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Update the browserMore than half (56 percent) of parents of children aged 3-7 believe that they should be responsible for the financial education of their children. However, according to research by the Bank Millennium Foundation, the expectation of support from institutions has also increased over the last five years. The involvement of parents themselves is also greater – as many as 7 out of 10 talk to their child about money. Financial education is becoming more and more present in the daily lives of families, largely based on experience and everyday situations.
Only 4 percent of parents believe that financial education is not necessary for preschoolers. The respondents not only declare responsibility, but also are actually involved in introducing children to the world of finance. 56 percent believe that parents should be responsible for their children's financial education – this is 10 p.p. less than in 2020. At the same time, other entities are gaining in importance. 40% of parents point to educational programmes implemented in kindergartens (47% in 2020), and 22% – to financial institutions such as banks (14% in 2020). The role of non-governmental organisations increased from 14 percent to 17 percent, and the role of volunteers from 6 percent to 11 percent. So there is a clear shift, from a model in which responsibility rested almost exclusively with parents, towards a more shared role of different institutions.
As Paulina Wołosz-Sitarek, Member of the Management Board of the Bank Millennium Foundation, points out: - Parents see the need for early financial education and understand their key role in this process. They are also increasingly willing to bring up financial issues at home. At the same time, the examples of teaching methods they indicate suggest that they still need support - knowledge about how to support the financial education of preschool children may still be limited. At this stage of development, play-based activities work best, as they allow you to naturally convey basic financial concepts, adequate to the cognitive capabilities of the youngest.
More conversations and action – parents teach primarily in practice
Financial education of preschoolers most often takes place through everyday situations. 88 percent of parents declare that they teach their children to spend money wisely, 86 percent encourage them to save, and 83 percent involve them in home life, e.g. through shopping together. 82 percent explain the value of money with specific examples. 59 percent ask their child for their opinion when making decisions about expenses.
A comparison with 2020 shows a clear increase in parental involvement. They talk to their children more often about finances (71 percent in 2025 vs 63 percent), they take them to the bank more often (54 percent vs 35 percent) and encourage them to earn money (52 percent vs. 36 percent). The percentage of children with an account (48 percent vs. 33 per cent) and receiving pocket money (50 percent vs 29 percent) has also increased. At the same time, the percentage of parents declaring that they fulfil all their child's whims has decreased significantly (27 percent vs. 10 percent), which may indicate a more conscious approach to financial upbringing.
Availability of materials is increasing, but it is not even
The assessment of the availability of educational materials on finance is moderately positive. 44 percent of respondents consider them easily accessible, while 34 percent say that they are difficult to find. This indicates that the challenge is not so much the lack of materials, but their visibility and accessibility for parents.
Customising materials for children with different needs
In the case of children with disabilities, 38 percent of parents believe that the materials are adapted to their needs. In the group of parents of children with a disability certificate, this percentage rises to 67 percent (including 25 percent of indications "definitely yes"), but 18 percent of this group raise reservations about their suitability. This shows that while the situation is improving, the availability and suitability of materials is still not equal for everyone.
– An important area requiring changes is the promotion of examples of educational activities addressed not only to neurotypical children, but also to children with developmental disorders. The specificity of the functioning of children on the autism spectrum or ADHD means that traditional methods of supporting them in this area often turn out to be ineffective. Such a situation can lead to rapid discouragement of both children and their parents, and consequently to the persistence of a low level of knowledge and financial competence, which in the future hinders the process of becoming independent – emphasises Dr. Małgorzata Chojak, Head of the Neuroeducation Research Laboratory at the Maria Curie-Skłodowska University in Lublin.
Although parents of preschoolers still see themselves as the main educators, the growing role of institutions and the need for systemic support are becoming more and more apparent. On the one hand, parents are becoming increasingly active and more often involve their children in everyday financial experiences, on the other hand, they expect simple, accessible and practical tools that will make this role easier for them. Therefore, it becomes crucial not only who teaches children finance, but above all how to effectively combine the activities of parents, education and institutions so that knowledge translates into real competences.
About the survey
The survey commissioned by the Bank Millennium Foundation was carried out by the independent research agency IBRiS using the CAWI (Computer-Assisted Web Interview) method, which consists in conducting online surveys. The survey involved 1000 respondents – parents of preschool children, i.e. aged 3 to 7. The data collection took place at the turn of December 2025 and January 2026. The research sample was selected in a way that allows for results representative of the population of parents of children of this age. The results obtained were compared with the results of a similar study conducted in 2020, which allowed for the analysis of changes occurring over a period of five years. It is worth noting that the analysed period included a time of significant and unpredictable social and economic events that could have had an impact on the attitudes and opinions of the respondents.
About the Bank Millennium Foundation
The Bank Millennium Foundation, acting under the slogan "We multiply social capital", has been supporting, for 35 years, projects that engage in activities for the benefit of local communities. In its activities, it focuses on three areas of action: financial education, cultural education and promotion of employee volunteering. For a decade, the Foundation has been conducting educational activities aimed at introducing the youngest children to the basics of finance in a simple and engaging way, tailored to pre-school age. The programme includes workshops in kindergartens, as well as educational materials in the form of books, stories, films, guides for parents and guardians. The "Financial ABCs" workshops are conducted all over Poland, and their scenarios have been developed so that children learn through play, and the educational materials provided to pre-schools can be used for further education. Since 2016 the Bank Millennium Foundation has trained more than 100,000 children through workshops delivered throughout Poland.
For more information go to: https://www.bankmillennium.pl/o-banku/fundacjalink opens in a new window
The full report on the research: https://www.bankmillennium.pl/documents/d/guest/raport_2025-26_fundacji_bm_badanie_swiadomosci_rodzicowlink opens in a new window