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Justification of the study. Increasing the financial literacy of the population is one of the priority areas of the policy of the Russian Federation. The Strategy for Increasing Financial Literacy, approved by the Government of the Russian Federation, singles out work with preschool children as an educational area. At the same time financial literacy is not the only basis for the formation of financially literate and rational behavior. A number of studies put forward the thesis about the need to form the financial culture of the individual as a broader concept that includes knowledge, skills, moral and value aspects. In relation to preschool children, it is necessary to substantiate aspects of financial culture and the factors influencing its formation. Recent research shows the role of family factors and educational institution, but little consideration is given to the influence of the children’s community and the possibilities of the children’s subculture.

Description of the study. The research procedure included a conversation with children aimed at studying financial and economic representations, whether children have piggy banks, play as elements of a children’s subculture associated with the financial culture of preschoolers; solution of economic problems; unfinished stories and case studies aimed at studying value orientations and financial behavior. The study involved 52 children of senior preschool age from various cities of Russia.

Results. The study revealed a connection between the preferred games and the ways of solving financial and economic situations by children, between the presence of piggy banks, the experience of accumulation and the ability to postpone desires, and the difference in making financial decisions.

Conclusion. The data obtained confirm the assumption about the influence of children’s subculture as a factor in the formation of financial culture of older preschool children. Such elements of children’s subculture as piggy banks, play on financial and economic topics are available means of forming and developing financial culture in children.

The article discusses the relevance of the problem of children’s speech readiness for schooling, including the development of language and communication abilities of preschool children. It is shown that the transition from kindergarten to school is associated with a change in the social status of a child who becomes a pupil. This is preceded by a huge preparatory work that develops general and special preparation for learning at school, which should result in readiness for school, including speech. The authors consider the cognitive aspect of preschool children’s speech readiness for school. It is shown that the study of the correlation between thought, speech and language in the formation of a preschool child’s personality provides opportunities to identify patterns of development of intellectual, communicative, speech and language abilities in preschool childhood. Language (linguistic) competence in relation to preschoolers is considered as an elementary awareness of the phenomena and facts of language and speech, the formation of the ability to use words, their forms and syntactic structures in accordance with the norms of the literary language, to use synonymic and antonymic resources of the native language. The tasks of the development of linguistic and communicative abilities are presented. The development of all aspects of speech, knowledge of the rules and norms of speech etiquette, and their use, depending on the situation, play an important role in educating the culture of speech communication among preschoolers. The improvement of communicative competence is impossible without learning the basics of speech culture, the absence of which can cause a misconception about the essence of the statement. The prospects of research on the formation of speech readiness for school education are outlined. The conclusions summarize the main points of the article.

This article describes a longitudinal study on the perception of the world by senior preschool children carried out in Moscow as an example of the modern approach to the analysis of psychological characteristics of early childhood. Studies over the course of recent decades have seen young children as active and full-fledged participants in the research process and were eager to listen and to hear the child’s voice. New methodological approaches were developed, such as phenomenological, narrative, “mosaic”, and others. New diagnostic techniques that use these approaches have been created. Conditions for effective research involving younger children were studied, and reliable and adequate information was obtained from them. The Moscow longitudinal study was launched in 1992, at the beginning of fundamental social and economic reforms in Russia. It was aimed to analyze the impact of changes in the country on the views of senior preschool children. The study involved six-year-olds attending preschools in Moscow. Using a structural approach, each child was interviewed about their views on their life, themselves, as well as the latest developments in Russia and in the world. Six surveys have been completed to date. Each survey was associated with significant social, economic, and political changes in Russia. The research was continued in 2016-2017. The qualitative analysis as its main research method, which allows researchers to see children’s life through their own eyes, assess new opportunities and risks for their development in the modern world was implemented. This is the only Russian study that covers more than two decades which not only reveals the characteristics of the attitudes of children in a particular social environment but also documents the changes in these characteristics.