1. Jeanette Betancourt, Ed. D.Senior Vice President, Outreach and Educational PracticesFinancial Literacy andEducation Commission PublicMeetingStarting Early for FinancialSuccess Reach and PracticeMay 14, 2013 | Washington, DC

2. PNC Grow Up Great is a$350 million, multi-yearinitiative begun in 2004 toprepare children from birthto age five for success inschool and life.Sesame Workshopuses the educationalpower of media to helpall children reach theirhighest potential.2 3. Research indicates: Young adults display lower financial literacyknowledge than older generations There are opportunities to engage youngchildren in financial education in ways thatintegrate the whole family Limited bilingual (English/Spanish)resources supporting everydaymoments and financial educationfor young childrenFINRA Investor Education Foundation. (2009). 2009 National Financial Capability Study. Retrieved from http://www.finrafoundation.org/resources/research/p120478.Kiviat, B. How to Teach Kids About Money.Time. Monday, January 25, 2010. Retrieved from http://www.time.com/time/magazine/article/0,9171,1953695-1,00.html.Holden, K., Kalish, C., Scheinholtz, L., Dietrich, D., Novak, B. (2009). Financial Literacy Programs Targeted on Pre-School Children. Retrieved fromminds.wisconsin.edu/handle/1793/36314.3WHY FINANCIAL EDUCATION AND EARLY CHILDHOOD? 4. Parents Felt extremely uncertain of theirown financial educationknowledge Limited communication betweencaregivers on financialresponsibility Did not understand how toincorporate money concepts withyoung childrenGrandparents Felt their own children neededfinancial education even morethan their grandchildren Expressed guilt in not doing abetter jobEarly childhood educators Felt extremely uncomfortable about financial education in a classroom Could not consider ways to integrate into themes or daily classroomroutines Unaware of how to communicate financial education activities tofamilies4WHAT DID OUR FORMATIVE RESEARCH REVEAL? 5. Choices: Everyday choices link to financial choices Selecting between what shoes to wear in the morning blue orbrown? Selecting between an expensive toy versus a less expensive one There are needs and wants needs can be food or shelter whilewants can be fun activities or an expensive toyValue: Develop a better understanding of the value of people andthings Value of a favorite stuffed animal Things that are bought have a value (cost) People are valued for contributing to theirfamily and communitySpending, saving, and sharing Three jar concept5INTEGRATING FINANCIAL EDUCATION INTO EVERY DAY MOMENTS 6. DVDFree bilingual resources available atsesamestreet.org/save and pncgrowupgreat.comAudio PodcastOnline Game6THE INITIATIVE AND RESOURCES ACROSS MEDIA PLATFORMS 7. Childrens Activities Family Workshops Community Events Choices during everyday activities People in the community (value) Spending (visit to the grocerystore), sharing (sharing items inclass), saving (a classroom saving jar) Family NewslettersIntegrated within: Communityevents Early childhoodprograms Libraries Play groups Parentingworkshops Other activitiesUtilized the PNCGrow Up Greatvolunteer network7FACILITATING INTEGRATION INTO A VARIETY OF SETTINGS 8. Families: Significantly reducedstress on introducingfinancial education as afamily activity Increased strategies tointroduce and use thebasics of financialeducation with theirchildren Repeatedly usedresources Increased the familymembers own focus onfinancial awareness andpracticesEducators: Significant increase inwillingness andunderstanding of how tointroduce financial education Integrated Sesame Streetfinancial education contentinto classroom activities Increased educators ownfinancial awareness andpractices Desire for technicalassistanceFluent Research. (2012). For Me, For You, For Later Impact Assessment Report. New York, NY.8IMPACT RESEARCH OUTCOMES 9. 9