Understanding financial literacy in children aged 4-6 years through the Eid Al-Fitr THR tradition
DOI:
https://doi.org/10.26555/jecce.v9i1.16082Keywords:
early childhood, ethnopedagogy, financial literacy, THR traditionAbstract
Purpose – This study aims to explore the understanding of children aged 4-6 years regarding Lebaran holiday allowance (THR) money and its value, to analyze their understanding of how to spend, save, and share THR, and to interpret their simple financial decision-making processes through the Eid al-Fitr traditions in Tanggir Hamlet, Tuban Regency.
Design/methods/approach – This study employs a qualitative approach with an educational ethnography design. The primary informants consisted of six children aged 4-6 years in Tanggir Hamlet who received THR, selected via purposive sampling, alongside six parents or guardians as supporting informants. Data were gathered through participatory observation, semi-structured interviews, documentation, and the researcher's reflective journals, and then analyzed simultaneously using Braun & Clarke’s thematic analysis model.
Findings – The thematic analysis revealed three core themes: (1) Children recognize THR money as a financial symbol via Eid envelopes, associating banknote colors (e.g., red vs. blue) with real-world purchasing power, though this cognitive boundary is age-dependent. (2) Children understand the basic function of money as a medium of exchange, exhibiting high self-control by saving THR in piggy banks or wallets, and demonstrating prosocial responsibility by sharing or allocating funds for family and charity. (3) Children's simple decision-making processes display logical reasoning rather than impulsivity, heavily relying on protective parental guidance and family economic upbringing.
Research implications/limitations – This study theoretically expands the literature by integrating Jean Piaget's cognitive development theory with an ethnopedagogical framework to capture early financial schemas. However, it is methodologically limited by its small sample size (six participants) and specific socio-cultural boundaries in Tanggir Hamlet, which limits the immediate transferability of the findings across broader demographic cohorts.
Practical implications – The findings indicate that families, early childhood educators, and PAUD practitioners should transition from treating the annual THR tradition as a passive cultural inheritance. Instead, it should be intentionally utilized as a contextual, meaningful, and authentic learning resource to introduce financial responsibility, cultivate early self-regulation, and instill altruistic behavior.
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