tasikmalaya City using a descriptive qualitative approach through observation, interviews, and documentation techniques. The results showed that financial freedom in early childhood is not interpreted as economic independence, but rather as a process of character building and basic financial habits, including an introduction to the function of money, the ability to distinguish between needs and wants, the habit of saving, a responsible attitude towards the use of resources, and the instilling of the values of sharing and living simply. The learning model is integrated contextually into play activities and school routines through role-playing, saving habits, the use of concrete media, and thematic activities that are close to children's lives, emphasizing a learning-by-doing approach. The role of teachers and parents is an important factor in the success of forming positive financial habits, although collaboration between schools and families is not yet systematically structured. This study confirms that financial freedom education is an integral part of character education and life skills for early childhood.