Children of today experience rapid ongoing environmental changes referred to as polycrisis. Economic challenges are increasingly present, and to cope with the world situation, children need to develop financial literacy in collaboration with their social environment. Learning economic behaviour starts early in life and is considered part of economic sustainability. However, how children develop economic behaviour and understanding of financial mathematical concepts is not yet completely understood. To address this gap, I aim to explore the learning potential for economic behaviour in gameplay settings. I ask specifically: How can Monopoly provide financial experiences and support young children's development of financial literacy? In this qualitative study, the board game Monopoly is analysed for its potential to provide learning opportunities for financial concepts. Data analyses were conducted based on the conceptual framework of financial literacy, the theoretical framework of (Bishop, Mathematical Enculturation: A Cultural Perspective on Mathematics Education., 1988), and (Vygotsky, Thought and Language, The MIT Press, 1986) theory of concept formation. The findings suggest that Monopoly potentially provides children with the experience of spending and saving money understanding credit engaging in banking services, and related vocabulary. Children’s mathematical competencies play a crucial role in their understanding of resource allocation. Collaborative efforts from kindergarten staff, parents and others are needed to facilitate various learning experiences for the development of financial literacy.