{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,11]],"date-time":"2026-02-11T18:52:11Z","timestamp":1770835931292,"version":"3.50.1"},"reference-count":63,"publisher":"MDPI AG","issue":"5","license":[{"start":{"date-parts":[[2025,5,7]],"date-time":"2025-05-07T00:00:00Z","timestamp":1746576000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JRFM"],"abstract":"<jats:p>Metaphors help to simplify complex concepts, making them more accessible and understandable for children. Children can build a more concrete understanding of these concepts by associating abstract financial ideas with familiar situations or objects. The present study aims to explore what children with above-average abilities understand by financial literacy, using words and images as tools of expression. During a workshop, 22 children with above-average abilities participated in two tasks, one individual and one group task. The results showed that \u201csave\u201d (90.9%), \u201cmoney\u201d (63.9%), \u201cinvest\u201d (59.1%), and \u201cbank\u201d (54.5%) are the words most strongly associated with the concept of financial literacy among the children. Regarding images, money (M = 1.77), a clock or calendar (M = 2.50), a pig (M = 2.75), and a house (M = 2.84) were identified as the most representative symbols of financial literacy for this group of children. In the group task, children perceive financial literacy mainly as managing and using money to satisfy needs and desires. The results can inform educators about the need to adapt educational materials to match children\u2019s level of understanding better, promoting more effective and accessible financial education.<\/jats:p>","DOI":"10.3390\/jrfm18050254","type":"journal-article","created":{"date-parts":[[2025,5,7]],"date-time":"2025-05-07T08:20:53Z","timestamp":1746606053000},"page":"254","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["What Do Children with Above-Average Abilities Understand About Financial Literacy?"],"prefix":"10.3390","volume":"18","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8069-2657","authenticated-orcid":false,"given":"Eul\u00e1lia","family":"Santos","sequence":"first","affiliation":[{"name":"School of Education and Social Sciences, Polytechnic of Leiria, Campus 1, Rua Dr. Jo\u00e3o Soares, Apartado 4045, 2411-901 Leiria, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9672-8770","authenticated-orcid":false,"given":"Fernando Oliveira","family":"Tavares","sequence":"additional","affiliation":[{"name":"REMIT\u2014Research on Economics, Management and Information Technologies, Department of Economics and Management, Universidade Portucalense, 4200-027 Porto, Portugal"},{"name":"Instituto Superior Miguel Torga, Largo da Cruz de Celas n\u00ba 1, 3000-132 Coimbra, Portugal"}]},{"given":"C\u00e1tia","family":"Maur\u00edcio","sequence":"additional","affiliation":[{"name":"School of Education and Social Sciences, Polytechnic of Leiria, Campus 1, Rua Dr. Jo\u00e3o Soares, Apartado 4045, 2411-901 Leiria, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2025,5,7]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"515","DOI":"10.1080\/14697680902878105","article-title":"Financial literacy and portfolio diversification","volume":"10","author":"Abreu","year":"2010","journal-title":"Quantitative Finance"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"10","DOI":"10.56355\/ijfrms.2024.3.2.0025","article-title":"Proposing strategic models for integrating financial literacy into national public education systems","volume":"3","author":"Agu","year":"2024","journal-title":"International Journal of Frontline Research in Multidisciplinary Studies"},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"353","DOI":"10.5296\/jpag.v8i3.13539","article-title":"SME managers and financial literacy; Does financial literacy really matter?","volume":"8","author":"Akhtar","year":"2018","journal-title":"Journal of Public Administration and Governance"},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"56","DOI":"10.1177\/2047173417719555","article-title":"A review of financial-literacy education programs for children and adolescents","volume":"17","author":"Amagir","year":"2018","journal-title":"Citizenship, Social and Economics Education"},{"key":"ref_5","doi-asserted-by":"crossref","first-page":"46","DOI":"10.1080\/00094056.2015.1001670","article-title":"Financial education for preschoolers: Preparing young children for the 21st century","volume":"91","author":"Birbili","year":"2015","journal-title":"Childhood Education"},{"key":"ref_6","doi-asserted-by":"crossref","unstructured":"Castellano, R., Rinaldi, A., and Tieri, G. 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