We created Meta for Kids to address an urgent need in the Global South: millions of children grow up in contexts marked by inflation, instability, multi-currency economies and high levels of informality, where money is part of daily life yet rarely discussed in a formal or educational way. Although children are exposed from a very young age to purchasing decisions, price changes, comparisons and family constraints, they lack the tools to understand what money means, how to use it, or how to build a healthy relationship with it.
The absence of early financial education deepens inequality, limits confidence, reduces the ability to plan, and reinforces unexamined patterns passed down through generations. Many parents and teachers recognize that they reproduce the same habits, silences or anxieties they inherited, and that they do not know how to guide children in developing financial skills that will influence every stage of their lives.
Meta for Kids was created to close this gap. We aim to offer a close, emotional and accessible way of learning about money—one that does not rely on technical language but on stories, practical tools and meaningful experiences. Our goal is for children to develop habits, values and criteria that strengthen their future wellbeing, and for families and schools to have clear tools to support informed decision-making and build more resilient communities.
Meta for Kids turns financial education into a close, emotional and meaningful experience for children ages 5 to 16. It includes interactive workshops, training for parents and teachers, and can be integrated as a permanent school-based program. It is implemented in classrooms, community spaces and corporate settings, helping children connect money with habits, values and emotions.
From an early age, they develop financial language, self-control and planning skills before facing real-world decisions in complex economic environments. We use tools and resources such as the storybook The Piggy Bank of Dreams, which helps children explore saving, goals and decision-making in a simple, non-technical way.
Changes appear immediately: children express goals, distinguish wants from needs, and show greater willingness to plan. Within weeks, behaviors such as the intention to save and more open family conversations emerge. The national award received by the book validates its quality, pedagogical relevance and scalability.
Meta for Kids began as a volunteer activity at our children’s school, inspired by a simple yet powerful question: when should we start talking to children about money? We had previously designed and implemented financial education programs for adults that reached more than 13,000 people in Venezuela, but we realized that many financial challenges in adulthood begin much earlier—in childhood.
We researched, followed the OECD financial competence framework, and adapted its content to the country’s economic reality. We then became volunteers at our children’s school to test a practical, emotional, and accessible methodology. The impact was immediate: children connected with the stories, teachers felt motivated, and families were grateful for a resource they had never had before. We discovered a clear opportunity to build healthy financial habits from an early age.
Over the past three years, we have reached more than 400 children and families through workshops, school partnerships, and activities supported by financial institutions. La Alcancía de los Sueños has been adopted as a pedagogical resource and received a national award. Today, Meta for Kids is one of the few Venezuelan initiatives participating in Global Money Week and a member of the Aflatoun network, reinforcing its relevance and international alignment.
Our goal is to establish the program permanently in public and private schools and reach 10,000 children in the next 2–3 years, while expanding teacher training a
Meta for Kids began as a simple workshop for children. Since then, it has evolved into an adaptable program with greater pedagogical depth. We started with basic storytelling sessions and, based on feedback from teachers, families, and volunteers, we added structured training for educators, practical activities for the home, and physical tools such as piggy banks and goal-setting guides.
We also strengthened the methodological approach by using the OECD financial competence framework as a reference and adapting it to shifting economic realities. We incorporated parent sessions, facilitator-guided activities, and additional materials that make the experience replicable across different settings—public and private schools, community spaces, and corporate programs.
The storybook evolved from an inspiring resource to the central component of the methodology, and its national recognition encouraged us to develop new activities and plans for integrating the program permanently into the school curriculum. In essence, we refined the original idea and transformed it into a solid, flexible, and scalable educational proposal.
To implement it, start with a short training for teachers or volunteers on the methodology and on resources based on OECD financial competencies adapted to the local context. Activities are then delivered in guided sessions. Our team provides initial support and materials to ensure an easy and effective launch in any educational setting.
