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The sense of initiative and entrepreneurship consist of developing the ability of the person to turn ideas into action. It is related to creativity, innovation.

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Presentation on theme: "The sense of initiative and entrepreneurship consist of developing the ability of the person to turn ideas into action. It is related to creativity, innovation."— Presentation transcript:


2 The sense of initiative and entrepreneurship consist of developing the ability of the person to turn ideas into action. It is related to creativity, innovation and risk taking, as well as the ability to plan and manage projects in order to achieve their goals. Although this goal is not listed as a priority in the Spanish Childhood Education curriculum, it seems essential that from an early age we push and favor these situations where children conduct entrepreneurial activities in order to develop their initiative, creativity and stimulate their curiosity. The introduction of this content does not mean new subjects inclusion, but rather incorporate a cross- curriculum instruction in children education. We know that learning throughout life is important, so enhancing the sense of initiative and the curiosity to learn is important forever.


4 WHY TEACH CHILDREN TO UNDERTAKE? 1. Entrepreneurship is a consequence of the innate curiosity and creativity of children. 2.Entrepreneurship involves designing a project, setting goals and start working to achieve it, encourage children entrepreneurial capacity through activities like gambling. But also to teach children to know their own objectives and to fight for them is positive. Helping children to believe in their potential and make that work brings tangible results.

5 3. It is more effective to foster this ability in children than in adults. It is shown that this kind of works has greater impact in younger students. It is a question of promoting high creativity index activities, which help children to perform better in our society. Experiencing these activities with them offers spectacular results. If we encourage them to be creative, to imagine new things, to play, to have goals... they will respond. Shall we try?


7 HOW TO INCULCATE IN THEM THE VALUES OF ENTREPRENEURSHIP? The best way to make the students understand what entrepreneurship means is they learn through activities that amuse them and represent a challenge for them. At the conclusion of the activity, students will find that they can get the goal and will experience the benefits of having done that work.

8 Thus, some guidelines to keep in mind to teach students entrepreneurship would be: ACTIVITY. In schools they should exchange roles and listen to their views, going for a practical and multidirectional learning model. MARK A TARGET. Motivation and effort of student will increase whether an action to perform is defined and if goals are established in advance. It could be a good idea offering them a reward if they achieve this goal, but we must show them that what matters is the work, not the ultimate prize.

9 BEING PART OF AN EQUIPMENT. Although an entrepreneur must lead a project, he could not get ahead without a team. Children must be able to work in teams, share tasks and learn from each other. CREATIVITY. Establishing challenges and trying to solve them is a good option to students in order to make children to cope with them. LOSS OF FEAR OF ERROR. Erring is not negative. They should see mistakes as something positive out of what they can learn.


11 EXAMPLES OF ACTIVITIES ACTIVITIES WITH PRE-SCHOOL CHILDREN (3-5 YEARS-OLD) 1.CORNERS OF SYMBOLIC PLAY Playing in the corners simulating situtations of different sectors: hairdrsser, restarurant, supermarket… They will plan and agree on actions to be performed.

12 AT THE HAIR-DRESSER´S. Hair-dresser name. What can be done in a hair-dresser: washing and cutting hair, putting rollers… How much does everything cost?We made a board with prices and activities.


14 AT THE RESTAURANT. Restaurant Name.We design restaurant menus and set their prices.We performed different situations at a restaurant.


16 AT A SUPERMARKET. We wrote the shopping list.We fixed the prices of each item.We sold items and bought them.




20 3.SOLIDARY LUNCH: Children bring lunch at school. A token amount is set to buy it and, raised money is donated to an NGO.

21 4.ASSEMBLIES Children choose an object from its surroundings that they usually use: a balloon, a phone, a blackboard... The main features of each object and their functionality are analyzed in the classroom. We talked about the things we would like improve in the object, and we define the characteristics of the new object. Once we have improved the object, we think about who could be the future users Issues to be solved:

22 OBJECT ANALYSIS: Students reflect on their chosen object and answer the following questions: What is it? What is each object made of? What are the parts of the object? What for is it used? How often is it used? When is it used? Who uses the object? Where is it used? Why is it broken or damaged? What problems or disadvantages are associated with their use?


24 GENERATION OF THE OBJECT: Students are encourage to think of the object they have chosen and to answer the following questions, giving a serial of different answers. What for should it be used? What problems should the object sort out? What other services should the object offer? What limitations should the object eliminate?


26 We have to prepare children for jobs that nowadays do not exist, to solve future problems, nonexistent nowadays,... we should promote their sense of initiative in all aspects and achieve that their creative spark never turn off.


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