Introduction lecture notes Entrepreneurial Education in ECD.pdf

CHAPTER 1

INTRODUCTION

1.1. Introduction

This study enquires into the underexplored yet critical intersection of entrepreneurial education

within early childhood settings in Ireland, presenting an innovative study aimed at integrating

entrepreneurial concepts into the foundational stages of education. Amid Ireland's economic

strategies to enhance national entrepreneurial activity, this research posits that fostering an

entrepreneurial mindset should commence as early as preschool. Despite the lack of a national

policy specifically targeting entrepreneurial education in early childhood, the Irish educational

system, particularly through the Early Childhood Care and Education (ECCE) scheme1 and the

Aistear2 curriculum, provides a unique backdrop for this investigation. This study is driven by

the need to equip our youngest learners with the skills necessary for innovation and creativity

- skills that are increasingly recognised as crucial in the 21st century. Through a Constructivist

Grounded Theory approach, this research not only seeks to fill a significant gap in educational

practice but also aims to craft a framework that can guide the integration of entrepreneurial

skills in early childhood education across diverse settings.

1.2. Background and Context of the Study

This research study is situated within the evolving context of entrepreneurial education in early

childhood settings in Ireland, a significant, yet under-researched connection between two

educational paradigms. Entrepreneurial education is widely recognised and appreciated as a

method of fostering interest, joy, engagement, creativity and societal value creation (Lackéus,

2015, 2013). However, its integration within early childhood education, particularly preschool-

aged children (2.8 years to 5.6 years), remains minimal despite the potential positive impacts

on economic health and societal well-being (OECD, 2022).

Ireland presents a unique backdrop for this study. The country’s strong emphasis in boosting

entrepreneurial activity as a core component of its broader economic and societal strategies is

well documented in various national policy frameworks (e.g. Ireland’s National Skills Strategy,

2025; National Social Enterprise Policy for Ireland 2024 - 2027; National Strategy for Higher

Education to 2030; National Research and Innovation Strategy 2021 - 2027; National Smart

Specialisation Strategy for Innovation 2022 – 2027 and Project Ireland 2040). Despite this,

1 The Early Childhood Care and Educa�on (ECCE) scheme provides free care and educa�on for preschool

children in Ireland. The ECCE scheme will be discussed in detail on p. 103.

2 The Aistear Curriculum is the early childhood framework for all children from birth to 6 years in Ireland.

Aistear will be explored and discussed throughout the thesis.

there is no dedicated national entrepreneurship education policy that explicitly incorporates

these principles at the early childhood education level. The integration of entrepreneurial

concepts at the foundational journey of education has not yet been fully realised, with education

frameworks like Aistear focusing predominantly on child-led and child-centred pedagogies that

emphasise social, emotional, and basic cognitive skills. These are crucial, yet they overlook

the potential of an entrepreneurial approach to amplify these foundational skills (Christiani et

al., 2015).

The National Skills Strategy 2025 illustrates Ireland’s commitment to integrating

entrepreneurship education into the educational curriculum across primary and secondary

levels. It supports various programmes such as Young Social Innovators and Junior

Achievement Ireland, which are designed to foster essential entrepreneurial aptitudes in older

children. These programmes, reaching tens of thousands of students annually, focus on

developing business understanding, creativity, innovation, and risk-taking through active and

collaborative learning. However, the strategy’s focus shifts significantly when it comes to

preschool education, where the emphasis remains foundational, rather than innovative and

entrepreneurial.

Recent developments in early childhood education in Ireland reflect substantial financial

commitments by, and supports from, the government, with initiatives aimed at enhancing the

quality and accessibility of education for young children. A notable increase in state investment

exceeding €1 billion in early learning and childcare, reflects a 51% increase over the previous

year's core allocation (DCEDIY3, 2022). In 2023, several key policies and initiatives were

implemented to support families and early childhood education providers. The introduction of

the Equal Participation Model aims to provide inclusive supports that address disadvantages

among children and families, particularly focusing on marginalised communities such as

Traveller and Roma children (Child Poverty Monitor, 2023). Additionally, a pilot scheme

providing hot meals to Early Years services has been launched to combat food poverty, similar

to school meal provisions, indicating a holistic approach to child welfare and development

(Child Poverty Monitor, 2023). These efforts highlight a comprehensive national approach to

early childhood education that values quality and inclusivity but still lacks a specific focus on

entrepreneurial education. The need for integrating entrepreneurial education in early

3 Department of Children, Equality, Disability, Integra�on and Youth

childhood settings is illustrated by statistics showing that children represent 24.7% of the EU’s

population, with nearly 18 million children experiencing poverty and social exclusion

(Eurostat, 2023; OECD, 2022). These figures highlight the significant role that quality early

childhood education can play in combating social inequalities and fostering healthy

development from a young age.

Moreover, research suggests that entrepreneurial activity is often influenced by cultural factors

(Audretsch et al., 2017; Fritsch et al., 2019) and that fostering an entrepreneurial mindset across

the general population is pivotal in generating entrepreneurial activities (Kuratko et al., 2020;

Robinson & Gough, 2020; do Paço & Palinhas, 2011). Entrepreneurship education is

acknowledged for its crucial role in building awareness of enterprise and entrepreneurship

values, which are foundational for cultivating future entrepreneurs (Lundström et al., 2008).

This context sets the stage for this study, highlighting the gap in current educational practices

and the potential benefits of introducing entrepreneurial education in early childhood. By

exploring how these concepts can be integrated into Ireland’s early childhood education

framework, this study aims to contribute to the broader dialogue on enhancing educational

strategies to better prepare young children, not only for school, but also for a rapidly changing

global society.

1.3. Focus and Rationale of the Study

This study aims to address a critical gap in current educational practices by investigating how

entrepreneurial education (EE) can be effectively introduced and fostered in preschool

children, and seeks to consider the broader educational structure that supports or hinders such

initiatives. The rationale for this study extends beyond enhancing educational outcomes – it

seeks to fundamentally reshape how children perceive and interact with the world from an early

age. This study emerges from a recognition of the pivotal role early childhood experiences play

in shaping later life outcomes (Currie & Rossin-Slater, 2015). Research indicates that high-

quality Early Childhood Education and Care (ECEC) significantly impacts holistic and

academic development, setting the stage for lifelong learning and success (Whitebread et al.,

2015; Van Huizen & Platenga, 2018).

Despite these findings, and strong public support for enhancing early childhood education as

evidenced by substantial backing for policies that align childcare costs with parental income

and provide substantial parental support (Early Childhood Ireland Barometer, 2023), the actual

integration of EE remains limited. The discrepancy highlights a significant opportunity: to

equip children with essential skills, like creativity, independence, and problem-solving, for

navigating an increasingly complex world through EE.

Ireland's robust approach to early childhood education, characterised by a clear emphasis on

quality, inclusivity, and continual investment, suggests a promising future for the sector. The

choice of the ECCE scheme is strategic, given its extensive reach with 108,616 children

enrolled in this preschool programme, supported by 3879 providers across the country

(DCEDIY, 2023). Discussed in detail in Chapter 4, this substantial engagement offers an

inclusive and rich field for implementing and studying the impact of entrepreneurial education.

An initial scoping review of the literature was used to address the research question and to

provide a greater understanding of the factors that can influence access to entrepreneurial

education within the early childhood education sector. This may lead to improved

entrepreneurial education delivery, with the potential to develop enterprising behaviour and the

fostering of an entrepreneurial spirit in young children. The scoping review was influenced by

the five-stage framework developed by Arksey and O’Malley (2005) and further refined by

The Joanna Briggs Institute (JBI) and Levec et al. (2010). Figure 1.1. illustrates the adapted

PRISMA flow diagram (Page et al., 2021; Al-Lawati et al., 2022) employed to chart the search

strategy and results in this study.

Figure

1.1.

PRISMA

Flow

Diagram

for

Study’s

Scoping

Literature

Review

Records

identified

through

Records

removed

before

advanced

multi-search of

screening:

Duplicate

records

removed

data

bases

972)

(n=2)

inelicil

i i

Records

marked

ineligible

publications

288

automation

tools

=0)

“Grey

literature

687

Records

removed

for

other

reasons

=0)

Records

screened

title,

_>]

Records

excluded"

abstract,

keywords

and

(n=

76)

duplication

(n=

100)

jible

records

assessed

for

ility

and

analysis

(n=24)

*Peer

reviewed

academic

publications

(n=6)

*Grey

literature

(n=18)

The

PRISMA

flow

diagram

Figure

1.1.

depicts

the

initial

identification

972

studies

through

database

searches

and

other

sources.

After

removing

duplicates,

and

screening

based

titles

and

abstracts,

100

studies

were

assessed

for

eligibility.

From

this,

studies

were

selected

based

meeting

the

overall

protocol

requirements

and

addressing

the

research

objectives.

From

these

studies,

peer-reviewed

academic

publications

and

grey*

literature

studies

had

a focus

entrepreneurship

education

preschool.

The

remaining

publications,

while

their

theoretical

framework

included

early

years

education,

methodologically

focused

primary

school

and

general

education

children.

These

publications

were

included

for

their

theoretical

contribution

this

study.

This

study

notes,

however,

that

from

the

studies

analysed,

study

contributed

the

field

entrepreneurship

or entrepreneurship

education,

Grey

literature

“that

which

produced

all

levels

government,

academics,

business

and

industry

and

electronic

formats,

but

which

not

controlled

commercial

publishers”

(Paez,

2017,

p.233)

nor were any publications found in entrepreneurship-focused journals or conference

proceedings (see Appendix A).

From this initial scoping review, it is evident that while the journey towards integrating

entrepreneurship into early childhood education is in its infancy, the potential for impact is

vast. The lack of existing research in this area prompts a broader examination of how

entrepreneurial concepts can be adapted for young learners. Through Chapters 2, 3, and 4, the

literature review will explore the conceptual underpinnings of entrepreneurship, its educational

applications, and strategies for fostering an entrepreneurial mindset, aiming to bridge the

identified gap and contribute to the development of a framework that fosters entrepreneurial

spirit among preschool children.

Despite the potential benefits of EE, such as fostering independence, creativity, and

adaptability, there are significant critiques that must be acknowledged. Some scholars argue

that entrepreneurship education is not necessarily always a good thing - that it has a dark side.

The taken-for-granted view of entrepreneurship education has been challenged (Berglund et

al., 2020; Brentnall & Higgins, 2022; Loi et al., 2021). Pressuring students to behave

entrepreneurially can have negative implications including the constraint of students’

identities, division among students, and the categorisation of levels of entrepreneurial

capabilities (Berglund et al., 2020). Loi et al. (2021) argue that these positive stereotypes about

entrepreneurs, such as confidence, risk-taking, and economic development can lead to biases

in entrepreneurship education potentially hindering the development of a diverse and inclusive

entrepreneurial ecosystem. Brentnall and Higgins (2022) also critically challenge the

advantages of EE arguing that it can lead to the invisibility of power dynamics, inequality,

insufficient exploration of sociological issues of autonomy, solidarity and cooperation, and a

limited understanding of the impact of EE on society. They suggest that challenging the current

philosophical assumptions of EE will foster more inclusive, transformative and socially

impactful practices.

Fayolle et al. (2016) and Fayolle (2013) call for a more critical perspective and theoretical

foundations to justify and explain the actions and interventions of entrepreneurship education.

Entrepreneurship education is fragmented, lacks cumulative progress and lacks legitimacy

(Fayolle, 2013). In addition, the pedagogical objectives and expected outcomes of EE are

complex and challenging to define without a broad consensus on the nature of entrepreneurship

and its associated soft skills (Fayolle et al., 2016).

Leffler et al. (2010) question the values that entrepreneurship brings to education and the

underlying relations between individuals and societies. Dodd et al. (2022) call for educators to

move away from traditional, unsustainable practices and embrace progressive approaches that

promote sustainability and social justice. This shift can help educators empower students to

address real-world problems and envision positive change through entrepreneurship.

Komulainen et al. (2011) contend that there are diverse interpretations of entrepreneurship

education, making it challenging to establish a unified approach. Teachers also need to balance

traditional educational values with new entrepreneurial ideals promoted in curricula. This also

leads to the challenge of embedding EE as a holistic ideology as opposed to a specific subject

or module (Komulainen et al., 2011; Penaluna et al., 2015).

While these scholarly works offer considerable critiques of entrepreneurship education that

must be considered and appreciated, this study proposes that nurturing an entrepreneurial

mindset from a preschool age may offer significant personal, educational, societal, and

economic benefits. Entrepreneurship education promotes the development of essential soft

skills such as communication, teamwork, and leadership (Bell, 2020; Jones & Iredale, 2010).

It also improves critical thinking and problem-solving abilities, which are crucial not only in

business but in everyday life and in addressing complex social issues (Bacigalupo et al., 2016;

Lackéus, 2015).

Cultivating an entrepreneurial mindset encourages ongoing learning and curiosity, enhancing

a culture of innovation within communities and contributing to economic growth (European

Commission, 2016; Fayolle & Gailly, 2015). This transformative potential of integrating

entrepreneurial learning in early education can prepare individuals for economic participation

and can equip them with tools to contribute positively to society.

The OECD (2021) emphasises that high-quality ECEC is crucial for nurturing future

generations. This research suggests that entrepreneurial education should therefore be

integrated within the Irish ECCE programme, promoting entrepreneurial thinking age as a

natural progression of learning from an early age. This approach supports the progression of

entrepreneurship education through all educational levels, advocating for comprehensive

strategies that recognise the critical role of ECEC educators and engage various stakeholders

in advancing entrepreneurship education in early childhood settings.

This study not only assesses the direct impact of entrepreneurial education on young learners

but also considers the broader educational structure that supports or hinders such initiatives.

By adopting a multidisciplinary approach involving policymakers, educational leaders, and

frontline educators, the research seeks to bridge existing gaps in current practices and theory.

The objective is to propose a conceptual framework that unites all necessary stakeholders,

fostering a comprehensive and supportive environment for entrepreneurial education in early

childhood settings.

1.4. Research Questions and Objectives

Central to this research is the question: How can early childhood educators foster

entrepreneurial education in preschool children? The study endeavours to inquire into the

integration of entrepreneurial education within preschool settings, aiming to uncover, analyse,

and understand current practices. It seeks to explore the form of entrepreneurial education,

questioning how it is defined, enacted, and experienced in early childhood education.

The objectives of the study are twofold: to describe what entrepreneurial education in early

childhood settings encompasses, and to determine the means by which preschool educators can

nurture and support the development of entrepreneurial competencies in children. These

include a range of pedagogical strategies that underpin the fostering of an entrepreneurial

mindset, attitudes, skills, and capabilities.

This research operates on the basis that entrepreneurial education is not just about business

acumen but is a broader concept involving creativity, innovation, problem-solving, and

resilience. The aim is to establish a clear picture of how these elements are presented and

encouraged in the early years of education, and to determine the extent of entrepreneurial

education's reach within the early childhood education and care sector in Ireland.

To achieve these objectives, the study will:

• Scope the existing literature to understand the intersection of entrepreneurial education

(EE) and Early Childhood Education and Care (ECEC).

• Identify the educational policies and training programmes that support or hinder the

introduction of entrepreneurial skills in early learning environments.

• Develop a framework that draws on theoretical findings to support stakeholders -

including educators, academic leaders, and policymakers - in effectively integrating

entrepreneurial education into the preschool curriculum.

By conducting this comprehensive investigation, the study aspires to bridge identified gaps in

both the literature and practice, offering a theoretically grounded framework that facilitates

early entrepreneurial education at preschool level through stakeholder collaboration. This

proposed framework intends to provide a scaffold upon which the practical implementation of

EE in early settings can be constructed. By pursuing this comprehensive inquiry, the study aims

to enrich educational practices for young learners in Ireland and contribute to the global

conversation on entrepreneurial education. It advocates for recognising early childhood

educators as vital to educational policy development and the nurturing of entrepreneurial

capabilities from the earliest stages of learning.

1.5. Research Design and Methodology

This study adopts a detailed research design guided by the ‘research onion’ model (Saunders

et al., 2007, 2009, 2018, 2019) which provides a comprehensive, structured approach to the

selection of the most appropriate methodologies and techniques for investigating the research

question: how can early childhood educators effectively foster entrepreneurial education, in

preschool children? This model aids in systematically peeling away the outer layers of

decision-making processes related to the research, such as addressing philosophical stances,

choosing research strategies, and determining data collection and analysis methods, thereby

ensuring a coherent and logical progression through the research.

Within this structured framework, Constructivist Grounded Theory (CGT) (Charmaz, 2006,

2014, 2017) is selected as the central research methodology due to its strong alignment with

the study's needs. CGT is particularly well-suited for exploring complex social phenomena

from the subjective perspectives of the participants involved. It emphasises the co-construction

of knowledge between the researcher and participants, allowing for a deeper understanding of

the pedagogical strategies employed by early childhood educators and the contextual factors

influencing their practice. This approach is ideal for responding to the research question as it

facilitates the generation of rich, grounded theories that emerge organically from the data

collected through interactive and iterative cycles of data gathering and analysis.

CGT’s focus on iterative data analysis and theory development mirrors the layers of the

research onion, engaging with each layer from philosophical commitments to practical

methodological choices. This ensures that the research design is not only comprehensive but

also especially reflective of the complex dynamics within early childhood educational settings.

By employing CGT within the framework provided by the research onion, the study ensures

that every aspect of the research design is thoughtfully considered and justified, leading to

rigorous, insightful findings that can significantly inform and enhance practices surrounding

entrepreneurship education in early childhood.

1.6. Structure of the Thesis

This thesis is structured to provide a comprehensive exploration of how early childhood

educators can foster entrepreneurial education, mindset, capabilities, attitudes, and skills in

preschool children. Each chapter is designed to progressively build upon the insights gained

from the preceding sections, culminating in a well-rounded understanding of the research topic.

The thesis begins with a literature review that sets the academic backdrop for the study,

followed by an in-depth explanation of the research methodology. Subsequent chapters present

the findings, discuss these results in the context of existing literature, and conclude with a

synthesis of the research contributions, implications, and suggestions for future research. This

structure ensures a logical flow that facilitates a clear and thorough understanding of the study’s

aims, findings, and significance.

• Chapters 2, 3, and 4 – Literature Review

Chapters 2, 3, and 4 extensively examine the scope and implications of entrepreneurial

education within early childhood settings, highlighting its potential to shape young learners’

foundational skills such as creativity, innovation, and problem solving. The chapters traces the

evolution of entrepreneurship from early economic theories to a mindset that can significantly

influence personal development and societal contribution. The review emphasises the

transformation of entrepreneurial education over the years, from traditional business-focused

approaches to holistic frameworks that integrate entrepreneurial thinking across all educational

levels. It advocates for fostering entrepreneurial mindsets from an early age, supported by key

theories such as Piaget's cognitive development theory and Vygotsky's social development

theory.

The role of play is examined as a powerful tool for learning and development, providing

children with opportunities to engage in creative problem-solving and innovation. Furthermore,

the review highlights the critical role of educators in this process, emphasising the importance

of pedagogical approaches that encourage active learning and engagement.

Overall these chapters provide a comprehensive theoretical foundation for the study,

advocating for the early integration of entrepreneurial education to cultivate a proactive,

creative, and adaptable generation.

• Chapter 5 – Research Methodology

Chapter 5 outlines the research methodology, detailing the structured approach to designing

and conducting the study. The chapter begins by justifying the selection of the research

methodology, emphasising the importance of aligning the design with the study's goals and the

researcher's interpretivist philosophical orientation. The 'research onion' model (Saunders et

al., 2007, 2009, 2018, 2019) is used to illustrate the layered approach to developing the research

strategy.

Grounded in interpretivism, the study adopts a around Constructivist Grounded Theory (CGT)

methodology (Charmaz, 2006, 2014, 2017), suitable for exploring the complex phenomena of

how early childhood educators foster entrepreneurial thinking in preschoolers. This approach

supports a qualitative, in-depth-examination of perceptions and experiences, crucial for the

study’s interpretive nature.

The primary data collection method involves semi-structured intensive interviews, chosen for

their ability to capture deep insights and allow flexibility in the emergence of new themes. The

sampling strategy is purposeful, with theoretical sampling refining data collection based on

emerging themes, ensuring alignment with the CGT approach. Ethical considerations are

thoroughly addressed, including respect, confidentiality and informed consent. The chapter

concludes with a discussion on the limitations of the research methodology, such as the

potential biases inherent in qualitative research and the challenges of generalising findings

while ensuring the study is conducted with rigour and integrity.

• Chapter 6 – Findings

Chapter 6 presents the findings of the study using Constructivist Grounded Theory (CGT) to

analyse how early childhood educators can foster entrepreneurial education in preschool

children. The analysis begins with initial coding of interview data, progressing to focused

coding, that refines these codes into key categories essential to the research question. Memo-

writing and constant comparison are crucial in ensuring depth and theoretical saturation,

capturing the complexities of embedding entrepreneurial concepts in early childhood

education. The chapter concludes with a coherent theoretical framework, illustrated through

reflective vignettes showcasing the practical application of entrepreneurial principles in

preschool settings.

The findings highlight the pivotal role of early childhood educators as key facilitators who

creatively integrate entrepreneurial concepts into daily routines and play, emphasising the

development skills such as problem-solving, creativity, and initiative. The study demonstrates

that entrepreneurial education can be effectively incorporated into early childhood curricula

through both structured and unstructured play, which fosters essential non-cognitive skills like

resilience, independence, and confidence in young learners

However, challenges such as traditional business-oriented perceptions of entrepreneurship,

limited resources, and inadequate professional development hinder implementation. The

success of these initiatives also depends on active community and parental involvement. The

findings advocate for significant policy reforms to integrate entrepreneurial education into

national and international educational frameworks, emphasising the importance of recognising

and strengthening entrepreneurial skills from an early age.

• Chapter 7 – Discussion of Findings

Chapter 7 synthesises the data from previous chapters and discusses how entrepreneurial

education can be integrated within early childhood settings, with educators playing a pivotal

role in fostering entrepreneurial mindsets and capabilities in preschool children. Central to the

discussion is the development of ‘The eEE Framework’. The eEE (early Entrepreneurial

Education) Framework is structured around five major components derived from theoretical

findings and empirical evidence: Interconnected Development, Transformative Practice,

Inclusivity and Empowerment, Evaluative Insights and Impact, and Collaborative Engagement.

These components collectively address different aspects of educational and developmental

needs, emphasising a holistic approach to embedding entrepreneurial concepts into early

childhood education.

The chapter explores the practical applications of these findings, suggesting enhancements to

curriculum, professional development for educators, and policy reforms to support

entrepreneurial education in ECE. It advocates for a more integrated and systemic approach,

involving community and parental engagement to broaden the impact and support for

entrepreneurial activities.

The discussion not only clarifies the theoretical underpinnings and practical implications of

introducing entrepreneurial concepts in early childhood but also sets the stage for future

research and practice, aiming to establish a more inclusive framework for entrepreneurial

education at the preschool level.

• Chapter 8 – Conclusion

Chapter 8 consolidates the findings, discussions, and theoretical advancements made, revisiting

the core research question of how early childhood educators can foster entrepreneurial

education in preschool children. The chapter summarises the study's theoretical exploration,

empirical evidence, and practical implications, leading to the proposal of an innovative

framework for early entrepreneurial education.

Key conclusions emphasise the importance of introducing entrepreneurial skills early, driven

by global economic demands and the need for future success. The research advocates for

integrating entrepreneurial education into early childhood curricula, and stresses the pivotal

role of educators, calling for targeted training and resources.

The early Entrepreneurial Education (eEE) Framework, provides a structured approach for

curriculum development, educator training, and policy formulation. Moreover, the chapter also

considers the broader implications for educational policy and practice, suggesting that

entrepreneurial education should be integrated at national and international levels to better

prepare children for future challenges. It reflects on the study’s limitations and proposes

directions for future research.

Overall, the conclusion affirms the transformative potential of incorporating entrepreneurial

education in early childhood, advocating for a progressive shift in educational paradigms to

embrace entrepreneurship as a core component of early education.

1.7. Thesis Contributions

This thesis demonstrates the successful achievement of its aims by illustrating what

entrepreneurial education in early childhood settings involves, and identifying effective

methods through which preschool educators can nurture and support the development of

entrepreneurial competencies in children. The research highlights the transformative potential

of embedding entrepreneurial education within early childhood settings, emphasising the role

of educators in nurturing an entrepreneurial mindset and capabilities among preschool children.

The proposed early Entrepreneurial Education (eEE) Framework is central to these

recommendations, advocating for a holistic, multi-dimensional approach that includes

curriculum integration, educator training, and policy advocacy. Central to the framework is the

recognition of play as a powerful tool for fostering entrepreneurial learning, as it naturally

engages children in creative thinking, problem-solving, and risk-taking activities that are

essential for developing entrepreneurial skills.

The study calls for practical steps, such as revising early childhood curricula to include

entrepreneurial elements, expanding the use of play-based learning, and developing targeted

professional development programmes for educators. Additionally, it suggests that these

practices should be scalable and adaptable across various educational systems globally,

proposing that the eEE Framework could serve as a model for integrating entrepreneurial

education in diverse contexts. The thesis concludes that by strategically embedding

entrepreneurial education from the earliest stages, children will be better equipped with the

essential skills required for future success in an evolving global economy.

1.8. Conclusion

To conclude - this study outlines the importance of entrepreneurial learning in the formative

years, as a foundation for lifelong entrepreneurial thinking, and investigates how

entrepreneurial education can be integrated into early childhood education in Ireland. Focusing

on the underexplored role of preschool educators, this research aims to bridge the gap between

current educational practices and the potential benefits of fostering entrepreneurial mindsets

from an early age. Through a carefully structured methodology and an awareness of the broader

educational and economic context, the study offers a conceptual framework - ‘The eEE

Framework’ - to guide the practical application of entrepreneurial concepts in preschool

settings. What follows is a thorough exploration from reviewing the literature to revealing new

understandings, with the final objective of providing actionable insights for educators,

policymakers, and the global educational community.

CHAPTER 2

ENTREPRENEURSHIP EDUCATION

2.1. Introduction

This chapter aims to provide a comprehensive understanding of how entrepreneurial principles

can be integrated into early childhood education, addressing the research study’s question of

how early childhood educators can fostering entrepreneurial thinking, mindset, capabilities,

and competencies in preschool children. It delves into the importance of cultivating an

entrepreneurial mindset from an early age, emphasising the significant impact that high-quality

Early Childhood Education and Care (ECEC) can have on children's holistic and academic

development. Through a detailed examination of existing literature, the chapter seeks to

identify the key factors influencing access to entrepreneurial education within the early

childhood education sector and explore strategies for improving its delivery.

At the heart of economic development and personal empowerment lies entrepreneurship, a

concept that has evolved significantly through the ages, reflecting changes in societal needs

and technological advancements. To situate this thesis within the field of entrepreneurship, the

following chapter traces the journey of entrepreneurship from its historical origins to its current

status, highlighting its role not just as a key driver of innovation and business creation, but as

a mindset centred on opportunity recognition and exploitation. This exploration covers various

dimensions of entrepreneurship, including its evolution, definitions, practical applications, and

theoretical frameworks. As such it sets the stage for exploring how early childhood educators

can foster entrepreneurial thinking, mindset and capabilities in preschool children.

2.2. What is Entrepreneurship?

Entrepreneurship is the world’s oldest profession, a stable employment feature during the pre-

industrial revolution era, persevering throughout the 100 year industrial revolution and has

been a profession that has grown and evolved ever since (Kariv, 2011). Developments in

economy, society, technology, and regulations have seen entrepreneurship adapt, adjust,

transform, and progress as a field. This evolution showcases entrepreneurship's central role in

everyday life and its significance in fostering entrepreneurial mindsets from an early age

(Penaluna & Penaluna, 2019).

2.2.1. Evolution of Entrepreneurship

Entrepreneurship's evolution reflects a complex interplay of economic theories and practices,

grounded in the authoritative body of literature spanning several schools of thought. Bravo

(2016) introduces the concept of scholarly consensus which sets the stage for examining the

evolution of entrepreneurship through the perspectives of French, English, American, and

Austrian schools (Petrakis et al., 2020), as illustrated in Figure 2.1:

Figure 2.1. History and Evolution of Entrepreneurship Thought

Source: Swanson (2017)

The term ‘entrepreneur’ first appeared in Richard Cantillon's “Essai sur la Nature du Commerce

en General” (1730), defining an entrepreneur as someone who undertakes self-employment and

manages risks by exploiting market demand and supply imbalances (Kariv, 2011; Bridge,

2017; Thornton, 2020). Later contribution from classical and neo-classical economists like

Adam Smith, Jean-Baptiste Say, and others, expanded on this, highlighting the role of

innovation and resources allocation (DelliSanti, 2021; Westgren, 2020; Bosman & Fernhaber,

2018).

In contrast, Schumpeter (1911) and Knight (1920) positioned entrepreneurship as a disruptive

force, emphasising innovation and the management of uncertainty (Mehmood et al., 2019;

Wadhwani & Lubinski, 2017), a viewpoint further elaborated by later economists like Kirzner

and Schultz, who argued for a dynamic, disequilibrium perspective of entrepreneurship

(Dunkwu et al., 2016). Becker’s (2007) investment theory in human and physical capital further

refined the entrepreneurial role as a decision-making agent facing dichotomous choices

(Bridge, 2017), tying into Shane and Venkataraman's (2004, 2000) identification of

entrepreneurship with the presence of enterprising individuals and lucrative opportunities.

Modern perspectives encompass cognitive styles, gender characterisation, team dynamics,

social entrepreneurship, and the digital landscape (Adomako et al., 2016; Birley & Stockley,

2017; Urban & Kujinga, 2017; Kraus et al., 2019). Theories from psychology, sociology, and

anthropology offer nuanced insights into personal traits, social networks, and cultural

influences on entrepreneurial activities (Cuervo et al., 2007; Baum et al., 2006; Fayolle & Riot,

2016). As such entrepreneurship is framed as a multifaceted phenomenon, shaped by individual

traits, societal norms, and technological advancements.

2.2.2. Defining Entrepreneurship

Entrepreneurship, rooted in the French word "entreprendre," has evolved to include varied

interpretations. Cantillon (1755) viewed entrepreneurs as navigators of uncertainty (Herbert &

Link, 2007), a concept expanded by Say (1823) to encompass resource allocator and

productivity enhancement (Thornton, 2020; Drucker, 2014). The definition further developed

through the insights of Sheahan (1951) and Cole (1946, 1968), who emphasised the decision-

making and management roles in entrepreneurial activities (Miller, 2019).

Entrepreneurs play a critical role in reforming production procedures and introducing

technology (Śledzik, 2013), encapsulating the process of starting and growing new ventures

(Bridge, 2017; Zacca & Dayan, 2017). They create innovative networks amidst risk (David,

2015) and embrace financial gain and personal satisfaction (Slavec et al., 2023).

Entrepreneurship is thus a dynamic activity that captures market opportunities through creative

designs and strategic decisions (Bosman & Fernhaber, 2018; Sahoo, 2020), focusing on

recognising and exploiting opportunities for sustainable development and reward (Bedi et al.,

2019).

Schumpeter (1911, 1934) and Kirzner (1973) identified innovation and opportunity as central

to entrepreneurship (Gedeon, 2010). Shane (2003), and Casson (2008) view entrepreneurship

as an organised effort for profit, innovation, and growth (Wadhwani et al., 2020). Shapiro and

Stiglitz (1984), and Drucker (1985) emphasise systemic change and innovation for wealth

production, alongside Gartner’s (1985) outline of entrepreneurial behaviours (McDaniel,

2014).

Entrepreneurship involves pursuing untapped opportunities (Kuratko, 2005), creatively

combining resources (Dess et al., 1999), and breaking economic stasis through innovation

(Podemska-Mikluch, 2020). Its definition has broadened to include social, international, and

digital entrepreneurship, reflecting its adaptability to evolving societal and economic

landscapes (Kimmitt & Munoz, 2018; Baier-Fuentes et al., 2019; Zaheer et al., 2019).

The evolution of definitions in entrepreneurship can be summarised through four key lenses,

illustrated in Table 2.1 below, each highlighting distinct yet interconnected components of

entrepreneurial activity.

Table 2.1. Entrepreneurship Defined through four main lenses.

Entrepreneur as a Person:

Innovator, resource allocator, and opportunity

seeker

Cantillon, 1755; Say, 1803; Drucker,

1985; Schumpeter, 1928

Entrepreneur as a Process:

Decision-making, opportunity identification, and

venture creation

Sheehan, 1951; Cole, 1968; Krizner,

1973; Casson, 2008

Entrepreneur as an Outcome:

Creative value creation, economic development,

and societal impact

Baumol, 1990; Audretsch, 2017;

Bosman and Fernhaber, 2018

Enterprising Behaviour:

Behaviours extending beyond economic profit,

including creativity and innovation in various

contexts

Davies, 2002; Gibb, 2005; Blenker et

al., 2011; Jones and Iredale, 2014

Source: Authors own

In summarising the varied perspectives on entrepreneurship, it is a concept that is continually

redefined yet steadfast in its core principle: the pursuit of opportunity through innovation and

risk-taking. It is this core principle that illustrates the transformative power of entrepreneurship

and its capacity to drive forward economic and societal change, embodying the spirit of

progress and resilience.

2.2.3. Entrepreneurship in Practice

Entrepreneurship manifests in various forms, with different types of entrepreneurs - novice,

serial, habitual, nascent, portfolio, and intrapreneurs - each facing distinct opportunities and

challenges (Lahiri & Wadhwa, 2020; Westhead & Wright, 2016; Claire et al., 2021). These

diverse entrepreneurial pathways illustrate the varied real-world applications of

entrepreneurship, moving beyond theoretical definitions to explore how different entrepreneurs

navigate their unique environments.

Theoretical models, such as Ajzen’s (1991) theory of planned behaviour, provide a lens to

understand the intentions behind entrepreneurial actions (Kumar & Das, 2019), shaped by

perceived behavioural control, subjective norms, and attitudes (Gieure et al., 2020; Brannback

et al., 2018). Fayolle’s (2008) five-phase journey of entrepreneurship further captures the

evolution of entrepreneurial intent and action.

Entrepreneurship is also explored through macro and micro perspectives, offering insights into

the factors influencing the trajectory of entrepreneurial ventures (Putsom et al., 2019). The

macro-view focuses on the external factors, such as socio-cultural, and financial influences

(Castano et al., 2015; Kuratko et al., 2015; Griffiths et al., 2013; Van Gelderen & Masurel,

2012; Kuratko & Hodgetts, 1998). In contrast the micro-view examines the entrepreneur-

specific factors including personality traits, venture opportunities and strategic decision-

making (Cunnigham & Menter, 2020; Bajwa et al. 2017; Kerr et al., 2017; Vogel, 2017; Hansen

et al., 2016; Kuratko et al, 2015; Cunningham & Lischeron, 1991)

Transitioning from theoretical definitions to practical applications, entrepreneurship reveals a

rich diversity of participants and perspectives. This combination of insights and applications

enhance our understanding of the entrepreneurial landscapes.

2.2.4. Entrepreneurship as a Process

The process view of entrepreneurship illustrates a dynamic journey from ideation to venture

creation, focusing on actions and decisions, rather than personal traits. This perspective

emphasises the steps necessary to transform from an innovative idea into a sustainable

enterprise, with an emphasis on cultivating entrepreneurial skills (Davidsson, 2015; Bygrave,

2007; Fayolle et al., 2006; ; Shane & Venkataraman, 2000; Gartner, 1990, 1988).

Gartner et al. (2010) challenge the trait approach, arguing for a process-oriented view to better

understand how new organisations form through interactions between individuals,

environments, and the entrepreneurial process. Bygrave (2010) outlines entrepreneurial

activities as stages from business conception to growth, deliberately excluding cognitive and

affective factors.

Shane and Venkataraman (2000) focus on opportunity recognition and the venture creation

process, within the institutional framework, while Davidsson et al. (2006) emphasise the

iterative nature of opportunity development. Morris et al. (2005) discuss the business model as

a flexible framework essential for maintaining competitive advantage, particularly in the face

of uncertainty.

In synthesising insights from key thinkers in the field, the process view emerges as a vital

framework for understanding entrepreneurship beyond natural traits, focusing on actionable

strategies. This exploration highlights the importance of a systematic approach, where each

phase - from opportunity recognition to venture creation – shapes success. This perspective

reinforces that entrepreneurship stems not just from personal attributes, but from learned skills

and actions within a supportive ecosystem.

2.2.5. Entrepreneurial Effectuation

Effectuation, introduced by Sarasvathy (2001), is a decision-making framework that starts with

an entrepreneur’s available means - what they know, who they are, and whom they know -

rather than specific goals. It emphasises evolving goals through interactions, guided by five

principles: affordable loss, leveraging contingencies, partnerships, starting with available

means, and focusing on controllable actions (Sarasvathy, 2001).

Dew et al. (2015) emphasise that personal traits, knowledge, and networks, form the foundation

for creative and partnership-driven ventures. Chandler et al. (2011) and Fischer (2021) further

develop effectuation, showing how ventures evolve through resource accumulation and

opportunity recognition, highlighting effectuation as a means-driven, adaptable approach to

entrepreneurship.

Effectuation shifts entrepreneurial thinking from goal-oriented to means-driven, leveraging

existing resources and networks to navigate uncertainty, and foster innovation. This adaptable,

collaborative framework not only provides practical strategies for entrepreneurs but also offers

valuable insights for early childhood education. By emphasising creativity, resourcefulness,

and adaptability, effectuation principles can inspire educational strategies that nurture these

qualities in preschool children.

This section provides a foundation for addressing the research question: how can early

childhood educators foster entrepreneurial education in preschool children? It suggests that by

integrating key entrepreneurial principles like effectuation, educators could design strategies

and activities that nurture creativity, resourcefulness, and adaptability from an early age. The

insights indicate that incorporating entrepreneurship into the curriculum - particularly through

means-driven approaches like effectuation - could help foster curiosity, agency, and proactive

thinking in young learners. As the research progresses it will explore the practicalities of

integrating these concepts into educational frameworks.

2.3. The Entrepreneurial Mindset

Evolving from the foundational concepts of entrepreneurship to the specific notion of an

entrepreneurial mindset represents a natural progression in addressing the research question:

how do early childhood educators foster entrepreneurial education in preschool children? The

exploration of entrepreneurship has laid the groundwork for understanding how entrepreneurial

activities and thinking can be cultivated. Building on this foundation, the focus shifts to the

entrepreneurial mindset, a critical component that captures the attitudes, skills, and behaviours

necessary for entrepreneurial success. This concept moves beyond the mechanics of starting

and running a venture to embody the cognitive and psychological traits that enable individuals,

including young learners, to recognise opportunities, embrace challenges, and persevere

through failure. By examining the entrepreneurial mindset, the objective is to determine how

these essential qualities can be nurtured from the earliest stages of education. This inquiry not

only advances the understanding of entrepreneurship in early childhood education but also

directly contributes to developing educational strategies and curricula that foster a generation

of resilient, creative, and forward-thinking individuals.

2.3.1. The Entrepreneurial Mindset Defined

The concept of a mindset, particularly in the entrepreneurial domain, represents a collection of

attitudes, beliefs, and cognitive frameworks that not only evolve through individual

experiences and environmental interactions but also significantly influence decision-making

processes and reactions to information (Gollwitzer, 1990; Neck & Houghton, 2006; Neck &

Manz, 1996; Korte, 2018; Mathisen & Arnulf, 2013; Gupta & Govindarajan, 2002). This

outlook characterises an entrepreneurial mindset as a distinctive way of navigating uncertainty,

creating competitive advantages, and distinguishing entrepreneurs through their ability to

sense, act and mobilise in complex, dynamic environments (Neck et al., 2019; Ireland et al,

2003; McGrath & MacMillan, 2000; Naumann, 2017; Krueger & Sussan, 2017; Hynes &

Richardson, 2008; Burgelman & Hitt, 2007). An entrepreneurial mindset is characterised by

adaptability, a growth-oriented perspective, and meta-cognitive awareness, enabling

individuals to adapt their thinking to changing contexts and task demands (Haynie & Shepherd,

2007; Shepherd et al., 2010).

• Entrepreneurial Mindset in the Individual

Essentially an entrepreneurial mindset is a specific state of mind which facilitates an individual

towards entrepreneurial activities, actions and outcomes (Kuratko et al., 2021). It is embedded

in characteristics such as persistence, creativity, and autonomy (Bhansing et al., 2018) - and is

significantly shaped by cognitive abilities, self-efficacy, socio-cultural background,

educational experiences, and prior entrepreneurial exposure (Mozahem & Adlouni, 2020).

These factors collectively shape the entrepreneur's capacity to identify, evaluate, and exploit

opportunities, contributing to socio-economic growth and development (Ugwuanyi et al., 2020;

Baron, 2014).

• Entrepreneurial Mindset as a Process

An entrepreneurial mindset encompasses a collection of skills, motives, and thought processes

essential for entrepreneurial success. It plays a critical role at various stages of the

entrepreneurial process, from venture conception to resource management and competitive

advantage, underlining its impact on wealth creation (Davis et al., 2016; Ireland et al., 2003).

• Entrepreneurial Mindset as an Outcome

The development of an entrepreneurial mindset is a dynamic relationship between individual-

level characteristics and the entrepreneurial process itself. Engagement in entrepreneurial

activities fosters resilience, adaptability, and a unique entrepreneurial identity, directly

influencing venture strategy, culture, leadership, and overall performance (Klapper et al., 2021;

Shepherd & Patzelt, 2018; Aarstad et al., 2016; Outsios & Kittler, 2017; Kusio & Fiore, 2020).

Understanding the entrepreneurial mindset enhances appreciation of the entrepreneurial

journey, emphasising the role of cognitive and psychological traits in navigating the uncertain

terrains of venture creation. Larsen and Neergaard (2024) argue that if entrepreneurial

behaviour is to be encouraged in students, a mindset that provides a positive view of

entrepreneurial action is necessary and as such we should draw on a more holistic

understanding of entrepreneurial mindset, from a socio-psychological perspective. By focusing

on the developmental aspects of this mindset, particularly in the context of early childhood

education, the foundation is laid for cultivating entrepreneurial capabilities in preschool

children.

2.3.2. Mindsets Shaping Entrepreneurship

Exploring the entrepreneurial mindset offers invaluable insights into how individuals perceive

the world and their place within it, significantly influencing their propensity towards

entrepreneurial endeavours. This section examines the dichotomy between fixed and growth

mindsets and their implications for entrepreneurial activities and the broader educational

context.

Laspita et al. (2012) introduce the entrepreneurial mindset as an individual's worldview,

shaping their intentions and tendencies toward entrepreneurial activities. This mindset is

divided into fixed and growth mindsets, each with distinct characteristics and outcomes

(Beugré, 2016). Individuals with a fixed mindset, perceive their abilities as innate and

immutable, striving to validate their inherent talents rather than fostering growth and

development (Glaveski, 2019; Kouakou et al., 2019). This perception often leads to avoidance

of challenges and a tendency to interpret feedback and obstacles negatively, impacting their

performance and growth potential (Ricci, 2020; Dweck & Yeager, 2019). Conversely, the

growth mindset posits that personal qualities and abilities can be developed through dedication

and hard work (Bosman & Fernhaber, 2018). This perspective encourages individuals to

embrace challenges, learn from criticism, and persist in the face of setbacks, viewing effort as

the pathway to innovation. Individuals with a growth mindset are more likely to engage in

value creation, opportunity exploitation, and continuous learning, setting the foundation for

successful entrepreneurial ventures (Mauer et al., 2017; Zappe et al., 2018).

The distinction between fixed and growth mindsets not only illustrates individual approaches

to entrepreneurship but also highlights critical considerations for educators. The rapid

advancement of entrepreneurship highlights the pressing need to review educational strategies

to foster a growth mindset among learners. This involves rethinking what should be taught,

how it is delivered, and the means of evaluating success to cultivate an environment conducive

to learning, innovation, and growth (Lee et al., 2021; Morris et al., 2013).

The examination of entrepreneurial mindsets reveals a pivotal area of development for

individuals and educators alike. In cultivating a growth mindset there is an opportunity to

transform challenges into learning experiences, criticism into motivation, and effort into

achievement. This mindset shift is not merely academic - it is fundamentally entrepreneurial.

Integrating the principles of growth mindset into educational curricula encourages continuous

improvement, resilience, and the courage to innovate, paving the way for a future where

entrepreneurial thinking is not just encouraged but embedded in education, preparing learners

not just to succeed but to redefine success.

2.3.3. Attributes of an Entrepreneurial Mindset

The entrepreneurial mindset is a complex field constructed from an individual’s knowledge,

experiences, competencies, and inherent traits. As such it serves as a key support in navigating

the entrepreneurial landscape. This section examines the multifaceted aspects that constitute

an entrepreneurial mindset, including alertness, heuristic decision-making, and the pivotal role

of both explicit and tacit knowledge in opportunity recognition and venture creation.

According to Shaver and Commarmond (2019), an entrepreneurial mindset is influenced

through multiple factors that include knowledge, experience, competency, and personal

attributes such as attitude values and beliefs. Krueger and Sussan (2017), further refine an

entrepreneurial mindset into six critical characteristics: alertness, heuristic decision-making,

prior knowledge, cognitive and goal orientation, and social knowledge, each playing a pivotal

role in the entrepreneurial process.

Obschonka et al. (2017) and Tang et al. (2012) define entrepreneurial 'alertness' as an acute

awareness that, coupled with heuristic decision-making (Kabir, 2019) allows entrepreneurs to

recognise new opportunities through intuitive judgment and past experiences, proving

especially crucial in navigating uncertainty and complexity. Kabir (2019) and Reuer et al.

(2022)propose that prior knowledge - both explicit and tacit - has foundational elements that

empower entrepreneurs to innovatively combine and utilise resources, highlighting the abstract

nature of knowledge in entrepreneurial success.

The dynamism of the entrepreneurial mindset is emphasised by its evolving nature (Shepherd

& Patzelt, 2018). This advancement is demonstrated through cognitive and goal orientation

attitudes, where mindset adjustments align with individual activities to ensure task efficacy

(Fayolle et al., 2013). Cascio and Racine (2019) differentiate between the elaborating mindset,

characterised by open-minded evaluation, and the implementing mindset, marked by

opportunity exploitation and risk-taking, further elevating the entrepreneurial mindset

spectrum.

The entrepreneurial mindset is an intricate blend of cognitive frameworks, experiential

knowledge, and social networks that collectively equip individuals to embark on and thrive in

their entrepreneurial journeys. Understanding these components not only sheds light on the

fundamentals of entrepreneurship but also signals the importance of fostering such mindsets

within educational paradigms.

2.3.4. Developing an Entrepreneurial Mindset

Following the exploration of the attributes essential for cultivating an entrepreneurial mindset,

the mechanisms and traits that facilitate its development are examined. This section highlights

the influence of personality traits, cognitive strategies, and self-efficacy on entrepreneurial

behaviour and success, illustrating the many components of developing entrepreneurial

mindset.

Davis et al (2016) suggest that developing an entrepreneurial mindset involves cultivating a

particular state of mind that encourages engagement in entrepreneurial activities. This mindset

can be nurtured by focusing on key personality traits linked to entrepreneurial behaviour – such

as achievement orientation, risk-taking, locus of control, creativity, tolerance of ambiguity,

self-confidence, autonomy, innovativeness and openness to experience (Maitlo et al., 2020).

Kerr et al (2018) suggest that these personality traits are an essential element of the

multidimensional theory of processes, variables and environment, significantly predicting the

intention to create a successful business. The big five personality traits model (Calefato et al.,

2022) further supports the positive linkage between these traits and entrepreneurial success

(Obschonka et al, 2019; Lynch et al, 2017; Mathisen & Arnulf, 2014).

Developing an entrepreneurial mindset involves cultivating meta-cognitive strategies that

shape how entrepreneurs think and act in uncertain environments. Central to entrepreneurial

cognition, meta-cognitive psychology helps entrepreneurs develop cognitive strategies for

venture creation and growth (Haynie et al., 2010; Cho, 2012; Shepherd & Patzelt, 2018; De

Winnaar & Scholtz, 2019). Entrepreneurs leverage meta-cognitive abilities to interpret their

environment and adapt strategically, with self-reflection playing a key role in enhancing

cognitive flexibility and adaptability (Cho & Linderman, 2019; Haynie & Shepherd, 2009).

Meta-cognition enables entrepreneurs to surpass exiting knowledge and heuristic learning,

crafting higher-order cognitive strategies to achieve their goals (Bekki et al., 2018; Lackéus,

2015). Cognitive adaptability relies on meta-cognitive awareness and dynamic, self-regulating

flexibility in cognition within uncertain environments (Lombardi et al., 2020; Ferreira et al.,

2017). This adaptability is enhanced by self-efficacy, a belief in one's capabilities to perform

entrepreneurial roles influenced by vicarious experiences, accomplishments, and psychological

factors (Wardana et al., 2020; Gunzel-Jensen et al., 2017; Mauer et al., 2017).

Entrepreneurial self-efficacy, including the ability to exploit market opportunities, build

investor relationship, and foster innovation (Newman et al., 2019; Coviello & Yli-Renko,

2016), forms a strong basis for an entrepreneurial mindset (Bachmann et al., 2021). This self-

belief underpins the entrepreneur's ability to navigate market opportunities, manage

uncertainties, and effectively communicate a venture's core purpose (Newman et al., 2019;

Schmutzler et al., 2019).

Understanding the components that foster an entrepreneurial mindset - personality traits,

cognitive and meta-cognitive strategies, and self-efficacy - offers a comprehensive framework

for nurturing entrepreneurial capabilities. This exploration reveals the critical role of

educational systems in cultivating these traits, emphasising the need for curricula that promote

risk-taking, creativity, and adaptability.

2.3.5. Measuring the Impact of an Entrepreneurial Mindset

Transitioning from identifying the attributes necessary for an entrepreneurial mindset, the focus

turns to the evaluation of its impact. Understanding how to measure the influence of an

entrepreneurial mindset is crucial for both academic research and practical application in

fostering entrepreneurship. This section discusses several established models and tests

developed to assess the components of an entrepreneurial mindset, including personality traits,

skills, attitudes, and behaviours indicative of entrepreneurial potential.

The Entrepreneurial Mindset Profile (EMP) developed by Davis et al (2016) combines

individual skills and personality traits into a comprehensive model derived from extensive

research on the motivations, traits, and skills of entrepreneurs (Gillin, 2020). It notably

distinguishes 14 traits that encapsulate the entrepreneurial personality and skills, ranging from

independence and risk acceptance to idea generation and execution, offering a framework for

assessing the strengths, weaknesses, and entrepreneurial intentions of individuals (Laveren et

al., 2019).

The General Enterprising Tendency Test (GET) developed by Caird and Johnson (1988)

evaluates the 'enterprising tendency' crucial for enterprise initiation, highlighting attributes

such as autonomy, risk-taking, and creative tendency (Mittal et al., 2016). This model

emphasises the behavioural aspects associated with enterprising individuals (Caird, 2013;

Mazzarol & Reboud, 2020). Robinson et al., (1991) introduced The Entrepreneurial Attitude

Orientation (EAO). The EAO measures attitudes toward personal control, achievement,

innovation, and self-esteem, predicting entrepreneurial behaviour through attitudinal qualities

related to business activities (Barrett & Mayson, 2008; Soomro et al., 2020; Misra & Mishra,

2016). The larger the value when measuring these attitudes, the greater the prediction of higher

entrepreneurial behaviour by an individual (Kautonen et al., 2013; Landstrom, 2007).

The Measurement of Entrepreneurial Tendencies and Abilities (META), a collaborative effort

by the University of London, Harvard Entrepreneurial Lab, Goldsmiths, and University

College London, employs rigorous psychometric standards to forecast entrepreneurial success

(Almeida et al., 2014; Ahmetoglu & Chamorro-Premuzic, 2013). META evaluates potential

contributions to entrepreneurial success through constructs like creativity, proactivity,

opportunism, and vision, emphasising behaviours and tendencies across individuals (Israr &

Hashim, 2017).

The methodologies developed to measure the impact of an entrepreneurial mindset (EMP,

GET, EAO, and META, summarised in Table 2.2.) provide invaluable tools for identifying and

nurturing entrepreneurial potential. These assessments offer insights into the diverse

components of an entrepreneurial mindset, from personality traits and skills to attitudes and

behaviours, facilitating targeted development strategies. Refining these measurement tools

enhances the ability to foster entrepreneurial talent, contributing significantly to the fostering

of innovative, proactive, and opportunity-oriented individuals.

Table

2.2.

Comparison

the

Measurements

Entrepreneurial

Mindset

Traits:

non-conformity,

independence,

risk

Premuzic,

2010)

EMP

Measures

the

strengths

and

acceptance,

passion,

action-orientation,

The

Entrepreneurial

Davis

(2015)

entrepreneurs

and

assesses

Ginited

structure

and

Passion

focus.

self:

Mindset

Profile

characteristics

entrepreneurial

yon,

intenti

confidence,

execution,

persistence,

optimism

intention

and

interpersonal

sensitivity

GET

- : :

The

General

Enterprising

Caird

Johnson

(1988)

Measures

‘enterprising

tendency

Autonomy,

achievement,

risk-taking,

Tendency

‘Test

when

starting

enterprise

using

creative

tendency,

drive

and

determination,

personality

traits

internal

locus

control

EAO

Measures

the

specific

attitudinal

The

Entrepreneurial Robinson

(1991)

qualities

towards

specific

objects

Pes

onal

control.

need

for

achievement,

Attitude

Orientation

doing

business

University

London,

categories

highlight the

diverse

ways

which

children

interact

with

their

environment

and

peers,

building

foundational

skills

for

future

academic

and

personal

success.

Table

3.4.

Types

Play

Symbolic

Using

toys or

objects

represent

other

objects.

Self-expression

through

creating

artefacts

pictures

using

various

Creative

materials.

Enactment

potential

and

actual

experiences

of an

intense

social

and

Socio-Dramatic

personal

nature.

Children

act

out

scripts,

stories

and

imaginary

situations

which

relate

the

real

world.

Interactive

situations

collaborative

interactions

adults

and

peers

‘ocial

during play

based

protocols.

Exploratory

Exploring

objects

and

the

function

the

world

using

all

the

senses.

Object

Involving

objects

for

intended

and

unintended

purposes

such

exploring.

Locomotor

Involves

repetitious,

exaggerated

and

physical

moves.

Role-play

Exploring

the

way

being,

acting

out

roles

given

situation

scenario.

Make-believe

something,

where

the

rules

the

physical

world

not

apply.

Constructive

Involved

building

something

using

various

materials.

Imaginative

Language

Children

play with

words,

jokes,

stories

and

sounds.

Fantasy

Non-realist

pretending

someone

else

e.g.

fictional

character

Source:

White

(2012);

Bulgarelli

Bianquin

(2016);

Charles

Bellinson

(2019)

Play

indispensable

early

childhood

education,

offering

rich,

engaging

platform

for

young

learners

potentially

develop

entrepreneurial

capabilities.

Through

various

types

play,

children

learn

navigate

their

social

worlds,

solve

problems

creatively,

and

build

resilience

and

flexibility.

Moving

forward

discuss

the

specifics

play-based

learning

different

contexts,

including

its

pivotal

role

the

Irish

educational

framework,

clear

that

play

not

just a method of learning but a fundamental aspect of holistic educational practices in

preschool.

3.7.2. The Role of Play in Learning and Development

This section examines the dual roles of play in early childhood education: enhancing specific

academic skills and fostering comprehensive developmental growth. By reviewing the

literature and relevant studies, it demonstrates how play supports traditional learning outcomes,

such as literacy and numeracy, while also promoting critical cognitive, socio-emotional, and

physical development.

Scholarly discourse on play often distinguishes between its impact on academic learning and

broader developmental outcomes. Researchers like Ihmeideh (2014) focus on how play

influences specific academic skills including math, language, and literacy. These studies

frequently explore the direct benefits of play-based activities on traditional educational

benchmarks (Haile & Ghirmai, 2024; Pyle, 2021). In contrast, a broader perspective

emphasises play’s role in supporting holistic child development, including cognitive growth,

socio-economic development, and self-regulation. This views suggests that academic learning

alone may not adequately address the multifaceted needs of child development (Mowder et al.,

2009; Reichow et al., 2017).

Wood and Attfield (2005) conceptualise the relationship between play, learning, and

development through three developmental domains: cognitive, affective, and psychomotor.

They explain how play aids cognitive skills like learning, thinking, and understanding, supports

emotional intelligence, and enhances physical development, including fine and gross motor

skills and overall well-being. Allen and Kelly (2015) argue that play universally fosters diverse

areas of development, allowing children to experiment with social skills, tackle cognitive

challenges, and engage in physical activities for holistic growth. The US National Research

Council (2000) defines four primary areas of learning and development through play:

cognitive, socio-emotional, physical, and general competence.

Socially, play is integral to a child's interaction with their community (Aeri & Verma, 2005).

Through play, children develop essential life skills such as interacting with adults and peers,

choosing friends, playing team games and building bonds. The elements of play that support

social development includes collaboration, turn-taking, empathy, self-regulation and impulse

control (Brown, 2014). Additionally, play helps children assimilate cultural norms, values, and

language, contributing to their self-identity within the community (Smith & Hart, 2014). From

an intellectual standpoint, play introduces children to complex cognitive concepts in an

engaging, enjoyable manner (Goswami, 2004). Pellegrini (2011) suggests that embedding

learning themes into play activities can facilitate formal learning outcomes like recognising

colours, shapes, and letters. Gauvain (2022) emphasises that play stimulates creativity,

enabling children to express themselves and develop innovative problem-solving skills.

The role of play has been recognised for generations by great philosophers and educational

theorists of education, as illustrated in table 3.5.

Table

3.5.

Learning

Theorists

Play

‘An

individual

creates

knowledge

Individuals

acquire

Integrates

Vygotsky's

‘Nursery

education

Montessori

classrooms

Father

Kindergarten.

through

ideas,

experiences,

and

knowledge

through

social

learning

concept

nota

substitute

for

the

address

whole

child

interaction.

interacting

with

others.

with

Piaget's

home

function

but

development.

constructivism

approach.

extension.

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develop

through

four

‘Subjective

interpretations

Dewey

and

Vygotsky

The

nursery

setting

The

four

development

Children

have

unique

discrete

stages.

and

culture

play

emphasise

cultural

provides

principles

are:

mixed

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and

capabilities.

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development

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for

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four

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through

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development.

classroom

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for

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and

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and

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development

include:

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periods.

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participation,

interactions

which

reasoning.

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cooperative

play.

motor

expression,

translate

into

mental

creativity

and

self-

processes.

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explore

expression

relationships

with

family

and

peers

develop

positive

social

interactions.

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through

play, negotiate,

Make-believe

The

leamer

develops

Tsaacs

used

Montessori

classrooms

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highest

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and

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than

adapt

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about

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Source:

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own

Play, in its various forms, is foundational to early childhood education, bridging the gap

between academic learning and comprehensive developmental growth. By integrating play into

educational settings, educators can provide children with a balanced approach that not only

targets academic skills but also enriches their social, emotional, and physical development.

3.7.3. Play-Based Curriculum in Early Childhood Education

Integrating play into the early childhood education curriculum has emerged as a transformative

strategy that significantly enhances learning and development. This section examines the

historical evolution, theoretical foundations, and practical applications of play-based learning,

showcasing its vital role in fostering holistic growth in young learners. By understanding how

play has been interlinked with educational practices through foundational theories and modern

pedagogical approaches, an appreciation can be recognised for its profound impact on

cognitive, emotional, and social development.

The inclusion of play in Western curricula is a relatively recent innovation (Colliver, 2012),

reflecting the influence of early childhood philosophers like Frobel, Montessori, and Dewey.

These theorists emphasised the integral role of play in a child's learning and development,

advocating for educational environments that combine learning with freedom and nurturing

(Platz & Arellano, 2011).

Scott (2007) outline four key dimensions that frame the curriculum: aims and objectives,

subject content, methodologies, and assessment strategies. This framework supports the

integration of play into structured educational settings while allowing the flexibility needed to

adapt to children’s evolving needs. Branscombe et al. (2013) highlight the constructivist

perspective, which posits that learning stems from children's interactions with their

environment, thereby emphasising the value of a play-based approach.

Various pedagogical models, including Montessori, HighScope, Reggio Emilia, Forrest,

Steiner Waldorf, and Te Whāriki offer distinct yet complementary perspectives on integrating

play into the curriculum. Montessori education emphasises a prepared, sequential environment,

that respects each child’s natural development. Children learn through natural interaction with

educational materials, fostering independence and sensory-based learning (Edwards, 2006;

Lillard, 2012).

The HighScope framework incorporates a unique play-based curriculum that emphasises

“active participatory learning”, where children engage in meaningful independent and group

activities. The “Plan-Do-Review” cycle encourages active learning and cognitive development

grounded in Piaget’s theories (Schweinhart & Weikart, 1990; Weikart, 1996). This approach

supports children’s natural curiosity and desire to interact with the world, providing

opportunities for them to make choices and initiate play activities that foster both cognitive and

social development (Epstein, 2018).

The Reggio Emilia approach views young children as capable, resilient, and rich with wonder

and knowledge. It emphasises an emergent curriculum that evolves through child-teacher

interactions, with a strong focus on arts and documentation to foster a collaborative learning

community (McNally & Slutsky, 2016; Hall et al., 2015; Edwards et al., 2012). Rinaldi (2020)

describes play in Reggio Emilia as predominantly project-based, where children engage in

long-term explorations of concepts, ideas, and interests, that arise naturally from their

experiences.

Forest Schools adopt a nature-based approach, emphasising learner-led outdoor play that

encourages curiosity, exploration, and risk-taking. This model, as discussed by Knight (2009)

offers hands-on experiences crucial for building independence, confidence, and self-esteem.

Play in these settings enhances children’s cognitive development, social skills, and emotional

resilience through negotiation, cooperation, and problem-solving (Maynard & Waters, 2007).

Steiner Waldorf education places a strong emphasis on imagination, advocating for play as a

means to cultivate creative and analytical thinking. This model integrates play as a central

element of its curriculum, blending arts, music, movement, and storytelling to develop

intellectual, emotional and social competences (Edwards, 2002; Oberski, 2006).

Te Whāriki, New Zealand’s early childhood education framework, embodies a socio-cultural

approach where play is seen as vital to learning and development. This curriculum emphasises

flexibility, and family and community involvement, viewing children as competent and

confident learners (New Zealand Ministry of Education, 2017). Rockel (2009) notes that in Te

Whāriki, play is a pedagogical tool where children develop various skills through spontaneous

and guided play, enhancing their communication skills, emotional well-being, and cultural

understanding.

Gronlund (2010, 2013) advocate for a curriculum that respects preschoolers as active, curious

learners. This approach integrates play into daily activities, ensuring that learning extends

beyond traditional academic subjects to include rich, engaging experiences that promote

physical, cognitive, and social skills (Beaty, 2019). Saracho (2013, 2019) supports this view,

arguing that play allows children to engage in active learning by reconstructing ideas,

experiences, and knowledge. An effective preschool curriculum should use play as a medium

for learning, providing a supportive environment with appropriate materials, spaces, and

opportunities for social interaction.

Table 3.6. illustrates how play-based curricula contribute to the development of entrepreneurial

competencies in young children by detailing the strengths and limitations of each approach in

fostering entrepreneurial education.

Table

3.6.

Relationship

Between

Play-Based

Curriculum

and

Entrepreneurial

Education

Philosophy

Description

‘Advantages

fostering

Disadvantages

fostering

Reggio

Emilia

Reggio

Emilia

features

cultural

and

social

values

democracy,

solidarity

and

participation

Emphasises

creativity,

problem-

Less

structured

curriculum

may

(Thorton

Brunton,

2015).

Children

are

viewed

capable,

active

and

valuable

community

solving,

and

self-expression,

lead

uneven

academic

members,

The

children

develop

their

thinking

capacity

and

knowledge

environment

rich

Encourages

collaboration

and

readiness.

provocation

and

possibilities.

The

self-guided

curriculum

enables

the

children

express

project-based

leaming.

themselves

different

ways.

Activities

include

drawing,

painting,

drama,

sculpting

and

language,

aiming

develop

love

for

leaming

(Linder

Emerson,

2019).

‘Montessori

Montessori

involves

providing

environment

that

supports

children’s

leaning

(Isaacs,

2018).

Promotes

independence,

self

May

underemphasise

Montessori

programmes

are

based

child

interest

learning,

and

teacher

involvement

directed

learning,

and

practical

life

collaborative

learning

and

limited.

The

classroom

provides

structured

and

aesthetic

environment

which

toys,

books

and

skills.

Encourages

initiative

and

structured

guidance.

materials

are

carefully

selected

and

incorporated

support

children's

independent

leaming. personal

responsibility.

Children

engage

free

activity

and

can

choose

activities

within

prepared

environment

independently

within

small

mixed

multiage

groups.

Forest

School

Forest

School

learning

involves

child-centred

learning

process

inspire

and

motivate

the

Focuses

outdoor

leaming,

risk-

Limited

exposure

traditional

leamer

learn

through

the

outdoor

play-based curriculum

in a

natural

environment

(Karavida

taking,

and

resilience.

Enhances

academic

subjects

and

indoor

al.,

2020). Forest

learning

focuses

learning

the

outdoor

environment

and

encourages

connection

with

nature

and

practical

activities.

children

navigate

through

leaming

interacting

with

the

natural

environment,

inspiring

skills.

exploration

and

curiosity,

Forest

schools

show

increased

confidence

and

self-esteem,

increased

awareness

the

mind,

and

improved

ability

collaborate

and

language

development.

Whariki

Whariki,

New

Zealand’s

early

childhood

education

curriculum

integrates

cultural

values

and

Supports

social

competence,

Flexible

nature

may

result

less

holistic

development.

emphasises

child-centred

learning,

respecting

cultural

identifies

and

exploration,

and

independence.

emphasis

structured

academic

supports

development

through

exploration

and

play

(New

Zealand

Ministry

Education,

2017;

Encourages

culturally

relevant

learning

and

inconsistencies

Chan,

2019).

Ieamning

and

holistic

development,_|

integration.

Outdoor

Play

Frost

al.

(2012)

emphasise

the role

outdoor

play

promoting

creativity

and

problem-

Enhances

creativity,

risk

‘Weather

dependency

and

solving

through

unstructured

interactions

with

the

natural

environment.

Outdoor

activities

also

assessment,

and

physical

skills.

potential

for

less

structured

foster

independence

and

self-esteem

children

leam

navigate

and

manage

risks

(Bilton,

Promotes

exploration

and

educational

content.

2010).

autonomy.

HighScope The High

Scope

programme

developed

Piaget's

intellectual

development

theory

provide

Emphasises

active

participatory

Requires

specific training

for

realistic

educational

experience

for

children

and

promote

constructive

leaming

processes

leaming

and

goal

setting.

Develops

educators;

may

not

suit

all

broaden

social

and

intellectual

skills.

The

teacher-leaming

cyele

based

plan-do-review,

and

problem-solving

skills

and

self-

learning

styles.

the

curriculum

emergent

(Epstein

Hohmann,

2012).

regulation.

‘Steiner

Steiner's

approach

aims

improve

children’s

concentration

and

prepare

them

emotionally

and

Focuses

imaginative

play

and

Possible

delay

introducing

Kindergarten

physically

for

learning.

The

leaning

environment

non-competitive

and

occurs

through

‘doing

artistic

development.

Encourages

academic

concepts

and

making’.

All

curriculum

areas

have

integrated

arts,

myths

and

tales

promote

holistic

growth

and

social

technology.

multiculturalism

and

imagination.

Leaming

occurs

through

materials

and

practical

activities

cooperation.

strengthen

creativity

and

imagination.

Teachers

lead

and

design

group

activities

and

behaviour

for

children

imitate

(Nordlund,

2013).

The play-based curriculum in early childhood education illustrates the dynamic and

multifaceted nature of learning. By embracing the principles set forth by early educators and

adapting them to contemporary educational needs, play has been effectively harnessed to foster

an environment where children thrive. The theoretical and practical applications of play

highlight its indispensable role in supporting the comprehensive development of young

learners.

3.7.4. Child-Centred Play

Child-centred play, also known as child-led or child-initiated learning, prioritises activities

chosen by the child, fostering a sense of autonomy, motivation and engagement. Katz and

Chard (1992) advocate for this method, emphasising that it supports intrinsic motivation and

enhances learning outcomes by allowing children to pursue topics that interest them, thereby

aligning with their developmental needs.

This approach leverages the natural curiosity of children to explore and interact with their

environment, creating a conducive atmosphere for autonomous learning. According to Woods

(2017), child-centred play provides opportunities for children to practice, experiment, and

apply what they have learned in a safe, supportive setting. In these environments, adults take

on a non-directive role, strategically choosing when to observe and when to interact, thereby

supporting the child’s learning process without dominating it (Fisher, 2019).

Briggs and Hansen (2012) highlight that child-led learning contrasts with more structured

educational approaches by prioritising children's interests over a rigid curriculum, with adults

serving as facilitators rather than instructors. This constructivist approach gives children the

agency to engage with learning materials at their own pace, driven by their intrinsic interests

(Arnott, 2018). Mielonen and Paterson (2009) further explain that through play, children

process experiences and manage complex emotions and scenarios in a symbolic and

manageable form.

Chadwick and Webster (2010) argue that child-centred play enables practitioners to gain

insights into children's developmental progress by observing and reflecting on their activities,

which also empowers children to articulate and develop their ideas. These activities reflect the

child’s true passions and interests, providing a window into their cognitive processes and

learning goals (Fisher, 2019). Educators can adapt environmental factors or instructional

strategies to better support the child’s explorations, helping them refine their skills and apply

their ideas effectively.

The advantages of child-centred play extend beyond academic outcomes to include

improvements in self-esteem, confidence, motivation, and problem-solving, as well as social

skills (Fisher, 2016; Wood, 2017). By allowing children to lead their learning journeys,

educators create an educational experience that aligns with the developmental needs and

interests of young learners, while also cultivating essential life skills such as problem-solving,

communication, and collaboration. This approach is foundational in modern early childhood

education, recognising the significant impact of respecting and nurturing individual learning

paths in the formation of well-rounded, capable, autonomous individuals (Featherstone &

Featherstone, 2013).

3.7.5. The Power and Importance of Play

Play is characterised by high levels of involvement, engagement, creativity, imagination and

intrinsic motivation, without the pursuit of extrinsic goals. Brown (2018) highlights the severe

consequences of play deprivation during the first decade of life, which can include poor self-

control, adaptability issues, depression, unstable relationships, and a tendency towards

addiction. Given its powerful and critical role in a child’s development, play is essential across

multiple domains

According to Pound (2011), play is instrumental in advancing language skills, emotional

intelligence, creativity, and social capabilities. Cooper (2016) echoes this sentiment, noting

that play enhances mathematical learning and contributes to identity formation. Mabagala and

Mabagala (2012) further emphasise play's role in developing vocabulary, self-confidence, and

problem-solving skills. For young children, physical activities like running and jumping allow

them to explore their physical limits, while sensorimotor play encourages infants to actively

engage with their environment, fostering early cognitive connections (Saracho & Spodek,

2008; Garvis et al., 2019).

UNICEF (2018) and Bodrova (2015) discuss the multifaceted impact of play, including its role

in enhancing analytical thinking, problem-solving, scientific reasoning, and creativity. Play

also facilitates the development of essential social skills such as negotiation, conflict resolution,

and empathy, all which contribute significantly to holistic development (Guldberg, 2009; Vasc

& Lillard, 2020). Charles and Bellinson (2019) advocate for holistic play that addresses all

aspects of child development - social, physical, and emotional, by creating a playful learning

environment in preschool. Brown (2013) argues that play is “children's business”, serving as

their primary way of discovering the world, enabling them to learn new ideas and gain

experiences.

Some researchers caution against increased focus on direct instruction, arguing that it can be

developmentally inappropriate, as children may be pushed to learn academic content beyond

their developmental level, leading to disengagement. Instead, literature supports the

effectiveness of play in establishing curricula that include writing, reading, science and

mathematics (Kostelnik, 2008; Saracho, 2013).

The role of play in early childhood education is invaluable, offering a foundation for

comprehensive development that academic instruction alone cannot provide. Play equips

children with the skills necessary for academic success and adult life, fostering resilience,

creativity, and a robust personality (Whitebread et al, 2017). By integrating play-based learning

into early education curricula, educators ensure that children develop the cognitive, social, and

emotional skills needed to navigate complex future challenges effectively. This holistic

approach not only supports immediate developmental needs but aligns with the research

objective to fostering entrepreneurial education in preschool children to support lifelong

learning and adaptation (Pellegrini, 2011).

3.8. Reflective Practice

Reflective practice is a key element in early childhood education, enabling educators to

continually evaluate and refine their teaching strategies to better support entrepreneurial skills

in preschool children. This section inquires into reflective practice, focusing on its theoretical

basis, application in educational settings, and specific adaptations for early childhood

environments. By integrating reflective practice into daily activities, educators can

significantly enhance their approaches to supporting the development of entrepreneurial

mindsets in young learners (Kassean et al., 2015). This exploration highlights how reflective

practice empowers educators to innovate and adapt their teaching strategies to meet the

dynamic needs of children.

3.8.1. Theory of Reflective Practice

Reflective practice is a foundational component of educational methodologies, enabling

educators to critically analyse and enhance their professional practices, thereby improving

educational outcomes and fostering a deeper understanding of the learning process (Mohamed

et al., 2022). This section explores the theory of reflective practice, drawing upon the insights

of influential theorists like Vygotsky, Piaget, Bruner, Argyris, Schön, and others.

Vygotsky’s socio-cultural approach highlights how our interactions with the environment and

cultural context shape learning processes, advocating for the integration of these influences in

educational settings. Dewey (1981) further emphasises experiential learning, where reflection

arises from engaging with real-world experiences, promoting intellectual curiosity and a

responsive educational approach based on contextual understanding (Guile, 2010). These

perspectives collectively establish reflective practice as a bridge between theory and practice,

enhancing teaching methods and contributing to a more adaptable and insightful educational

system.

Argyris and Schön (1989) describe reflective practice as a critical strategy for professional

development, where behaviour change is a goal within professional practice dimensions. They

emphasise that the learning objectives extend beyond mere acquisition of knowledge to include

the development of ideas that enhance performance (Ghaye, 2010). Schön’s framework

integrates both reflection-in-action and reflection-on-action (Visser, 2010) allowing

professionals to analyse and adapt their actions in real time and reflect post-experience for

deeper professional growth (Visser, 2010). This dual approach emphasises situational

awareness and the dynamic adaptation of strategies with professional knowledge, facilitating

continuous learning through practical application (Visser, 2010; Brockbank & McGill, 2017).

Reflective practice also extends into transformative learning and critical awareness, serving as

a powerful tool for both personal and educational development. Brookfield (1995) advocates

using reflective practice to challenge dominant ideologies, incorporating multiple theoretical

lenses to promote personal critical reflection, break dysfunctional beliefs, and foster self-

formation and emancipatory learning. Mezirow and Talyor (2009) further highlight

transformation as a consciousness-raising process, enabling learners to become aware of their

tacit assumptions and make more informed decisions. Similarly, Freire et al., (2016) emphasise

the transformative power of reflection in developing critical consciousness. By examining and

questioning existing values and beliefs, individuals become empowered, gaining a new self-

awareness, leading to a dialogic and emancipatory approach to education. This critical

disposition encourages educators to reflect on their assumptions, engaging in dialogues that

enhance their educational practices.

By engaging in reflective practice, educators not only improve their teaching method but also

contribute to a broader, more responsive educational system. This dynamic approach is key for

nurturing environments that aim to foster entrepreneurial education among preschoolers.

3.8.2. Reflective Practice in Teaching

Reflective practice in teaching helps bridge the gap between theory and practical application

in the classroom, ensuring that teaching strategies are not only effective but also adaptable to

changing educational demands. By engaging in reflective practice, teachers develop a deeper

understanding of their professional actions and decision-making processes.

Reflective practice involves critical self-assessment of one's teaching methods and decision-

making. Unlike researchers, teachers often need to make quick, on-the-spot decisions based on

their experiences and reflections on past practices (Mikk et al., 2010). This integration of theory

with practice enables teachers to articulate why they teach in certain ways and how they can

improve their methods.

Reflective practice empowers educators to actively analyse and question their teaching

methods and underlying assumptions, leading to informed adjustments that enhance their

practice. It helps teachers develop a coherent theory of practice that guides their daily

interactions and instructional strategies (Ghaye, 2010). Without reflective practice, teachers

risk falling into routine, potentially stagnating educational outcomes (O’Connor & Diggins,

2010).

When teachers encounter unique and challenging situations, reflective practice prompts them

to think critically and devise effective solutions (Brookfield et al., 2019). Zeichner and Liston

(2013) identify five key attributes of a reflective teacher: proactive problem-solving,

questioning of personal values and assumptions, contextual awareness of the cultural and

institutional settings, involvement in school change, and commitment to personal professional

development.

Tajeddin and Watanabe (2022) discuss strategies to foster reflective practice among both

novice and experienced teachers. They note that novice teachers rely more on academic texts

and their belief systems, while experienced teachers draw extensively from their interactions

within the school community. Effective reflective practice programmes incorporate a variety

of strategies, including the analysis and critique of teaching methods, use of case studies, action

research, ethnographic methodologies, and reflective writing, to enhance the reflective

capacities of teachers (Marzano & Marzano, 2003).

Reflective practice is an indispensable tool for modern educators, crucial for adapting teaching

strategies to meet the evolving needs of students and the educational landscape. By continually

engaging in reflective practice, teachers not only improve their instructional techniques but

also contribute to the overall quality of education, ensuring that it remains relevant, effective,

and responsive to the diverse needs of learners.

3.8.3. Reflective Practices in Early Childhood Education

This section explores the application of reflective practices in early childhood settings,

emphasising their role in transforming educational experiences and outcomes through

continuous, thoughtful engagement. Reflective practice in early childhood education is

fundamentally linked to action research, which aims to implement positive changes through

critical reflection. O'Connor and Diggins (2002) argue that this process involves educators

questioning their own beliefs and values, integrating personal experiences with new insights to

inform their professional decisions.

Reflective practice extends beyond personal reflection to include a critical examination of

broader social contexts, particularly in analysing power relationships and grounding practices

in democratic values (Saric & Steh, 2017). The broader perspective encourages educators to

consider not just their immediate goals but the tangible context that drives significant

improvements in teaching efficiency and learning outcomes. Macnaughton (2003) introduces

six critical questions to help educators critically assess their assumptions and practices:

• Why do I do things this way?

• How do I understand things this way?

• How do I perceive those who benefit from my practices?

• Who is overlooked or marginalised in my practices?

• What are alternative approaches?

• Which alternatives promote fairness and equity?

This reflective process is dynamic and intellectually engaged, not only critiquing but also

transforming knowledge, fostering an ongoing cycle of practice examination and adjustment.

Educators, as Fayolle (2019) notes, play a transformative role by mentoring learners to develop

competencies that reshape their worldviews and behaviours.

Effective reflective practice in early childhood education is characterised by seven key features

(Parker-Rees & Rees., 2011 & Pollard, 2008):

1. Active focus on goals and their outcomes.

2. Continuous evaluation and adaptation of practices.

3. Informed judgments based on solid evidence.

4. Open-mindedness and responsiveness.

5. Ability to reframe practices through evidence-based reflection.

6. Engaging in dialogue with peers and external networks.

7. Flexibility to mediate external influences and challenge conventional practices.

Siraj-Blatchford et al. (2003) emphasise that educators who are conscious of cultural biases

can better support children from diverse backgrounds, fostering an environment of

responsiveness and respect. Such a culture avoids blame, focusing instead on continuous,

constructive critique of everyday practices. This approach is supported by pre-service and in-

service training programmes, which advocate for reflective practice as a critical learning tool

(Macnaughton & Williams, 2008).

Furthermore, documenting children's activities serves as a reflective tool, that not only aids in

understanding children's interactions with the world but also promotes teachers' professional

development (Gueudet, 2019). Documentation helps educators develop, confront, and refine

their educational strategies, transitioning learners from passive recipients to active constructors

of knowledge (Pollard, 2014).

Reflective practice, thoroughly explored through its theoretical foundations, practical

applications in teaching, and specific implementations in early childhood education, forms the

basis for educators aiming to cultivate entrepreneurial skills in preschool children. This

comprehensive approach enables educators to critically assess and refine their pedagogical

strategies, ensuring that teaching methods remain aligned with the dynamic needs of young

learners. The principles of reflective practice also highlight the importance of adaptive and

engaging learning environments, which are vital for fostering creativity and problem-solving

skills - key components of an entrepreneurial mindset. By integrating reflective practice with

playful learning experiences, educators can create a rich variety of educational opportunities

that encourage children to explore, innovate, and contribute meaningfully to their communities

and the broader economy.

3.9. Conclusion

This exploration of Early Childhood Education and Care (ECEC) illustrates the important

potential of early childhood educators in fostering entrepreneurial education in preschool

children. By identifying strategies to nurture and support entrepreneurial competencies, the

discussion provides valuable insights into cultivating these foundational skills from a young

age.

As ECEC evolves in response to global, societal and economic changes, there is a growing

need to prepare children for an ever-changing world. Educators are central to creating

environments that promote curiosity, independence, resilience, and problem-solving - core

elements of entrepreneurial thinking.

Integrating play and reflective practices within the curriculum can be considered essential for

developing an entrepreneurial mindset. These methods, encourage exploration,

experimentation, and reflection, which enhance creativity and problem-solving abilities,

supporting the growth of entrepreneurial competencies.

The literature underlines the significant impact of high-quality ECEC on children’s cognitive,

social, emotional, and physical development. Entrepreneurial education in these settings can

foster essential soft skills crucial for personal and professional success, contributing to societal

and economic growth by cultivating innovative, forward-thinking individuals. However,

challenges remain, including the need for stronger theoretical foundations, more critical

perspectives, and longitudinal studies to track skills development over time. There is also

limited research on practical frameworks and strategies for integrating entrepreneurial

competencies into early childhood curricula.

In conclusion, the ECEC framework aligns with the goal of fostering entrepreneurial education

in preschool children. By nurturing these skills early, educators can prepare children to

contribute positively to society and the economy, equipping them for a successful and fulfilling

future. This approach not only enhances the educational experience, but aligns with the needs

of the modern economy, laying a strong foundation for the next generation of innovators and

leaders. By fostering creativity, adaptability, and perseverance, educators can play a crucial

role in building more inclusive educational systems and contributing to broader socio-

economic development.

Table 3.7. Chapter 3: Key Learnings, Gaps and Directions

Source

Key Learnings

Gaps Identified

Key Directions Going Forward

Harju-Luukkainen et al.

(2022)

Emphasises holistic development in ECEC,

integrating educational and caregiving aspects.

Limited research on specific strategies that effectively

integrate these aspects to foster entrepreneurial skills.

Develop and explore the effectiveness of holistic ECEC

approaches in fostering entrepreneurial skills.

European Commission

(2022)

Describes ECEC as critical for children's future

educational trajectories and social integration.

Limited practical guidelines for implementing entrepreneurial

education in ECEC settings.

Develop guidelines for integrating entrepreneurial education into

ECEC frameworks.

OECD (2022)

Highlights the importance of inclusive and

equitable access to quality ECEC systems.

Lack of studies linking ECEC quality indicators with

entrepreneurial skills development.

Investigate the relationship between ECEC quality and the

development of entrepreneurial competencies.

Wood (2020); UNESCO

(2017)

Integrates childcare and preschool to support

social, physical, emotional, and cognitive growth.

Needs assessment of how integrated approaches can be

optimised for entrepreneurial education.

Assess and optimise integrated ECEC approaches for enhancing

entrepreneurial education.

Rostgaard (2018), OECD

(2017)

Quality ECEC defined by staff training and

caregiver-to-child ratios.

Research gap on how staff qualifications affect the promotion

of entrepreneurial skills.

Examine the influence of caregiver qualifications on

entrepreneurial skill promotion in children.

Van Huizen & Platenga

(2018)

ECEC sets the stage for lifelong learning and

success.

Insufficient focus on how entrepreneurial education

specifically contributes to lifelong learning.

Examine the specific contributions of entrepreneurial education

to lifelong learning and success.

Tayler (2016); Clare-

Steward & Allhusen (2005)

Focus on enriching experiences that stimulate

development beyond the immediate environment.

Exploration needed on how enriched environments

specifically contribute to entrepreneurial thinking.

Study the impact of enriched learning environments on fostering

entrepreneurial thinking and capabilities.

Habidin et al. (2016); Khan

et al. (2019)

Importance of creative thinking, active learning

environments, and experiential learning in

preschool.

More research required on effective pedagogical strategies

and practical guidelines for fostering entrepreneurial thinking

Investigate and develop pedagogical strategies and guidelines

that enhance creative and entrepreneurial thinking in preschool

Whitebread et al. (2015)

High-quality ECEC significantly impacts

children’s holistic development.

Research gap on how entrepreneurial education can enhance

these impacts further.

Study how incorporating entrepreneurial education into high-

quality ECEC programmes affects holistic development.

Clarke-Stewart & Allhusen

(2005); Fisch &

Gunzenhauser (2010)

Discusses the dual role of childcare in care and

educational development.

Insights needed into how dual roles can be effectively used to

encourage entrepreneurial traits.

Explore effective strategies for utilising the dual roles of

childcare to foster entrepreneurial traits.

NCCA (2009); Moloney

(2018)

Aistear curriculum emphasises sociocultural

learning, essential for

entrepreneurial education.

Limited empirical evidence on the effectiveness of

sociocultural approaches in fostering entrepreneurial mindset.

Evaluate the effectiveness of sociocultural curricula in

developing entrepreneurial mindsets.

Ellis (2012)

Addresses changing pedagogical practices and

demographics in ECEC.

Gap in understanding how these changes affect

entrepreneurial education.

Study how changes in pedagogical practices influence

entrepreneurial education outcomes.

Axelsson et al. (2015);

Leffler (2014)

Research on specific entrepreneurial competencies

and ongoing studies in early education settings.

Comprehensive strategies for integrating these competencies

into preschool curricula are lacking.

Develop and test integration methods for entrepreneurial

competencies in preschool curricula.

Source: Authors Own

100

CHAPTER 4

EARLY CHILDHOOD EDUCATION AND CARE

IN IRELAND

101

4.1. Introduction

With its robust early childhood education and care (ECEC) frameworks, presents a unique

context for integrating entrepreneurial education into this sector. This chapter delves into how

Irish policies, curricula, and educational frameworks such as Aistear and Síolta not only

support but actively foster the development of entrepreneurial skills among preschool children.

Through a detailed examination of national schemes, educator roles, and specific educational

settings, this analysis aims to explore the nuanced ways in which early childhood educators in

Ireland could enhance their practices to prepare children for a dynamic world. This exploration

is crucial for constructing a comprehensive understanding of the strategies in place and for

proposing innovative approaches to integrate entrepreneurial education effectively within the

Irish ECEC landscape.

4.2. Early Childhood Education and Care (ECEC) – The Irish Context

The early childhood education and care sector in Ireland is a crucial component of the country’s

educational infrastructure, supporting children from infancy through to school age. Governed

by various initiatives and programmes, this sector aims to enhance the quality, accessibility,

and affordability of early learning and childcare services. Ireland’s commitment to innovative

educational practice is reflected in it national policies, curriculum standards, and educational

programmes, including the Irish National ECEC Curriculum – Aistear, the Síolta standards

framework, and the Early Childhood Care and Education (ECCE) Scheme.

In January 2024, the Department of Children, Equality, Disability, Integration, and Youth

(DCEDIY) introduced a new online hub featuring a series of interactive dashboards that present

data on the early learning and childcare sector (DCEDIY, 2024). This initiative replaces the

traditional ‘Annual Early Years Sector Profile Report’ with a more accessible and innovative

tool designed to improve user experience. Although the design of these dashboards is still

ongoing and the latest statistics are not yet fully available, this shift reflects Ireland’s broader

effort to enhance educational outcomes through technological advancements in data reporting.

Table 4.1. provides a valuable snapshot of the early childhood education sector in Ireland,

illustrating the capacity, reach, and scope of government-supported programmes. Based on the

102

most recent publicly available data as of June, 2023, this information is crucial for

understanding the landscape within which entrepreneurial education could be integrated.

Table 4.1. Key Statistics for the Early Years Sector (2020/2021 vs 2022/2023)

Category

2022/2023

2020/2021

Service Providers

4,483 service providers delivered at least one

DCEDIY funded programme or scheme, 48 more

than the same day in 2022.

4,022

Core Funding Participation

95% of service providers participated in Core

Funding7 in 2022/23, 87% delivered the Early

Childhood Care and Education (ECCE) pre-school

programme, and 77% provided the National

Childcare Scheme

(NCS).

ECCE Programme Participation

87%

89%

NCS Participation

77%

Total Enrolment

Over 213,000 children were enrolled in early

learning and childcare services across the country

in 2022/23, an 8% increase from the previous year.

104,612

Sector Capacity

The total estimated capacity of the sector in

2022/23 was over 243,000, a 6% increase from the

previous year. The highest growth in capacity was

for school-age childcare, with a 25% increase for

children aged 4 to 6 years and a 20% increase for

those aged 6 years and older.

220,500

ECCE Enrolment

108,616 children were enrolled in the ECCE

scheme, supported by 3,879 providers across

Ireland.

104,612

Sources: Department of Children, Equality, Disability, Integration, and Youth (DCEDIY),

(2023) and Pobal Annual Early Years Sector Profile Report (2020-2021)

The data presented in Table 4.1 showcases significant growth and engagement within Ireland's

early childhood education sector. The increase in service providers, child enrolment, and sector

capacity between the 2020/2021 and 2022/2023 programme years demonstrates the sector’s

robust development. This upward trend suggests Ireland’s ECEC sector is not only healthy but

also well-positioned to incorporate new educational paradigms, such as entrepreneurial

education. As the sector continues to grow, the opportunity to influence educational outcomes

through early interventions that cultivate an entrepreneurial mindset become increasingly

viable.

7 Paid directly to Early Years providers, Core Funding is intended to improve aﬀordability, quality, inclusion and

sustainability.

8 The Na�onal Childcare Scheme (NCS) is a scheme launched by the Irish government in 2019, that provides

ﬁnancial support to help parents to meet the costs of childcare.

103

4.3. The Early Childhood Care and Education (ECCE) Preschool Scheme

From 3 years onwards the evidence is consistent that preschool provision is beneficial to

educational and social development for the whole population (Van Huizen & Platenga, 2018).

Established in 2010, the Early Childhood Care and Education (ECCE) Scheme is a universal,

free preschool programme in Ireland that provides early learning opportunities to all eligible

children. Initially offering one year of funded preschool, the ECCE scheme was extended in

2016 to provide up to two years, allowing children to begin their ECCE placement at age three

and continue until they transition to primary school. This extension aligns with children's

developmental stages and educational needs, reflecting the Irish government’s commitment to

supporting early childhood education.

The ECCE programme is available for all children between the ages of 2 years 8 months and

5 years 6 months, running for 3 hours per day, 5 days a week, over 38 weeks each programme

year (DCEDIY, 2023). The programme is particularly focused on foundational learning and

socialisation skills, preparing children for the academic challenges of primary school as well

as for broader social and personal development.

Ensuring high-quality educational experiences is a central focus of the ECCE scheme. All

participating childcare services are required to adhere to the national frameworks for early

years care and education, specifically Síolta, the National Quality Framework, and Aistear, the

National Curriculum framework. These frameworks emphasise child-centred participation and

learning, guiding educators to create environments that foster inquisitiveness, exploration, and

creativity (NCCA, 2009).

104

Table 4.2. Key Statistics for the ECCE Programme (2020/2021 Programme Year)

Children Enrolled

104,612 children

Number of children benefiting for the

first year of ECCE programme

58,874

Number of children benefiting for the

second year of ECCE programme

45,738

Service Providers

4,022 services delivered the ECCE programme,

with a distribution of 983 community and 3,039

private services, reflecting a 9% decrease from the

previous year.

Community Services

983

Private Services

3039

Value of Programme

€297,291,187

Staff Demographics

98% of staff were female

Staff Qualifications

14% of staff held a Level 7 qualification

Average Hourly Rate

€12.60

Annual Staff Turnover

19%

Source: Pobal Annual Early Years Sector Profile Report (2020-2021)

Table 4.2 provides a detailed breakdown of the ECCE programme for the 2020/2021

programme year, highlighting key metrics such as child enrolment, the number of service

providers, and staff qualifications. The data illustrates the scheme’s broad reach, with over

104,000 children enrolled and substantial financial backing of nearly €300 million. The ECCE

scheme’s engagement with both community and private service providers, as well as its focus

on qualified staff, underline its role in delivering high-quality early education across Ireland.

The ECCE scheme’s structured curriculum, qualified staff, and increased funding ensure that

young learners receive a strong educational foundation. This initiative not only prepares

children for the academic demands of primary school but also plays a crucial role in their social

and personal development. By laying the groundwork for lifelong learning and adaptability,

the ECCE scheme exemplifies Ireland’s commitment to early childhood education.

105

4.4. Early Childhood Education and Care Policy

Since Ireland signed the UN Convention on the Rights of the Child in 1992, the country has

progressively refined its approach to Early Childhood Education and Care (ECEC), with a

strong focus on safeguarding children’s rights and meeting their developmental needs. The

commitment has led to the establishment of key policies and frameworks designed to create a

high quality early education system. This review examines the evolution of these policies,

tracing significant milestones and the development of key components such as Aistear, Síolta,

and the ECCE scheme.

Ireland’s formal commitment to the rights of children in 1992 marked the beginning of a

concerted effort to enhance early education and care in the years that followed, foundational

policies were developed to structure and improve the ECEC landscape, laying the groundwork

for a system that supports both educational excellence and child well-being.

• 1998 - 2002 initiatives: the establishment of the National Forum on Early Childhood

Education in 1998, and the Centre for Early Childhood Development and Education

(CECDE) in 2002 catalysed the coordination of ECEC policies and practices,

encouraging a focus on quality and comprehensive care.

• National Childcare Strategy (1999) and National Children’s Strategy (2000): these

documents are pivotal in defining the Irish government's role in child care, emphasising

the needs and rights of children (Hayes, 2010), quality and accessibility (Moloney,

2014).

• The National Voluntary Childcare Collaborative (1999): comprising of seven non-

governmental agencies, the National Voluntary Childcare Collaborative (NVCC) was

established to promote ECEC in Ireland.

• The Ready to Learn (White Paper) (1999): this ECE White Paper sets out government

policy relating to ECE. The key theme of the report was quality of provision, and its

findings led to the development of the Child Care Preschool Regulations, and the

Aistear and Síolta frameworks.

• The Child Care Preschool Regulations (2006): this framework provides clear

guidelines for service providers, outlining a standard of care and education for children

aged 0-6.

106

• Síolta (2006): launched by the Centre for Early Childhood Development and Education

(CECDE), Síolta is the National Quality Framework and Quality Assurance Programme

(QAP) for ECEC in Ireland. It focuses on enhancing the quality of early childhood

settings through a structured and standardised approach.

• Aistear (2009): the NCCA introduced Aistear, the Early Childhood Curriculum

Framework in 2009, which guides educators in supporting children's early learning and

development through play-based and thematic experiences.

• ECCE Scheme (2010): the Early Childhood Care and Education (ECCE) scheme

provides two years of free early education for children before they begin primary

school, aiming to provide an equitable start for all children.

• Better Outcomes Brighter Futures (2014): this policy framework set forth initiatives up

to 2020, aiming to enhance outcomes across health, education, and social sectors for

young children.

• Tusla (2014): the Child and Family Agency was established to improve the safety and

well-being of children in Ireland.

• AIM (2016): AIM (Access and Inclusion Model) creates a more inclusive environment

in preschools, so that all children, regardless of ability, can benefit from quality early

learning and care.

• Better Start (2016): this initiative was launched to promote and enhance inclusive high-

quality Early Learning and Care for children from birth to six years of age in Ireland.

• First 5 Strategy (2018): building on previous frameworks, this government strategy

focuses on supporting children from birth to age five in various components - including

health, development, and learning. Recent updates aim to integrate more

comprehensive supports for childminding and parental involvement.

• Young Ireland (2023) and Together for Better (2023): these recent initiatives continue

to build on the foundational aims of previous policies, focusing on rights, well-being,

and holistic development from birth to 24 years, with an emphasis on accessibility,

affordability, and quality in ECEC services.

• First 5 Strategy Updates (2023): recent updates to the First 5 strategy include a focus

on parenting support, child health, and early learning reforms aimed at improving the

quality of childcare services and education.

107

The evolution of early childhood education and care policy in Ireland reflects a growing

recognition of the developmental needs of young children and the importance of structured,

quality early education. From foundational policy frameworks to contemporary strategies,

Ireland's ECEC environment has been shaped by a dedicated effort to improving the

educational outcomes and overall well-being of its youngest citizens. A notable demonstration

of this dedication is the 8% increase in funding, amounting to an additional €83 million,

allocated to early learning and childcare in the 2024 budget (DCEDIY, 2023). This increase

reflects Ireland’s commitment to keeping its policies adaptive and responsive to the evolving

needs of children and their families.

4.5. The Irish National Curriculum and Quality Frameworks in ECEC

Aistear and Síolta are foundational frameworks within Ireland's early childhood education

system, each playing a crucial role in shaping the quality of education for young learners from

birth to six years. Aistear focuses on the curriculum, providing a child-centred approach to

learning through play and interaction, while Síolta establishes the quality standards necessary

for educational settings to ensure an environment conducive to effective early learning.

• Aistear: The Early Childhood Curriculum Framework

Introduced by the National Council for Curriculum and Assessment (NCCA) in 2009, Aistear

centres on creating quality learning experiences for children from birth to six years. Aistear,

the Irish word for ‘journey’, is implemented in early childhood education and care (ECEC)

settings throughout Ireland (Woods et al., 2022). Recognising and respecting the rights and

needs of every child, the curriculum outlines the dispositions, values, attitudes, skills,

knowledge and understanding vital for young children, offering a framework on how learning

might be nurtured (Egan, 2020).

The curriculum encourages ECEC educators to plan and provide enjoyable, challenging

learning experiences, allowing all children to grow and develop as competent and confident

learners (NCCA, 2009). Aistear guides learning and development through 12 principles and

four interconnected themes: Well-Being; Identity and Belonging; Communicating; and

Exploring and Thinking. These themes emphasise a holistic approach to early childhood

108

education, addressing children’s social, emotional, physical, and cognitive needs (NCCA,

2009).

Aistear is recognised for its flexibility and adaptability, allowing educators to tailor educational

experiences to diverse learning environments and individual needs, laying important

foundations for later learning (Egan, 2020; NCCA, 2009; McMonagle, 2012; French, 2013).

While the curriculum does not directly include entrepreneurship or enterprise education, its

structure supports the integration of these concepts through its emphasis on exploration,

creativity, and problem-solving.

• Síolta: The National Quality Framework

Established in 2006 by the Centre for Early Childhood Development and Education (CECDE),

Síolta defines, assesses, and supports the enhancement of quality across all aspects of early

childhood care and education. The framework is built on 12 principles, including pedagogy,

the rights of the child, equality and diversity, health and welfare, play, and community

involvement, with 16 quality standards translating this vision into practice (CECDE, 2006;

Duignan et al., 2007). These standards are actionable and measurable, providing a clear

pathway for continuous improvement in early childhood education services (CECDE, 2006).

Both Aistear and Síolta are designed to be complementary, with Aistear focusing on curriculum

development and Síolta on quality standards. Together, they provide a robust structure for

delivering high-quality early education, ensuring that practices remain relevant and impactful

in a changing educational environment. The implementation of these frameworks involves

continuous assessment and adaptation to meet the evolving needs of children, supporting their

holistic development.

Aistear and Síolta collectively offer a comprehensive approach to early childhood education in

Ireland, emphasising a child-centred, play-based learning environment underpinned by

rigorous quality standards. This dual framework not only prepares children for the transition to

formal schooling but also lays down the foundational skills necessary for lifelong learning. For

educators and policymakers, understanding and implementing these frameworks is crucial for

109

fostering an environment that nurtures the development of competent, confident, and caring

children.

4.6. Entrepreneurial Education and the Aistear Curriculum

The connection between the Aistear curriculum and entrepreneurial education can be explored

through the lens of fostering entrepreneurial mindsets and skills in preschool children. This

aligns with global educational trends emphasising the importance of nurturing key

competencies such as innovation, problem-solving, and self-efficacy from an early age.

Aistear (NCCA, 2009) promotes holistic development through its four interconnected themes

- Well-being (focusing on children's health and emotional well-being), Identity and Belonging

(encouraging children to develop a sense of who they are and feeling that they are valued and

respected), Communicating (covering all forms of communication including language,

gestures, signs, and symbols), and Exploring and Thinking (emphasising curiosity, inquiry, and

creativity - encouraging children to make sense of the world around them). These themes are

subconsciously, intrinsically linked to the foundational aspects of entrepreneurial education.

For example, the theme of ‘Exploring and Thinking’ encourages active learning, critical

thinking, and problem-solving, which are essential components of an entrepreneurial mindset.

Entrepreneurial education in early childhood settings also involves encouraging initiative,

resource management, and the development of autonomy and accountability. Aistear’s focus

on ‘Identity and Belonging’ supports this by helping children build confidence and a sense of

competence, both crucial for entrepreneurial endeavours.

Research supports the integration of entrepreneurial education within established curricula.

Moberg (2014) argue that early exposure to entrepreneurial concepts enhances adaptability and

innovation in later life. Empirical studies further suggest that entrepreneurial education at a

young age fosters a proactive attitude and creative problem-solving skills (European

Commission, 2016).

On a policy level, NCCA guidelines for Aistear provide frameworks and examples of how

early childhood settings can incorporate economic literacy and entrepreneurial skills within the

existing curriculum themes. Activities like role-playing a mini-business or market can

110

introduce children to economic concepts and the value of goods and services - foundational

aspects of entrepreneurial education.

Incorporating these elements into the Aistear curriculum enriches the learning experience and

aligns with broader educational goals aimed at preparing children for a dynamic and complex

global economy. Systematic inclusion of entrepreneurial education within early childhood

frameworks like Aistear supports the development of traditional academic skills while fostering

soft skills and attitudes crucial in today’s fast-paced, innovation-driven world.

4.7. Early Childhood Educator CPD in the Irish Context

Continuing Professional Development (CPD) plays a crucial role in enhancing the

competencies and professionalism of educators in Ireland, particularly within the context of

entrepreneurial education. CPD not only updates educators on the latest pedagogical strategies

and industry standards but also supports the implementation of innovative teaching practices,

fostering a proactive and adaptive educational workforce.

Research highlights the significant impact of professional development on educators’ ability to

adopt new behaviours and integrate entrepreneurial concepts into early childhood education

(Torres & Weiner, 2018; Foliard et al., 2018). Ruskovaara and Pihkala (2014) emphasise the

importance of diverse educational levels in shaping entrepreneurial training. In Ireland, CPD

for early childhood educators is supported by several frameworks and initiatives aimed at

continually enhancing professional skills and knowledge. The National Childhood Network

(2021) and regulations under the Childcare Act (1991) advocate for continuous professional

development, ensuring educators engage in ongoing learning to maintain and enhance their

professional qualifications and stay updated on modern teaching methods.

Quality in early childhood education and care heavily depends on competent staff, where the

concepts of ‘care’ and ‘education’ are interdependent (UNESCO 2022, 2010; European

Commission, 2011; European Commission/EACEA/Eurydice/Eurostat, 2014). The importance

of CPD is further supported by The Effective Preschool Provision Education Study (Sylva et

al., 2004) and The European Quality Framework for ECEC (European Council, 2019), both of

which indicate that professional development significantly impacts staff pedagogy and

children’s outcomes. Participation in high-quality ECEC supports children’s cognitive, social,

111

emotional, and self-regulatory development, with benefits extending beyond early childhood

(OECD, 2021). This highlights the necessity for educators to engage in ongoing professional

development and work within supportive environments.

The Irish Department of Education and Skills Statement of Strategy 2023-2025 underlines the

importance of CPD by committing to enhancing teaching through continuous professional

learning. The strategy is dedicated to ensuring that all children and young people have access

to a positive learning experience, which facilitates them in realising their full potential and

contributing to Ireland’s social, economic and cultural development. Strategic goal 1 of this

document emphasises supporting high-quality education and improving the learning

experience for all students.

Professional learning and development for early childhood educators is increasingly recognised

as pivotal in supporting curricula that are socially and culturally relevant to children. (Johnston

et al., 2020). The Starting Strong VI Report (OECD, 2021) explains that ECEC educators

require comprehensive initial education, ongoing professional development, and supportive

working conditions to engage effectively in high-quality interactions and innovate within their

sector. Woods et al. (2022) argue that to meet the lofty expectations set out in Aistear, ECEC

educators require extensive education. Research indicates that participating in enterprise

education during initial teacher education increases awareness and receptiveness to

entrepreneurial education (Tiernan & Deveci, 2021).

Despite structured CPD initiatives, challenges remain, such as the historical undervaluing of

early childhood education as a professional sector in Ireland. However, this is gradually

changing, with the introduction of new qualification requirements and criteria for ECEC

educators, which aim to enhance the quality and consistency of education. Manning et al.

(2019) identify ECEC educators’ initial professional education as a strong predictor of the

quality of interactions within ECEC settings. The OECD (2021) also emphasises the

importance of professional development strategies, including CPD and onsite learning

opportunities, to ensure high-quality interactions and to build a foundation for quality

education.

112

The CoRe report (Competence Requirements in Early Childhood Education & Care) (Urban et

al., 2012) highlights the importance of good-quality early childhood institutions for children’s

educational attainment and life-long learning. At the core of professional competence lies the

ability to connect knowledge, practice and values through critical reflection. As ECEC

educators increasingly work in complex and changing contexts, it is crucial for them to

continually reflect on and adapt their practices. Competent systems, which include

collaboration between individuals, teams and institutions, as well as competent governance at

the policy level, are essential. Such systems build on staff’s initial education and CPD,

providing regular opportunities for collaborative reflection on ideas and practices.

The role of CPD in entrepreneurial education is particularly significant, integrating both formal

and informal learning experiences tailored to the contextual needs of schools and external

collaborations. These dynamic training environments are essential for fostering entrepreneurial

schools that promote innovation, creativity, and problem-solving skills among young learners

(OECD, 2014; Srinivasacharlu, 2019; EU, 2019).

Sumison et al. (2015) identify the need for professional learning models that encourage critical

thinking and the evaluation of beliefs and practices. Johnston et al. (2020) argue that the skills

and experiences of early childhood educators should be continuously built upon with

professional learning approaches that respond to specific early learning contexts. Penaluna et

al. (2015) propose that for educators to engage effectively in creativity, innovation, and

opportunity recognition, neurological functionality should be understood, which aligns with

neuroscience literature emphasising learning abilities in babies and children.

Researchers, experts and policy makers agree that the quality of ECEC and its outcomes depend

on competent staff (Peters et al., 2018). The European Quality Framework for ECEC states that

recognising the ECEC workforce as professionals is key. Practitioner inquiry as a professional

learning strategy acknowledges educator autonomy and capabilities in contextually relevant

ways (Groundwater-Smith & Campbell, 2013) and is most effective when it is collaborative

and responsive to the skills and experiences that educators bring with them (Carter & Fewster,

2013). Structured CPD initiatives enable educators not only to refine their skills and broaden

their knowledge but also to enhance their capability to foster entrepreneurial mindsets among

113

young learners. This preparation is crucial for empowering the next generation to thrive in a

complex global environment, emphasising the importance of continuous learning and

adaptation among educational professionals.

4.8. Conceptual Model

Building on a review of the literature, which highlighted a significant lack of research,

engagement, and practice in the area of entrepreneurial education within the early childhood

education and care (ECEC) sector, this study has developed a working conceptual framework

(Figure 4.1) for Entrepreneurial Education in ECEC. This framework aims to address to the

gaps between these two areas of education, by proposing a structured approach to integrate

entrepreneurial concepts into early childhood settings.

The framework is adapted from the entrepreneurship education conceptual framework

developed by Jones and Matlay (2011) which identifies five major elements that collectively

contribute to a greater understanding and appreciation of entrepreneurship education. In line

with the research objectives of describing what entrepreneurial education in early childhood

settings encompasses and determining how preschool educators can nurture and support the

development of entrepreneurial competencies in children, this study adapts these elements to

include pedagogy, curriculum, and a key educational partner – government.

The resulting model presents a initial framework specifically tailored for entrepreneurial

education in the context of preschool, intended for implementation across all children partaking

in Ireland’s ECCE preschool scheme. This framework directly aligns with the research

question: ‘how do early childhood educators foster entrepreneurial education in preschool

children?’ and provides a practical structure for integrating entrepreneurial principles within

early childhood education.

Figure

4.1.

The

early

Entrepreneurial

Education

(eEE)

Framework

eed

Curriculum

Rdg

erg

The

Child

Childhood

eters

The

ears

ered

ied

Source:

Adapted

from

Jones

and

Matlay

(2011)

The

Child

Entrepreneurial

education

fundamentally

rooted

philosophy

student-centeredness,

which

aligns

closely

with

the

child-led,

child-centred

pedagogical

approaches

foundational

early

childhood

education

(Matlay,

2006;

Jones

English,

2004;

Bell

Bell,

2016;

Robinson

al.,

2016;

Bell,

2020;

Fiet,

2001).

This

alignment

particularly

evident

the

Aistear

curriculum,

which

emphasises

the

importance

placing

the

child

the centre

the

educational

experience

(NCCA,

2009,

2023;

Woods

al.,

2021).

Building

this

alignment,

the

proposed

conceptual

framework

positions

the

child

the

central

element,

linking

all

other

components

the

framework

the

child’s

development

entrepreneurial

mindset.

The

existing

literature

both

entrepreneurial

education

and

early

childhood

education

highlights

the

importance

of a

child-led

approach

learning.

previously

discussed,

this

approach

not

only

supports

autonomy

and

engagement

but

also

aligns

with

the

holistic

development

goals

outlined

early

childhood

education

frameworks

(Jarvis,

2005;

Woods,

2017;

Fisher

al.,

2021).

drawing

from

the

established

principles

Aistear

and

114

115

sociocultural theory, this framework integrates entrepreneurial education into early childhood

settings, offering a novel approach to fostering entrepreneurship from a young age.

The framework also draws on socio-cultural theory and social constructivism, both of which

emphasise the importance of social interactions and cultural contexts in learning (John-Steiner

& Mahn, 1996; Brandsford et al., 2000; Aminah & Asl, 2015). As noted in the literature review,

these theories suggest that learning is an ongoing process that builds upon prior knowledge and

experiences - an idea that resonates with the Piagetian-inspired holistic approach to education.

This holistic approach is particularly relevant as it connects entrepreneurship and enterprise

education with early childhood education and care, ‘encompassing the development of a rich

understanding of the world through active, hands-on, experiential, child-centred processes’

(Egan, 2020, p.23).

Researchers have pointed out the similarities between entrepreneurial education and

constructivist education, further supporting the integration of these concepts within early

childhood frameworks (Löbler, 2006). By viewing children not merely as learners but as active

participants in their own development (Jones & Matlay, 2011), this framework for

entrepreneurial education in early childhood settings emphasises the potential role of educators

in fostering an environment where entrepreneurial thinking can thrive.

Each element of the framework is intrinsically linked, and for entrepreneurial education to be

effectively introduced at the pre-school level, every element plays a pivotal role in the process.

• Pedagogy & Curriculum

Pedagogy in early childhood education is fundamentally concerned with creating environments

that support holistic child development, where learning strategies are designed to allow

children to acquire knowledge and skills within specific material and social contexts (Siraj-

Blatchford et al., 2002; Gupta, 2015). This approach aligns closely with the principles of

entrepreneurial education, which also emphasises learner-centred, inquiry-based instruction

(Matlay, 2006; Jones & English, 2004). Integrating entrepreneurial learning into early

childhood settings, particularly through the Aistear curriculum, offers a unique opportunity to

cultivate entrepreneurial skills from a young age (NCCA, 2009, 2023).

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Child-centred instruction, as extensively discussed in the literature, underlines the importance

of allowing children to explore their interests at their own pace, with educators serving as

facilitators rather than direct instructors (Jarvis, 2005; Woods, 2017). This method is

particularly effective in fostering critical thinking, creativity, and problem-solving - key

competencies in entrepreneurial education (Arnott, 2018). Such an approach supports both

academic learning and the preparation of children to adapt to future challenges, reflecting

broader goals of entrepreneurial education.

Research has consistently shown that child-led play and learning are instrumental in developing

essential competencies such as self-efficacy, resilience, and social skills - traits closely aligned

with entrepreneurial mindsets (Lackéus, 2015).

This alignment between early childhood pedagogy and entrepreneurial education is not just

theoretical but practical, as demonstrated by the effective incorporation of child-led learning

within the Aistear framework. The focus on play-based, experiential learning within Aistear

naturally supports the development of entrepreneurial traits such as creativity, initiative, and

problem-solving abilities, ensuring that the educational experience is both developmentally

appropriate and forward-looking.

• The Early Childhood Educator

While the child is central to entrepreneurial education in early childhood settings, educators

play a critical role as the bridge between concept and practice (Sumitra et al., 2021). They are

responsible for creating learning environments that encourage children to explore, experiment,

and develop essential entrepreneurial competencies (Sullivan & Glanz, 2009).

Observation enables educators to assess progress and tailor learning experiences, aligning with

Bandura’s social learning theory, which emphasises modelling as a key educational tool.

Children learn by observing and imitating others, and effective scaffolding supports them in

achieving tasks they cannot complete alone, enhancing their understanding and problem-

solving skills (Bandura & Walters, 1977; Allen & Cowdery, 2015; Bodrova & Leong, 2018).

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Vygotsky’s concept of the zone of proximal development (ZPD), already highlighted in the

literature, is essential not only for children’s learning but also for educators’ professional

growth. Just as children benefit from guidance to reach their full potential, educators can

advance their pedagogical skills through continuous professional development within their own

ZPD - supported by peers and ongoing learning opportunities (Blanton et al., 2005). This

development is essential for integrating entrepreneurial education into early childhood settings,

ensuring educators remain innovative (Johnston et al., 2019; Sumison et al., 2015).

To address the existing gap in entrepreneurial education among early childhood educators,

targeted and collaborative CPD strategies are necessary. These strategies should be responsive

to educators' current skills, thereby enhancing the quality and impact of entrepreneurial

education in preschool environments (Groundwater-Smith & Campbell, 2013; Carter &

Fewster, 2013).

• The Entrepreneurial Educational Process

Entrepreneurship and its pedagogical approaches are defined in various ways (Fayolle &

Gailly, 2008; Lackéus, 2015), making it challenging to determine the most effective methods

for integrating entrepreneurial teaching in preschool. However, adopting a ‘teaching through

entrepreneurship’ approach has broad applicability, extending from preschool children within

the ECCE scheme to the educators themselves (Lackéus, 2015; Smith et al., 2006; Handscombe

et al., 2008). This approach can foster essential attributes such as creativity, engagement, and

societal value creation from an early age (Lackéus, 2015).

While progression models exist to support learning outcomes and pedagogical strategies across

different educational levels (Lackéus, 2015; Gibb, 2008; Blenker et al., 2011; Mahieu, 2006),

there is an opportunity to extend these models to pre-primary education. This stage, as

supported by research, is crucial for embedding entrepreneurial learning in a child-centred

manner (Gibb, 2008; Blenker et al., 2011). An entrepreneurial approach, adaptable to different

educational contexts, is vital for fostering an entrepreneurial mindset that supports various

outcomes, including economic growth and social change (Blenker et al., 2011; Lackéus, 2015).

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• Educational Institutions

Entrepreneurship education within Early Childhood Education (ECE) undergraduate courses

in Irish Higher Education Institutions (HEIs) remains limited. Ndou et al. (2019) note that most

courses focus on the ‘for entrepreneurship’ approach, emphasising new venture creation, self-

employment, and enterprise development (Fayolle & Gailly, 2008; Mahieu, 2006). A review

of entrepreneurship modules in Ireland identified approximately 400 modules across 26

institutions, supported by 22 Centres for Enterprise and Innovation (Cooney & Murray, 2008).

However, within ECE undergraduate programmes, only four modules across three institutions

specifically address entrepreneurship, primarily targeting students interested in opening and

running their own early years settings.

As communities evolve, so too can the role of entrepreneurship education, with expanded

engagement from local communities enhancing a holistic approach (Jones & Matlay, 2011).

Collaboration with businesses, universities, families, and youth organisations is key to

positioning schools as learning organisations (EEPN, 2020). Early education services also play

a crucial role in fostering social cohesion and inclusion, contributing to learning to live together

in diverse societies (European Council, 2019).

• The Government

The European Commission contend that high-quality early childhood education and care lays

the foundations for future success in education, well-being, employability and social

integration. By 2030, the European Union aims for at least 96% of children between 3 years

old and the starting age for compulsory primary education to participate in ECEC.

The European Commission’s 2015 report, ‘Entrepreneurship Education: A road to success’,

examined 91 studies from 23 countries evidencing that entrepreneurship education works. It

emphasises that being entrepreneurial is not just about starting and running new ventures, but

involves creativity, innovation, risk-taking, and the ability to turn ideas into action – skills

applicable in all areas of life, including organisations, society, and personal contexts.

Supporting this, the Entrepreneurship Forum Report (Department of Business, Enterprise and

Innovation, 2014), advocates for creating an innovative ‘can do’ culture. The 2006 European

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Commission and Norwegian Government Conference on ‘Entrepreneurship Education in

Europe: fostering mind-sets through Education and Learning’ highlighted international

evidence that students exposed to entrepreneurship education excel in life skills, work skills,

academic performance, and employability. ‘The primary goal of entrepreneurship education is

not to get everyone to start their own business but to give our young people the ability to think

positively, to look for opportunities to make things happen, to have self-confidence to achieve

their goals and to use their talents to better society (economically and socially)’ (p.16).

However, The Eurydice Report: Entrepreneurship Education at school in Europe Report (2016)

reveals that 75% of EU countries lack strategic recommendations on entrepreneurship

education in relation to initial teacher education (ITE). The report suggests that focused and

specific entrepreneurship education strategies offer ‘a more coherent and comprehensive

approach to supporting entrepreneurship education’, (Eurydice Report, 2016, p.10).

In Ireland, discussions on embedding entrepreneurship in education are on-going

(Entrepreneurship 360, 2015). While entrepreneurship education is recognised as a cross-

curricular objective at primary and secondary school level, it is not an objective of preschool

education. The European Council Recommendations on High-Quality Early Childhood

Education and Care Systems (2019) evidence that children create the foundation and capacity

to learn throughout life. Importantly learning is an incremental process; building a strong

foundation in the early years is a precondition for higher level competence development and

educational success. Participating in early childhood education and care benefits individuals

and society, leading to improved educational attainment, labour market outcomes, and more

cohesive societies.

• Conclusion

This framework builds on Jones & Matlay’s vision, suggesting that entrepreneurship education

now needs to be viewed from the preschool child’s perspective. The nature of entrepreneurial

learning demands a broadening of the curricula. Learning outcomes are designed around choice

(Jones & Matlay, 2011, p. 700). Entrepreneurship education can be made part of all areas of

curricula if teachers’ entrepreneurial competencies are developed (EEPN, 2020). Building

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relationships and creating professional networks could play an integral role in early childhood

entrepreneurial education becoming a reality.

The Entrepreneurship Competence Framework (EntreComp) (Bacigalupo et al., 2016) offers a

valuable foundation for framing entrepreneurial skills in early childhood education, providing

comprehensive competence areas, developmentally appropriate competencies, a progression

model, learning outcomes, integration with existing curricula, and opportunities for

professional development. Educators have an opportunity to adapt the EntreComp to focus on

fostering creativity, problem-solving, teamwork, and communication in young children

through engaging activities and assessments. By aligning the framework with curriculum goals

and utilising its structured approach, educators could create a supportive learning environment

that nurtures entrepreneurial competencies in preschoolers.

Understanding the intertwined relationships of the educators, the process, education

institutions, government, pedagogy and curriculum, and the child, may encourage the

emergence of purposeful relationships and a bridge between all stages of entrepreneurial

education progression. What will make entrepreneurial education in early childhood education

successful and effective is an understanding and appreciation of the value and importance of

the early childhood education and care sector, and its prominence as the first step in formal

education. Stakeholders, including entrepreneurship and early childhood educators and

policymakers, must be cognisant of the learning abilities of this cohort of learners and open to

the wide interpretation of entrepreneurial learning and its values. Jones & Matlay (2011)

challenged future researchers to become active in the development of a shared teaching

philosophy for entrepreneurship education. ‘Defending our teaching space, becoming

fascinated by the way we approach entrepreneurship education, will allow us to become

masters of our own destiny’ (Jones & Matlay, 2011, p.702). This proposed framework accepts

the challenge, to extend this philosophy to early childhood education.

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4.9. Conclusion

This chapter explores the pivotal roles of Irish national curricula, particularly Aistear and the

quality framework Síolta, when considering the integration of entrepreneurial education within

early childhood settings in Ireland. These frameworks not only support but can actively

enhance the entrepreneurial capacities of young learners, laying a foundation for skills such as

innovation, problem-solving, and resilience.

Despite Ireland’s solid infrastructural and educational frameworks, there are opportunities to

further tailor these environments to explicitly foster entrepreneurial skills. The conceptual

framework proposed in this chapter, synthesising Aistear's flexibility with targeted support

from governmental and educational institutions, aims to bridge current gaps between policy

intentions and educational practice. This framework serves as a blueprint for educators and

policymakers alike, emphasising the early introduction of entrepreneurial concepts through

play-based learning and structured interaction.

Central to this discussion is the transformative potential of this framework for future research

and practice. It advocates for a shift from traditional pedagogical strategies to more dynamic,

child-centred approaches that not only prepare children for the academic demands of school

but also equips them with the competencies needed to navigate and contribute to a complex,

rapidly changing world. As this framework is implemented and evaluated, it can offer valuable

insights into the effectiveness of early entrepreneurial education and its long-term benefits on

children’s development.

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CHAPTER 5

RESEARCH METHDOLOGY

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5.1. Introduction

The previous chapters have created a rationale for this research study, developed meaning

through a detailed review of the literature relevant to addressing the research question under

exploration, and influenced a conceptual framework that has evolved from a synthesis of the

literature in entrepreneurship education and early childhood education. This chapter aims to

provide a justification and explanation of the rationale behind the key decisions made in

selecting an appropriate research methodology to address the research question – how can early

childhood educators foster entrepreneurial education in preschool children?

After identifying the research topic and formulating questions, selecting the appropriate

research design is perhaps the most important decision a researcher needs to make

(Abutabenjeh & Jaradat, 2018). A research design is a strategic plan, a blueprint to answer

research questions, influenced by various factors (Creswell, 2009; Kothari, 2004), including

study purpose, available resources, philosophical worldview, researcher skills and abilities, and

chosen strategy for inquiry. Research design is important in deciding the research processes

and elements such as research methods, research strategy, and sampling (Robson, 2002).

Expanding on this, the research design includes defining the project purpose, conceptualising

ideas, selecting an appropriate research method - decisions on when and how the data will be

collected - operationalising variables, determining the sampling process, data analysis and

application of findings (Abutabenjeh & Jaradat 2018; O’Sullivan, 2016).

In making this decision, pertinent questions include: (1) which approach to research design is

most appropriate for this research study, and (2) what are the common themes among the

current entrepreneurship education and early childhood education approaches to research

design?. Research designs are types of inquiry within qualitative, quantitative, and mixed

methods approaches that provide specific direction for procedures in a research design - others

have called them strategies of inquiry (Denzin & Lincoln, 2018). For the purpose of this

research study, the ‘research onion’ developed by Saunders et al. (2007, 2018, 2019) as

illustrated in Figure 5.1. provides a structured and comprehensive approach for informed

decision-making and for developing a coherent research process. This study is concerned with

examining what entrepreneurial education in early childhood settings encompasses, and

exploring how early childhood educators can foster and support entrepreneurial learning and

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encourage the development of an entrepreneurial mindset, entrepreneurial skills and values in

preschool children in Ireland.

Figure 5.1. Key research study methodological decisions

Source: Adapted from Saunders et al. (2019., 2018., 2007)

Saunders et al. (2007) suggest that the ‘research onion’ involves a conceptual framework that

offers a hierarchical structure to understand, plan and conduct research. This multi-layered

model meticulously peels away the complexities of research strategies, allowing scholars to

systematically address the philosophical, methodological, and operational layers employed to

achieve research objectives (Saunders et al., 2019).

Within the context of this research study, the research onion framework serves as an invaluable

tool in guiding the methodical examination of the educational practices and pedagogical

strategies employed by early childhood educators. By adopting this framework, the researcher

is positioned not just as an observer but as a reflective practitioner, deeply engaged in the

intricacies of methodological rigour. The research onion's holistic perspective aligns with the

investigative approach of this study, enabling a comprehensive exploration of the educational

conditions that shape entrepreneurial learning. It aids in articulating the philosophical

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underpinnings of this study - such as the epistemological and ontological assumptions - while

also providing a structured pathway to method selection, data collection, and analysis to

address an educational research question (Saliya et al., 2023). This alignment ensures that this

research is not only methodologically sound but also deeply connected to the empirical realities

of early childhood education, thereby contributing meaningful insights to the field. Given the

fusion of entrepreneurship education and early childhood education, this design is very

appropriate and the key decisions taken in this research study are highlighted in Figure 5.1.

5.2. Research Philosophy

‘Sometimes a normal problem, one that ought to be solvable by known rules and procedures,

resists the reiterated onslaught of the ablest members of the group within whose competence

it falls’ (Kuhn, 2012, pp 5-6).

The beliefs and assumptions we possess affect our everyday lives, in every single decision that

we make. Our beliefs and assumptions also impact, in a very important way, the research we

decide to pursue and the methodology and methods that we use to answer our research

questions. Guba and Lincoln (1994) describe a paradigm as a set of assumptions about ethics,

reality, epistemology, and methodology that guide systematic inquiry. They argue that different

paradigms have different philosophical assumptions and methodological choices (Morgan,

2007). Kuhn (2012) defines a paradigm as a worldview that embodies the beliefs of scientists,

while Alghamdi and Li (2013) suggest that research paradigms define how knowledge works

and how one thinks, communicates, and writes this knowledge. Denzin and Lincoln (2018)

further discuss that paradigms define the type of questions to be asked and methodologies to

answer the research problem. The significance of understanding research paradigms is crucial

for researchers as it guides their approach to inquiry and influences the interpretation of

research findings (Gunbayi, 2020; Schriever, 2021).

In the context of exploring how early childhood educators foster entrepreneurial learning in

preschool, these philosophical underpinnings take on a nuanced importance. The ontological,

epistemological, methodological, and method-based dimensions of research paradigms, as

outlined by Crotty (1998) and further elaborated by Zukauskas et al. (2018), Tashakkori &

Teddlie (2009), Scotland (2012), provide an interpretative lens through which this study is

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viewed. This research, aligning with the perspectives of Gliner et al. (2016), adopts a

paradigmatic approach that not only reflects on the research and its implementation processes

but also resonates with the nature of entrepreneurial learning in early childhood settings,

ensuring a comprehensive understanding of the educational dynamics at play.

Crotty (1998) and Easterby-Smith et al. (2008) explain the elements of a research paradigm as

follows:

• Ontology - philosophical assumptions about the nature of reality

• Epistemology - a set of assumptions about ways in which we inquire about the nature

of the world and the relationship between knowledge and the researcher.

• Methodology - a combination of techniques used to inquire into a specific situation to

gain knowledge.

• Methods and techniques - individual techniques for data collection and analysis.

Ontology refers to the nature of reality and existence (Saunders et al., 2018, 2019), and depicts

the researcher’s objectives of the study. Ontologically, this study grapples with the reality of

entrepreneurial learning as either an independent, objective entity or a construct shaped by the

interactions and perceptions of early childhood educators - a debate that reflects the realism vs.

constructivism dichotomy (Bryman, 2004). Epistemology is concerned with the theory of

knowledge, what constitutes acceptable, valid, and legitimate knowledge, and helps researchers

understand the best ways of enquiring into the nature of the world and how to communicate

that knowledge to others (Holstein et al., 2013; Burell & Morgan, 2019; Saunders et al., 2018.,

2019; Zukauskas et al., 2018). Epistemologically, this study connects with understanding how

knowledge about fostering entrepreneurial skills in preschoolers can be validly and legitimately

acquired, whether through objective measures or through interpretative, socially constructed

insights. This is critical in devising methodologies and methods that resonate with the spirit of

entrepreneurial learning - often a blend of observable behaviours and deeply subjective

experiences.

Epistemology encompasses a range of perspectives from empirical observation and objectivity

(positivism) to the influence of social context and subjective interpretation in knowledge

creation (interpretivism) (Rescher, 2012). Positivism regards knowledge as objective, based on

empirical observation, and independent of the researcher. It utilises the scientific method to

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discover causal relationships and universal laws, emphasising replicability and generalisability

in findings. In contrast, constructivism considers knowledge as subjective and socially

constructed, dependent on individual interpretation, experiences, and interaction with the world

(Howell, 2012).

Research philosophy forms the foundation of any research project, reflecting ontological and

epistemological assumptions that underpin the research strategy or methodology. These

assumptions shape the understanding of research questions, the methods employed, and the

interpretations of findings (Crotty 1998). According to Saunders et al. (2018, p.130) a research

philosophy is as ‘a system of beliefs and assumptions about the development of knowledge’.

Zukauskas et al. (2018, p.121) in simpler terms define a research philosophy as ‘a system of

the researcher’s thought, following which new, reliable knowledge about the research object

is obtained’. Research philosophies encompass integrated sets of beliefs, assumptions, research

models, and techniques for gathering and analysing data. In the social sciences, the main

research philosophies include positivism, critical realism, post-positivism, pragmatism, and

constructivism.

The research philosophy guiding this study is crucial in addressing the central research question

by shaping methodological choices. It determines the selection of methods that are sensitive to

the dynamic, interactive nature of preschool environments where entrepreneurial learning is

fostered. Whether adopting positivist approaches to quantify aspects of entrepreneurial

learning or through constructivist approaches that explore the qualitative richness of early

educational settings, the philosophical stance underpinning this study directs the investigation

towards meaningful, actionable insights.

This exploration into fostering entrepreneurial learning in early childhood settings, is not just

about identifying strategies employed by early childhood educators but is also about

understanding the philosophical dimensions that inform these strategies. It seeks to bridge the

gap between theoretical paradigms and practical application, ensuring that the methodologies

and methods chosen are deeply aligned with the complex, multifaceted nature of

entrepreneurial learning in preschool. In essence, the research philosophy acts as the backbone

of this study, shaping the inquiry from its conceptual stages through to the interpretation of

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findings, thereby offering a comprehensive view of how early childhood educators can

effectively nurture entrepreneurial spirits among the youngest learners. Through this

philosophical and methodological synergy, the study aims to contribute meaningful insights

and practical recommendations to the field of early childhood education, supporting the

development of future generations of innovative, creative, and entrepreneurial individuals.

5.2.1. Overview of Research Philosophies

Selecting the appropriate research philosophy is foundational to guiding the methodology and

overall direction of a research study. Each philosophy offers a unique lens through which to

view the research question, underlining the importance of careful consideration to align the

research approach with the study's objectives and the researcher's worldview. Each has been

considered in terms of their appropriateness to this study. The four philosophies that have been

discounted are briefly outlined, supported by a rationale for their unsuitability in this study.

Positivism - Positivism is a philosophical system of knowledge that only accepts observable

or measurable (i.e., empirical) experiences of the world as data for analysis, the findings from

which are considered positive or absolute truths about reality and are based on granular and

ordered events (Pascale, 2010). Researchers thereby treat persons whom they study no

differently than objects, believing that the truth of individuals’ experiences, including

interpersonal and social experiences, can be studied objectively (Hiller, 2016). In this research

philosophy, the scientist is an objective analyst and dissociates themselves from personal values

and works independently. A long-held belief is that particular laws of nature exist (i.e., cause–

effect statements); regarding the workings of the human psychological and social worlds, and

that through careful observation these laws could be discovered and truths about humans and

how they function thereby explained (Crotty, 1998). Critiques of positivism occurred due to

the realisation that human beings are by nature vastly different subjects of study than the objects

and workings of the natural world in which they live. Humans are beings who possess minds

and bodies, and who use minds and bodies to exercise will and individual capacities of

judgment and action (Pascale, 2010).

While certain aspects of educational practices can be objectively measured and analysed to

yield insights into effective teaching practices, such a positivist approach would not fully

capture the depths of educators’ pedagogical philosophies, the subtleties of their interactions

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with preschool children, or the contextual factors influencing their practices. In addition, the

importance that educators attach to their practices and the values they aim to instil in children

further solidify against a positivist philosophy.

Critical Realism - Critical realism is a philosophical approach to understanding science

initially developed by Roy Bhaskar (1944 - 2014). Critical realism ‘focuses on explaining what

we see and experience, in terms of the underlying structures of reality that shape the observable

events’ (Saunders et al., 2018, p.147). It argues that humans experience the sensations and

images of the real world and that these sensations and images of the real world can be deceptive,

and they usually do not portray the real world (Novikov & Novikov, 2013). Thus, according to

critical realists, unobservable structures cause observable events, and the social world can be

understood only if people understand the structures that generate events. In critical realism,

reality is the principal philosophical consideration with an ontology that is structured and

layered. Critical realist research observes organisational events to identify the fundamental

causes and mechanisms through which deep social structures shape everyday organisational

life (Saunders et al., 2019). Critical realist research methods are primarily focused on

understanding, rather than merely describing, social reality. To this end, critical realist research

is ecumenical in its approach to research, fitting designs and methods to the problem at hand

(Vincent & O’Mahoney, 2018).

While critical realism offers a powerful framework for exploring the underlying mechanisms

and structures influencing social phenomena, its emphasis on the independence of reality from

human perception and the focus on structural causality does not align with the need to capture

the dynamic, interpretative processes of teaching and learning, where the immediate, lived

experiences and pedagogical interactions are central. This research seeks to delve into how

educators interpret and implement entrepreneurial learning, necessitating a philosophy that

values subjective understandings and the richness of individual experiences over the discovery

of unobservable causal structures.

Post Modernism - Postmodernism is a philosophical and cultural movement that critiques the

foundations of certainty, objectivity, and universal truth that underpin modernist ideologies. It

is characterised by a scepticism towards meta-narratives (Lyotard, 1984) that claim to offer

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absolute and universal explanations of the world. It emphasises the role of language and of

power relations, seeking to question accepted ways of thinking and give voice to alternative

marginalised views (Saunders et al., 2019).

This research involves an empirical investigation into educational strategies and outcomes.

Postmodern scepticism towards empirical evidence and objective reality could conflict with

the study’s methodology, which relies on gathering and analysing data to draw meaningful

conclusions (Guba & Lincoln, 1994). The research intends to contribute to and expand upon

existing theories of entrepreneurial education, which requires a framework that supports the

development and testing of new theories. Postmodernism’s critique of established knowledge

systems could detract from this objective, prioritising questioning over building (Kuhn, 2012).

In addition, postmodernism is concerned with the researcher taking a position of power

dominance and does not appear to be open to new knowledge. This is in stark contrast to what

this research aims to achieve. While postmodernism excels in critique and questioning

established narratives (Habermas, 1987), this study aims to build upon existing knowledge and

practices in a positive direction, which may be better supported by a philosophy that allows for

the identification and validation of effective educational strategies.

Pragmatism - Pragmatism asserts that concepts are only relevant where they support action.

Pragmatics ‘recognise that there are many different ways of interpreting the world and

undertaking research, that no single point of view can ever give the entire picture, and that

there may be multiple realities’ (Saunders et al., 2019, p.151). Pragmatist research philosophy

deals with the facts. It claims that the choice of research philosophy is mostly determined by

the research problem. In this research philosophy, practical results are considered important

(Lancaster, 2005). In addition, according to Alghamdi and Li (2013), pragmatism does not

belong to any philosophical system and reality. Researchers have freedom of choice. They are

“free” to choose the methods, techniques, and procedures that best meet their needs and

scientific research aims. Pragmatists do not see the world as an absolute unity. The truth is what

is currently in action. Researcher values drive the reflexive process of inquiry, which is initiated

by doubt and a sense that something is wrong or out of place, and which recreates belief when

the problem has been resolved (Saunders et al., 2019).

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This research study seeks to inform and possibly enhance early childhood entrepreneurial

education and is primarily exploratory and interpretive in nature. This distinction matters

because pragmatism emphasises action-oriented outcomes and practical applications directly

stemming from research findings. In contrast, this study aims at understanding phenomena in-

depth, without immediate action or application. In addition, this research is built on the belief

that understanding the subjective experiences and interpretations of educators requires a deep,

contextually grounded exploration (Rajasinghe & Aluthgama-Baduge, 2021; Pidgeon &

Henwood, 2004). This philosophical stance differs significantly from the pragmatist view,

which is more flexible and oriented towards practical solutions and outcomes.

The above discussion outlines how four of the major philosophies have different ways of

defining what is reality and how it can be known and understood. Table 5.1. provides a visual

summary of this discussion whereby the five major research paradigms are compared in terms

of ontology, epistemology, axiology, and research methodology. While all philosophies carry

equal importance, the choice of researchers’ philosophy is very much dependent on the purpose

of the study, the research question being explored and the worldview held by the researcher.

From an understanding of one’s ontological and epistemological position, researchers can

decide which methodology best reflects their stances and from this can ascertain the methods

and techniques that will gather good quality data (as illustrated in table 5.1.).

Bristow & Saunders ‘HARP’ (Highlighting Awareness of Research Philosophy) reflexive tool

(Bristow & Saunders, 2014; Saunders et al., 2019) has helped consider the potential fit between

this researcher’s own beliefs and values and those of the 5 major philosophies used in business

and education. The interpretivist paradigm is particularly suited for this research study because

it aligns with the aim of understanding the subjective experiences and interpretations of early

childhood educators. Interpretivism values the richness of individual experiences and the

contextually grounded exploration necessary to capture the dynamic and nuanced processes of

teaching and learning in preschool settings. This paradigm enables a comprehensive

examination of how educators interpret and implement entrepreneurial learning, considering

the social, cultural, and personal contexts that shape these educational practices. The

interpretivist paradigm emphasises understanding the meaning and experiences of participants

within their specific contexts. This approach is essential for this study as it seeks to explore

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how entrepreneurial thinking, mindsets, capabilities, and competencies are fostered in

preschool children. By focusing on the subjective experiences of educators and the unique

contexts in which they operate, the study can uncover deep insights into the processes and

practices that support entrepreneurial learning. This makes it the best approach for addressing

the research question and achieving the objectives of this study.

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Table 5.1. Main Research Philosophies

Fundamental Beliefs

Positivism

Critical Realism

Interpretivism

Postmodernism

Pragmatism

Ontology: assumptions about

the nature of being and our

reality and truth.

One objective reality.

Granular, ordered,

external, and

independent.

Stratified/layered (the

empirical, the actual, and

the real).

Objective structures.

External, independent,

intransient.

Holds all knowledge is a

matter of interpretation.

Complex, rich.

Socially constructed

through language.

Multiple meanings and

interpretations.

Challenge and reject

simplicity. Complex rich.

Socially constructed

through power relations.

Some meanings and

interpretations are

dominated by others.

Complex, rich, external.

Multiple.

Reality is the practical;

consequence of ideas.

Epistemology: what

constitutes knowledge and the

processes of how knowledge

is created.

Scientific methods.

Observable and

measurable facts.

Relativism.

Knowledge transient.

Facts are social

constructions.

Causal explanation as

contribution .

Theories and concepts too

simplistic.

Focus on narratives,

stories, perceptions &

interpretations.

New understandings as

contribution.

Truth and knowledge are

decided by dominant

ideologies.

Focuses on absences,

silences, and repressed

meanings.

Exposure of power

relations and challenge of

dominant views as

contribution.

Practical meaning of

knowledge.

Focus on problem-solving,

informed future practice,

and relevance.

Axiology: the role of values

and ethics in research.

Neutral and

independent.

Objective stances.

Value-free research.

Research is value-laden;

researcher acknowledges

bias by world views,

cultural experiences, and

upbringing.

Researcher minimises bias.

Value-bound research.

Researchers are part of

what is being researched

(subjective).

Researcher interpretation is

key to contribution.

Researcher is reflexive in

approach.

Value-constituted research.

Researcher and research

embedded in power

relations.

Researcher radically

reflexive.

Value-driven research.

Reflexive researcher.

Researcher’s doubts and

beliefs initiate and sustain

research.

Research Methodology: the

strategy of design used to

carry out the study.

Quantitative

Quantitative or Qualitative

Qualitative

Quantitative or Qualitative

(mixed or multimethod

design)

Sources: Saunders et al. (2019); Easterby-Smith et al. (2021); Lincoln et al. (2011); Quinlan et al. (2015); Zukauskas et al. (2018)

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5.2.2. Research Study Interpretivist Paradigm

This study embraces an interpretivist paradigm, in which the researcher views reality as

constructed, subjective and context-dependent (relativist ontology) (Guba & Lincoln, 1994);

where knowledge is socially constructed and influenced by the personal interaction of the

researcher (constructivist epistemology). This choice is driven by the research's aim to

understand how early childhood educators foster entrepreneurial learning in children as young

as 3. Through the interpretivist lens, this research recognises the complexity inherent in

educational settings and acknowledges that there is no singular truth in the ways entrepreneurial

learning is imparted and received.

At the heart of interpretivism is the belief that human experiences, particularly in the realms of

education and learning, are inherently subjective and constructed through complex interactions

between individuals and their environments (Saunders et al., 2009). This perspective naturally

aligns with the study's focus on the complex practices of educators in early childhood settings.

By adopting a relativist ontology, this research posits that the reality of educational practices

is not fixed but shaped by the diverse experiences, beliefs, and values of educators themselves.

Each educator's experiences, values, and interpretations of the educational processes are unique

and cannot be generalised across different contexts. This stance is crucial for exploring the

multifaceted nature of entrepreneurial learning, where educators' interpretations and

implementations of teaching strategies vary widely and are deeply influenced by their cultural

and contextual understandings (Mukherji & Albon, 2022). The relativist view suggests that

reality is not a fixed entity but is constructed through individual and collective interpretations,

a perspective that is essential for examining the complexities of entrepreneurial education in

early childhood education (McCaig & Dahlberg, 2010; Bergman, 2008).

Complementing the relativist ontology, the adoption of a constructivist epistemology facilitates

a deeper engagement with how knowledge about entrepreneurial learning is constructed by

educators and young learners. Furthermore, the constructivist epistemology underpinning this

study emphasises the belief that knowledge is not merely discovered but actively built through

the interaction between individuals and their environments (Collis & Hussey, 2014). This

viewpoint is vital for examining the dynamic process through which educators and young

learners interact and co-create the learning experience, thereby contributing to the development

135

of entrepreneurial mindsets, values, and skills in preschool children. It acknowledges that

educators play an active role in shaping the learning environment, a process that is reflective,

interpretive, and influenced by their personal and professional experiences. This approach

aligns with the study's aim to uncover the varied strategies employed by educators and how

these strategies shape the entrepreneurial learning experiences of preschool children (Creswell,

2014; Elliott et al., 2000).

The choice of interpretivism is further justified by the study’s methodological approach, aiming

to capture the lived experiences of educators through qualitative methods. This approach

facilitates an in-depth exploration of the complex, rich, and varied interpretations of

entrepreneurial education within early childhood settings, allowing for a nuanced

understanding of how entrepreneurial learning is fostered. It mirrors the broader discussions in

entrepreneurship research, where the importance of understanding the ontological and

epistemological foundations is emphasised for a holistic grasp of entrepreneurial phenomena

(Busenitz et al., 2003; Shane & Venkataraman, 2000).

This research's interpretivist stance also responds to the call for methodological pluralism in

entrepreneurship education, advocating for a comprehensive approach that integrates diverse

perspectives and methodologies to capture the essence of entrepreneurial learning processes

(Hamilton, 2014; Leitch et al., 2010). By focusing on the subjective experiences of early

childhood educators, this study contributes to the broader discourse on entrepreneurship

education, highlighting the importance of contextual, cultural, and individual factors in shaping

educational practices (Blenker et al., 2011; Hagg & Kurczewaka, 2021).

The interpretivist paradigm, with its relativist ontology and constructivist epistemology,

provides a robust framework for this research study. It allows for an in-depth examination of

the ways early childhood educators interpret and implement entrepreneurial learning,

acknowledging the complexity and diversity of educational practices and experiences. This

philosophical stance not only aligns with the research question but also enriches the

understanding of entrepreneurial education in early childhood settings.

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5.3. Approaches to Theory Development

Transitioning from the exploration of research philosophies, the next layer of the 'research

onion' framework as proposed by Saunders et al. (2019) is a pivotal stage - bridging the study’s

foundational philosophical underpinnings with the practical strategies for constructing and

refining theoretical frameworks. This point of research examines how the chosen interpretivist

perspective informs the development, testing, and integration of theories within the context of

early childhood educators fostering entrepreneurial learning in preschool children. This step is

crucial for shaping a coherent research strategy that not only aligns with the study’s

philosophical stance but also guides the systematic investigation of the research question.

Inductive and deductive are two principal approaches to theory development identified by

Glaser (2012). The inductive approach offers a pathway from specific observations to broader

theories and generalisation (Bergdahl & Berterö, 2015; Pathirage et al., 2008) naturally

aligning with qualitative methods (Sahay, 2016). Through this approach, data gathered from

various sources is interpreted to identify prevalent trends or patterns, leading to theories that

explain the observed phenomena with a high degree of probability rather than absolute certainty

(Trochim & Donnelly, 2001). This approach to data collection enables the development of

theory from data analysis (Saunders et al. 2019). This data-driven or empirically grounded

theory development, as explained by Bryant and Charmaz (2007), is particularly valuable for

exploring areas where existing frameworks may be inadequate. Given its compatibility with

the interpretivist philosophy (Saunders et al., 2019), the inductive approach is distinctly suited

to this study.

In applying the inductive approach, this research will utilise qualitative techniques to analyse

data, employing coding and categorisation to unearth patterns, and relationships within the data

(Vanover et al., 2021). This contrasts with the deductive approach, which moves from general

principles to specific conclusions, embodying a top-down logic (Saunders et al., 2019; Locke,

2008).

The inductive approach is suitable when researchers aim to develop a deeper understanding of

a phenomenon or relatively unexplored areas and is mainly associated with ‘intuitive’

techniques (Azungah, 2018). The choice of an inductive approach is strategic, aimed at

137

developing a deeper understanding of the unique phenomenon of entrepreneurial learning in

early childhood education - a field yet to be thoroughly explored. This research seeks to

generate rich, contextual insights from a focused sample, laying the groundwork for new

theories or conceptual frameworks that resonate with the lived experiences and pedagogical

strategies of educators (Saunders et al., 2007; Saunders et al., 2019). By emphasising theory

generation and a data-driven exploration, this approach seeks to enrich the educational

discourse with fresh perspectives on fostering an entrepreneurial mindset in preschool settings.

Thereby, it resonates deeply with the interpretivist philosophy, ensuring a direct and

meaningful connection to the objectives of this research study.

5.4. Methodological Choices

The next juncture of the research onion involves selecting the research methods and strategies

most aligned with this study’s interpretivist stance and inductive approach.. These choices are

critical to ensure that the research study is rigorous, informative, and enlightening in addressing

the research question.

‘Research methodology is a way to systematically solve the research problem’ (Kothari, 2004,

p.8) and is intrinsically linked to the philosophical assumptions that guide the design,

execution, analysis, and interpretation of its findings (Moon & Blackburn, 2014; Creswell,

2014). It details the specific procedures, techniques, and instruments that are used to conduct

research within a particular discipline or field and encompasses the theoretical frameworks,

data collection methods, data analysis techniques, and ethical considerations that guide the

research process (Powell et al., 2015). This approach ensures a comprehensive approach that

is methodologically sound and ensures a consistent progression from conceptualisation of the

study to presentation and analysis of findings.

Creswell (2009) proposes three types of research design - qualitative, quantitative, and mixed

methods. Exploring this concept further these three techniques for collecting data can be

categorised as (1) mono method - which refers to the use of a single data collection technique

(quantitative or qualitative); (2) multi-method - which refers to combinations of two or more

data collection techniques (Tashakkori & Teddlie, 2009); and (3) mixed-method - which refers

to the use of both quantitative and qualitative data collection techniques (Saunders et al., 2019).

138

While quantitative research seeks to test hypotheses and validate theories through objective

analysis and statistical methods (Bridgmon & Martin, 2012), it is less suited to addressing the

complexities of this study’s focus on early childhood educators’ opinions and experiences with

teaching and learning entrepreneurial education. In contrast, qualitative research naturally

aligns with the study’s objectives, offering the opportunity to explore and understand the

meanings that people, either as individuals or in groups, attribute to social or human problems

(Creswell, 2014, 2009). This method facilitates a holistic approach that occurs in a natural

setting and enables the researcher a high level of involvement in the actual experiences of early

childhood educators.

This approach is uniquely positioned to offer the opportunity to provide rich contextual

insights, flexibility, and emergent research questions, making it the optimal choice for

examining perspectives and practices of early childhood educators fostering entrepreneurial

learning.

5.5. Research Strategy

The research strategy bridges the theoretical underpinnings of the study with its empirical

investigation. The strategy operationalises the methodological choices into a coherent plan of

action. Figure 5.2. outlines five key qualitative research strategies deemed appropriate

methodologies for addressing research questions. In selecting one of these qualitative

strategies, the research focus and research problem must be at the forefront of consideration.

This is because the problem statement serves as a foundation for selecting specific approaches

within qualitative research (Islam & Aldaihani, 2022). The strategies examined have each been

considered for their appropriateness in addressing how early childhood educators can foster

and nurture entrepreneurial thinking, skills, and capabilities in preschool children.

Figure

5.2.

Qualitative

Research

Strategies

Research

Problem

Research

Focus

sooo

Narrative

Phenomenological

igirasng

Research

"moos

Receneh

Source:

Creswell

Poth

(2016)

Qualitative

research

strategies

such

narrative research,

phenomenological

research,

ethnographic

research,

grounded

theory

research,

and

case

study

research

offer

valuable

insights

into

subjective

experiences

and

meanings.

Narrative

Research

involves

focusing

understanding

the

stories

and

personal

experiences

individuals

groups

comprehend

culture,

identity,

and

historical

experiences

(Butina,

2015).

seeks

uncover

meaning

and

significance

these

stories

and

how

they

shape

people’s

identities

and

perspectives

(Riessman,

2008).

While

narrative

research

could

provide

valuable

insights into

individual

educators'

approaches,

may

not

fully

capture

the

collective

practices

and

the

broader

educational

context

influencing

entrepreneurial

education

early

childhood

settings.

The

methodology's

focus

individual

stories

might

overlook

systemic

and

interactive

factors

(Chase,

2013).

Phenomenological

Research

aims

explore

the

meaning

individuals

experiences

and

feelings,

they

are

lived

and

perceived,

gain

in-depth explanations

particular

phenomenon

(Creswell

Poth,

2016;

Karaca

Karakoc,

2022).

involves

in-depth

interviews

other

methods

capture

participants’

rich

descriptions

their

experiences

(Creswell

Poth, 2016).

While

phenomenology

could

capture

early educators'

experiences

teaching

preschool

children,

may

not

adequately

address

the

processes

and

interactions

leading

entrepreneurial

education

preschool

children.

This

methodology

suited

139

140

for exploring the depth of personal experiences rather than the dynamic, interactive processes

involved in educational settings (Creswell & Poth, 2016). Ethnographic Research involves

immersing the researcher in the natural setting of the study to observe and understand the

culture, behaviours and social interactions of a group or community (Hammersley & Atkinson,

2019; Chase, 2013). Ethnography could provide deep contextual insights into the culture of

preschool education and its contribution to fostering entrepreneurial skills. However, its focus

on cultural immersion and observation might not be entirely effective in systematically

identifying and analysing the underlying processes and theories specific to entrepreneurial

education (Hammersley & Atkinson, 2019). Case Study Research focuses on in-depth

analysis of a single or a small number of cases to gain insights into particular phenomena,

organisations or individuals (Stake, 1995). It allows the researcher to explore complex real-life

contexts and interactions. While a case study could explore the implementation of

entrepreneurial education in specific settings, it may not generalise findings across different

contexts. The methodology's strength in detail and depth can also limit its ability to uncover

broader, emergent patterns and theories relevant to diverse educational environments (Stake,

1995; Handcock et al, 2021).

Each of the above strategies offers unique insights with a distinct focus - be it on individual

narratives, lived experiences, cultural contexts, or specific cases. However, while these

perspectives are valuable they are not appropriate for capturing the interactive and complex

processes essential to understanding and enhancing entrepreneurial education in preschool

settings. Having completed an extensive scoping review of the literature and identifying a gap

in research regarding entrepreneurship education within early childhood education,

constructivist grounded theory emerges as the most appropriate strategy to undertake this

research study. This approach not only facilitates the exploration of interactions, practices, and

processes, but facilitates the development of theory rooted in educators' experiences and

perspectives, offering a rich, contextual, and comprehensive understanding of early

entrepreneurial education.

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5.6. Research Strategy Design - Constructivist Grounded Theory

Following the selection of constructivist grounded theory (CGT) as the research strategy of this

study, it is pertinent to explore the foundational principles and context of grounded theory, with

an emphasis on the Charmazian Constructivist variant. CGT aligns with this study’s

interpretivist stance, and its iterative, inductive approach to building theory from data offers a

solid framework for this study’s central inquiry. The strategy is uniquely positioned to

investigate the dynamics of entrepreneurial education within the preschool environment,

offering a rich understanding of the experiences and opinions of early childhood educators.

• Background of Grounded Theory

Grounded theory has become one of the most commonly used qualitative research

methodologies (Stough & Lee, 2021; Birks & Mills, 2015; Bryant & Charmaz, 2019; Morse,

2004; Timmermans & Tavory, 2007), and serves as a robust framework for analysing the

complexities of social interactions, particularly educational settings (Flick, 2018). It is a

flexible but structured methodology and it is valuable when little is known about phenomena

(Birks & Mills, 2011).

Glaser and Strauss (1967) developed the concept of grounded theory for qualitative research

as a means of generating theory rather than testing pre-existing hypotheses, moving qualitative

inquiry beyond descriptive studies into the realm of explanatory theoretical frameworks,

providing abstract conceptual understandings of studied phenomena (Charmaz, 2006).

Charmaz (2006, 2014) advocates for a flexible approach, guided by a set of principles and

practices rather than prescriptive procedures.

Grounded theory is a strategy very well suited to researching teaching and learning and is

compatible with different epistemological positionalities used by educational researchers

including constructivism (Stough & Lee, 2021), which correlates with the epistemological

position of this study. It is a comparative, iterative, and interactive method that begins with

inductive data and is useful in examining classroom behaviours, reasoning, and pedagogical

strategies (Charmaz & Belgrave, 2019). Throughout the research process, data is concurrently

collected and analysed to develop a theoretical explanation of common themes of experience

or topics (Starks & Brown-Trinidad, 2007; Stough & Lee, 2021, Howell, 2012) from action,

142

process, and interaction through participants' perspectives (Urquhart, 2012; Aurini et al., 2016).

As an interpretative theory, grounded theory can synthesise, integrate and conceptualise

empirical data (Glaser & Strauss, 2017).

• Charmazian Constructivist Grounded Theory (CGT) approach

The Charmazian Constructivist Grounded Theory (CGT) approach (Charmaz, 2006, 2014,

2017) is a qualitative research methodology that seeks to understand and explore a complex

social process where no adequate prior theory exists (Charmaz, 2006, 2014; Bryant &

Charmaz, 2019; Coskun, 2020). Constructivist grounded theory is an extension of the original

grounded theory developed by Glaser and Strauss. This approach to grounded theory

encourages innovation and the development of new understandings and novel theoretical

interpretations of studied life (Charmaz, 2008). Unlike the traditional scientific research

method in which the researcher develops hypotheses, the CGT approach involves constructing

theories and hypotheses from emerging data. In CGT, Charmaz (2006, 2014, 2016) argues that

the researcher is not a neutral observer but is rather a co-participant in the research study, where

data, research processes, and theories are not discovered but co-constructed by the researcher

and research participants (Denzin & Lincoln 2018), highlighting the subjective nature of

knowledge creation.

Unlike traditional grounded theory which involves structured cycles of data and analysis,

continued until theoretical saturation (O’Connor, 2015), the CGT process is a non-linear,

iterative approach (Chun-Tie et al., 2019) to theory development. In-depth interviews and focus

groups are used to gather data, generating new theory, or adding to existing theory using this

inductive process (Charmaz 2006, 2014, 2016), an approach proven very compatible in studies

concerning teaching and learning (Stough & Lee, 2021). Data collection involves qualitative

coding, analytical memo-writing, theoretical sampling and sorting, and reconstructing theory

or theory building through the emergence of categories in the data. Categories are then analysed

in light of existing knowledge to form core categories or concepts, which inform the substantive

grounded theory (O’Connor, 2017).

While early grounded theorists sought to discover patterns of behaviour in the data and

conceptualise their properties through abstraction (Glaser and Strauss 1967; Glaser 1978; 1992)

143

constructivist grounded theorists seek to understand difference and variation among research

participants and to co-construct meaning with them (Charmaz 2006). CGT ‘addresses how

people’s actions affect their local and larger social worlds’ (Charmaz 2006, p.132). Each

study has a specific index of time, space, culture, and situation, and theories generated are

evaluated as “plausible accounts” (Charmaz 2006, p.132) rather than as objectively verifiable.

As such in the context of this research, the adaptability of the constructivist grounded theory

approach will provide a high-quality and rigorous research output that has the potential to

deliver insightful, practice-relevant findings.

Central to CGT is the integration of the researcher’s and participants' meanings, languages, and

actions (Charmaz, 2017). This enables the development of a comprehensive theoretical

framework through constant comparison and interaction with existing literature and field data

(Barrett, 2023). In CGT, researchers are part of the data they collect and part of the world they

study. Theory is constructed through present and past involvement and interactions with

practices and people (Khanal, 2020). CGT recognises a researcher’s experiences and

background and emphasises reflexivity in influencing research outcomes. As such social reality

is fluid and knowledge is constructed and therefore subject to change based on participants’

perspectives. However it is important to note that CGT allows using prior conceptual and

theoretical frameworks during coding, including initial and theoretical coding (Belgrave &

Seide, 2019).

The core principles of CGT are as follows:

• CGT embraces a constructivist perspective and recognises that reality is subjective and

socially constructed. It emphasises meaning, perspectives, and interpretations that

individuals relate to their own experiences (Bryant & Charmaz, 2019; Belgrave &

Seide, 2019; Charmaz, 2014, 2006).

• CGT follows an iterative and inductive approach, and data collection analysis occurs

simultaneously, allowing emerging categories and concepts to shape the research

process. The researcher makes constant data comparisons and refines concepts and

codes (Bryant & Charmaz, 2019; Charmaz, 2014, 2006).

• CGT uses theoretical sampling where data is guided by emerging theoretical insight,

needed to refine theory. Moreover, CGT deploys constant comparative analysis to

144

compare cases and data and identify connections, generating properties and categories

(Bryant & Charmaz, 2019; O’Connor, 2017; Charmaz, 2014, 2006).

• CGT acknowledges the researcher’s active role and reflexivity. The researcher critically

reflects on their assumptions, biases, and interpretation and manages ongoing dialogue

with participants and co-constructing knowledge (Charmaz, 2017, 2014, 2006).

In contrast to grounded theory, CGT begins with a literature review to determine what is known

and explores substantive areas. Furthermore, the theoretical sensitivity depicts the ability of the

researcher to extract relevant elements to emerging categories, concepts, and theories from the

data (Bryant & Charmaz, 2019; Levitt, 2021).

While the proponents of the earlier theory discourage exploring literature related to the areas

of inquiry before data collection, Charmaz (2006, 2014, 2017) encourages investigating the

research topic before data collection without forcing the knowledge obtained on the research

process. The literature review has an important role in informing this study and generating new

theories as the researcher acknowledges new insights and allows the theory to emerge

organically from reflecting participants’ experiences and perspectives in social and cultural

contexts. In early childhood education, constructivism acknowledges the important role of play

and social interaction experiences and enables researchers to develop an understanding of the

world through active engagement with peers, materials, and adults. In the entrepreneurship

education context, CGT can provide valuable insight into processes and experiences related to

learning and teaching entrepreneurship. In such contexts, CGT can help identify themes,

patterns, and categories that emerge from the data and contribute to the development of the

theory grounded in the perspectives and experiences of individuals and groups.

Specifically, CGT is a research strategy that is very appropriate when researching teachers,

focusing on participants’ perspectives or main concerns, and could help spark theoretical

insights of value to educational research and educational practices (Lindqvist & Forsberg,

2023), offering real insights into how early childhood educators can embrace entrepreneurial

pedagogies. One of the benefits of using constructivist grounded theory as a research strategy

when researching teachers is that it allows for an open, exploratory approach (Lindqvist &

Forsberg, 2023), which will provide for a deeper understanding of the experiences and

perspectives of preschool teachers.

145

In this research study, the Charmazian Constructivist Grounded Theory (CGT) approach is

strategically applied to explore the dynamics of entrepreneurial education among early

childhood educators, in particular those who teach preschool children. Entrepreneurial

education at preschool age is a relatively unexplored area, and constructivist grounded theory

allows for in-depth exploration of this phenomenon. Supported by a relativist ontology that

acknowledges the multiplicity of realities suggests that understanding entrepreneurial

education varies across different early childhood contexts. Aligning with a constructivist

epistemology, this infers that knowledge about entrepreneurial education in early childhood

settings is constructed through the interaction and experiences shared between the researcher

and the participants.

With its emphasis on the co-construction of knowledge, CGT enables a comprehensive inquiry

into these shared experiences, facilitating an in-depth understanding of how educators perceive,

navigate, and if applicable, implement, the complexities of fostering entrepreneurial mindsets

among preschoolers. This methodology not only allows for a detailed exploration of the

phenomena but also ensures that the knowledge generated is grounded in the actual experiences

and opinions of those within the early childhood education sector. CGT is instrumental in

actively engaging early childhood educators in dialogue, acknowledging their unique

perspectives, and collaboratively constructing meaning from their interactions with preschool

children.

Furthermore, CGT's flexible and iterative methodology supports the continuous integration of

new insights, thereby expanding understanding concerning the integration of entrepreneurial

education into early childhood learning. This research strategy, grounded in the interpretivist

paradigm, not only has the ability to provide novel insights into the application of

entrepreneurial education in early childhood settings but also emphasises the significance of

collaborative knowledge creation between researchers and educators. As such CGT widens

the possibilities for entrepreneurial education in early childhood settings, and advocates for the

development of theories that resonate with the complexity and realities of educational practice,

thereby directly addressing the research question in this study, and advancing the field of

entrepreneurship education.

146

5.7. Time Horizon

The time horizon element of the ‘research onion’ model (Saunders et al., 2007, 2019) refers to

the duration over which the study is conducted, data is collected, and captures the temporal

aspects and changes that occur within a research context. Importantly time horizon establishes

whether the study is cross-sectional or longitudinal. According to Neuman (2014), a cross-

sectional study involves data that is collected only once within a specific time period. This

indicates that researchers do not follow up on the same data subjects or collect data over an

extended period of time. As the most common approach evidenced in the literature (Al-

Ababneh, 2020), the cross-sectional time horizon provides a snapshot of information at a

particular point in time.

Conversely, the cross-sectional approach involves data collected from multiple subjects,

without acknowledging the changes that occur over time (Machado & Davim, 2020). This

approach is useful when researchers want to explore behaviours, characteristics, and

relationships among different variables within a population, at a given point in time. The cross-

sectional time horizon provides a valuable perspective for understanding educational

phenomena and informing educational practices (Martyniuk & Tucker, 2014). It has been

widely used in both entrepreneurship and education research to gather data at a specific point

in time, to examine various phenomena. In the field of entrepreneurship, cross-sectional studies

have been conducted to explore the impact of cognitive entrepreneurial training and education

on business opportunity recognition (Suteerchai et al., 2019), examine the entrepreneurial

intentions of university students (Hossain, 2023), and investigate the relationship between

entrepreneurial orientation, learning orientation, and performance of small and medium-sized

enterprises (Suteerchai et al., 2019). Cross-sectional studies are also evident in early childhood

education. A study by BMC Health in 2014 examined the knowledge of early childhood

educators in facilitating physical activity for pre-schoolers (Martyniuk & Tucker, 2014).

Applying a cross-sectional time horizon in this research study, particularly when employing a

CGT approach, will allow the researcher to gather data from a diverse and representative

sample of pre-school educators across various different early years settings. This design will

offer insights into the current position of entrepreneurial education within the early childhood

context, facilitating the identification of patterns and differences in understanding among the

147

participants, leading to a comprehensive and nuanced analysis of their perspectives. In addition,

utilising a constructivist grounded theory approach complements the cross-sectional time

horizon as it focuses on understanding individual’s experiences and perspectives within their

social and cultural contexts. The interpretivist paradigm and constructivist philosophical stance

emphasises that participants actively construct meaning and their understanding of

entrepreneurial education may evolve over time. By capturing their views at a specific moment,

the cross-sectional design helps researchers uncover the range and diversity of opinions within

the target population while also considering the dynamic and subjective nature of these

educators’ beliefs. Utilising a cross-sectional time horizon in conjunction with a CGT approach

will offer a robust and insightful methodology for investigating early childhood educators’

understanding of entrepreneurial education.

5.8. Data Collection - Techniques and Procedures

Moving to the pivotal phase of data collection within the research strategy, the choice of

techniques and procedures are fundamentally influenced by the study’s relativist ontological

and constructivist epistemological positions. The chosen qualitative method aligns with the

aims of this research study and will facilitate a comprehensive exploration of educators' beliefs,

experiences, and practices. This section details how the chosen technique and procedure is well

suited to thoroughly address the research question.

Billups (2019) states that qualitative data collection is used to collect non-quantifiable

information about individual beliefs, experiences, perceptions, and behaviours. It is used when

the researcher aims to explore the depth and richness of human experiences and interprets

people’s social interactions and lives. A strength of a CGT approach to data collection is its

flexibility and adaptability to the unique context of the research participants. Charmaz (2006)

states that CGT allows researchers to employ a variety of data collection techniques, including

interviews, observations, and document analysis. The methodological flexibility, tailored to

suit the specific needs and preferences of the individuals being studied, permits the researcher

to gather in-depth data. While observations are a favoured technique in CGT, this approach is

not possible in this research study, given that observation would have involved the

simultaneous observation of children in their learning and play environment, an ethical research

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challenge that was not possible to overcome in this study. As such a mono-method of semi-

structured interviews was deemed the most appropriate data-gathering technique.

The mono method of qualitative research in CGT offers several benefits including allowing for

critical qualitative inquiry by fostering the asking of emergent critical questions throughout the

research process (Charmaz, 2016). Additionally, it integrates methodological innovations in

qualitative inquiry such as coding, memo-writing, and theoretical sampling, while shifting the

epistemological foundations of the original grounded theory (Charmaz, 2016, 2014; Mills et

al., 2006a, 2006b). Importantly, this method also encourages the integration of individualism

in qualitative research and adopts a deeply reflexive stance of methodological self-

consciousness (Charmaz, 2016).

5.8.1. Semi-Structured Intensive Interviews

Interviews as a qualitative data collection approach focus on understanding perspectives,

context, and the social interactions of individuals or groups (Hennink et al., 2010). They are an

effective method for getting people to talk about their personal feelings, opinions, and

experiences, and to reflect upon experiences in a way that seldom occurs in everyday life

(Charmaz, 2006). It is also an opportunity to gain insight into how people interpret and order

the world (Milena et al., 2008) and as such are the chosen technique used to address the research

question of this study.

An interview is a directed conversation (Lofland & Lofland, 1995); and intensive interviewing

facilitates a comprehensive exploration of a particular topic, experience, or opinion, and as

such is an effective method of interpretative inquiry (Charmaz, 2006). ‘Intensive qualitative

interviewing fits grounded theory methods particularly well’ (Charmaz, 2006, p.28).

Employing semi-structured intensive interviews in CGT, a researcher explores participants’

motivations, thoughts, and perceptions to gain valuable information on education systems,

processes, and experiences (Conlon et al., 2013).

Interviews are designed to encourage participants to discuss their experiences, perspectives,

and interpretations freely while ensuring the conversation remains focused on the research

question. Leavy (2020) explains that semi-structured interviews involve a systematic, yet

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flexible approach to data collection from participants. The key features of semi-structured

intensive interviews are flexibility (the interviewer has the flexibility to change and adjust to

responses), open-mindedness (encouraging participants to express feelings, thoughts, and

experiences in their own words), participant centred (acknowledges beliefs, experiences, and

interpretations) and rich data generation (contextualised and detailed data) (Crow & Edwards,

2013, Charmaz, 2006).

While there are pre-determined questions, semi-structured interviews unfold in a

conversational manner offering participants the chance to explore issues they feel are important

(Crow & Edwards, 2013). The open-ended nature of these interviews compliments the study’s

epistemological position by allowing educators’ narratives to emerge organically facilitating

the co-construction of meanings, questions and answers between the researcher and educator

participants (Charmaz, 2006), and giving space for participants to introduce new, relevant

themes to the conversation.

The iterative nature of CGT allows for the modification of interview guides based on

preliminary findings, ensuring that the emerging themes are explored in subsequent interviews.

This responsive approach enhances the depth of data collection and ensures that the research

remains closely aligned with the lived experiences of early childhood educators. Semi-

structured interviews in the CGT framework also emphasise the importance of reflexivity.

Through reflective memo-writing after each interview, the researcher continuously evaluates

their assumptions and biases, ensuring that the data collection process remains grounded in the

participants' perspectives. This reflexivity is vital for maintaining the integrity and authenticity

of the co-constructed knowledge.

The choice of semi-structured intensive interviews, as the data collection technique within this

research study’s CGT approach, offers a robust method to gain insight into the concept of

entrepreneurial education within early childhood education. Insights may offer new knowledge

and actionable recommendations to both entrepreneurship and educational research and

practice.

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5.8.2. Sampling

Sampling in research refers to the process of selecting a subset of individuals or elements from

a larger population to represent that population in a study (Guest, 2014). It is a crucial step in

research design as it determines the generalisability and validity of the findings. Different

sampling methods can be employed depending on the research objectives and the nature of the

study. This study uses a combination of purposeful, snowball, and theoretical sampling to find

and select early childhood educators as interview participants.

Purposive sampling is often employed in research studies to ensure that the sample represents

the target population, obtaining a deeper understanding of the phenomenon under investigation

(Schmidt et al., 2018). It can provide fruitful and in-depth data (Patton, 2015) that aligns with

the theoretical framework and research question (Corner et al., 2019; Taylor et al., 2016; Poole,

2017), and can enhance the validity and reliability of findings (Gunawan et al, 2020). From the

CGT perspective it also facilitates the discovery of fresh perspectives and emerging theories

(Herbert, 2021). Participants are selected based on specific characteristics or competencies

(Gunawan et al., 2020) and their ability to provide relevant insights (Biernacki & Waldorf,

1981; Etikan, 2016). However, it is important to acknowledge that purposive sampling may

result in missing potentially useful content and may limit the generalisability of the findings

(Schmidt et al., 2018). Purposeful sampling was initially adopted in this study to provide

insights into the pedagogical practices and beliefs of early childhood educators, in the context

of entrepreneurial education.

Snowball sampling was also employed in this study and occurs when participants are identified

and selected by referrals from existing participants, who meet the inclusion criteria (Parker et

al, 2019). It is useful in situations when the research population is small, or difficult to reach

(Noy, 2008; Heckathorn, 2011; Au, 2022), as is the case with early childhood educators in

Ireland. Snowball sampling is based on the assumption that individuals within a specific

network tend to have similar experiences, characteristics, and traits (Naderifar et al., 2017).

However, snowball sampling can result in sampling bias because participants are recruited

through referrals within an existing network. The selected sample may over-represent or may

indeed under-represent certain perspectives or characteristics of participants. Due to its non-

probability nature, the potential bias may limit generalisability to the broader population

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(Spence et al., 2016; Marcus et al., 2016; Roy et al., 2015). However overall, snowball

sampling allows trust building, increases participation, and efficiency in recruitment; enhances

data quality and positive participant experience (Noy, 2008; Parker et al., 2019) and was an

advantageous approach in this study, aiding in the recruitment of a male representative of the

sample population.

The subsequent use of theoretical sampling led to a more comprehensive understanding of the

phenomenon under investigation (Conlon et al., 2020). Theoretical sampling involves selecting

participants based on emerging theoretical concepts and collecting data to develop, refine, and

enrich the emerging theories (Davoudi et al., 2016; Lapan et al., 2011), and is a key element in

Constructivist Grounded Theory (Charmaz, 2014). Theoretical sampling is particularly useful

in CGT as it allows for the integration of methodological innovations in qualitative inquiry and

supports the exploration of diverse perspectives and experiences (Charmaz, 2016). This

approach enhances the depth and richness of the analysis by ensuring that the data collected

aligns with the evolving theoretical framework, generating theory grounded in the data and

reflective of the complexity of the phenomenon being studied (Charmaz, 2006, 2014; Glaser

2012; Coskun, 2020).

The integration of purposeful, snowball, and theoretical sampling strategies in this study

illustrates a comprehensive approach to understanding entrepreneurial education within early

childhood education. This multi-faceted approach collectively contributed to a comprehensive

exploration of pedagogical beliefs, experiences, and practices, ensuring that data gathered was

rich, varied and closely aligned with the constructivist grounded theory framework.

5.8.3. Semi-Structured Intensive Interview Participants

In conducting a comprehensive exploration of entrepreneurial education within early childhood

settings, this study meticulously selected a sample of early childhood educators to interview,

adhering to carefully defined inclusion and exclusion criteria, designed to ensure the relevance,

depth, and rigor of the insights gathered.

Inclusion criteria mandated participants to be currently employed as early childhood educators

with a minimum of one year of experience in the field, holding relevant qualifications in early

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childhood education or closely related disciplines. This was to guarantee a foundational

understanding of early educational practices, allowing for a comprehensive exploration of their

experiences and perspectives. Conversely, the exclusion criteria were carefully designed to

maintain the study's clarity and relevance, specifically excluding individuals not directly

involved in early childhood education or those lacking sufficient proficiency in the language

of the interviews, thereby addressing potential communication barriers (Morse, 2015). The

geographical location of participants was also a consideration, aiming to capture a diversity of

educational contexts while adhering to the study’s logistical constraints. Through this

meticulous selection process, the study seeks to construct a comprehensive understanding of

the current practices and challenges within early childhood education, thereby contributing

valuable insights to the field without a leading focus on entrepreneurial education

initiatives. Table 5.2. illustrates the inclusion and exclusion criteria for this research study. The

initial purposeful sample was recruited based on these criteria.

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Table 5.2. Initial Inclusion and Exclusion Criteria

Inclusion Criteria

Exclusion Criteria

Early Years Setting:

Setting must offer the ECCE programme

Non - Early Years Setting:

Settings that do not offer the ECCE

programme will be excluded

Professional Role:

Currently employed as an early childhood

educator in a preschool setting

Non-Early Childhood Educators:

Individuals working outside an early

childhood setting or not directly involved in

early childhood education will be excluded.

Preschool Experience:

Must have a minimum of 1 year

experience

working within a preschool context

Limited Preschool Experience:

Educators with less than 1

-year experience

working within a preschool context will be

excluded to ensure participants have sufficient

knowledge of the professional experience of

teaching preschool

ECCE Experience:

Must have a minimum of 1 year experience

working within an ECCE classroom

Limited ECCE Experience:

Educators with less than 1

-year experience

working within an ECCE context will be

excluded to ensure participants have sufficient

knowledge of the ECCE programme

Educational Background:

Must have a minimum of a level 7

qualification in Early Childhood Education /

Early Years Education / Montessori or an

equivalent.

Lack of Relevant Qualifications:

Individuals without formal qualifications, or

lower than a level 7 in early childhood

education / Early Years Education /

Montessori or an equivalent will be excluded

Language Proficiency:

Must be able to speak the language in which

the interviews will be conducted, to ensure

clear communication and understanding

Language Barriers:

Individuals who do not possess sufficient

proficiency in English will be excluded due to

potential communication challenges during

the interview

Geographical Location:

Must be

working within the Republic of

Ireland to be inclusive of all educators

delivering or who have delivered the ECCE

programme

Geographical Limitations:

Educators working outside of the Republic of

Ireland will be excluded due to potential

communication challenges during

interviews.

Source: Authors own

Drawing on established methodological guidance in qualitative research (Creswell & Poth,

2016), the sample was chosen based on specific professional, experiential, and educational

parameters. 19 in-depth semi-structured intensive interviews were completed in addition to 1

pilot and 2 withdrawals. Table 5.3 illustrates the sample of participants who completed

interviews for the purpose of this study.

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Table 5.3. Study’s Semi-Structured Intensive Interview Participants

Participants

Location

Facility Type

Curriculum Represented

Level of Education

Female (n=18)

Male (n=1)

Withdrawals

(n=2)

Pilot (n=1)

Rural – 8

Urban

-11

Private – 10

Community

- 9

Play-based (n=3)

Montessori (n= 4)

High Scope (n=2)

Reggio Emilio (n=1)

Steiner Kindergarten (n=1)

Forest (n=1)

Whāriki (n=1)

Combination (n = 6)

Level 5 (n=2)

Level 6 (n=4)

Level 7 (n=4)

Level 8 (n = 6)

Level 9 (n=3)

Source: Authors own

Each interview lasted between 60 and 90 minutes and averaged 70 minutes in duration.

Interviews took place via Zoom between March 2023 and July 2023. Research evidence’s that

Zoom is a viable tool for the collection of qualitative data because of its relative ease of use,

rich therapeutic value, cost-effectiveness, data management features, and security options

(Oliffe et al, 2021; Archibald et al, 2019; Gray et al, 2020). All conversations were recorded

using a digital audio recorder.

Interviews took place on days and times convenient to the participants. Interviews were not

possible in person during the working day, as children were in the setting and the researcher

would require garda vetting and parental consent to enter the setting. In addition, the work

demands of the educators meant that it was more convenient and conducive for the interviews

to take place after working hours. Participants were provided with a consent form (see

Appendix D) before each interview and were provided with the opportunity to ask any

questions. Each participant was informed of their right to stop the interview, withdraw from

the interview, and request for their data to be excluded from the study at any point. To protect

anonymity, alphabetical representations were chosen by the researcher to maintain a degree of

security and privacy for the interviewee, in line with qualitative interpretative research (Kaiser,

2009).

With a CGT approach, Charmaz (2014) recommends that the researcher develop a

comprehensive interview protocol to gain clarity on the type of information required to answer

the research question. A detailed and comprehensive interview guide was designed, comprising

of questions aimed at exploring participants’ experiences and opinions (see Appendix E).

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Questions must cover a wide range of experiences yet be narrow enough to elicit and elaborate

on the participants’ specific experiences (Charmaz, 2006) allowing for the gathering of specific

data for developing theoretical frameworks as interviews proceed. Grounded theory

interviewers must ensure they remain active in the interview, and be alert to interesting leads

(Holstein et al., 2013).

Initial opening questions established geographical location, length of time working in early

childhood education, whether the setting was a private or public facility, philosophical and

curriculum position of the setting, and each participant was asked what influenced their choice

of career in early childhood education. These initial questions proved useful in establishing a

wide and varied sample of early childhood educators who were being interviewed in terms of

location, type of facility, experience, and curriculum delivered, and also established a degree

of rapport with the participants.

The number of participants involved was dependent on the saturation point. With regards to a

CGT approach (Charmaz, 2014, p.108) advises that researchers should learn ‘what constitutes

excellence rather than adequacy’ in one’s field and conduct as many interviews as needed to

achieve this excellence. Guest et al (2006) argue that 12 is a sufficient number when research

identifies common views and experiences among relatively homogenous people. With regards

to a grounded theory approach, the saturation point is ‘when no new data are identified’

(Aldlabat & Le Navanec, 2018, p5), that is when new data does not add any further insights to

the core categories and/or the discovery of additional properties for those categories (Charmaz,

2006; Glaser & Strauss, 1971; Galvin, 2015). To expand, data saturation in grounded theory is

referred to as theoretical saturation (Charmaz, 2006). It is ‘the phase of qualitative data

analysis in which the researcher has continued sampling and analysing data until no new data

appear and all concepts of the theory are well developed….and their linkages to other concepts

are clearly described’ (Morse, 2004, p. 1123) and thus data collection can cease. Following

five rounds of data collection (1 x 3 participants and 4 x 4 participants), it was deemed no new

data, opinions or experiences were emerging and the researcher considers 19 interviews to have

provided ‘excellence rather than adequacy’ (Charmaz, 2014, p.108) in terms of data gathered.

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5.9. Researcher Positionality

Positionality depicts the individual philosophical worldview and position adopted to answer

the research question (Rowe, 2014). The individual worldview concerns ontological and

epistemological assumptions about what is known about the world (Holmes, 2020). This

research seeks to establish how early childhood educators can foster and nurture

entrepreneurial thinking, skills, and values in preschool children. Within this process, the

research position aligns with the concept of relational reflexivity research practice, whereby

the aim of the study is to ‘maximise the authenticity and resonance of the understandings

generated….through drawing attention to and building on the richness of their situated

interpretive stance, as much as possible’ (Hibbert 2021, p.113).

Throughout the process of engaging with relational reflexivity, the research aims to transcend

the traditional hierarchical relationship between research and participant, fostering a

collaborative and inclusive research environment. A relationally reflexive approach involves

practices that address the need to ‘question the way we position ourselves in relation to others

in the research, in our methodology, interactions, and research accounts’ (Cunlifee &

Karunanayake 2013, p.385). By adopting a relational reflexive approach, this research strives

to establish meaningful connections with the research participants; the early childhood

educators, recognising the reciprocal influence between the researcher and the participant.

Relational reflexive research promotes active engagement with the research process, where the

role of the researcher is not to merely observe, but to actively participate in shaping knowledge

and understanding (Hibbert et al., 2014). As a researcher, by engaging in this process there is

an acknowledgment of the complex social and cultural dynamics that shape early childhood

educator’s perspectives on entrepreneurship education, and it encourages critical reflection on

both the researcher’s and participant’s assumptions and biases (Lambrechts et al., 2009;

Steyaert & Von Looy, 2010). By embracing relational reflexivity, research practice seeks to

contribute to theory development, challenging existing ideologies that preschool children can

engage in entrepreneurial learning as they are too young and foster a more inclusive

understanding of entrepreneurship education in early childhood contexts.

As both an educator and parent, this relationally reflexive approach has enabled the researcher

of this study to reflect after each interview and to assess the tone, pace, and value of questioning

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during the intensive interview process. This process has coincided with the CGT data analysis

process of memoing and constant comparison, ensuring rigor and an appreciation of emerging

concepts and theories. It has also facilitated the researcher in positioning themselves as an

evolving constructivist grounded theorist, aware of the limitations and benefits of this strategy

and approach to data analysis, providing reassurance that this chosen methodology and analysis

is fitting to address the research question. This study holds very personal importance to the

researcher, both as an entrepreneurship educator, eager to develop, grow, and expand the

education of the phenomenal skill’s entrepreneurial education fosters, and as a parent, keen to

provide her young children with the opportunity to be independent, innovative, creative and

opportunistic individuals with the freedom of choice to pursue their interests and add value to

society, community, economy, and their personal lives.

5.10. Ethical Considerations

‘Ethics begins and ends with you, the researcher’ (Neuman, 2011, p.143). Ethical

considerations are very important in qualitative research as qualitative research approaches

often intrude into participants’ lives (Punch, 1998). Best practice when undertaking any

research study is to take careful consideration of what is right and what is wrong regarding our

actions as qualitative researchers, and the people we are studying (Creswell & Miller, 2000).

As such a good qualitative researcher should be accountable and transparent (Kalu & Bwalya,

2017).

A researcher’s axiological position influences the ethical considerations of a study. Axiology

refers to the role of values and ethics (Saunders et al., 2018), an important element to consider

if one’s research has any ethical complexities. As this research involves educators of young

children, the research will need to be cognisant of the axiological values and beliefs that will

play a part in the process. An axiological implication of this research study is that interpretivists

recognise that their interpretation of research materials and data, and thus their own values and

beliefs, play an important role in the research process. Crucial to the interpretivist philosophy

is that the researcher has to adopt an empathetic stance. The challenge for the interpretivist is

to enter the social world of the research participants and understand that world from their point

of view (Saunders et al., 2009, 2019).

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An array of ethical issues arises throughout the grounded theory process. According to

Creswell (2012), these ethical issues range from how the grounded theorist advances the

purpose of the study, how appropriate authority and power are assigned to the interviewees and

documenting a logical framework for the grounded theory research to enable other grounded

theorists to replicate similar research (Chong & Yeo, 2015).

The researcher in consideration of the ethical implications of this research study, completed a

Digital Badge in Research Ethics & Integrity and completed a module on Research Skills,

which covered all aspects of research ethics. The research study plan went through a rigorous

process with the Research Ethics and Integrity panel at Munster Technological University

where full ethics approval was granted (see Appendix C). Participants were provided with a

detailed outline of the study, a consent form, and the opportunity to discuss any queries and

questions, and provided with an opportunity to withdraw at any time, all measures

recommended by Khan (2014). Measures to protect the anonymity of the participants and all

data have been fully planned for and outlined in the ethics plan.

5.11. Ensuring Quality and Rigour

Standards for ‘good research’ can vary when discussing quantitative or qualitative research.

The overarching aim of the research process is to ensure reliability, rigour, and validity in

research, enabling the researcher to draw meaningful conclusions and contribute to existing

knowledge (Morse, 2015; Klenke et al., 2015; Kirk & Miller, 1986). However, as this research

study engages in a qualitative research paradigm, reliability, and validity can pose problems.

If a qualitative study is discussed with reliability as a criterion, the consequence is that the

study is no good (Stenbacka, 2001). The term ‘validity’ has a multiplicity of meanings, it is ‘a

contingent construct inescapably grounded in the processes and intentions of particular

research methodologies and projects’ (Winter, 2000, p.2). For these reasons, this research

study will follow Lincoln and Guba’s (1985) approach, giving preference to credibility,

neutrality or confirmability, consistency or dependability, and applicability or transferability

as criteria for quality in qualitative research.

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To achieve data that is rigorous, consistent, and credible, the four actions to assess this include

reflexivity, member checking, clear documentation, and triangulation (Shenton, 2004; Ash &

Guappone, 2007).

• Reflexivity: this involves the researcher's awareness of their assumptions, biases, and

preconceptions throughout the data analysis process. The researcher reflects by

documenting their perspectives or prior knowledge about entrepreneurial education

which may influence data interpretation. Addressing these biases can increase the

trustworthiness of the analysis (Olmos-Vega et al., 2022).

• Member checking: involves revisiting analysed findings to verify their accuracy and

interpretation. Researchers can share findings with participants and seek insights and

feedback. Member checking allows confirming or challenging to ensure alignment

between emerging theories and experiences (Birt et al., 2016) with entrepreneurial

teaching and learning practices.

• Documentation: detailed and clear documentation throughout data analysis is important

for trustworthiness and transparency. The researcher should record their reflections,

decision-making, and interpretation in field notes and memos (Stahl & King, 2020). A

detailed audit trail in the CGT approach illustrates the development of categories and

their integration into cohesive theory that addresses the research question.

• Triangulation: triangulation in qualitative research enhances the credibility, validity,

and depth of the study's findings (Fusch et al., 2018). Traditionally triangulation

involves using multiple methods or data sources to validate findings (Natow, 2020;

Creswell, 2014). In this research, only a single method (semi-structured intensive

interviews) was employed. However, triangulation was achieved through the diversity

of participants, utilising diverse analytical tools, the application of different theoretical

perspectives to analyse the data (Flick, 2018), researcher reflexivity, and the application

of constructivist grounded theory principles (Charmaz, 2006). This approach ensured a

comprehensive and credible exploration of how entrepreneurial learning is fostered in

early childhood education, despite the reliance on a single methodological approach.

The triangulation approaches used in this study are discussed as follows:

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Methodological Triangulation within a Single Method

• Diverse Analytical Tools: employing memos and reflective vignettes as analytical tools

within the constructivist grounded theory approach allows for methodological

triangulation from within the singular data collection method of this research study.

This strategy aligns with Charmaz's (2014) assertion that the constructivist approach is

reflexive and iterative, enabling rich analysis through active engagement with the data

(Charmaz, 2014). By documenting the researcher's thought processes, assumptions, and

evolving understanding, memos serve as a critical reflective tool that contributes to the

triangulation process, enhancing the analytical depth and grounding the emerging

theory in the data.

• Iterative Coding Process: the iterative process of initial, focused, and theoretical coding

further exemplifies methodological triangulation. Through this process, data are

continuously revisited, compared, and contrasted, which allows for multiple

perspectives on the same dataset to emerge. This iterative engagement with the data

ensures a comprehensive exploration of the phenomenon, enhancing interpretative

validity through methodological rigour (Patton, 2015).

Theoretical Triangulation

• Integration of Literature: theoretical triangulation is achieved by embedding the study’s

findings within an existing body of scholarly work. By critically engaging with relevant

literature throughout the coding process and in the development of theoretical codes,

the study contributes to the broader academic discourse on entrepreneurial learning in

early childhood education. This approach enriches the study by providing a

multidimensional view of the phenomenon under investigation, grounded in both

empirical data and theoretical frameworks (Denzin, 1978).

• Conceptual Density: the development of concepts and categories from initial gerund

codes to emerging theoretical codes demonstrates a robust theoretical triangulation.

This density ensures that the emergent theory is not only rooted in the data but also

resonates with, and is informed by existing theoretical constructs, thereby enhancing

the credibility and scholarly contribution of the research.

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Data Triangulation

• Participant Diversity: within the constructivist grounded theory approach, data

triangulation can also be achieved through the depth and variety of participant

experiences (Flick, 2018) captured in the in-depth interviews. By engaging with a broad

spectrum of early childhood educators across Ireland, this research study illustrates a

diverse range of insights, perspectives, and reflections on fostering entrepreneurial

learning in preschool children. This diversity enriches the data and enables a more

comprehensive understanding of the phenomenon.

Reflexivity and Researcher's Role

• A crucial aspect of triangulation in the context of CGT is the researcher's reflexivity,

which is documented through the study’s memos and reflective vignettes. This

reflexivity acknowledges the researcher's influence on the research process and

outcomes, thereby enhancing the transparency and trustworthiness of the study.

Reflexive practices ensure that the emerging theory is a product of a rigorous, self-

aware, and critically engaged research process.

Adhering to Lincoln and Guba’s (1985) criteria of credibility, confirmability, dependability,

and transferability ensures that this research study meets the standards of quality and rigor,

while fully aligned with the study’s constructivist grounded theory approach. Through the

application of participant diversity, and methodological, theoretical, and data triangulation

strategies, this study also overcomes the limitations of using a single data collection method.

These processes ensure a credible, comprehensive, and reflexive exploration of entrepreneurial

education within early childhood education, contributing to the body of knowledge with rich,

grounded, and reliable insights.

5.12. Research Methodology Limitations

Within academic research, and the study of entrepreneurship education, the methodology

employed plays a pivotal role in shaping the insights and conclusions drawn. This research

study, while novel in its approach is not immune to the inherent limitations associated with

qualitative research methodologies, mono-method research strategies, and specifically the

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adoption of a Constructivist Grounded Theory approach. Recognising and addressing these

limitations is crucial for ensuring the credibility of the study.

(1) Limitation of Qualitative Research - entrepreneurship research has in many cases been

traditionally associated with positive, deductive quantitative approaches, imposing the

researcher’s values (Dana & Dana, 2005). This research study applies an inductive

qualitative approach, exploring values, opinions, and experiences and interpreting the

meanings behind these concepts. Qualitative research in entrepreneurship education

studies has been criticised due to limited comparability, generalisability, and researcher

bias (Blenker et al., 2014). Indeed extensive and rigorous qualitative research methods

skills can take many years to acquire (Kohler et al., 2022; Locke, 2008).

(2) Limitation of Mono-Method Research - semi-structured intensive interviews can be

time intensive, generalisable, subject to researcher bias, and may take a longer

verification process to extract compared information (Queiros et al., 2017). In addition,

focusing on one method may be inadequate for publication requirements (Kohler et al.,

2022).

(3) Limitation of Constructivist Grounded Theory - Glaser (2012) criticises the

Charmazian (2014) interview protocol arguing that long-guided interviews can push

interviewees in a specific direction, resulting in a bias in the data. It is argued that the

presence of the researcher during the interview can also influence participant responses

and participants may provide socially desirable responses. As a result, a limitation of

the study could involve the qualitative data analysis resulting in interpretative bias or

the possibility of overlooking alternative perspectives (Livesey, 2014). This study

applies a CGT strategy, and Myers (2009) suggests that novice researchers can become

inundated with the laborious and time-consuming process of coding in grounded theory.

Charmaz (1989) also contends that novice researchers using grounded theory have a

high potential for methodological error.

Acknowledging these limitations within this study is essential for a comprehensive

understanding of the study’s scope and potential impact. These limitations highlight the

importance of researcher reflexivity, methodological rigor, and the pursuit of analytical

generalisability as core components of the research process. Despite these challenges, the

employment of CGT in exploring entrepreneurship education among early childhood educators

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remains a methodologically sound choice, offering depth and insight into complex phenomena

that quantitative approaches might overlook.

5.13. Conclusion

Researchers embark on a systematic process to acquire knowledge, solve problems, address

questions, and validate or contribute to theories. Research Methodology depicts a plan of action

or strategy of inquiry (Creswell, 2009) behind the selection and use of methods, providing a

structured framework for planning and executing research, as well as procedures for data

collection and analysis (Crotty, 1998; Saunders et al., 2007, 2015, 2019).

The objective of this chapter is to illustrate how qualitative research helps understand the

studied phenomenon to ultimately address the research question. Consequently, the chosen

interpretivist paradigm ‘has much to offer’ (Creswell, 2007, p.3). This study adopts the

‘research onion’ methodological design (Saunders et al., 2007, 2015, 2019), a framework that

ensures this research is both well justified and explained. Each layer – research philosophies,

choices, strategy, approaches, time horizons, techniques, and procedures are discussed to

demonstrate the core building blocks that are crucial to the development of a research design.

The ‘research onion’ design is appropriate for theory development, aligning with the need to

develop a theory on entrepreneurial education within early childhood education; it facilitates

creativity to the extent of the researcher being able to reflect and encourages the creative

development of a researcher’s own tools and techniques (Sahay, 2016). This chapter has shared

the methodological journey of this research study and described and justified the research

approach and strategy adopted and employed as summarised in Table 5.4.

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Table 5.4. Key Study Research Decisions

Research Decision

Approach Chosen

Justification

Paradigm/Philosophy

Interpretivist - Saunders et al.

(2009, 2016); Collis & Hussey

(2014); Easterby-Smith et al.

(2021); Lincoln et al. (2011);

Quinlan et al. (2015);

Zukauskas et al. (2018).

Holds that all knowledge is a matter of

interpretation. Complex, rich, and

socially constructed through language.

Multiple meanings and interpretations.

Theory Development

Inductive (Bergdahl &

Berterö, 2015; Soiferman,

2010; Pathirage et al., 2008)

A method of reasoning that moves

from specific observations to broader

theories and generalisation.

Methodological Choice

Mono-Method Qualitative

(Creswell, 2014, 2009;

Saunders et al, 2016).

Qualitative research involves exploring

and understanding the meaning people,

either as individuals or in groups

attribute to social or human problems

and interpreting the meaning of the

data collected.

Research Strategy

Constructivist Grounded

Theory (Charmaz, 2006).

A qualitative research methodology

that seeks to understand and explore a

complex social process where no

adequate prior theory exists and

encourages innovation and the

development of new understandings

and novel theoretical interpretations of

studied life.

Time Horizon

Cross-Sectional (Neuman,

2014).

Data is collected only once within a

specific time period. This indicates that

researchers do not follow up on the

same data subjects or collect data over

an extended period of time. This

approach provides a snapshot of

information at a particular point in

time.

Data Collection

Semi-structured intensive

interviews (Charmaz, 2006;

Leavy 2020).

A semi-structured interview is a verbal

interchange where one person, the

interviewer, attempts to elicit

information from another person by

asking questions. It involves a

systematic, yet flexible approach to

data collection from participants.

‘Intensive qualitative interviewing fits

grounded theory methods particularly

well’ (Charmaz, 2006).

Data Analysis

Constructivist Grounded

Theory (Charmaz, 2006;

Knight & Watson, 2014).

The analytical technique used for

qualitative data under the CGT strategy

involves an inductive, iterative, and

systematic process for data analysis to

generate theoretical explanations and

insights.

Source: Authors own

The methodological approach was largely selected as the researcher-participant interaction

creates the knowledge that is generated (Poku et al., 2019), highlighting the importance of a

mutual and reciprocal relationship to reveal depth, feelings, and reflective thoughts (Mills et

165

al., 2014). This approach has also been selected as it enables the researcher to explore the

studied phenomena holistically (Cho & Lee., 2014), where phenomena are considered from

new perspectives, and findings should be theoretically dense, richly and tightly linked to one

another (Corbin & Strauss, 1990).

To understand the phenomenon researched in this thesis, the researcher drew upon a qualitative,

explorative stance, collecting data via semi-structured intensive interviews (n=19). Data was

analysed through several rounds of coding, data comparison, and memo writing which will be

discussed in Chapter 6. The overall strategy for this study is Constructivist Grounded Theory

(CGT), with the objective of developing a conceptual model for embedding entrepreneurial

education within the early childhood education and care sector and addressing the research

question: ‘How can early childhood educators foster and nurture entrepreneurial learning in

preschool children?’.

166

CHAPTER 6

FINDINGS

167

6.1. Introduction

The purpose of this chapter is to present the empirical findings from the qualitative interviews

conducted in this study to address the research question: How can Early Childhood Educators

foster Entrepreneurial Education in Preschool Children?. Using Constructivist Grounded

Theory (CGT), this chapter translates raw data into new knowledge and findings. It presents

findings and coding phases sequentially, adhering to the research steps of CGT - initial,

focused, and theoretical coding. This successive presentation demonstrates the study's

methodological rigour, addressing the key challenges of subjective interpretation in the

emerging field of entrepreneurial education within early childhood education. The chapter

features excerpts and quotations from interview transcripts, memos, and vignettes from post-

interview reflections, to support theoretical integration.

6.2. Structuring The Analytical Process

Grounded Theory (GT) has established itself as a rigorous process that allows in-depth

analysis. However, the complexity of GT demands that application processes be made easy to

understand and adopt, especially for novice grounded theorists (Chun Tie et al, 2019; Qureshi

& Unlu, 2020), who may require assistance in benefiting from GT as an analytical tool

(Urquhart, 2013). How to conduct coding in GT has been illustrated and exemplified by various

scholars adopting different GT approaches. However, a clear agreement on (a) the terms used

in coding and (b) the order of the coding within each stage (Qureshi & Unlu, 2020) has been

absent from these works.

Given the nascent timing of this research study and the lack of empirical evidence in the area

of entrepreneurial education in early childhood education, it was deemed necessary to explore

multiple analytical frameworks to assess the most appropriate framework for this study.

Employing a framework in CGT data analysis is not only methodologically sound but also

enhances the depth, rigour, and transparency of the research. Through a structured, yet flexible

approach, a researcher can navigate the complexities of qualitative data, ensuring that their

findings and theoretical contributions are both robust and grounded in the participants'

experiences. The decision to employ a framework also supports the reflective, and iterative

process inherent in CGT (Charmaz, 2006, 2014). Implementing a structured analytical

approach to CGT for the purposes of this research study facilitates the following:

168

• Enhanced Reflexivity

By adopting a structured framework for CGT analysis, this study ensures enhanced reflexivity,

enabling a deeper examination of how the perspectives, biases and assumptions of the

researcher (Charmaz, 2006) influence the interpretation of educators’ roles in fostering

entrepreneurial skills. This reflexivity is crucial for authentically representing the educational

practices observed and ensuring the emerging theory accurately reflects the complexities of

early childhood entrepreneurial education.

• Theoretical Sensitivity

An analytical framework fosters theoretical sensitivity from the onset (Glaser & Strauss, 1967),

guiding attention to the subtle yet significant ways in which educators lay the groundwork for

entrepreneurial learning. For instance, it aids in identifying specific interactions or teaching

methods that particularly resonate with the principles of entrepreneurial education, thereby

enriching the understanding of effective practices in early childhood settings.

• Ensures Rigour and Transparency

The use of a framework in CGT enhances methodological rigour and transparency in analysis,

a crucial element in examining the multifaceted dynamics of entrepreneurial education in early

childhood education. By outlining a clear and replicable approach to coding and data analysis

(Morse et al., 2009) it ensures credibility in the study’s findings.

• Facilitates Theory Building

The ultimate goal of CGT is to construct theories that offer deep insights into studied

phenomena (Charmaz, 2014). A framework supports the integration of codes and categories

into a cohesive theoretical narrative, ensuring that the emerging theory is grounded in empirical

data and reflective of preschool educators’ experiences and practices. This process is essential

for constructing theory that not only captures the spirit of entrepreneurial education at this

critical stage of a child's development but also provides actionable insights for educators and

policymakers.

• Adaptability and Flexibility

Despite its structured approach, a good analytical framework in CGT maintains flexibility,

allowing researchers to adapt their analysis in response to the data as new insights emerge

169

(Bryant & Charmaz, 2007). This adaptability is crucial when exploring entrepreneurial

education in early childhood, where educators’ practices and experiences may reveal

unexpected patterns or themes.

To ensure the above are all facilitated, three analytical frameworks were considered in advance

of data analysis in this study:

(1) The Conditional and Consequential Matrix

(2) The Gioia Methodology

(3) The Unlu-Quereshi Instrument

The Conditional and Consequential Matrix:

Strauss and Corbin (1998) developed this tool to help researchers analyse the varying

conditions that influence a phenomenon and its outcomes. This matrix encourages researchers

to consider a wide range of factors, from micro to macro levels, that affect the phenomenon. It

also prompts an examination of the resulting actions and interactions, ultimately leading to

specific consequences (Strauss & Corbin, 1998). While this matrix is highly regarded for its

ability to offer a comprehensive understanding of the complexity of a phenomenon, the matrix

was discounted from this study as there is a risk of focusing too much on conditions and

consequences, potentially underplaying the role of human agency (the early childhood

educator) and as such going against the fundamentals of the CGT approach.

The Gioia Methodology:

The Gioia methodology (Gioia et al, 2012) is a systematic approach to data analysis that

emphasises the creation of data structures from qualitative data. It involves first generating

first-order codes based on participants' terms, then developing second-order themes, and finally

aggregating the data in two theoretical dimensions (Gioia et al., 2012). Its strengths lie in that

it provides a clear and structured way to organise and present qualitative data, and ensures

theories are closely tied to the data, with a strong emphasis on participants' perspectives.

However, this method was discounted from this study due to its structured nature which might

oversimplify the richness of qualitative data emerging from the interviews with early childhood

educators. In addition, it was considered that this method may not fully capture the complexity

of the conditions influencing entrepreneurial education in preschool settings.

170

The Unlu-Qureshi Instrument:

The Unlu-Qureshi Instrument was selected as the analytical framework for this study due to its

clear alignment with the study’s focus on entrepreneurial education in preschool settings. This

instrument facilitates a structured yet flexible approach for the organisation of data and coding

in a sophisticated manner with productive results (Qureshi & Unlu, 2020). It supports the

process of constant comparison and memo writing while also ensuring rigour and theoretical

saturation. This analytic tool for grounded theorists comprises of four steps: (1) code, (2)

concept, (3) category, and (4) theme. Each step helps in understanding, interpreting, and

organising the data in a way that leads toward theory emerging from the data.

Using this instrument data is reviewed and revised multiple times to enable the researcher to

reflect on codes at each iteration. This reflexive approach later helps the researcher during the

theoretical coding stage where the researcher is encouraged to look beyond the obvious while

also adding to the transparency of the research. The continuous interaction with data creates

familiarity and facilitates the researcher in developing the major theories emerging from the

data. The flexibility of the instrument informs the researcher of the requisite steps yet provides

the freedom to organise the analytic process according to the needs of the study.

The decision to adopt the Unlu-Qureshi instrument for data analysis within a constructivist

grounded theory framework represents a methodological commitment to representing the

complexities of entrepreneurial education in preschool settings. This choice reflects a

comprehensive understanding of the theoretical and practical demands of the research question

ensuring that the findings are rooted in empirical data. The application of the instrument

illustrated in section 6.4.1. and 6.6, demonstrating how it has enabled a comprehensive

exploration and appreciation of early childhood educators’ practices.

6.3. Stages of the Analytical Process

This section presents the analytical stages that have been utilised to reveal insights into how

early childhood educators can foster entrepreneurial learning in preschool children. Following

the guidance of Charmaz (2006, 2014), and drawing on the diverse approaches to qualitative

content analysis identified by Hsieh and Shannon (2005), this study involves an inductive,

iterative, and systematic process for data analysis to generate theoretical explanations and

insights (Charmaz, 2006; Stough & Lee, 2021) that reflects both the researcher's engagement

with

the

data

and

the

participants'

experiences

(Charmaz,

2014;

Chun

Tie

al.,

2019).

Table

6.1.

summarises

the

coding

terminology

constructivist

grounded

theory,

contrasting

the

traditional

approach

(Draucker

al.,

2007).

Table

6.1.

Coding

Terminology

Constructivist

Grounded

Theory

Coding

Grounded

theory

Initial

Intermediate

Advance

Traditional

Open

coding

Selective

coding

Theoretical

coding

Evolved

Open

coding

Axial

coding

Selective

coding

Constructivist

Initial

coding

Focused

coding

Theoretical

coding

Sources:

Birks

Mills

(2015);

Chun

Tie

al.

(2019);

Saldana

Omasta

(2016)

per

the

Charmazian

approach,

coding

for

this

study

was

conducted

the

format

initial,

focused,

and

theoretical

coding

(Charmaz,

2014).

Memoing,

constant

comparison,

and

theoretical

sampling

are

also

part

this

rigorous

process.

Initial

Coding

Analysis

begins

with

line-by-line

coding

data,

where

the

researchers

break

down

data

into

discrete

parts,

closely

examining

each

line

segment

for

its

underlying

meaning

and

potential

conceptual

labels

(Rieger,

2019).

This

stage

exploratory

and

aims

remain

the

data,

capturing

the

key

ideas

and

pattems

the data

(Charmaz,

2016).

Initial

coding

allows

for

the

emergence

insights

without

imposing

preconceived

categories

and

the

codes

serve

building

blocks

for

further

analysis

and

theoretical

development

(Rieger,

2019;

Chun

Tie

al.,

2019).

Focused

Coding

After

the

initial

coding,

the

researcher

moves

focused

coding.

This

refined

and

selective

process

coding

compared

initial

coding,

where

the

researcher

narrows

down

the

codes

focus

specific

aspects

the

data

(Rieger,

2019).

Focused

coding

helps

identify

patterns,

relationships

and

connections

within

the

data,

leading

the

development

comprehensive

concepts

and

categories

(Charmaz

Thornberg,

2021).

171

172

Memo Writing

Throughout the coding process, memo-writing plays a crucial role in CGT analysis. Memos

capture thoughts, hypotheses, questions, and reflections about the data and the emerging

analysis. They help in elaborating categories, exploring their properties, and identifying

conceptual connections. Memo-writing is central to developing the depth and complexity of

the analysis, providing a space for creativity and theoretical exploration (Charmaz, 2006,

2014).

Constant Comparison

Constant comparison involves comparing elements within and across data sources, codes, and

categories, to identify variations, similarities, and differences. This iterative process is crucial

for refining codes, developing categories, and identifying relationships between categories. By

continually comparing data and codes researchers can generate new insights and refine their

theoretical framework (Charmaz & Thornberg, 2021). Through constant comparison, the

researcher works towards saturation, where no new information seems to emerge from data

analysis, indicating that categories are well-developed and robust (Glaser & Strauss, 1967).

Theoretical Sampling

Guided by the emerging analysis, theoretical sampling entails seeking out new data to refine

categories further, fill in gaps, and deepen the emerging theory (Chun Tie et al., 2019, Charmaz,

2006, 2014). This targeted data collection is driven by the analysis needs, highlighting the

iterative nature of CGT where analysis and data collection are interdependent processes.

Theoretical Integration

The final phase of analysis involves integrating categories into a coherent theoretical

framework that explains the studied phenomenon. This includes identifying a core category

that represents the main theme of the research and linking other categories around it to form a

grounded theory (Charmaz, 2014).

In synthesising the stages of analysis within this constructivist grounded theory study, a rich

theoretical understanding of early childhood entrepreneurial education is facilitated. While

specifics of the approach and findings from the different stages will be discussed in subsequent

sections, it is important to acknowledge the methodological approach that supports dialogue

between theory and practice.

173

6.4. Initial Coding Phase

The initial coding phase set the foundation for exploring entrepreneurial education in early

childhood settings. This phase is characterised by an immersive and reflective engagement with

qualitative data, aiming to examine, understand and conceptualise how entrepreneurial thinking

and spirit is fostered in preschool children.

Initial coding in CGT refers to the process of breaking down qualitative data into discrete parts,

closely examining them, and conceptualising these fragments to define what they suggest about

the phenomena under study (Bryant & Charmaz, 2007). The purpose of initial coding is to

‘remain open to all possible theoretical directions indicated by your readings of the data’

(Charmaz, 2014, p. 114).

To achieve this goal the researcher reflected on initial questions while undertaking initial

coding as suggested by Charmaz (2014, p.116)

• What is this data a study of? (Glaser, 1978; Glaser & Strauss, 1967)

• What does the data suggest? Pronounce? Leave unsaid?

• From whose point of view?

• What theoretical category does this datum indicate? (Glaser, 1978)

These questions aid in keeping the focus on the data while also helping with aspects of

credibility and originality as they enable the assurance that concepts, categories, themes, and

ultimately theories emerge from the data.

6.4.1. Initial Coding Procedure and Analysis

The researcher analysed the first round of interviews using an adapted version of the Unlu-

Qureshi instrument to create initial codes. The first round comprises initial data from the first

three interviews conducted by the researcher. The three interview transcripts were coded

independently of each other. This process involved line-by-line coding of the data to generate

dynamic action-oriented codes in the form of gerunds ("-ing" words) (Charmaz, 2006, 2014;

Sbaraini et al, 2011), emphasising the experiential nature of entrepreneurial learning. Saldana

(2013) argues for the vitality of action-orientated coding in qualitative analysis to better capture

the complexities of human behaviour and interaction. Through meticulous examination of the

174

data, 125 codes emerged. These initial codes captured the 3 participants' narratives, laying the

foundation for the emerging theory in this study.

Memo-writing accompanied the coding process, serving as a reflective and analytical tool to

deepen engagement with the data (Birks & Mills, 2015; Charmaz, 2014). These memos

captured insights, hypotheses, and reflections, fostering a dialogue between data and emerging

theory. The iterative process of constant comparison was rigorously applied, comparing codes,

memos, and their interrelations to refine codes and reveal patterns that anchor the developing

theory in the data (Glaser & Strauss, 1967; Corbin & Strauss, 2008; Birks & Mills, 2015;

Thornberg & Charmaz, 2014; Lauridsen and Higginbottom, 2014; Albert et al, 2019).

Incorporating vignettes provided insight into the lived experiences and challenges of early

childhood educators in fostering entrepreneurial learning. Crafted from reflective

documentation, vignettes offered rich, contextual narratives that brought to life the

complexities of the educational setting (Morrison, 2015; Holley & Gillard, 2018; Elliot, 2005;

Finch, 1987). These narrative vignettes, grounded in actual participant experiences, yet

anonymised, enrich the analysis by illustrating key themes and dilemmas, thereby enhancing

the narrative and theoretical depth of the study (Hughes, 2002; Barter & Renold, 2000). The

initial coding procedure for this research study is represented below in Figure 6.1.

Figure 6.1. Initial Coding Procedure for eEE in ECE study

Source: Authors own

175

The initial coding phase set the stage for a rich and detailed exploration of how entrepreneurial

learning is fostered in early childhood education. By systematically breaking down and

reflecting upon the data through codes, memos, and vignettes, the study begins to capture an

understanding and appreciation of early entrepreneurial education practices. The upcoming

sections will inquire deeper into the specifics of initial codes, memos, and vignettes, providing

concrete examples of how these analytical tools have contributed to uncovering the

complexities of early childhood educators' roles in nurturing entrepreneurial mindsets among

preschoolers.

6.4.2. Initial Codes

A comprehensive analysis generated 125 initial codes from intensive line by line coding of the

transcripts from the first round of data collection. Each code took the form of a gerund and an

explanation of each code was created, to capture the ongoing actions and processes of the

participants. The coding was driven by a series of self-reflective questions aimed at discovering

participants' beliefs and experiences within the data. Questions included: what action is

evident? What is the participant saying/doing? What does the data reflect? This section delves

into the process of initial coding in this study.

The initial coding procedure was completed in NVivo. To ensure methodological transparency

and to facilitate the analysis, each code was classified to distinguish perspectives – those

reflecting the educators’ opinions, beliefs, and practices (notated as ‘Educator’) and those

centred on children’s learning and development (notated as ‘Children’). This distinction is

crucial for understanding the dual impact of educational strategies - how they are perceived by

educators and how they resonate with or influence the children in their preschool classroom.

Table 6.2. provides an example of the code “Promoting Independence (Children)”. This code

emerged from discussions where educators emphasised encouraging and nurturing self-

sufficiency in daily tasks. This encouragement of independence is viewed as foundational in

cultivating entrepreneurial capabilities from an early age.

176

Table 6.2. Example of CGT line by line coding from first round of data collection

(‘Children’)

Data

Line-by-Line Coding

(gerund code)

Code Description

‘creating an environment

where the child is able, you

know, to zip up their own

jacket, to be able to go to the

toilet, daily skills that create

independence, for example, for

the child to be able to use a

spoon’. [Participant A]

‘I'd encourage them ‘oh you

can do it yourself’.

[Participant B]

‘I’d encourage independence,

life skills, self-help skills -

putting on a coat, shoes,

opening their lunch box’.

[Participant C]

Promoting Independence

(Children)

This code refers to the view of

the participants in terms of

fostering independence in the

child.

The example in Table 6.3. illustrates another code generated. This code is from the viewpoint

of the actions of the educator. “Understanding the term ‘entrepreneurial education’ (Educator)”

reveals educators’ understanding or lack of understanding of the term entrepreneurial

education. This code also illustrates participants’ strategies for embedding entrepreneurial

thinking through practical examples and discussions in the preschool classroom.

177

Table 6.3. Example of CGT line by line coding from first round of data collection

(‘Educator’)

Data

Line-by-Line Coding

(gerund code)

Code Description

‘Orla wanted to open a

restaurant and school there

today now and discuss how

much should Orla pay for that

pizza, or pay for that porridge,

you know, having that open

conversation, that

brainstorming’.

[Participant A]

‘that would be kind of

introducing, you know, self-

employed people to the

children - stuff like that, I

suppose’.

[Participant A]

‘The kind of the idea of the

shopkeeper - introducing the

idea of kind of giving and

taking money’. [Participant B]

‘I never really thought of it

before - I'm assuming it's to do

with like problem-solving and

coming up with ideas’.

[Participant C]

‘And then like that would turn

means in later life coming up

with ideas to be able to make a

business – I think’.

[Participant C]

Understanding the term

‘entrepreneurial

education’ (Educator)

This code refers to the

educator's interpretation of the

term ‘entrepreneurial

education’.

These two codes in Tables 6.2. and 6.3. illustrate that the data gathered was from two

perspectives, that of the educator themselves, who they are, what they believe and how their

beliefs and experiences have shaped them as educators. This in turn filters into the second

perspective, where the focus is on how the educator teaches and nurtures preschool children,

and their opinions, beliefs, and experiences in working with preschool children, and the effects

of preschool education on children.

178

Integration of Dual Perspective:

A unique aspect of this initial coding process was the creation of codes from dual perspectives,

illustrating the mutual relationship between educators’ actions and their impact on children’s

development. This approach broadens the scope of the inquiry, expands understanding of the

preschool educational ecosystem and highlights the interconnectedness of teaching strategies

and their direct and indirect influences on children’s learning experiences. The following codes

in Table 6.4. and Table 6.5. illustrate this dual perspective, and how they compare and contrast.

Table 6.4. Example of CGT line by line coding from first round of data collection

(Educators’ beliefs and opinions)

Data

Line-by-Line Coding

(gerund code)

Code Description

‘I think the child learns

through play...and that kids

learn to play absolutely’.

[Participant A]

‘play based, to me it just felt

like it was a free for all... I

suppose I always like

encouraging more structured

activities’.

[Participant B]

‘play just teaches us

everything’.

[Participant C]

'Encouraging Play

(Educators)’

This code refers to the

educator's opinions and beliefs

on play as a pedagogical

strategy.

179

Table 6.5. Example of CGT line by line coding from first round of data collection

(Educator’s observations and experience)

Data

Line-by-Line Coding

(gerund code)

Code Description

‘either through free play or

group play... the child decides

what they want to do, if they

want to work with a friend or

they want to work

independently by themselves’.

[Participant A]

‘they want to tell you, this is

what I done in school today....I

did the binomial cube by

myself. You can just see the

confidence oozing from them’.

[Participant B]

‘so in terms of life skills with

toys... the boys love washing

the dolly and the girls love

washing the dinosaur.... they

actually don't care because

they just want to wash

things...they actually learn

exactly the same way’.

[Participant C]

'Observing Play-based

Learning (Children)’

This code refers to the skills,

capabilities, and competencies

the educators observe the

children learning and

developing through play.

Exploring “Encouraging Play (Educators)” alongside “Observing Play-Based Learning

(Children)” illustrates the reciprocal relationship between educators’ beliefs in play as a

learning medium and their observations of children’s developmental gains through play-based

activities. This dual analysis offers rich insights into the pedagogical foundations of play and

its tangible outcomes for children’s learning.

While challenging, the initial coding phase lays a foundational stone for the ongoing analysis,

with the principle of constant comparison playing a key role. As codes were generated, they

were continuously compared and contrasted against each other and the emerging data, enabling

an iterative refinement of the codes. A key element of constructivist grounded theory, the

constant comparison method ensures robustness and depth to emerging concepts and facilitates

an understanding of how early childhood educators can nurture entrepreneurial qualities in

preschool children. Through this process, the study progressively builds toward a theory

grounded in the experiences, beliefs, and practices of the educators. They also shed light on the

entrepreneurial

capabilities

fostered

preschool

children

such

independence,

problem-

solving,

and

creative

thinking.

6.4.3.

Memo

Writing

for

Initial

Coding

each

code

was

created

from

the

data,

memo

was

also

created

accompany

the

code.

The

memos

also

serve

reflective

tool

where

the

researchers'

initial

thoughts,

reactions,

observations,

and

analysis

each

code

are

captured.

This

includes

reflections

the

significance

the

code, questions

that

were

arising

from

the

code,

and

how

the

code

connected.

the

broader

research

question.

The

memos

developed

and

evolved

data

emerged

from

the

three

transcripts

and

noted

insights

interest

examine

further

the

round

data

analysis.

The

evolving

memos

relating

the

codes

are

illustrated

Tables

6.6.,

6.7.,

6.8.,

and

6.9.

Table

6.6.

Memo:

‘Promoting

Independence

(Children)’

Memo

—

Promoting

Independence

The

code

‘Promoting

Independence

(Children)’

reflects

central

theme

early

childhood

education

emphasising

the

intentional

efforts

educators

foster

autonomy

and

self-help

skills

among

preschool

children.

Participants

and

describe

using

daily

activities

such

using

spoon,

dressing,

and

personal

hygiene,

opportunities

promote

independence.

Participant

supports

integrating

learning

with

everyday

tasks

enhance

children’s

physical

skills,

cognitive

understanding,

and

emotional

confidence.

Participant

B’s use

verbal

encouragement

(‘oh

you

can

yourself’)

reinforces

positivity

and

supports

children’s

efforts

mastering

new

tasks.

Participant

extends

the

scope

independence

include

life

skills

putting

coat

and

opening

lunch

box,

highlighting

the

importance

problem-solving

and

fine

motor

skills.

The

researcher

interested

exploring

this

theme

further

with

other

participants,

as the data

suggests

that

promoting

independence

among

preschoolers

fundamental

part

preschool

education.

interesting

that

such a

strong

entrepreneurial

skill

highlighted

being a

key

skill

foster

among

the

children

and

deemed

key

skill

for

school

and

life.

This

relates

the

memo

discussing

‘Preparing

for

School

and

Life’

where

the

educators

consider

core

element

their

role

preschool

educator

prepare

the child

for

primary

school,

and

life

general,

encouraging

and

promoting

key

skills.

These

key

skills

have

been

described

independence,

problem-solving.

teamwork,

communication,

and

creativity.

180

181

The memo on ‘Promoting Independence (Children)’ reveals several key findings relevant to

the role of early childhood educators in fostering entrepreneurial education in preschool

children, as per the constructivist grounded theory approach. These findings include:

• Autonomy as a Pedagogical Focus: The educators intentionally focus on promoting

autonomy and self-help skills among preschool children. This is seen as a foundational

aspect of early childhood education by the participants.

• Integration of Learning with Daily Tasks: The educators use practical, everyday

activities (e.g., using a spoon, dressing, managing personal hygiene) as key

opportunities for teaching independence. This approach supports the development of

physical skills, enhances cognitive understanding, and builds emotional confidence in

children's capabilities.

• Positive Reinforcement and Support: The strategy of verbal encouragement,

exemplified by Participant B’s statement (“oh you can do it yourself”), highlights the

importance of positive reinforcement. Such interactional techniques create a supportive

environment that motivates children to engage in and master new tasks.

• Broad Scope of Independence: Participant C’s description highlights that fostering

autonomy involves a comprehensive range of activities. It extends beyond basic self-

care to include tasks that necessitate problem-solving and fine motor skills, indicating

a broad conceptualisation of what it means to promote independence in preschoolers.

• Connection with Entrepreneurial Skills: The memo identifies promoting independence

as not only a pedagogical goal but also an entrepreneurial skill. This is significant

because it aligns with the broader objective of preparing children for school and life by

equipping them with skills like problem-solving, teamwork, communication, and

creativity.

• Preparation for School and Life: There is a clear link between promoting independence

and preparing children for future challenges. Educators view fostering key skills,

including independence, as essential for preparing children for primary school and life

in general. This preparation encompasses a range of skills considered vital for

entrepreneurial success and general life competence.

This memo in Table 6.6. illustrates an understanding of how promoting independence in

preschool children is intricately linked to broader educational goals, including the development

of entrepreneurial skills. It highlights the intentional efforts of educators to integrate learning

opportunities

into

everyday

tasks

and

the

potential

impact

these

efforts

children's

preparedness

for

school

and

life.

Table

6.7.

Memo:

‘Understanding

the

term

Entrepreneurial

Education

(Educator)’

Memo:

Understanding

the

term

Entrepreneurial

Education

(Educator)

The

code

‘Understanding

the

term

Entrepreneurial

Education

(educator)’

captures

how

educators’

interpret

and

apply

entrepreneurial

education

within

early

childhood

settings.

The

educators

tend

associate

the

term

primarily

with

business

concepts

ranging

from

practical

applications,

role-

playing

‘doing

business’,

broader

interpretations

such

fostering

problem-solving

and

idea

generation.

Participant

A’s

description

children

engaging

in role-play,

such

running

restaurant,

offers

vivid

example

how

entrepreneurial

concepts

can

introduced

young

learners.

This

approach

familiarises

children

with

basic

economic

principles,

such

transactions,

but

also

encourages

creative

thinking

and

conversation.

Participant

highlights

the

importance

introducing

children

various

entrepreneurial

roles

shopkeepers,

understand

the

dynamics

giving

and

taking

money.

This

exposure

helps

children

grasp

fundamental

economic

concepts, the

value

goods

and

services,

while

also

developing

their

communication

skills.

Participant

admits

not

having

fully

considered

the

term

entrepreneurial

education

before,

associating

with

problem-solving

and

the

generation

ideas

that

could,

the

future,

translate

into

business

creation.

This

reflection

points

broader

interpretation

entrepreneurial

education

beyond

immediate

business

concepts

include

critical

thinking

and

innovation.

The

researcher

notes

that

while

educators,

participants

demonstrate

application

entrepreneurial

education

through

practical

business

concepts.

There

need

broaden

this

understanding.

The

principle

entrepreneurial

education

encompasses

fostering

innovative

mindset,

critical

thinking,

resilience,

and

the

ability

act

one’s

experiences,

even

when

leads

disappointment

Jones

and

Penaluna

(2013)

discuss in

their

perspectives

developing

entrepreneurial

capabilities.

The

researcher

very

keen

see

other

participants

this

narrow

understanding

this

term

and

investigate

the

factors

influencing

their

understanding

and

interpretation

the

term.

The

memo

titled

‘Understanding

the

term

Entrepreneurial

Education

(Educator)’

offers

several

insights into

how

early

childhood

educators

perceive

and

(may)

implement

entrepreneurial

education within

preschool

environments.

The

key

findings

and

their

implications

and

their

implications

are

follows:

182

183

• Varied Interpretations of Entrepreneurial Education: Educators' understanding of

entrepreneurial education ranges from associating it with direct business concepts to

broader educational goals like problem-solving and idea generation. This variance

suggests a variety of interpretation and application in early childhood settings.

• Practical Applications Through Role-Play: Participant A’s example of children

engaging in role-play activities, such as running a restaurant, illustrates a practical

approach to introducing entrepreneurial concepts. This method not only familiarises

children with basic economic principles but also fosters creative thinking and

conversation, indicating a hands-on strategy for teaching entrepreneurial skills.

• Introduction to Economic Concepts: Participant B emphasises the importance of

exposing children to entrepreneurial roles, like shopkeepers, to help them understand

economic transactions and the value of goods and services. This approach aims to

ground children in fundamental economic concepts through interactive learning

experiences.

• Broad Conceptual Understandings: Participant C reflects a broader interpretation of

entrepreneurial education, linking it to problem-solving and idea generation. This

perspective points towards understanding entrepreneurial education as encompassing

critical thinking and innovation, beyond just business creation.

• Need for a Broader Understanding: The memo highlights a recognition of the need to

expand educators’ understanding of entrepreneurial education beyond practical

business concepts. It suggests fostering an innovative mindset, critical thinking,

resilience, and the ability to learn from experiences, including failures.

• Exploration of Educators’ Perspectives: The researcher is interested in further exploring

educators' understandings of entrepreneurial education. There's an intent to investigate

the breadth of interpretations among other participants and the factors influencing these

perspectives.

The memo in Table 6.7. reveals the complexity of integrating entrepreneurial education into

early childhood settings, highlighting the need for an approach that encompasses both practical

and conceptual understandings of entrepreneurship. It points towards the potential for enriching

early childhood education with entrepreneurial concepts, provided there is clarity and

consensus on what constitutes entrepreneurial education and how best to implement it.

Table

6.8.

Memo:

‘Analysis

Educator’s

Perspective

Play-based

Learning’

Memo

—

Analysis

Educator’s

Perspective

Play-based

Learning

This

memo

provides

analysis

the

data

derived

from

the

first

iteration

CGT

coding

focused

educators’

beliefs

about

play-based

learning,

intending

foster

entrepreneurial

capabilities

preschool

education.

This

code

encapsulates

educators’

opinions

and

beliefs

regarding

play

crucial

pedagogical

strategy,

pedagogy

that

ideal

for

embedding

entrepreneurial

skills

development

early

childhood.

The

emphasis

the

active

role

educators

play

facilitating

encouraging

this

form of

learning,

however

there

variance

terms

preferences

for

structured

educational

approach.

This

diversity

suggests

that

educators’

beliefs

about

play-based

learning are

influenced

their

personal

pedagogical

philosophies, experiences,

and

the

educational

outcomes

they

prioritise

e.g.

Montessori.

Participant

highlights

belief

the

value

play

learning,

suggesting

that

play

not

only a

natural

behaviour

for

children

but

also

critical

learning

mechanism.

The

use

“learns

through

play”

illustrates

process-oriented

view

education,

where

learning

seen

natural

outcome

play

activities.

Participant

offers

contrasting

perspective

expressing

preference

for

structured

activities

over

free

play.

This

viewpoint

reflects

tension

between

unstructured

play

and

structured

educational

frameworks,

indicating

belief

that

learning

outcomes

may

enhanced

through

guided

structured

approaches.

Participant

values

structured

activities

that

presumably

offer

control

over

learning

objectives

and

outcomes

Participant

supports

the

comprehensive

educational

value

play,

suggesting

that

play

foundational

method

through

which

children

learn

wide

array

skills

and

knowledge.

The

statement

“play

just

teaches

everything”

speaks

holistic

view

play's

role

learning.

Participant

embraces

broad,

perhaps

idealistic,

belief

the

universal

educational

value

play.

suggesting

deep-rooted

confidence

the

intrinsic

ability

play

facilitate

learning across

various

domains,

this

context

entrepreneurial

education.

The

memo

titled

‘Analysis

Educator’s

Perspective

Play-based

Learning’

illustrates

the

views

held

early

childhood

educators

regarding

the

role

play

learning,

specifically

the

context

fostering

entrepreneurial

capabilities.

The

following

findings

are

derived

from

the

memo:

Play

a Crucial

Pedagogical

Strategy:

Educators

recognise

play-based

learning

vital

pedagogical

approach

within

early

childhood

education.

seems

especially

conducive

embedding

entrepreneurial

skill

development,

highlighting

play's

versatility

learning

medium.

184

185

• Active Role of Educators: There's a significant emphasis on the educator's role in

facilitating and encouraging play-based learning. This suggests that while play is

considered a natural and effective learning process, its success in developing specific

skills, like those related to entrepreneurship, may be enhanced by intentional educator

guidance.

• Variance in Pedagogical Preferences: The memo reveals differing preferences among

educators for structured versus unstructured play. This diversity highlights the impact

of personal pedagogical philosophies and experiences on educators' approaches to play-

based learning, as well as the outcomes they prioritise, such as those aligned with

Montessori methods.

• Diverse Perspectives on Play’s Educational Value: Participant A views play as a natural

and critical mechanism for learning, endorsing a process-oriented approach to

education where play is seamlessly integrated with learning. Participant B prefers more

structured activities, suggesting a belief that learning outcomes can be better achieved

through guided or structured play. This reflects a tension between embracing play's

spontaneity and directing play towards specific educational goals. Participant C

advocates for the comprehensive educational value of play, suggesting that play

inherently teaches a wide array of skills and knowledge. This perspective represents a

holistic view of play's role in education, emphasising its universal value in facilitating

learning across domains, including entrepreneurial skills.

The memo in Table 6.8. draws attention to the complexity of integrating play-based learning

into early childhood education to foster entrepreneurial skills. It reveals that educators' personal

beliefs and pedagogical philosophies significantly influence their approach to play-based

learning, suggesting a need for a more considered understanding of how play can serve as a

foundation for developing a broad range of skills, including those pertinent to entrepreneurship.

Table

6.9.

Memo:

‘Insights

Play-Based

Learning

from

Educators’

Observations’

Memo

—

Insights

Play-Based

Learning

from

Educators’

Observations

This

memo

builds

the

initial

analysis

educators'

beliefs

about

play-based

learning

incorporating

their

observations

how

play

influences

children's

learning

and

development.

particularly

with a

focus

fostering

entrepreneurial

skills

preschool

settings.

explores

the

specific

skills,

competencies,

and

attitudes

children

develop through

different

play

activities,

highlighting

how

these

elements

lay

the

groundwork

for

entrepreneurial

skills

and

capabilities.

The

emphasis

the

importance

autonomy,

confidence,

and

gender-neutral

activities

during

play.

Participant

observes

the

importance

autonomy

play,

noting

that

children

decide

their

activities,

highlighting

the

development

independence

and

decision-making

skills.

Participant

observes

the

confidence

children

gain

through

achievements

play,

such

completing

tasks

independently,

indicating

the

role

play

building

self-esteem,

can-do

attitude

and

sense

accomplishment.

Participant

comments

the

gender-neutral

nature

play

activities,

emphasising

that

children

learn

life skills

through

play

regardless

the

gender

stereotyping

toys,

illustrating

the universal

learning

opportunities

play

provides.

Children

learn

that

their

abilities

innovate

and

lead

are

not

constrained

societal

expectations.

This

observation

key

for

encouraging

a diverse

and

inclusive

mindset

from

early

age,

essential

for

the

collaborative

and

creative

demands

entrepreneurship.

The

memo

titled

‘Insights

Play-Based

Learning

from

Educators’

Observations’

provides

rich analysis

that

builds

upon

educators'

beliefs

about

play-based

learning,

focusing

concretely

the

outcomes

such

learning

approaches

preschool

settings.

The

primary

findings

from

this

memo,

the

development

entrepreneurial

skills

and

capabilities

children,

are

follows:

Observation

Autonomy:

Participant

A’s

observation

emphasises

the

importance

autonomy

play,

highlighting

how

play

allows

children

make

their

own

decisions

about

their

activities.

This

autonomy

directly

linked

the

development

independence

and

decision-making

skills,

foundational

components

entrepreneurial

education.

Building

Confidence

through

Play:

Participant

observes

that

play

contributes

significantly

building

children's

confidence,

particularly

through

achievements

such

completing

tasks

independently.

This

confidence,

characterised

can-do

attitude

and

sense

accomplishment,

pivotal

for

entrepreneurial

education.

186

187

• Observation of Gender-Neutral Play: Participant C notes the gender-neutral nature of

play activities, emphasising that play provides universal learning opportunities. This

approach allows children to learn life skills beyond the constraints of gender

stereotypes, fostering a sense of innovation and leadership.

The memo in Table 6.9. highlights how educators’ observations of play-based learning

outcomes directly contribute to understanding the development of entrepreneurial capabilities

in preschool children. By fostering autonomy, confidence, and gender-neutral learning

opportunities, play-based learning aligns with the goals of entrepreneurial education,

emphasising the development of independence, resilience, and an inclusive mindset. The

exploration of memos developed from the initial coding phase has illustrated the diverse ways

in which play-based learning fosters essential entrepreneurial skills among preschoolers.

6.4.4. Vignettes for Initial Coding

Following the rigorous process of initial coding, where 125 codes were meticulously generated

to capture the narratives of participants, and the subsequent development of reflective memos,

the study required further analysis into the lived experiences and practices that foster

entrepreneurial learning in early childhood settings. It is at this point that the researcher

introduces the use of vignettes, a methodological tool designed to offer unique insights into

these experiences. Vignettes, crafted from reflective documentation following each interview,

provide rich, detailed accounts that inform the complexities of participants' experiences.

Vignettes are instrumental in qualitative research for exploring sensitive topics and facilitating

discussions that might not emerge through direct questioning (Morrison, 2015; Hughes, 2002).

By integrating vignettes into the analysis, it not only brings the data to life but also allows for

a more detailed interpretation and presentation of the findings. This approach enriches the

narrative and theoretical density of the research study, enabling scenarios and challenges

related to fostering entrepreneurial learning to be highlighted, thereby reflecting the

complexities of preschool educational settings. Table 6.10. illustrates a reflective vignette from

the first participant interviewed as part of this study.

188

Table 6.10. Reflective Vignette – Participant A

In the quiet, reflective corners of her classroom, where every toy and book bear the mark of a young,

inquisitive mind, the essence of early childhood education unfolds. Participant A, an early year's

educator based in Glanmire, Cork, embodies the passion and dedication that form the backbone of

this profession. Her journey from IT to early childhood education reveals a path led by heart and

curiosity, a testament to the transformative power of finding one's true calling.

Through her Montessori-based approach, Participant A champions a child-led curriculum, allowing

children's interests to guide learning experiences. This philosophy not only respects each child's

individuality but also nurtures their independence and creativity - qualities essential for the budding

entrepreneur in every child. Her reflections emphasise the importance of patience, open-mindedness,

and a caring disposition in nurturing these young minds, highlighting the profound impact educators

have on children's early educational journeys.

Complimenting the Montessori approach, Participant A’s adoption of the principles of the Aistear

curriculum shape her pedagogical approach to prioritise autonomy, creativity and the individuality

of each child. Participant A’s subconscious fostering of entrepreneurial capabilities and skills – a

reflection of her innovative spirit and the Montessori and Aistear curriculums’ encouragements of

independence– inspire her educational philosophy.

As Participant A navigates the challenges and joys of her role, she advocates for greater recognition

and support for early childhood educators as true education professionals. Her aspirations for the

profession reflect a desire for change that respects the significance of their contribution to children's

development. In her vision, educators are not just facilitators of learning but

shapers of a next

generation,

where every child is empowered to explore, innovate, and lead, even in the face of

systematic obstacles.

This vignette, inspired by Participant A’s narrative, captures the essence of early childhood education

- a field where dedication, love, and a belief in the potential of every child create the foundation for

a brighter, more innovative future. She is an educator bridging the gap between passion and

profession, innovation and recognition, in the nurturing grounds of early childhood education.

This vignette, inspired by Participant A’s narrative, captures the essence of a child-led

curriculum that prioritises autonomy and creativity. It serves as a strong illustration of how

early childhood educators can foster entrepreneurial skills in young learners by respecting each

child's individuality and nurturing their independence. The educator's adoption of the

Montessori approach, coupled with the principles of the Aistear curriculum, highlights a

pedagogical strategy that subconsciously promotes entrepreneurial capabilities such as

problem-solving, critical thinking, and the ability to innovate. This vignette facilitates a

reflection

the

role

educator’s

beliefs

and

pedagogical

approaches

shaping

learning

environments

conducive

entrepreneurial

learning.

The

researcher

needs

consider

analysing

how

child-led

curriculum

can

serve

foundation

for

developing

entrepreneurial

qualities

from

young

age.

Table

6.11.

Reflective

Vignette

—

Participant

the heart

vibrant

classroom

filled

with

the

sounds

playful

learning

and

imaginative

discovery, stands

educator

whose

journey

from

various corners

the

world

self-employment

Mallow,

Cork.

This

educator

passionate

about

nurturing

young

minds.

This

educator,

Participant

who

once

navigated

the

strict

and

structured

paths

Montessori

Germany

and

embraced

the

fluidity

play-based

learning in

Limerick,

now

interlinks

her

dynamic

array

experiences

into

her

own

unique

pedagogical

philosophy.

Her

story

one

resilience

and

innovation, facing the

challenges

recognition

and

support

the

early

childhood

sector,

yet

steadfast

her

commitment

fostering

individuality,

autonomy,

and

life

skills

among

her

preschool

students.

Through

practical

life

activities

and

sensory

play,

she

lays

the

foundation

for

emotional

well-being

alongside

educational

achievement,

guided

the

belief

that

every

child

deserves

feel

secure,

valued,

and

understood.

she

reflects

her

joumey,

Participant

envisions

future

where

early

childhood

professionals

are

acknowledged

for

their

pivotal

role in

shaping

society's

youngest

members.

She

imagines a

world

where

the

Aistear

curriculum's

principles

well-being,

identity,

and

exploratory

learning

are

celebrated

and

expanded

upon,

recognising

the

transformative

power

early

education

fostering

generation

confident,

creative,

and

collaborative

individuals.

Participant

B’s

journey,

characterised

resilience

and

innovation,

sheds

light

the

challenges

and

opportunities

the

early

childhood

sector.

The

educator's

commitment

fostering

individuality,

autonomy,

and

life

skills

highlights

the

significant

role

practical

life

activities

and

sensory

play

emotional

well-being

and

educational

achievement.

This

narrative

emphasises

the

importance

recognising

and

supporting

early

childhood

professionals

their

pivotal

role

shaping

future

innovators.

Consideration

needs

given

the impact

educator

resilience

and

innovation

the

promotion

entrepreneurial

leaning

preschool

settings.

The

researcher

may

consider

the

relationship

between

emotional

well-

being

and

the

development

entrepreneurial

competencies.

189

Table

6.12.

Reflective

Vignette

—

Participant

cozy

classroom

nestled

the

southwest,

where

imagination

and

reality

perfectly

blend,

educator

with over

two

decades

dedication

reveals the

phases

her

journey.

From

initial

dream

law

the

unexpected

discovery

Montessori

education,

her

path

reflects

fusion

passion

and

purpose.

Amidst

the

laughter

and

learning,

she

grapples

with

societal

underestimations

her

profession,

promoting

mission

elevate

the

recognition

early

childhood

education.

Her

Montessori

background,

together

with

the

inclusive

ethos

Aistear,

shapes

a learning

environment

where

entrepreneurial

spirits

are

nurtured.

Here,

children

engage

role-play,

tuming

simple

games

into

complex

economies

pizza

shops

and

markets,

unknowingly

engaging

the

first

stages

entrepreneurial

thought.

Despite

the

challenges

private

sector

constraints

and

the

longing

for

broader

acknowledgment,

her

dedication

never

wavers.

She

champions

the

cause

for

substantial

support

and

acknowledgment,

all

while

fostering

atmosphere

where

independence,

creativity,

and

emotional

intelligence

flourish,

preparing

her

young

students

not

just

for

school,

but

for

life.

Through

role-play

activities,

such

running

pizza

shops

and

markets,

children

engage

complex

economies,

laying

the

groundwork

for

entrepreneurial

thought.

This

vignette

illustrates

the

practical

application

entrepreneurial

education,

highlighting

how

everyday

play

activities

can

introduce

basic

economic

principles

and

foster

creative

thinking.

Exploring

the

role

play

introducing

entrepreneurial

concepts

young

learners

needs

considered.

Consideration

also

needs

given

how

educators

can

further

support

the

development

entrepreneurial

skills

through

structured

and

unstructured

play

activities.

These

vignettes

not

only

shed

light

the

diverse

strategies

early

childhood

educators

employ

subconsciously

foster

entrepreneurial

learning

but

also

illustrate

the

complexity

and

richness

early

childhood

education

settings

environments

ideal

for

nurturing the

entrepreneurial

spirit.

The

vignettes

exhibit

the

educators'

creativity,

resilience,

and

dedication

crafting

educational

experiences

that

are

not

only

grounded

play

and

imagination

but

also

strategically

aligned

with

cultivating

the foundational

skills

necessary

for

entrepreneurial

thinking

and

mindset.

Through

these

vivid

snapshots

classroom

life,

gain

invaluable

insights into

the

practical,

day-to-day

demonstrations

entrepreneurial

learning

principles.

Through

interpretation

educators'

observations

and

beliefs,

this

study

delves

into

the

capabilities

such

autonomy,

confidence,

and

the

fostering

gender-neutral

environment

each

playing

pivotal

role

shaping

the foundational

competencies

crucial

for

190

191

entrepreneurial success. These insights not only affirm the value of play as a pedagogical

strategy but also highlight its profound impact on developing competencies such as decision-

making, resilience, and an inclusive mindset from an early age. As the study transitions to

discussing the overall findings of the initial coding phase, it becomes evident that the themes

emerging from these codes, memos and vignettes are not isolated insights but integral

components of a broader understanding of entrepreneurial education in early childhood

settings. This exploration sets the stage for an in-depth analysis of how these initial

observations and educators' practices contribute to a cohesive theory of entrepreneurial skills

and mindset development, emphasising the significance of constructivist grounded theory in

uncovering the complex dynamics of learning and development in preschool education.

6.4.5. Core Findings from Initial Coding

The findings from the initial round of data analysis, exploring how early childhood educators

may contribute to fostering entrepreneurial skills and capabilities in preschool environments

reveal unintentional facilitation of entrepreneurial education to preschool children. Levels of

educational qualifications, the early childhood curricula and philosophies applied in settings

and adopted by educators, and distinctions between private and government funded settings

emerged as key influencing factors. The core findings that set the initial basis for developing

concepts and categories in the focused coding are discussed below:

(1) The Subconscious Facilitation of Entrepreneurial Education:

The data reveals that early childhood educators may be instrumental in nurturing

entrepreneurial competencies, albeit without deliberate intent, among preschoolers.

‘it [entrepreneurial learning] probably comes up more naturally, then I put an effort into it,

but then again, I never really thought of it before.... I might look into more now’

(Participant C)

Key activities such as ‘exploring their creative side’, ‘solving problems’, ‘developing

confidence’, ‘enhancing critical thinking’, ‘encouraging teamwork’ highlight an environment

where children are encouraged to think independently and creatively.

192

‘I want them to be independent. There's no better feeling as an educator to have a child that's

going to primary school in September, and you feel comfortable within you that the child is

confident and independent’ (Participant A)

These competencies are crucial foundational aspects of entrepreneurial education, suggesting

that, even without explicit intent, educators are laying the groundwork for entrepreneurial

learning.

‘I teach them their everyday life skills…. putting on your coat, closing your coat….I'd

encourage them oh you can do it yourself, or we'll do it together’ (Participant B)

(2) Continuous Professional Development (CPD):

Educators highlight the importance of ongoing professional development and specialised

training, particularly in areas of inclusion, additional needs and entrepreneurship education, as

expressed in emerging codes and themes such as ‘engaging in CPD for entrepreneurship

education’, ‘advancing career options’ and ‘exploring further professional upskilling’.

‘There should be more courses out there….every different type of learning is valuable.... if

you come out with even two things’ (Participant C)

The need for training that goes beyond basic care to cover developmental, educational, and

inclusive practices is emphasised as a gap in the current professional development offerings.

‘the more courses and CPD hours there is on different subjects like entrepreneurial

education, and inclusion… the better… because somebody will pick it up’

(Participant C)

193

(3) Variation in Qualification Levels and Impact of Educator Qualifications:

The level of educational qualification among educators emerges as an impacting factor. The

educators express a consensus that while qualifications are crucial, there is a noticeable

difference in the quality of service provided by educators with higher qualifications (level 7

and level 8 degree’s versus those with lower qualifications (level 5 and level 6 qualifications).

‘I just feel that a one or two year course is not enough to know about children’

(Participant C)

‘I suppose the level five and level six qualifications are purely about care - anything like

developmental wise, educational wise, they don't have very much knowledge. And I think it's

very important to increase that knowledge’ (Participant B)

Educational qualifications, particularly those highlighted in codes such as ‘evaluating HEI

courses’, ‘feeling unprepared post higher education’ and ‘discussing the effects of education

and training on practice’ suggest a correlation between the level of formal education of the

educators and their effectiveness in fostering a conducive environment for entrepreneurial

skills development.

‘I have a level 8 BA Honours in Montessori Education..... I feel like the training that I

received has guided me in huge ways.... the course was very informative.... I do feel like its

aided me in where I am in my education’ (Participant A)

The dialogue suggests that higher educational qualifications, such as degrees, are associated

with a better understanding of child development, more effective pedagogical strategies, and

consequently, a higher quality of early childhood education. There is a noted gap in the

availability of specific training on entrepreneurial education within early childhood education

qualifications, suggesting a need for curriculum development in this area.

‘I did a module in final year about setting up my own early years facility but that was it’

(Participant A)

194

(4) Curriculum as a Catalyst:

The early childhood curriculum plays a pivotal role in shaping the entrepreneurial skills

imparted to children. These curriculum frameworks emphasise the values of child agency,

autonomy, and inclusivity.

‘The curriculum is child led....we ask the children what they'd like to learn’ (Participant A)

It inadvertently provides a structured, yet flexible approach to the development of

entrepreneurial capabilities.

‘problem solving and confidence and all these buzzwords are included in Aistear, absolutely’

(Participant A)

The curriculum, especially as seen through codes such as ‘linking to Aistear and Síolta

curriculum frameworks’, ‘Implementing inclusive practices in this classroom’, ‘exploring

teaching philosophies’, and ‘advocating for ECE syllabus changes or updates’ emerge as

critical drivers in supporting the development of entrepreneurial competencies but requires a

deeper connection to current world challenges to embrace an entrepreneurial ethos.

‘I think they do need to develop the syllabus for early years educators quite a bit more, they

need to introduce a lot more’ (Participant B)

(5) Implications for Pedagogy and Practice:

The discussions also touch on how qualifications influence pedagogical approaches, with a call

for curricula that include more hands-on, practical training alongside theoretical knowledge as

illustrated in the code ‘suggesting inclusion of EE in Aistear curriculum’,

‘I think it would definitely be of benefit to the children to introduce those kinds of

[entrepreneurial] concepts like that very early on. Because I suppose it would foster like,

even confidence… that oh, yes, I can do this idea’ (Participant B)

195

The educators advocate for a more holistic approach to training that encompasses the full

spectrum of skills needed to support children's diverse needs effectively.

‘Not that everyone gets the same thing...its that everyone gets what they need’

(Participant C)

(6) Professional Recognition:

There is an underlying frustration regarding the lack of recognition for early childhood

educators as professionals within the education sector as illustrated through codes such as,

‘recognising ECE as an education profession’ and ‘identifying term to describe self as an ECE

professional’.

‘I'd call myself an educator’ (Participant B)

‘we are educators....we're not babysitters’ (Participant A)

‘I have a career...it's a career, not just a Mickey Mouse job’ (Participant C)

This tied to both the level of qualification and societal perceptions.

‘Why is there a difference between primary school junior infant teachers and someone who

teaches Montessori?’ (Participant C)

Educators feel that higher qualifications do not necessarily translate to better recognition or

compensation within the sector, highlighting a disconnect between the qualifications held and

the professional acknowledgment received as illustrated by educators through the code ‘valuing

education and self in the education profession’

‘I think all of us would like to be appreciated... we are a big part of a child's life’

(Participant A)

‘I think it's a case of you're trying to add value to the early years, because like it is the most

formative time in a child's life - actually in a humans life - and people just kind of dismiss it I

suppose' (Participant B)

196

(7) Sectoral Challenges:

There is a clear desire from the educators for the early years educational sector, including

policymakers and training institutions, to better support educators through improved

qualification pathways, more targeted CPD opportunities, and greater recognition of their

professional status.

‘I think that the people who have written the policies have never worked a day in their life

with a child’ (Participant B)

Codes such as ‘promoting the importance of the educator's voice’, ‘perceiving consultation in

policy decisions’, ‘experiencing policy exclusion’ and ‘navigating career challenges’ indicate

a pressing need for greater recognition of educators as professionals and for their inclusion in

policy-making processes.

‘I would love to obviously see policies change with regards pay... and for us [educators] to

be actually genuinely appreciated’ (Participant A)

‘there is not enough people who want to join our profession....because society doesn’t see it

as a valuable sector’ (Participant C)

(8) Centrality of Child Individuality and Agency:

The individuality of the child and the importance of fostering child agency, autonomy, and

inclusion, evidenced by codes such as ‘giving the child the freedom of choice’, ‘recognising

the individual personality of the child’, ‘supporting the child’ and ‘valuing the child’ emerge as

fundamental in early childhood education.

‘they are children at the end of the day, but they've got most crazy minds, beautiful

minds....and they have so much to tell you’ (Participant A)

Recognising and valuing each child's unique capabilities and voice supports foundational

development and learning in early years education. The emphasis on child individuality and

agency respects each child's unique path and pace of learning.

197

‘everyone's different with different personalities’ (Participant C)

6.4.6. Conclusion of Initial Coding Phase

The findings from the initial coding phase reveal a complex relationship of factors contributing

to the subconscious facilitation of entrepreneurial education in preschool. The data indicates

the potential for more deliberate efforts in cultivating entrepreneurial competencies, guided by

enhanced educator qualifications, supportive curricula, equitable settings, government

recognition, and an unwavering commitment to child individuality and agency.

The thorough process of line-by-line coding illustrates the fostering of independence,

creativity, problem-solving, and teamwork, as highlighted by the educators' narratives.

Transitioning from these initial codes to a more focused and theoretical analysis, it is evident

that the seeds of entrepreneurial thinking are sown early in education, through everyday

interactions and activities guided by educators' intuitive practices. The initial coding process

not only demonstrates the educators' pivotal role in shaping future innovators but also supports

further exploration into how these foundational skills are intentionally cultivated and expanded

upon in preschool settings, directing towards a comprehensive understanding of

entrepreneurial education in early childhood.

6.5. Theoretical Sampling

The application of theoretical sampling in constructivist grounded theory is pivotal in

understanding complex phenomena, such as early childhood entrepreneurial education. As

discussed in Chapter 5, this research commenced with purposive sampling, selecting educators

based on specific criteria to capture initial insights into educational practices and pedagogies.

Following the initial coding phase, a pattern regarding the significant influence of educators'

qualifications on their pedagogical approaches began to surface, leading to a further refined

sampling strategy. This strategy not only encompasses a wider range of qualifications but also

seeks to understand the impact of different early years' educational philosophies on fostering

entrepreneurial learning. Educators representing Montessori, Reggio Emilia, Te Whāriki,

Outdoor, High Scope, Steiner Waldorf Kindergarten, and Forest philosophies were included.

The iterative sampling process further evolved to compare settings, distinguishing between

privately owned and government-funded facilities, based on emerging data suggesting this is a

198

significant factor influencing the availability of resources and opportunities for entrepreneurial

learning, a theme resonating with the work of Dalli et al. (2011) on the contextual factors

shaping early childhood education. This progression in sampling criteria highlights the

dynamic interaction between theoretical insights and empirical data collection, a principal

objective of grounded theory methodology that emphasises its ability to adaptively refine

research focus based on ongoing analysis (Bryant & Charmaz, 2007).

6.6. Focused Coding Phase

Charmaz (2014) highlights that initial codes are provisional, and the researcher has the

flexibility to add new codes and/or to rename existing codes, as necessary. Following the

completion of line by line coding in the initial coding phase, the study applied Charmaz’s

approach to verify the credibility and authenticity of the codes.

Focused coding, as emphasised by Charmaz (2014) involves concentrating on the most

prominent or frequently occurring codes to manage large data sets. The phase in the study

generated 125 gerund codes, each with a detailed descriptor. The Unlu-Qureshi instrument

(2020) was adapted in this research to structure focused coding into two stages:

• Focused Coding stage 1 – Concepts

• Focused Coding stage 2 – Categories

In this focused coding stage, the initial codes were organised into concepts, which then

informed the creation of refined categories. The analysis initially centred on data from 3

participants, ensuring a rigorous approach to concept and category development. The adapted

Unlu-Qureshi instrument (2020) helped ensure the final theoretical framework is extremely

well-grounded in, and meticulously developed from data.

6.6.1. Focused Coding Procedure and Analysis

The second stage of the Unlu-Qureshi instrument (2020) involved grouping similar codes into

broader concepts through constant comparison until saturation was achieved. This process,

supported by the comparison of memos and reflective vignettes, effectively organised the 125

initial gerund codes into concepts. Figure 6.2. illustrates the focused coding process of this

research study.

199

Figure 6.2. Focused Coding Procedure in eEE in ECE study

Source: Authors own

As focused coding directs the development of emerging theory (Charmaz, 2014), this phase

was meticulously designed using the adapted Unlu-Qureshi Instrument, accompanied by

memoing and reflective vignettes. The stages of developing concepts and categories provided

critical insights into how early childhood educators can foster entrepreneurial thinking in

preschool children.

6.6.2. Developing and Analysing Concepts

The initial stage of the focused coding procedure of this study involved developing concepts

from 125 gerund codes generated during the initial coding process. In CGT, concepts act as

initial building blocks for developing a theoretical framework. These concepts emerge through

a rigorous process of identifying patterns and themes within the data, which are then refined

and integrated into a cohesive theoretical framework (Charmaz, 2014).

This researcher plays an active role in this process, interpreting the data and acknowledging

that both data and analysis are co-constructed through interactions between the researcher and

participants (Charmaz, 2014). Moving beyond surface-level codes, CGT emphasises the

200

importance of developing deeper conceptual understandings that capture the complexities of

social phenomena.

In the context of entrepreneurial education in preschool, this involved identifying the

underlying principles, practices, and interactions that either facilitate or hinder the development

of entrepreneurial skills and mindsets among young learners. By grouping initial codes into

broader concepts, the researcher began to construct a theory that reflects the role of early

childhood educators in fostering entrepreneurial capabilities in young children.

During this phase the concepts were used as focused umbrella terms to organise the data into

manageable portions of information. Table 6.13. illustrates the 26 concepts generated,

highlighting key insights into how early childhood educators facilitate entrepreneurial learning.

These 26 concepts represent a critical step in understanding the role of early childhood

educators in fostering entrepreneurial capabilities. They serve as a scaffold for further analysis,

providing a comprehensive view of the factors influencing the integration of entrepreneurial

education in early childhood settings.

Table

6.13.

Finding

from

Concepts

This

concept

highlights the

importance

supportive

framework

policy

and

governance

level

for

the

effective

integration

entrepreneurial

education

ECE.

suggests

need

for

advocacy

align

professional

standards

with

the

requirements

entrepreneurial

learning.

highlighting

how

systemic

changes

and

professional

recognition

can

facilitate

hinder

the

implementation

EE.

The

emphasis

child

autonomy

and

agency

points

the

recognition

children

active

participants

their

leaming

processes.

This

concept

aligns

with

the

constructivist

approach,

indicating

that

fostering

entrepreneurial

skills

involves

empowering

children

make

choices

and

take

initiative

within

their

leaming

environments.

This

concept

reflects

pedagogical

approach

that

places the

child

the

centre

learning

activities,

tailoring

educational

experiences

their

interests,

abilities,

and

developmental

stages.

suggests

that

for

effective,

must

integrated

into

practices

that

prioritise

the

child's

holistic

development.

Continuous

Professional

Development

(CPD)

Entrepreneurial

Education

highlights

the

need

for

educators

continually

update

their

skills

and

knowledge

EE.

suggests

that

professional

growth

critical

for

the

successful

implementation

entrepreneurial

learning

preschool.

The

focus

curriculum

development

and

educational

reform

indicates

the

necessity

integrating

into

the

curriculum

way

that

reflects

contemporary

educational

goals

and

societal

needs.

This

concept

suggests

move

towards

curricular

innovations

that

incorporate

principles.

This

concept

builds

the

one

specifically

emphasising

the

innovative

integration

into

the

curriculum.

suggests

that

should

not

add-on

but

natural

supportive

approach

early

childhood

education

that

helps

foster

culture

innovation

and

creativity

from

early

age.

The

environment

and

context

ECE

are

important

shaping

the

effectiveness

EE.

This

concept

suggests

that

the

physical,

social,

and

cultural

settings

preschool education

play a

significant

role

the

implementation

and

outcomes

entrepreneurial

learning.

This

concept

addresses

the

importance

evaluating

the

impact

programmes

ECE

settings.

suggests

need

for

systematic

assessment

understand

how

influences

learning

outcomes

and

child

development.

This

concept

focuses

the

roles

and

practices

educators

facilitating

EE,

highlighting

the

pedagogical

strategies

and

educator-child

interactions

that

support

entrepreneurial

learning.

Educator-child

dynamics

are

central

the

effective

implementation

EE,

emphasising

the

relationship

and

interaction

patterns

between

educators

and

children

that foster

entrepreneurial

mindset.

This

concept

reveals the

views

and

beliefs

educators

regarding

ECE,offering

insights

into

their

understanding,

acceptance,

and

implementation

challenges.

This

overarching

concept

encapsulates the

integration

entrepreneurial

learning

principles

within

the

early

childhood

educational

framework,

suggesting

its

potential

enhance

children's

development

and

prepare

them

for

future

challenges.

This

concept

focuses

the

specific

skills,

attitudes,

and

mindsets

that

aims

develop

in preschool

children,

such

creativity,

independence,

risk-taking,

and

problem-solving.

201

The

inclusion

gender

dynamics

and

stereotyping

indicates

awareness

how

societal

and

cultural

norms

influence

the

implementation

and

reception

EE,

particularly

concerning

gender

equity

and

the

encouragement

all

children

engage

entrepreneurial

leaning.

This

concept

explores

the

effects

the

holistic

development

children,

suggesting

that

can

contribute

significantly

cognitive,

social.

and

emotional

growth.

The

focus

inclusivity

and

diversity

highlights

the

importance

ensuring

that

accessible

all

children,

regardless

their

background,

abilities,

circumstances,

promoting

equitable

approach

entrepreneurial

learning.

This

concept

highlights

the

role

innovation

and

creativity

core

components

EE,

suggesting

that

fostering

these

qualities

in early

childhood

can

lay the

foundation

for

lifelong

entrepreneurial

thinking.

The

emphasis

innovative teaching

methodologies

and

strategies

reflects

the

need

for

educators

adopt

novel

approaches

facilitate

EE,

incorporating

active

learning,

problem-based

leaming,

and

other

pedagogies

that

support

entrepreneurial

skills

development.

This

concept

addresses

the

desired

outcomes

EE,

focusing

the

specific

knowledge.

skills,

and

dispositions

children

may

acquire

through

entrepreneurial

learning

experiences.

The

role

parents

and

the

wider

society

supporting

highlighted

this

concept,

suggesting

that

extemal

attitudes

and

involvement

can

significantly

influence

the

success

entrepreneurial

learning

initiatives.

Reiterating

the

need

for

supportive

policies,

this

concept

focuses on

the

advocacy

efforts

required

embed

within

the

ECE

policy

framework,

ensuring

that

recognised

and

prioritised

all

levels

decision-making.

This

concept

examines

the

challenges

faced

educators

implementing

and

their

professional

development

needs,

highlighting

the obstacles

and

opportunities

for

growth

within

this

educational

innovation.

The

focus

professional

identity

and

recognition

underscores

the

impact

educators’

self-perception

and

societal

value,

indicating

that

successful

integration

can

enhance

the

professional

status

ECE

practitioners.

This

concept

emphasises

the

importance

specialised

training

and

qualifications

for

educators

effectively

deliver

EE,

suggesting

need

for

targeted

professional

development

programmes.

exploring

educators’

personal

reflections

and

experiences,

this

concept

provides

valuable

insights

into

the

practical

aspects

implementing

ECE

settings,

including

successes,

challenges,

and

lessons

leamed.

Similar

the

concept

professional

identity

and

recognition,

this

theme

delves

into

how

influences

the

professional

identity

ECE

educators,reflecting

the

integration

entrepreneurial

learning

within

their

pedagogical

practice.

Source:

Authors

own

202

203

The findings from these concepts reveal that entrepreneurial education is already present, albeit

subconsciously, in preschools across Ireland. Educators show a strong interest in expanding

their knowledge of entrepreneurial education, particularly if it benefits children’s learning and

development. The analysis highlights the multifaceted nature of fostering entrepreneurial

education, from policy and curriculum development to educator roles and child-centred

approaches. Each concept contributes to a holistic understanding of how entrepreneurial

education can be effectively integrated into early childhood education.

The findings also emphasise the complexity of implementing entrepreneurial education,

indicating the need for systemic support, professional development, and pedagogical

innovation to nurture entrepreneurial skills from an early age.

6.6.3. Constant Comparison – Concepts and Codes

In the course of developing and refining the core concepts critical to understanding the

integration of entrepreneurial education in early childhood settings, further examination was

conducted. This examination entailed comparisons of emerging concepts themselves and the

relationship between the initial codes and these refined concepts. Table 6.14. illustrates the first

example of constant comparison between codes and concepts.

Table 6.14. Findings of Concepts Process in EE in ECE Study

Example A ‘Promoting Independence (Children)’

Data

Code

Code Description

Concept

‘creating an environment

where the child is able to zip

up their own jacket, to be

able to go to the toilet, daily

skills that create

independence, for example,

for the child to be able to use

a spoon’.

[Participant A]

‘I encourage them.. oh you

can do it yourself’.

[Participant B]

‘I encourage independence,

life skills, self-help skills -

putting on a coat, shoes,

opening their lunch boxes’.

[Participant C]

Promoting

Independence

(Children)

This code refers to the

view of the

participants in terms of

fostering independence

in the child

(1) Child Autonomy

& Agency

(2) Child-Centred

Learning &

Development

(3) EE in ECE

(4) Entrepreneurial

Skills, Attitudes &

Mindset

The

code

‘promoting

independence

(children)’

emerges

key

finding

the

study,

reflecting

strong focus

among

participants

nurturing

children’s

independence

ECE

settings.

This

finding

aligns

closely

with

four

key

concepts

the

research

study:

(1)

Child

Autonomy

Agency

—

illustrating

how

fostering

independence

enhances

child’s

ability

make

choices

and

take

initiative;

(2)

Child-Centred

Learning

Development

—

indicating

that

promoting

independence

fundamental

teaching

practices

that

prioritise

the

needs

and

potential

each

child;

(3)

Entrepreneurial

Education

(EE)

Early

Childhood

Education

(ECE),

where

independence

seen

key

cultivating

entrepreneurial

mindsets

and

abilities

from

young

age;

and

(4)

Entrepreneurial

Skills,

Attitudes

and

Mindset

—

demonstrating

that

independence

contributes

significantly

the

development

skills

and

attitudes

essential

for

entrepreneurial

thinking.

The

findings

highlight the

importance

of independence

nurturing a

leaning

environment

that

supports

autonomy,

entrepreneurial

spirit,

and

holistic

development

children.

This

memo

Table

6.15.

highlights

the

key

finding

‘Promoting

Independence’

Entrepreneurial

Education

(EE)

within

Early

Childhood

Education

(ECE),

emphasising

its

significant

role

shaping

the

foundational

skills

and

mindsets

young

learners.

connects

directly

the

finding

that

independence

may

crucial

developing

entrepreneurial

qualities

from

early

age.

Table

6.15.

Memo

from

Concepts

Process

ECE

study

Example

‘Promoting

Independence

(Children)’

Memo:

Significance

‘Promoting

Independence

(Children)’

ECE

Considering

the

code

‘Promoting

Independence’

within

the

context

ECE

highlights

how

shapes

learning

and

development

from

young

age.

Independence

appears

central

ECE

has

the

potential

develop

entrepreneurial

mindsets

and

capabilities.

Through

educators’

practices

that

encourage

autonomy

and

self-directed

learning,

evident

that

there

alignment

with

child-centred learning

principles

and

the necessity

for

embedding

early

childhood

curricula.

‘Promoting

Independence

(Children)’

emerges

as a

crucial

educational

goal,

advocating

for

its

integration

alongside

other

learning

objectives

foster

future

generation

creative

and

resilient

individuals.

This

memo

acts

call

action

for

educators

and

policymakers

embrace

the

role

independence

creating

innovative,

capable

learners

prepared

for future

challenges.

204

exploring

the

findings,

the

researcher

also

identified

several

other

key

codes:

‘encouraging

teamwork’,

‘encouraging

risk’,

‘enhancing

critical

thinking’,

‘exploring

leadership’,

‘exploring

your

creative

side’,

and

‘solving

problems’

that

aligned

with

the

concepts:

Child

Autonomy

Agency,

Child-Centred

Learning

Development,

Entrepreneurial

Education

(EE)

ECE,

and

Entrepreneurial

Skills,

Attitudes

Mindset.

The

presence

these

codes

across

the

data

set

indicates

interconnected

approach

entrepreneurial

learning

early

childhood

settings.

particular,

the

emphasis

‘promoting

independence’

emerges

significant

theme

highlighting

its

potential

importance

fostering

entrepreneurial

mindset

from

young

age.

These

findings

are

further

discussed

and

supported

the

memo

Table

6.16.

Table

6.16.

Memo:

Interconnectedness

codes

and

concepts

fostering

entrepreneurial

mindsets

ECE

Memo:

Interconnectedness

codes

and

concepts

in fostering

entrepreneurial

mindsets

ECE

This

memo

highlights

the

relationship

between

certain

codes

and

the

core

concepts

Child

Autonomy

Agency,

Child-Centred

Leaming

Development,

ECE,

and

Entrepreneurial

Skills,

Attitudes

Mindset

have been

identified.

Code

such

‘encouraging

teamwork

(children)’,

‘encouraging

risk

(children)’,

‘enhancing

critical

thinking

(children)’,

‘exploring leadership

(children)’,

‘exploring

their

creative side

(children)’,

and

‘solving

problems

(children)’

along

with

‘promoting

independence’,

demonstrate

the

comprehensive

nature

fostering

essential

entrepreneurial

capabilities.

The

connection

between

codes

and

concepts

forms

comprehensive,

yet

rational

framework

that

supports

ECE

suggesting

that

nurturing

entrepreneurial

mindset

involves

holistic

educational

strategy.

This

approach

focuses

developing

autonomous,

creative,

and

confident

young

individuals

capable

teamwork,

leadership,

and

problem-solving.

This

synergy

suggests

that

fostering

entrepreneurial

mindset

in children

not

singular

isolated

activity

but

comprehensive

pedagogical

strategy

that integrates

various

dimensions

learning

and

development.

The

constant

comparison

process

used

this

process

emphasises

the

collective

impact

these

codes

achieving

the

aims

EE,

advocating

for

flexible

and

dynamic

pedagogical

method

that

meets

the

varied

needs

and

potentials

young

children.

underlines

the

potential

need

for

educational

environments

that

support

creativity,

risk-taking.

and

independence,

preparing

children

future

innovators

and

leaders.

This

memo

reflects

the

multifaceted

task

developing

entrepreneurial

skills

early

childhood,

urging

continued

exploration

these

connections

improve

EE’s

effectiveness

and

impact

ECE

settings.

205

206

The code ‘observing play-based learning (children)’ in Table 6.17. captures the educators’

observations of the various ways in which children acquire skills, capabilities, and

competencies through play. This observation is key, as it highlights the natural, child-led

processes of learning and development within early childhood education (ECE) environments.

Table 6.17. Findings of Concepts Process in EE in ECE Study

Example B ‘Observing Play-Based Learning (Children)’

Data

Code

Code Description

Concept

‘either through free

play or group play...

the child decides what

they want to do, if they

want to work with a

friend or they want to

work independently by

themselves’.

[Participant A]

‘they want to tell you,

this is what I done in

school today....I did

the binomial cube by

myself. You can just

see the confidence

oozing from them’.

[Participant B]

‘so in terms of life

skills with toys... the

boys love washing the

dolly and the girls love

washing the

dinosaur.... they

actually don't care

because they just want

to wash things...they

actually learn exactly

the same way’.

[Participant C]

'Observing Play-based

Learning (Children)’

This code refers to the

skills, capabilities, and

competencies the

educators observe the

children learning and

developing through

play

(1) ECE Environment

and Context

(2) Innovation and

Creativity in ECE

(3) Innovative

Teaching

Methodologies and

Strategies

(4) Learning

Outcomes and

Educational Impact

As discussed in the memo in Table 6.18., it is further evident through the constant comparison

process, the code ‘observing play-based learning (children)’ connects directly with four

essential concepts in the study: (1) ECE Environment and Context - highlighting how play is

integrated into the early years learning environment; (2) Innovation and Creativity in ECE -

demonstrating play as a source of creation exploration for children; (3) Innovative Teaching

Methodologies

and

Strategies

where

play-based

learning

seen

effective

pedagogical

approach

early

years

education;

and

(4)

Learning

Outcomes

and

Educational

Impact

showing

that

play

influences

key

developmental

areas

such

independence,

problem-solving

and

social

skills.

Table

6.18.

Memo:

Role

observing

play-based

learning

ECE

Memo:

Role

observing

play-based

learning

ECE

The

analysis

‘observing

play-based

learning

(children)’

within

the

context

this

research

reveals

the

impact

play

children's

learning

joumeys.

This

code,

aligned

with

the

concepts

ECE

Environment

and

Context,

Innovation

and

Creativity

ECE,

Innovative

Teaching

Methodologies

and

Strategies,

and

Learning

Outcomes

and

Educational

Impact,

highlights

the

important

value

play

both

natural

and

effective

means

for

children

explore,

learn,

and

develop

essential

skills.

The

educators'

observations,

expressed

participants,

highlight the

diversity

learning

experiences

facilitated

play,

whether

through

individual

exploration

group

collaboration.

These

observations

are

important

understanding

how

play-based

learning

not

only

supports

the

development

specific

skills

and

competencies

but

also

cultivates

environment

for

innovation

and

creativity.

Such

environment

conducive

the

emergence

entrepreneurial

skills,

attitudes,

and

mindsets,

even

from

early

age.

Furthermore,

the

constant

comparison

this

code

with

concepts

reinforces

the

importance

play

achieving

desired

educational

outcomes.

suggests

that

innovative

teaching

methodologies

that

incorporate

play-based

learning

strategies

are

not

merely

supplementary

but

central

the

holistic

development

children

ECE

settings.

This

memo

acts

reflection

the

transformative

potential

play

education

and

the

broader

implications

for

pedagogical

practice,

curriculum

development,

and

educational

policy

support

play-based

learning.

The

memo

highlights

the

importance

play

helping

children

lear

and

develop

early

childhood

education.

illustrates

play’s

significant

impact

children’s

ability

explore,

learn,

and

develop

essential

skills

within

creative

and

innovative

environment.

Moving

the

stage

the

findings,

concepts

will

grouped

into

broader

categories.

The

organisation

concepts

into

categories

helps

see

the

bigger

picture

how

these

concepts

connect

and

impact

early

entrepreneurial

education.

6.6.4.

Developing

Categories

Organising

concepts

into

categories

simplifies

complex

data

and

illustrates

the

interconnectedness

ideas,

providing

insights into

effective

ways

encourage

innovative

and

207

entrepreneurial

thinking

young

learners.

This

categorisation

process

essential

for

advancing

the

research

study

toward

meaningful

theoretical

contributions,

helps

identify

core

patterns

and

themes

entrepreneurial

learning

preschool

environments.

The

iterative

nature

this

approach

ensures

comprehensive

understanding

educators

experiences,

perspectives,

and

ideas.

The

creation

categories

from

the

identified

concepts

allows

for

connections

drawn

between

empirical

evidence

and

theoretical

frameworks

early

childhood

and

entrepreneurial

education.

Table

6.19.

presents

the

final

categories

derived

from

the

focused

coding

process,

based

the coding,

memoing

and

constant

comparison

all

interviews

the

study.

Table

6.19.

Final

Developed

Categories

from

Concepts

Categories

Source:

Authors

own

These

eight

significant

categories,

derived

from

the

detailed

exploration

the

concepts,

are

instrumental

advancing

our

understanding

how

entrepreneurial

learning

unfolds

ECE

settings.

Table

6.20.

pivotal

aligns

these

concepts

with

their

respective

categories,

serving

key

step

toward

developing

comprehensive

theoretical

framework.

208

209

Table 6.20. Final Developed Categories with Corresponding Concepts

Category

Concept

Policy, Advocacy and community

Engagement



Advocacy, Policy, Governance, and Professional

Standards

 Policy and Advocacy for E in ECE

Inclusion, Diversity and Gender

Dynamics



Gender Dynamics and Stereotyping.

 Inclusive Education and Diversity EDI in ECE.

Evaluation and Impact



Educational Impact and Programme Evaluation

 Impact of EE on Child Development

 Learning Outcomes and Educational Impact

Entrepreneurial Education and Skills

Development



Educator Perspectives on EE.

 Entrepreneurial Education in Early Childhood Education.



Entrepreneurial Skills, Attitudes and Mindset

ECE Educator Professional

Development and Identity

 CPD in Entrepreneurial Education.

 Professional Growth and Challenges in ECE.

 Professional Identity and Recognition.

 Professional Qualifications and Training.

 Professional Reflections, Experiences and Insights.

 The Educator and Professional Identity.

Dynamics within ECE



ECE Environment and Context.

 Educator Child Dynamics.

Curriculum and Pedagogical

Innovation



Curriculum Development and Educational Reform

 Curriculum Innovation and EE Integration

 Educational Roles and Practices

 Innovation and Creativity in ECE.

 Innovative Teaching Methodologies and Strategies

Child Development and Agency

 Child Autonomy and Agency

 Child Centred Learning and Development

 Entrepreneurial Skills, Attitudes and Mindset

Source: Authors own

Table 6.20. outlines how the 26 concepts fit into eight key categories, setting a foundation for

understanding how entrepreneurial learning can be integrated into early childhood education.

This structure helps move the research forward. The next stage will explore what these

categories reveal about teaching entrepreneurial skills to young children, highlighting the

practical strategies and their effects. This exploration will illustrate how these educational

approaches can shape innovative and entrepreneurial mindsets in early learners.

6.6.5. Finding from Categories

The 8 categories identified, and their corresponding concepts reveal insights that address the

research question. The following section presents the main findings from these categories, as

detailed in

Section

6.6.4.

focusing

the

key

contributions

they

offer

understanding

entrepreneurial

education

preschool

education.

Category

Policy,

Advocacy,

and

Community

Engagement

Finding

Need

for

Policy

Change

Advocacy:

The

clear

need

for

policies

that

support

entrepreneurial

education

preschools.

one

participant

highlighted,

“there

huge

disparity

between

levels

education....particularly

between

preschool

and

primary

school”,

(Participant

D),

suggesting

that

current

policies

may

not

sufficiently

meet

the

needs

for

entrepreneurial

learning

ECE.

This

highlights

the

importance

mobilising

support

for

policy

changes

that

better

match

the

objectives

entrepreneurial

education.

Finding

Promoting

Community

Engagement:

Active

community

involvement

helps

make

entrepreneurial

learning

work

better

preschool.

one

participant

noted,

“parents,

businesses

and

community....they

need

get

involved”,

(Participant

K),

emphasising

the

need

for

collaborative

efforts

beyond

the

early

years

settings

themselves

to foster

conducive

environment

for

entrepreneurial

learning.

Table

6.21.

reflects

the

findings

this

category.

Table

6.21.

Memo:

Policy,

Advocacy,

and

Community

Engagement

Memo:

Policy,

Advocacy,

and

Community

Engagement

Reflecting

the discussions

around

Policy,

Advocacy,

and

Community

Engagement,

evident

that

supportive

policy

framework

and

strong

community

engagement

are

considered

essential

for

the successful

integration

entrepreneurial

learning in

ECE.

The

observation

that

“there

huge

disparity

between

levels

education”

points

gap

current

educational

policies,

particularly

between

preschool

and

primary

school,

which

advocacy

efforts

aim

address.

Meanwhile,

the

call

for

involvement

from

“parents,

businesses,

and

the

community”

highlights

the

importance

community

partnerships

enriching

the

entrepreneurial

learning experience.

These

insights

emphasise

the

need

for

united

approach

that

includes

policy

reform,

advocacy

and

community

collaboration

help

young

learners

develop

entrepreneurial

spirit

and

mindset.

210

211

• Category 2: Inclusion, Diversity, and Gender Dynamics

Finding 1 - Creating Equitable Opportunities: ensuring every child has equal opportunities for

entrepreneurial learning, regardless of gender is crucial. Educators play a key role in

counteracting traditional stereotypes, promoting a learning environment where gender does not

determine participation. Participant statements such as, “the gender kind of thing doesn't really

play too much of a role”, (Participant C), and “it’s [preschool] very inclusive, with different

genders engaging in play together”, (Participant K), highlight the importance of treating all

children equally and fostering an inclusive setting.

Finding 2 - Diverse Understandings of Inclusion: The research shows varying understandings

of the term inclusion among educators, from recognising its significant value to superficial

acknowledgements. Phrases such as, “inclusion is treating children like individuals...you’ll see

more of their development, you’ll see more of their personality… who they really are”,

(Participant N), and “no child is excluded, or you know seen as different. I just think every

child should be included in everything”, (Participant F), contrast with others who suggest a

more general understanding of the term. This variation highlights the necessity of recognising

and treating each child as an individual to truly achieve inclusion.

Finding 3 - Educator's Role in Challenging Stereotypes: There's a consensus among educators

that a child’s engagement in learning and play is influenced by their personality rather than by

their gender. Statements such as, “there's no difference in the way children play from a gender

perspective - it’s a personality thing”, (Participant G), and, “it's not about their [the child]

gender, it's about their personality”, (Participant Q), illustrate the central role educators have

in designing learning experiences that cater to the unique personalities of children, rather than

adhering to gender norms. Table 6.22. below reflects on the findings of this category.

Table

6.22.

Memo:

Inclusion,

Diversity,

and

Gender

Dynamics

Memo:

Inclusion,

Diversity,

and

Gender

Dynamics

Reflecting

today’s

insights into

EDI

preschool

clear

that

fostering

leaming

environment

where

every

child

valued

equally,

and

stereotypes

are

actively

challenged,

essential.

The

educators’

observations

reveal

shared

belief

prioritising

personality

over

gender

stereotypes,

suggesting

shift

towards

personalised,

inclusive

education.

The

emphasis

comments

“it's

not

about

them

being boys or

girls,

it's

just

their

personality”

(Participant

calls

for

educational

approach

that

adapts

individual

needs

and

characteristics,

moving

beyond

traditional

gender

roles.

This

approach

not

only

makes

learning

inclusive

but

also

ensures

that

educational

experiences

are

engaging

and

reflective

each

child’s

unique

identity.

focusing

creating

learning

environments

that

recognise

and

celebrate

every

child’s

individuality,

educators

can

better

support

the

development

entrepreneurial

skills

way

that

accessible

and

relevant

all,

promoting

culture

equality

and

inclusion

within

the

classroom.

Category

Evaluation

and

Impact

Finding

1 -

Evaluating

Entrepreneurial

Learning:

Understanding

the

impact

entrepreneurial

education

early

childhood

education

(ECE)

requires

developing

comprehensive

evaluation

criteria

that

captures

the

comprehensive

nature

these

learning

outcomes.

The

emphasis

direct

observation

and

intervention

educators

stated

in,

“if

I’m

asking

child

doa

task...I

observe,

watch

them”,

(Participant

F),

highlights

the

need

for

unconventional

assessment

approaches

that

capture

children’s

problem-solving

and

creativity

processes.

Finding

Positive

Developmental

Impacts:

entrepreneurial

learning

contributes

significantly

children's

problem-solvingabilities,

creativity,

and

self-confidence.

This

suggests

that

such

learning

experiences

offer

than

just

academic

benefits;

they

foster

well-rounded

development.

Finding

Need

for

Inclusive

Evaluation:

There

a gap

assessing

and

measuring

aspects

equality,

diversity,

and

inclusion

preschools.

Progress

tracking

and

effective

evaluation

methods

are

essential

for

understanding

the

effects

entrepreneurial

learning

both

educators'

knowledge

and

practices,

and

children's

development.

212

Finding

Transition

Primary

Education:

Educators

express

strong

belief

that

inclusive

and

entrepreneurial

approach

ECE

should

continue

into

primary

education.

They

point out

the

current

lack

support

for

children's

emotional

and

social

development

primary

schools,

seen

quotes

like,

“there

awful

lot

they

could

primary

schools

try

and

support

their

[children’s]

feelings

and

stuff”,

(Participant

R).

Table

6.23.

below

reflects

the

findings

this

category.

Table

6.23.

Memo:

Evaluation

and

Impact

Memo:

Evaluation

and

Impact

Evaluating

the

impact

entrepreneurial

education

in ECE

challenging

given

the

limitations

traditional

educational

assessments.

Approaches

suggested

Participant

who

emphasises

observation

and

problem-solving,

and

Participant

who

calls

for

extended

support

into

primary

education,

emphasise

the

need

for

broader

approach

evaluating

learning

outcomes.

This

goes

beyond

just

academic

skills,

touching

social,

emotional,

and

cognitive

development

areas.

These

reflections

point

towards

significant

positive

effect

entrepreneurial

learning

children,

enhancing

not

only

their

problem-solving

skills

and

creativity

but

also

their

resilience

and

self-

efficacy.

The

challenge

now

lies

devising

assessment

methods

that

can

fully

capture

these

diverse

outcomes.

Insights

from

participants

suggest

move

towards

innovative

and

holistic

evaluation

strategies

that

consider

the

child's

development

its

entirety.

Broadening

evaluation

criteria

can

enable

deeper

understanding

entrepreneurial

education's

contribution

child

development

and

learning,

ensuring

that

such

programmes

not

only

support

educational

experiences

and

growth

but

also

support

lifelong

leaming

and

adaptability

rapidly

changing

world.

Category

Entrepreneurial

Education

and

Skills

Development

Finding

1 -

Expanding

the

Scope

Entrepreneurial

Education:

Entrepreneurial

education

early

childhood

goes

beyond

business-related

skills,

include

critical

thinking,

creativity,

resilience,

and

the

ability

solve

problems

independently.

This

broad

skill

set

crucial

for

fostering

mindset

innovation

and

adaptability

from

young

age.

Participants

observe

this

shift

noting

the

importance

self-assuredness

and

independent

decision-making

signs

developing

confidence

and

leadership

children,

suggesting

these

are

integral

entrepreneurial

learning,

“J

see

the

little,

quieter

ones...they’re

quiet

but

they’re

quite

strong

themselves,

and

they’re

No,

thank

you,

I’m

going

this...

you

know

like,

or I

dont

want

to...”,

(Participant

N).

213

Finding

Development

of Core

Skills:

The

development

soft

skills,

including

confidence,

independence,

problem-solving,

and

teamwork,

are

highlighted

essential

components

entrepreneurial

education.

Participants

observe

sense

self-assuredness,

and

the

ability

assert their

preferences,

“no

thank

you,

don’t

want

that

right

now”

(Participant

J).

Finding

Challenges

Understanding

and

Implementing

EE:

There's

gap

educators'

understanding

and

implementation

entrepreneurial

education,

with

some

not

fully

grasping

its

concept

how

integrate

into

teaching.

Educators

face

challenges

fully

integrating

into

their

pedagogical

practices,

partly

due

a lack

understanding,

but

also

due

lack

training

and

resources.

However,

some

perceptions

such

as,

“I'd

thinking

classroom

where

the

children

would

kind

of be

the

leaders

what

they

learn”,

(Participant

R),

highlight the

potential

shift

educational

approaches

once

the

concept

entrepreneurial

education

fully

grasped.

Table

6.24.

below

reflects

the

findings

this

category.

Table

6.24.

Memo:

Entrepreneurial

Education

and

Skills

Development

Memo:

Entrepreneurial

Education

and

Skills

Development

Reflecting

the findings

and

observations

from

educators

show

growing

recognition

the

value

fostering

entrepreneurial

mindset

through

education,

one

that

includes

but

not

limited

business

acumen.

Skills

such

independence,

creativity,

and

the

ability

engage

thoughtful

problem-solving

and

teamwork

are

frequently

mentioned

outcomes

learning

experiences

participants.

However,

challenges

remain

fully

understanding

and

applying

the

principles

entrepreneurial

education

within

early

childhood

settings.

The

varied

interpretations

and

applications

highlight

the

need

for

clearer

guidance

and

resources

for

educators.

The

insights

shared

educators underline

the

transformative

impact

both

children's

development

and

pedagogical

approaches,

suggesting

shift

towards

child-led,

inquiry-based

learning

processes

that

encourage

experimentation

and

resilience.

Integrating

into

early

childhood

education

presents

both

challenges

and

opportunities.

focusing

the

development

broad

skill

set

that

includes

critical

thinking,

creativity,

and

leadership,

alongside

traditional

academic

skills,

young

learners

can

better

prepared

for

transitions.

Encouraging

confidence,

independence,

and

strong

sense

self

early

learners,

seen

through

the

educators’

narratives,

points

towards a promising

path

for

entrepreneurial

education

shaping

well-rounded,

innovative

individuals.

214

215

• Category 5: ECE Educator Professional Development and Identity

Finding 1 - Essential Professional Development: Educators emphasise the need for targeted

professional development opportunities to prepare educators for incorporating entrepreneurial

education into their teaching. “I’m all for any kind of CPD and anything that we could help

children build on”, (Participant G). These opportunities are key to equipping educators with

the necessary skills to foster an environment that encourages creativity, resilience and problem-

solving in preschool education. Participant D mentions, “we’re starting to get recognised as

educators but we’re definitely not there...I think there’s a missing link between people on the

ground and the government”, highlighting the gap between educator recognition and support

and the need for better alignment between educational policy and ground-level practices.

Finding 2 - Identity Recognition as Educators: The professional identity of early childhood

educators plays a significant role in their teaching approach. Most participants expressed a

strong desire for formal recognition of their expertise and contribution from both the

government and the educational community. Participant G points out that the term,

“educarer”, is patronising, preferring to be acknowledged as an “educator”. Participant D's

statement, “I have a level 8 degree...I am a professional…we are educators”, reflects the need

for acknowledgement of their professional status and contributions.

Finding 3 - Impact of Educator's Personal Perceptions: Educators' personal perceptions and

identities influence their approach to entrepreneurial education. The data shows a range of

educator views on their roles, from seeing themselves as primarily caregivers to identifying as

educators or practitioners. This diversity in self-perception emphasises the importance of

professional development that includes reflective practice and identity work, that will facilitate

a cohesive understanding and approach to entrepreneurial education. Table 6.25. reflects on the

findings of this category.

216

Table 6.25. Memo: ECE Educator Professional Development and Identity

Memo: ECE Educator Professional Development and Identity

The connection between professional development and the successful facilitation of entrepreneurial

learning in early childhood settings is increasingly clear. Educators call for professional growth

opportunities that align with the practical demands of embedding entrepreneurial skills in education,

alongside formal recognition of their roles. The insights from participants highlight a broader need

for policies and programmes that both acknowledge and support educators' vital contributions.

To address these needs, developing comprehensive professional development initiatives focused on

entrepreneurial education is crucial. Such programmes should offer educators the tools and

knowledge to innovate within their teaching practices, enhancing the learning experience for young

learners. In addition, establishing a culture that values and recognises educators' professional

identities can further empower them as key agents of change in early childhood education.

• Category 6: Dynamics within ECE

Finding 1 - Impact of ECE Environment on EE: The internal dynamics within Early Childhood

Education (ECE) settings, including leadership, organisational culture, and resources,

significantly influence the implementation of entrepreneurial learning. Participant R pointedly

notes the challenge of balancing educational goals with operational demands, “I don’t think

profit and childcare you know mix”, highlighting the tension between business objectives and

educational quality.

Finding 2 - Educator-Child Relationships: Positive relationships between educators and

children are essential for fostering an effective entrepreneurial education environment. These

relationships, based on mutual respect and empathy, foster a learning atmosphere conducive to

exploration and innovation. However, Participant E contrasts experiences in different settings,

“In my private setting we do have a very structured environment... whereas when I’m in a

community setting the parents don’t ask much about their children’s development”, indicating

how structural differences can affect educational focus and interactions.

Finding 3 - Variability in Educational Settings: The effectiveness of entrepreneurial education

may vary greatly depending on the structure and management of the ECE setting. Participant

S describes differences in curricular implementation, “Now I’m a Montessori teacher so I work

in a Montessori school so I could follow that curriculum along with Aistear. I guess in the

community place we weren’t doing that”, which shows how educational approaches can differ.

Similarly,

Participant

finds

“challenging

terms

classroom

management”,

community

settings,

comparison

private

settings,

further

highlighting

the

impact

the

environment

educational

delivery.

Table

6.26.

reflects

the

findings

this

category.

Table

6.26.

Memo:

Dynamics

within

ECE

Memo:

Dynamics

within

ECE

The

exploration

dynamics

within

ECE

settings

highlights

the

importance

both

the

physical

and

interpersonal

environments

facilitating

hindering

the

implementation

entrepreneurial

education

(EE).

Participant

and

Participant

reflect

their

experiences

across

different

educational

settings,

becomes

clear

that

the

structure

and

expectations

within

these

environments

can

greatly

influence

how

integrated

and

practiced.

Participant

E’s

remark

the

contrast

parental

engagement

between

private

and

community

settings,

along

with

Participant

S's

insights

into

curricular

differences,

emphasise

the

need

for

adaptive

educational

strategies

that

consider

these

varying

conditions.

Furthermore,

Participant

O's

struggle

with

classroom

management

less

structured

environments

points

the

necessity

for

robust

support

systems

that

can

accommodate

diverse

educational

challenges.

promote

effective EE,

holistic

approach

that

enhances

both

the learning

environment

and

the

educator-child

relationships

crucial.

This

involves

not

only

adapting

physical

spaces

and

resources

encourage

creativity

and

entrepreneurial

activities

but

also

strengthening

the professional

development

educators

build

positive,

empowering

interactions

with

students.

addressing

these

key

aspects,

can

better

equip

ECE

settings

nurture

innovative

thinkers

and

problem-

solvers,

ensuring

that

entrepreneurial

education

transformative

component

early

childhood

learning experiences.

Category

Curriculum

and

Pedagogical

Innovation

Finding

1 -

Enhanced

Learning

through

Play:

The

curriculum

needs

flexible

enough

integrate

entrepreneurial

learning

ways

that

engage

and

are

developmentally

appropriate

for

young

children.

Participant

emphasises

the

natural

learning

style

children,

and

the

effectiveness

play-based

leamming

the

primary

method

through

which

children

explore

and

understand

their

world,

“the

only

way

that

child

can

learn

through

play...their

language

play”.

This

highlights

the

need

for

curriculum

that

supports

playful

and

experiential

learning

means

develop

entrepreneurial

skills.

217

Finding

Importance

Pedagogical

Innovation:

The

study

identifies

innovative

teaching

methodologies

and

strategies

such

project-based

activities,

and

child-led

initiatives

for

nurturing

entrepreneurial

mindset.

These

approaches

are

recognised

for

their

ability

foster

creativity,

resilience

and

problem-solving.

Participant

clarifies

the

supportive

role

existing

frameworks,

“J

think

what

needs

remembered

with

Aistear,

it’s

not

curriculum

itself,

it’s

framework...I’ll

fill

this

framework

with

the

Montessori

curriculum”,

highlighting

its

adaptability

with

variety

curriculum

approaches

and

methodologies.

Finding

Curricular

Constraints

and

Educator

Frustration:

Despite

enthusiasm

for

innovative

educational

approaches,

educators

face

constraints

imposed

traditional,

rigid

educational

frameworks,

standardised

testing,

and

insufficient

resources.

These

challenges

highlight

tension

between

the

desire

innovate

and

the

practical

limitations

within

current

educational

structures.

Participant

F’s

critique

Aistear,

“J

just

think

sometimes

the

words

just

are

meaningless....just

words

paper’,

points

the

frustration

with

rigid

overly

broad

curricular

directives.

Table

6.27.

reflects

the

findings

this

category.

Table

6.27.

Memo:

Curricular

and

Pedagogical

Innovation

Memo:

Curricular

and

Pedagogical

Innovation

The

exploration

curricular

and

pedagogical

innovation

early

childhood

education

settings

highlights

the

transformative

potential

embedding

entrepreneurial

learning

within

these

environments.

The

findings

reveal

critical

need

for curricula

that

support

dynamic

and

experiential

leaming

methods, such

play-based

and

project-based

activities,

which

effectively

foster

entrepreneurial

skills

young

learners.

Educators

Participant

and

Participant

provide

insights

into

the

practical

application

these

methods

within

existing

frameworks

Aistear,

advocating

for

the

use

these

curricula

flexible

guidelines

rather

than

rigid

instructions.

However,

the

frustration

voiced

Participant

regarding

the

inefficacy

broad,

unfocused

curricular

content

highlights

the

need

for

tailored,

specific,

and

practical

frameworks

that

facilitate

real-world

application

and

genuine

learning experiences.

Moving

forward,

crucial

address

these

challenges

developing

and

advocating

for

curricular

reforms

that

prioritise

flexibility,

relevance,

and

the

integration

innovative

teaching

strategies.

This

involves

not

only

rethinking

the

structure

and

content

educational

frameworks

but

also

ensuring

that

educators

are

equipped

with

the

necessary

resources

and

professional

support

implement

these

changes

effectively.

218

219

• Category 8: Child Development and Agency

Finding 1 - Enhanced Development Through Entrepreneurial Learning: Entrepreneurial

learning can significantly enhance children’s cognitive, social, and emotional development. It

empowers children to actively participate and make decisions in learning activities which

contributes to their overall growth. As Participant N explains, recognising children as

individuals allows for a more inclusive environment that facilitates deeper engagement and

development; “if you are able to do that …you’ll see more of their development, you’ll see

more of their personality”. Participant E also supports this stating “we just let them explore

whatever they want to explore”.

Finding 2 - Children's Agency in Learning: Children’s agency is evident in their active

participation and decision-making during entrepreneurial activities. This agency is

fundamental to their learning experience and outcomes, enhancing their confidence and

engagement. Participant P highlights the importance of listening to children and offering them

choices, “they [the children] can voice their opinion all the time and we are listening and

because we are giving them choices throughout the day…they feel confident”.

Finding 3 - Supportive Environments for Agency: The learning environment is crucial in

nurturing children's agency, with security and self-expression playing key roles. Participant O

notes the impact of a secure environment on children’s sense of importance and self-awareness,

“That they feel secure in space as well and know they have their own voice and that they are

important…they learn by where they are in their own little self”. Table 6.28. reflects on the

findings of this category.

Table

6.28.

Memo:

Child

Development

and

Agency

Memo:

Child

Development

and

Agency

The

exploration

child

development

and

agency

within

the

context

entrepreneurial

education

(EE)

Early

Childhood

Education

(ECE)

highlights

the

profound

role

that

autonomy

and

personalised

learning

play

fostering

young

learners’

development.

The

data

demonstrates

how

child-centred approaches,

which

prioritise

the

interests,

choices,

and

active

involvement

children,

significantly

contribute

nurturing

entrepreneurial

skills.

The

feedback

from

educators,

such

Participant

N's

insight

into

individual

treatment

and

Participant

P's

comments

providing

choices,

emphasise

the

effectiveness

strategies

that

empower

children

take

charge

their

learning

experiences.

These

strategies

not

only

support

cognitive

and

skill-

based

development

but

also

enhance

social

and

emotional

competencies,

essential

for

lifelong

learning

and

adaptability.

However,

aligning these

pedagogical

approaches

with

current

educational

frameworks

presents

challenges,

particularly

maintaining

environments

that

fully

support

children’s

agency.

reflected

Participant

O's

observation,

creating

secure

and

empowering

space

vital

for

children

feel

important

and

capable

influencing

their

learning

outcomes.

advance

these

efforts,

crucial

continue

developing

and

implementing

educational

strategies

that

emphasise

child

autonomy

and

agency.

This

involves

fostering

environments

that

encourage

exploration,

respect

children's

voices,

and

recognise

them

capable

learners.

doing

so,

can

ensure

that

ECE

settings

not

only

accommodate

but

actively

promote

the

principles

entrepreneurial

education.

6.6.6.

Conclusion

Focused

Coding

Stage

The

focused

coding

stage

has

provided

detailed

insights

into

how

early

childhood

educators

foster

entrepreneurial

education

preschool

settings.

synthesising

data

from

initial

codes

into

refined

concepts

and

categories,

this

stage

has

illustrated

the

multifaceted

approaches

ECE

educators

can

use

integrate

entrepreneurial

skills

into

early

learning.

These

approaches

range

from

enhancing

policy

and

advocacy

nurturing

child

development

and

agency,

highlighting

the

importance

supportive

environment,

dynamic

educator-child

interactions,

and

innovative

curricular

strategies.

The

findings

demonstrate

that

fostering

entrepreneurial

education

ECE

settings

requires

holistic

approach,

encompassing

tailored

educational

practices,

strategic

interventions,

and

supportive

frameworks.

This

analysis

provides

for

the

development

theoretical

framework

220

221

that outlines effective strategies for embedding entrepreneurial thinking in preschool

education, aiming to equip young learners with the skills necessary to navigate an innovative

future. This directly addresses the study's research question by illustrating how various

teaching methods and learning environments work together to develop entrepreneurial

mindsets in young children. The categories identified will be further explored in the theoretical

coding stage to refine and integrate these insights into a cohesive theoretical framework that

can guide practical implementations and policy formulations in early childhood education.

6.7. Theoretical Coding Phase

The theoretical coding stage continues to build upon the rigorous analysis conducted during

the focused coding stage. This phase is pivotal in refining the concepts and categories

previously identified into a structured theoretical framework. Guided by the research question,

‘How can early childhood educators foster entrepreneurial education in preschool children?’,

this stage aims to combine insights from educational methods, pedagogical innovations, and

learning environments into a cohesive theory. The theoretical codes developed here will

capture the key aspects of entrepreneurial education in early childhood, focusing on practices

and insights that can significantly enhance learning outcomes. This stage ensures that the

emerging theory is deeply grounded in data, providing a robust foundation for practical

applications and policy recommendations in early childhood education.

6.7.1. Theoretical Coding Procedure and Analysis

To construct a grounded theory for fostering entrepreneurial education in preschool children,

the development of theoretical codes stands as a critical phase. This stage builds on the

comprehensive findings from earlier coding processes, transforming raw data into a structured

theoretical framework that reflects the intricacies of early childhood education practices. A

rigorous process integrating constant comparison, the use of memos, vignettes, and a

systematic analysis of emergent categories was utilised to develop theoretical codes. This

process ensures theory that is rooted in the empirical data collected from early childhood

education settings. To advance a theoretical framework grounded in the emergent data the steps

that were taken are illustrated in Figure 6.3.

Figure

6.3.

Theoretical

Coding

Procedure

eEE

ECE

study

Theoretical

Coding

Procedure

for

eEE

ECE

Application

Code

Overview

the

Research

Question

Implications

for

Practice

Empirical

Interplay

Evidence

Categories

Limitations

Methodological

Literature

Link

Source:

Authors

own

The

development

theoretical

codes

foundational

step

creating

practical

framework

that

can

guide

educators

implementing

effective

entrepreneurial

education

strategies.

This

stage

has

established

robust

set

codes

that

not

only

reflect

the

empirical

data

but

also

provide

actionable

insights

that

can be

applied

early

childhood

educational

settings.

The

detailed

theoretical

codes

developed

here

are

instrumental

progressing

towards

comprehensive

understanding

how

entrepreneurial

education

can

effectively

facilitated

preschool

environments.

Subsequent

elements

Figure

6.3.

will

examined

Chapter

6.7.2.

Findings

from

Theoretical

Codes

The

theoretical

coding

stage

identified

five

critical

theoretical

codes

that

are

instrumental

shaping

entrepreneurial

education

early

childhood

settings.

These

codes

encapsulate

core

educational

dynamics

and

offer

extensive

empirical

insights

into

effective

teaching

practices.

The

following

overview

Theoretical

Codes

developed

from

the

findings.

(1)

Interconnected

Development

Interconnected

Development

emerges

central

theoretical

code

that

advocates

for

holistic

approach

teaching

that

integrates

cognitive,

social,

emotional,

and

physical

development,

222

223

recognising that these elements are interdependent and collectively contribute to fostering

entrepreneurial mindsets in children.

Empirical Support: Interviews with educators revealed observations of enhanced problem-

solving abilities and decision-making skills in children who experienced integrated learning

environments. Educators noted significant improvements in children's engagement and

adaptability when learning activities connected to different developmental areas, reinforcing

the value of a holistic educational approach.

(2) Inclusivity and Empowerment

This code represents the focus on ensuring that all children, regardless of their backgrounds or

abilities, have equal opportunities to participate in and benefit from entrepreneurial learning.

This code emphasises the importance of creating learning experiences that respect diversity,

and individuality, and empowers children to take control of their learning processes.

Empirical Support: Data shows that children in inclusive settings where their ideas and choices

were respected demonstrated higher levels of engagement and confidence. Educators reported

that such environments allowed children to express their creativity more freely and take

initiative in activities, leading to observable boosts in self-esteem and motivation.

(3) Collaborative Engagement

Collaborative Engagement highlights the role of teamwork and social interactions in

developing essential entrepreneurial skills. This code points to the effectiveness of

collaborative projects and group problem-solving in cultivating skills like negotiation,

leadership, and collective decision-making.

Empirical Support: Observations from classroom settings indicated that children engaged in

group activities were more likely to exhibit leadership qualities and were better at resolving

conflicts and brainstorming solutions. Feedback from educators suggested that these

collaborative experiences were critical in teaching children how to work together to achieve

common goals, mirroring the collaborative nature of the business world.

224

(4) Transformative Practice

Transformative Practice involves teaching strategies that challenge conventional learning

methods and encourage children to think critically and creatively. This code promotes practices

that provoke significant cognitive and behavioural changes, encouraging children to question

norms and think innovatively.

Empirical Support: Several educators highlighted instances where children exposed to non-

traditional, inquiry-based learning activities displayed remarkable changes in their approach to

challenges. They noted improvements in children’s ability to approach problems from multiple

angles and a willingness to experiment and take risks, traits that are essential for entrepreneurial

success.

(5) Evaluative Insight and Impact

Evaluative Insight and Impact is concerned with the systematic assessment of how

entrepreneurial education strategies are implemented and their effectiveness in achieving

educational outcomes. This code highlights the importance of continuous reflection and

adjustment based on evaluative feedback to optimise educational practices.

Empirical Support: The data revealed that settings where regular assessments of educational

methods were conducted showed a more consistent application of effective teaching strategies.

Educators who used insights from assessments to refine their approaches reported better

student outcomes, particularly in terms of engagement and the practical application of learned

concepts.

These five theoretical codes form the core of the proposed ‘eEE in ECE Model’, depicted in

Figure 6.4. This model represents a sophisticated amalgamation of practices that are

foundational for nurturing entrepreneurial spirit among preschoolers. It is essential to

emphasise the core principle that underpins the theoretical framework is the preschool child,

positioned at the centre of the model. This central positioning reflects the fundamental belief

that children are the primary beneficiaries of educational processes and innovations. In the

context of entrepreneurial education in early childhood settings, focusing on the child ensures

that all pedagogical strategies and curricular developments are tailored to enhance their

developmental journey, align with innate capabilities, and address their unique needs.

Placing

the

child

the

centre

the

framework

acknowledges

their

role

not

just

passive

recipients

knowledge

but

active

participants

their

learning.

This

perspective

crucial

for

fostering

educational

environment

that

encourages

children

explore,

experiment

and

engage

meaningfully

with

their

surroundings.

prioritising

the

child’s

perspective,

this

framework

aims

nurture

holistic

development

integrating

cognitive,

social,

emotional

and

physical

growth

through

entrepreneurial

learning

approach.

This

child-centric

approach

aligns

with

contemporary

educational

philosophies

that

advocate

for

education

systems

designed

adapt

the

individual

rather

than

requiring

the

individual

adapt

the

system.

emphasises

the

importance

understanding

and

supporting

each

child's

personal

learning

path

and

pace,

thereby

ensuring

that

the

educational

intervention

fosters

not

only

academic

skills

but

also

critical

life

skills

such

creativity,

resilience

and

autonomy.

Figure

6.4.

The

eEE

ECE

Model

Proposed

Theoretical

Framework

(eEE

ECE

Model)

for

early entrepreneurial

education

(eEE)

within

the

Irish

preschool

context.

CET

rtad

Belem

Pee

Cea

Skills

Development

crue)

eer

ncng

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Each theoretical code, supported by empirical evidence, highlights distinct yet interconnected

strategies that collectively enhance the entrepreneurial learning environment. This holistic

approach ensures that children not only gain essential skills but also develop the confidence

and creativity needed to navigate future challenges. Each aspect of the framework, each

strategy and each outcome have been developed with the intention of supporting, empowering,

and enhancing the educational experiences of the preschool child. This foundational work

establishes a basis for discussions on the practical applications and broader implications of

these findings in subsequent sections of this study.

6.7.3. Conclusion of Theoretical Coding Phase

The theoretical coding process is a pivotal stage in the research study, utilising a constructivist

grounded theory approach to synthesise and refine the data into a comprehensive theoretical

framework. This methodology has enabled the rigorous examination and understanding of the

various ways early childhood educators can foster entrepreneurial education in preschool

children. Through iterative cycles of coding and analysis, robust theoretical codes have been

developed that accurately capture the dynamic interplay of pedagogical strategies,

environmental influences, and child-centric practices. Transitioning into Chapter 7, these

findings will be discussed in depth and analysed in relation to existing literature. This next

chapter will critically engage with the theoretical framework to evaluate its practical

implications, ensuring that the conclusions of the study are not only theoretically sound but

also practically viable for enhancing entrepreneurial education in early childhood settings.

6.8. Conclusion of Findings

Through the application of Constructivist Grounded Theory (CGT), this research provides a

comprehensive understanding of the subconscious facilitation of entrepreneurial competencies

among preschool children. Key themes such as promoting independence, encouraging

teamwork, and enhancing critical thinking emerged as integral to the educators' practices, often

implemented without deliberate intent. The study highlights the significant impact of educators'

qualifications, continuous professional development, and the adoption of child-centred

curricula like Aistear on the successful integration of entrepreneurial education. The educators'

narratives highlight the importance of fostering autonomy, creativity, and problem-solving

skills, aligning with the broader objectives of preparing children for future challenges.

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Moreover, the use of reflective vignettes and detailed memos enriched the analysis, offering

deeper insights into the lived experiences and pedagogical strategies of early childhood

educators. These tools illustrated the critical role of educator beliefs and practices in shaping a

conducive environment for entrepreneurial learning. In conclusion, the initial coding phase sets

a solid foundation for understanding how early childhood educators can nurture entrepreneurial

thinking in preschool settings. The transition to focused and theoretical coding further refines

these insights, ultimately contributing to a comprehensive theory of entrepreneurial education

in early childhood. This study’s findings emphasise the need for deliberate efforts, enhanced

training, and supportive curricula to intentionally cultivate entrepreneurial competencies from

a young age.

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CHAPTER 7

DISCUSSION OF FINDINGS

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7.1. Introduction

Grounded in the constructivist grounded theory methodology, this discussion synthesises

findings from Chapter 6, including analysis of initial coding and theoretical model

development, to offer insights into the systemic, pedagogical, and individual influences that

shape entrepreneurial learning. By examining the interactions between policy, educational

practice, and community engagement, this discussion does not merely recount the findings but

critically engages with them to propose a cohesive framework for entrepreneurial education in

early childhood settings, highlighting practical applications, theoretical underpinnings, and

future directions for research and practice.

7.2. Discussion

Initial analysis of findings revealed distinct concepts and categories that critically shaped the

development of theoretical codes. These theories subsequently formed the foundation of a

framework that is aimed at enhancing entrepreneurial learning for preschool children. Key

themes have been identified from the theory and each theme plays an important role in

understanding and facilitating the processes through which young learners acquire

entrepreneurial skills. This framework not only provides a structure for examining the efficacy

of current educational practices but also offers actionable insights for educators, thus laying a

solid foundation for innovative and reflective educational strategies in early childhood

education.

7.2.1. Discussion of Initial Findings

The initial coding process revealed how early childhood educators may unintentionally foster

entrepreneurial skills in preschool settings. These findings, rooted in the principles of the

Aistear curriculum and various educational theories, indicate that everyday interactions and

activities in preschools play a crucial role in shaping entrepreneurial competencies.

Additionally, the unique pedagogical approaches and personal beliefs of educators

significantly influence the development of these skills.

• Theoretical Implications

The initial codes provide a strong foundation for discussing the theoretical roots of early

entrepreneurial education. For example, codes like “Promoting Independence (Children)” and

“Understanding the term ‘entrepreneurial education’ (Educator)” highlight the constructivist

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view that learning is an active, dynamic process shaped through interactions between educators

and children. These codes suggest that entrepreneurial skills such as independence, creativity,

and problem-solving are cultivated in a socially interactive environment. This aligns with the

Vygotskian perspective, which posits that cognitive development is significantly enhanced

through social interaction. Therefore early childhood educators can play a crucial role in

creating environments that encourage entrepreneurial traits, reinforcing the importance of

socially driven learning processes in early education.

• Linking Theory to Practice

Practically, the insights from the codes indicate that everyday interactions and activities in

preschools play a pivotal role in shaping entrepreneurial competencies. For example,

promoting independence and problem-solving through daily tasks and structured play can

establish the foundation for key entrepreneurial skills. This can be theoretically grounded in

experiential learning theory, which suggests that education is most effective when rooted in

direct experience and reflection. These findings highlight the need for early childhood

educators to consciously integrate these elements into their daily routines and pedagogical

strategies to systematically nurture entrepreneurial skills.

• Practical Implications

(1) Integration of Entrepreneurial Concepts

The analysis indicates that entrepreneurial education is not fully recognised or intentionally

integrated within the standard preschool curriculum. To address this, curriculum revisions

could explicitly include entrepreneurial activities, such as problem-solving games, team

projects, and role-play that introduce basic entrepreneurial principles.

(2) Role of Educators

The findings highlight the central role of educators in modelling and facilitating entrepreneurial

skills. To enhance this role, training programmes should be developed to equip educators with

specific strategies for incorporating entrepreneurship education into their daily interactions

with children. This could involve workshops on innovative pedagogical approaches and

adapting current curricula to embed entrepreneurial thinking within the early childhood

education environment.

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(3) Enhancing Pedagogical Approaches

Given the findings’ emphasis on play-based learning and its role in developing entrepreneurial

skills, there is a need for pedagogical strategies that balance structured and unstructured play.

Achieving this balance will maximise the developmental benefits of play while ensuring that

children are introduced to entrepreneurial concepts in an engaging and age-appropriate manner.

• Reflections for Future Practice

Reflecting on the initial findings, there is a clear opportunity to enhance the intentional teaching

of entrepreneurial skills in early childhood settings. Future practice could focus on the

following areas:

(1) Curriculum Development

A systematic approach is needed to incorporate entrepreneurship into the early childhood

curriculum. Embedding specific objectives related to entrepreneurial skills within the Aistear

framework, for example, would ensure these objectives are explicitly recognised and valued.

(2) Professional Development and Continuous Learning

Specialised training modules and ongoing professional development focused on

entrepreneurial education can equip educators with the knowledge and strategies needed to

integrate these concepts effectively into their teaching practices.

(3) Research and Evaluation

Future research could prioritise longitudinal studies to track the efficacy of entrepreneurial

education from preschool onward. Evaluating the impact of targeted entrepreneurial education

initiatives will provide empirical data to support curriculum enhancements and pedagogical

innovations.

(4) Engagement with the Community and Parents

Active engagement with parents and the community is essential for promoting an

understanding of the benefits of entrepreneurial education. This could involve community

workshops, parent-educator meetings focused on entrepreneurial learning outcomes, and the

inclusion of community members in classroom activities to provide real-world insights.

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(5) Policy Advocacy

Advocating for policies that support the integration of entrepreneurial education in early

childhood education is crucial. This includes working with educational boards to highlight the

importance of entrepreneurial skills, ensuring that these skills are part of educational standards

and assessments, securing the necessary support and recognition for these initiatives.

• Summary

The analysis of initial findings provides an overview of the potential of entrepreneurial

education in preschool settings. It highlights the need for more deliberate efforts to cultivate

entrepreneurial competencies. By aligning theoretical insights with practical strategies, this

discussion paves the way for a more in-depth analysis of the findings.

7.2.2. Discussion of Concepts

This analysis explores the systemic influences, pedagogical strategies, and educator roles that

shape the educational landscape. By examining factors such as advocacy, policy, curriculum

development, gender dynamics, and the role of educators, the discussion highlights how these

elements collectively impact the implementation of entrepreneurial concepts in preschool

environments. The goal is to uncover the underlying dynamics that could influence the

effectiveness of entrepreneurial education (EE), offering insights into how early childhood

educators can be empowered to foster an entrepreneurial mindset and capabilities among young

learners.

• Systemic Influences on Entrepreneurial Education

(1) Advocacy, Policy, Governance, and Professional Standards for EE in ECE

Supportive policies and governance are critical for integrating entrepreneurial education into

early childhood settings. Effective advocacy plays a key role in shaping policies that promote

innovative educational practices and elevate professional standards aligned with

entrepreneurial education goals. Continuous advocacy is necessary to ensure that educational

systems evolve and adapt to support entrepreneurial education effectively.

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(2) Curriculum Development and Educational Reform & Curriculum, Innovation with EE

Integration

The findings highlight the need for curricular innovations that integrate entrepreneurial

education into early childhood programmes. Advocating for a curriculum that evolves to

reflect contemporary educational goals and societal needs, the emphasis is on embedding

entrepreneurial education naturally into educational content and delivery. This approach

emphasises the importance of flexibility and responsiveness in curriculum design to ensure that

it meets the demands of a dynamic educational landscape.

(3) Gender Dynamics and Stereotyping & Inclusive Education and Diversity (EDI) in ECE

These concepts emphasise the importance of creating an equitable and inclusive educational

environment by exploring the impact of social and cultural factors on learning experiences.

Addressing gender dynamics and stereotyping reveals how societal norms and biases can

influence the implementation of entrepreneurial education. In contrast, inclusive education and

diversity focus on broader changes to inclusivity. The interplay between these concepts

suggests the need to combat gender biases and promote diversity, ensuring that EE is accessible

and equitable for all children.

• Pedagogical Strategies for Fostering EE

(1) Child Autonomy and Agency & Child-Centred Learning and Development

These concepts emphasise the importance of viewing children as active participants in their

learning, again aligning with constructivist pedagogies that can nurture entrepreneurial skills.

Emphasising independence, choice, and agency empowers children to take initiative and make

decisions – key elements of an entrepreneurial mindset. This approach is integral to child-

centred learning, which promotes holistic growth by allowing children to engage deeply with

entrepreneurial principles in a supportive, developmentally appropriate setting.

(2) Innovation and Creativity in ECE & Innovative Teaching Methodologies and Strategies

Focusing on the need for innovation and creativity in the curriculum, these concepts advocate

for adopting novel teaching methods that prioritise holistic development. Tailoring learning

experiences to foster entrepreneurial thinking requires the implementation of innovative

teaching strategies that support the child’s overall growth.

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• Professional Development and Educator Roles

(1) CPD in Entrepreneurial Education & Professional Qualifications and Training

These concepts highlight the importance of equipping educators with the necessary knowledge

and skills through robust professional qualifications and continuous professional development

(CPD). Integrating entrepreneurial education into early childhood programmes delivered by

Higher Education Institutions ensures that educators are prepared from the outset to foster a

culture of innovation and creativity.

(2) Educator Perspectives on EE & Professional Identity and Recognition

Understanding how educators perceive entrepreneurial education and its impact on their

professional identity is crucial. This analysis reveals that effective integration of

entrepreneurial education not only enhances educators’ roles but also elevates their

professional stature and self-perception within the educational community.

• Summary

The analysis of interview data highlights the interconnectedness of key concepts critical to

integrating EE into ECE. Each concept uniquely contributes to understanding how early

childhood educators can support entrepreneurial learning, highlighting the complex

relationships between policy, pedagogy, educator development, and systemic support. This

comprehensive understanding is essential for developing strategies that are effective, inclusive,

and capable of fostering a culture of innovation and child-centred learning, preparing children

for future challenges.

7.2.3. Discussion of Categories

In the effort to effectively integrate entrepreneurial education into early childhood settings,

eight key categories have been identified that collectively shape the framework for fostering

entrepreneurial skills in young learners. These categories, which include policy advocacy,

community engagement, curriculum innovation, and pedagogical strategies, each offer unique

theoretical implications, practical applications, and opportunities for future development. This

section provides a comprehensive analysis of these categories, examining how each contributes

to the preschool context and how they interact to create a supportive environment for

entrepreneurial education.

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• Category 1 - Policy Advocacy and Community Engagement

Theoretical Implications

This category emphasises the significance of supportive policies and governance in embedding

entrepreneurial education (EE) in early childhood settings (ECE). Educational policy theories

(Burch, 2007) and advocacy theory (Gen & Wright, 2013) suggest that effective advocacy can

lead to policy changes, making the educational landscape more conducive to innovative

concepts like EE.

Practical Implications

Effective policy advocacy bridges gaps in educational practices, particularly between

preschool and primary education levels. Engaging community stakeholders, including

businesses and families, enriches the educational experience by providing diverse resources

and perspectives, essential for holistic entrepreneurial education.

Future Directions

Advocating for policy reforms to explicitly include entrepreneurial education in early

childhood curricula, and strengthening community partnerships, will create a supportive

ecosystem for implementing these educational innovations.

• Category 2 - Inclusion, Diversity, and Gender Dynamics

Theoretical Implications

This category aligns with contemporary educational theories that advocate for equity in

education, emphasising the need for inclusive and gender-neutral environments to ensure all

children have equal opportunities to engage in entrepreneurial learning.

Practical Implications

Creating gender-neutral learning spaces and addressing traditional stereotypes are crucial steps

for making entrepreneurial education accessible and relevant to all children.

Future Directions

Enhancing educator training to focus more on inclusion and diversity, and developing curricula

that reflect various cultures and experiences, are vital. Longitudinal studies can assess the

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impact of inclusive curricula on entrepreneurial mindset development, guiding the creation of

best practices for educators.

• Category 3 - Evaluation and Impact

Theoretical Implications

Evaluation assessment theories suggest that evaluating entrepreneurial learning requires

comprehensive methods that capture a broad spectrum of skills and attitudes (Pittaway &

Edwards, 2012; Morselli, 2019).

Practical Implications

Developing innovative assessment tools that go beyond traditional academic measures to

include social, emotional, and cognitive aspects of learning will provide a fuller understanding

of the impact of entrepreneurial education.

Future Directions

Establishing robust frameworks for continuous evaluation and adapting assessment

methodologies to be age appropriate (e.g. observational and portfolio methods) will enhance

the implementation and understanding of entrepreneurial education in early childhood settings.

• Category 4 - Entrepreneurial Education and Skills Development

Theoretical Implications

Kolb’s (1984) experiential learning theory emphasises the importance of active participation

in learning, which is crucial for developing entrepreneurial skills (Kolb, 2014). This theory

supports integrating hands-on activities that foster critical thinking, creativity, and problem-

solving into the ECE curriculum. This is further supported by theories in cognitive and

developmental psychology that emphasise the importance of fostering these skills from an early

age.

Practical Implications

Enhancing curricula to incorporate entrepreneurial skills development into everyday learning

activities and teaching strategies is essential for nurturing an entrepreneurial mindset.

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Future Directions

Targeted professional development programmes and resources to support curriculum

innovation are necessary for effectively implementing entrepreneurial education.

• Category 5 - ECE Educator Professional Development and Identity

Theoretical Implications

The development of educators’ professional identity is key to effectively facilitating

entrepreneurial learning. Professional development theories suggest that educators’ self-

perception significantly influences their teaching style and engagement with educational

innovations (Zaslow et al., 2010).

Practical Implications

Targeted professional development programmes that enhance educators’ understanding and

implementation of entrepreneurial education are necessary to bridge the gap between current

practices and innovative educational demands.

Future Directions

Enhancing the recognition of early childhood educators as professionals and providing

continuous support for professional growth are critical for sustaining innovation in educational

practices.

• Category 6 - Dynamics within ECE

Theoretical Implications

Organisational theories emphasise that the culture within educational settings - including

norms, values, and practices - affects the implementation and success of new educational

initiatives (Bush, 2006). A positive, supportive, and flexible organisational culture is essential

for integrating entrepreneurial education successfully.

Practical Implications

Creating supportive environments that encourage innovative teaching and learning practices is

crucial. Leadership within ECE settings must advocate for and facilitate a culture that embraces

entrepreneurial education.

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Future Directions

Adapting organisational structures to support innovative educational practices and ensuring

resources are aligned with these goals is essential for the successful implementation of

entrepreneurial education.

• Category 7 - Curriculum and Pedagogical Innovation

Theoretical Implications

Constructivist Learning Theory suggests that learners construct knowledge best through active

engagement, supporting the need for curricular and pedagogical innovations that allow children

to explore, experiment, and engage in problem-solving activities.

Practical Implications

Developing flexible curricular frameworks that integrate entrepreneurial education and

adopting innovative teaching methodologies will support the fostering of skills necessary for

future success.

Future Directions

Advocating for educational reforms that support flexibility in curriculum design and fostering

collaboration among educators, parents, policymakers, and the community will enhance the

implementation of entrepreneurial education.

• Category 8 - Child Development and Agency

Theoretical Implications

Fostering autonomy and agency in young learners aligns with developmental theories that

emphasise self-directed learning and the development of personal agency during early

childhood (Mashford et al., 2011).

Practical Implications

Creating learning environments that promote autonomy, respect children's choices, and

encourage active participation will enhance the development of entrepreneurial skills such as

problem-solving, resilience, and creativity.

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Future Directions

Developing educational strategies that support child autonomy and agency and conducting

research to evaluate their impact on child development are essential for understanding and

enhancing the role of entrepreneurial education in early childhood education.

• Summary

The detailed exploration of these categories reveals a dynamic relationship between policy,

practice, and pedagogy all of which collectively address the research question. Each category

not only enhances our understanding of specific aspects of educational innovation but also

contributes to a holistic approach to a child’s learning. Building on this foundation, the next

section will introduce the early Entrepreneurial Education Framework (eEE Framework),

which has emerged from these categorical analyses and subsequent theoretical findings. This

discussion will illustrate how the framework provides a comprehensive roadmap for effectively

fostering entrepreneurial education in preschool settings, while also outlining its implications

for practice and policy in early childhood education.

7.3. The eEE (early Entrepreneurial Education) Framework

The eEE Framework proposed in this study represents a pioneering advancement in

entrepreneurial education, offering a holistic and dynamic approach to embedding

entrepreneurial concepts into early childhood education. This framework aligns with

contemporary educational needs while addressing the gaps in current pedagogical strategies,

providing a fresh perspective on nurturing essential entrepreneurial skills from a young age.

By integrating a multi-dimensional, interconnected approach that emphasises policy advocacy,

curriculum innovation, and inclusive educational practices, the framework aims to cultivate an

entrepreneurial mindset among preschool children.

• Proposed Framework for Early Entrepreneurial Education within the Irish Preschool

Context:

The eEE (early Entrepreneurial Education) framework is built upon five major interlinked

theoretical findings derived from the constructivist grounded theory analysis of the data.

1. Interconnected Development

2. Transformative Practice

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3. Inclusivity and Empowerment

4. Evaluative Insights and Impact,

5. Collaborative Engagement.

These theoretical contributions are closely connected and supported by the eight categories

discussed in section 7.2.3. Each of these five elements will be discussed under the following

areas to highlight the framework’s contribution to the field of early entrepreneurial education:

• Empirical Evidence

• Literature Link

• Methodological Application

• Interplay of Categories

• Application to the Research Question and Implication for Practice

• Limitations

By addressing these areas, the framework provides a comprehensive guide for educators and

policymakers, laying a strong foundation for future research and practical implementation. It

ensures a robust approach to integrating entrepreneurial education in early childhood settings.

In advance of exploring the intricacies of this framework, it is important to acknowledge the

strategic repetition of two foundational categories – ‘Child Development & Agency’ and

‘Entrepreneurial Education and Skills Development’. These categories appear twice within

different theoretical components of the framework, each serving a distinct yet complementary

purpose.

The repeated inclusion of ‘Child Development & Agency’ in both ‘Interconnected

Development’ and ‘Inclusivity and Empowerment’ is deliberate. It highlights the holistic

nature of this framework, emphasising that the developmental needs of preschool children are

both diverse and interconnected. This dual focus ensures that all children, regardless of their

background, have the opportunity to thrive in an environment that nurtures their individuality

while fostering essential life skills.

Similarly, the category ‘Entrepreneurial Education and Skills Development’ is featured in both

‘Interconnected Development’ and ‘Transformative Practice’ to highlight its dual role. In

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‘Interconnected Development’, it is crucial for embedding foundational entrepreneurial skills

within the broader context of children’s daily learning activities, ensuring these skills are not

isolated, but part of a comprehensive developmental journey. In ‘Transformative Practice’, it

aims to reshape traditional learning paradigms, encouraging children to engage with the world

innovatively and creatively, which is essential for fostering an entrepreneurial mindset.

By discussing these two categories across different components of the framework, this thesis

offers a multi-dimensional perspective on early childhood entrepreneurial education. This

approach not only aligns with contemporary educational needs but also addresses gaps in

current pedagogical strategies. The following sections will elaborate on the specific

contributions of these categories within the framework.

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Figure 7.1. The eEE (early Entrepreneurial Education) Framework

Source: Authors own

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(1) Interconnected Development

Interconnected Development emerges as a central theoretical finding, encapsulating a holistic

approach to fostering entrepreneurial learning in preschool children. This theoretical code

emphasises the importance of nurturing cognitive skills such as problem-solving and decision-

making, alongside social, emotional, and physical capabilities that support these cognitive

functions.

• Empirical Evidence

Empirical evidence from educator interviews suggests that when cognitive, emotional, social

and physical development are interconnected, children's propensity for entrepreneurial thinking

is significantly enhanced. This comprehensive developmental framework encourages children

to take initiative, manage risks, and develop the resilience necessary for entrepreneurial

activities, highlighting the broad benefits of entrepreneurial education.

• Literature Link

‘Interconnected Development’ draws significantly from Vygotsky's (1978) sociocultural

theory, which emphasises the role of social interactions in learning (Vygotsky, 1978; Steiner

& Mahn, 1996). This theory supports the notion that early childhood education should

encompass not just cognitive development but also social, emotional, and physical growth,

aligning with holistic education models that advocate for the education of the ‘whole child’

(Slade and Griffith, 2013). Contemporary research on entrepreneurial education further

advocates for a comprehensive model that nurtures varied skills and competencies (Jones &

Iredale, 2010; Jones & English, 2004).

• Methodological Application

Using constructivist grounded theory, this component emerged from iterative cycles of data

coding, constant comparison, memo writing, and integration with emerging categories.

Categories such as ‘Entrepreneurial Education & Skills Development’ and ‘Child Development

& Agency’ were frequently linked to instances of entrepreneurial learning, establishing

‘Interconnected Development’ as a key conceptual pillar.

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• Interplay of Categories

Two categories intersect to promote entrepreneurial learning within this framework:

Entrepreneurial Education & Skills Development - This category embeds entrepreneurial skills

such as creativity, innovation, leadership, and problem-solving within a broader developmental

framework, ensuring these skills are not taught in isolation, but part of daily learning activities,

thereby enhancing their practical relevance. This includes activities that are designed to foster

not only individual competencies but also to promote social interaction and emotional

resilience

Child Development & Agency - This category focuses on cultivating agency in children through

environments that encourage exploration and decision-making, crucial for developing

entrepreneurial skills. By supporting children in becoming agents of their own learning,

educators can further entrepreneurial thinking that is adaptive, innovative, and resilient.

• Application to the Research Question and Implications for Practice

To address the research question: ‘how can early childhood educators can foster entrepreneurial

education?’, one must consider how these categories can be operationalised in an educational

setting. Practically, ‘Interconnected Development’ implies a shift in educational strategies.

Educators are encouraged to design interventions that do not isolate entrepreneurial skills

development but rather embed it within the overall learning experiences that cater to all aspects

of child development. Educators can:

o Integrate entrepreneurial concepts into daily activities, making them a natural

part of the learning environment.

o Use pedagogical innovations to create learning experiences that encourage

children to explore, experiment, and engage in creative problem-solving.

o Advocate for educational policies that recognise and support entrepreneurial

learning as a valid and valuable component of early childhood education.

o Be attuned to individual and group dynamics within the classroom to nurture a

culture that values initiative and innovation.

By implementing these strategies, educators can create environments that not only promotes

entrepreneurial skills but also support holistic child.

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• Limitations

‘Interconnected Development’ is not without its challenges, such as the risk of prioritising

specific outcomes over holistic development, as cautioned by Biesta (2013). Additionally, it

necessitates educators to skilfully blend and balance diverse developmental needs, which can

be complex in heterogeneous classroom settings. The capacity to tailor this approach to

individual learners varies and can be constrained by existing educational policies, curricula,

and resources. Children progress at different rates across the developmental domains, making

it challenging to devise learning experiences that are universally engaging and effective (Berk,

2015). This complexity necessitates individualised learning plans, which can be difficult to

manage in larger classroom settings or without adequate support, potentially leading to

disparities in learning outcomes.

(2) Transformative Practice

‘Transformative Practice’ in entrepreneurial learning within ECE focuses on creating

experiences that shift how children think, perceive, and engage with the world. It represents a

shift from traditional rote learning to a dynamic, inquiry-based approach that aligns with the

core of entrepreneurial education - fostering creativity, critical thinking, and the capacity for

innovation.

• Empirical Evidence

Empirical evidence indicates that ‘Transformative Practice’ in ECE significantly enhances

children’s cognitive, emotional, and social development. Educator interviews suggest that

engaging children in dynamic, inquiry-based learning activities promotes deeper cognitive

processing, enabling them to perceive and interact with the world in novel ways. This approach,

fosters creativity, critical thinking, and innovation, marking a departure from traditional

learning methodologies.

• Literature Link

‘Transformative Practice’ is rooted in transformative learning theory and constructivist

principles. Mezirow's theory of transformative learning involves deep, structural shifts in

thought, feelings, and actions (Mezirow, 1991). Piaget’s constructivist theory supports the idea

that children actively construct knowledge through their interactions with their environment,

making hands-on, experiential learning crucial for transformative experiences (Piaget & Cook,

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1952). Zepke (2013) further connects transformative practices with entrepreneurial learning,

emphasising the importance of fostering innovation, risk-taking, and creativity in education.

• Methodological Application

‘Transformative Practice’ emerged through the rigorous methodological application of

constructivist grounded theory. This involved data triangulation, constant comparative

analysis, and iterative coding cycles, highlighting how transformative practices can enhance

entrepreneurial learning experiences in early childhood.

• Interplay of Categories

Two categories significantly contribute to ‘Transformative Practice’:

Curriculum & Pedagogical Innovation - This category encourages the development of a

curriculum that is dynamic and inquiry-based, where children are not merely passive recipients

of information but active participants in their learning journey. Incorporating entrepreneurial

concepts into the curriculum, like problem-solving, creativity, and critical thinking, challenges

children to think differently and question their existing knowledge and assumptions. This not

only stimulates intellectual growth but also fosters an innovative mindset.

Entrepreneurial Education & Skills Development - This category focuses on equipping

children with entrepreneurial skills such as leadership, resilience, and the ability to innovate. It

supports ‘Transformative Practice’ by introducing children to real-world entrepreneurial

scenarios that require innovative thinking and problem-solving, transforming their learning

journey into an exploration of entrepreneurial principles.

• Application to the Research Question and Implications for Practice

Educators can foster entrepreneurial learning through Transformative Practice by:

o Implementing project-based learning where children work on real-world

problems, collaborative tasks that require negotiation and teamwork, or

technology integration that opens up new ways of interacting with information.

o Designing learning experiences that challenge conventional thinking and

encourage children to think outside the box.

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o Introducing entrepreneurial concepts through storytelling, play, and projects

that promote experimentation and reflection.

Adopting these practices cultivates an environment that nurtures critical thinking, creativity,

and resilience.

• Limitations

Transformative practices may require a longitudinal perspective to fully assess their impact.

Challenges include the developmental appropriateness for young learners, who may not yet be

equipped for the complex cognitive, emotional, and social challenges posed by transformative

learning experiences originally theorised by Mezirow (1991). The effectiveness of such

practices heavily relies on educator preparedness and the availability of supportive professional

development, which often falls short, leaving teachers ill-equipped to facilitate deep, reflective

learning experiences (Hoggan, 2016). Additionally, curricular and systemic constraints often

prioritise academic achievements over the introspective outcomes central to transformative

learning, complicating the integration of these practices (Mezirow & Taylor, 2009), hindering

the progression of entrepreneurial learning into primary school. Assessing the intangible nature

of ‘transformative practice’ also presents difficulties in traditional educational frameworks

(Cranton and Taylor, 2012).

(3) Inclusivity and Empowerment

‘Inclusivity and Empowerment’ are essential for laying the foundation for entrepreneurial

learning in ECE by creating learning environments that are accessible and engaging for all

children, regardless of their backgrounds or abilities. Inclusivity recognises the diverse talents

and perspectives that each child brings, which is central to entrepreneurial thinking.

Empowerment involves giving children the voice and autonomy to explore ideas, make

decisions, and take ownership of their learning - key elements in developing an entrepreneurial

attitude.

• Empirical Evidence

Empirical evidence from the educator interviews suggests that inclusive and empowering

practices significantly enhance engagement and participation among students. These practices

promote richer, more diverse interactions that spur creativity, innovation and problem-solving

skills.

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• Literature Link

Embedding inclusivity within educational reforms is not without its challenges (Ainscow et al.,

2006), particularly in balancing policy pressures with a commitment to inclusive practices.

‘Inclusivity and Empowerment’ draw heavily from transformative learning theory and

empowerment theory, advocating for educational experiences that are accessible to all students

and actively engage them in their learning process. Mezirow's (1991) transformative learning

theory supports the idea that effective learning involves profound changes in the ability to think

critically and reflectively. Zimmerman (2000) adds that psychological empowerment,

characterised by increased personal control and a proactive approach to life, is essential for

nurturing such transformative experiences. Additionally Dockett and Perry (2007) emphasise

the importance of supportive transitions in early childhood education, advocating for inclusive

and empowering practices that enable positive educational journeys and lay a foundation for

lifelong learning and innovation.

• Methodological Application

The identification of ‘Inclusivity and Empowerment’ was achieved through a constructivist

grounded theory approach, where data coding, analysis, and synthesis highlighted recurring

themes of diversity and agency. This methodological approach highlights the pervasive

influence of these concepts on educational outcomes, reinforcing the need for their integration

into educational practices.

• Interplay of Categories

Key categories influencing ‘Inclusivity and Empowerment’ in entrepreneurial learning include:

Inclusion, Diversity & Gender Dynamics - This category emphasises the importance of creating

an educational space where all children, regardless of cultural, social, or personal backgrounds,

feel valued and included. By fostering an environment where diversity is celebrated and

leveraged, educators help children to develop a broad perspective and the ability to collaborate

across differences.

Child Development & Agency - Encouraging children's agency is pivotal in empowering

children to take control of their learning, essential for cultivating entrepreneurial attributes.

This category focuses on enhancing children's ability to act as agents in their own education,

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making decisions that affect their learning experiences and outcomes. Children are viewed as

‘subjects in their own right’ (Biesta, 2021, p.2).

• Application to the Research Question and Implications for Practice

Educators can foster entrepreneurial learning by:

o Designing materials and activities that are inclusive and accessible, providing

multiple entry points for engagement.

o Creating a classroom culture that celebrates diversity and leverages it as a

foundation for innovative thinking and problem-solving.

o Encouraging children to lead their learning, set goals, and reflect on their

progress, thereby fostering a sense of ownership and self-efficacy.

These strategies create an inclusive and empowering educational environment where every

child can develop entrepreneurial skills. By recognising and leveraging diverse backgrounds

and abilities, educators can inspire a generation of creative and confident problem-solvers.

• Limitations

Promoting inclusivity and empowerment, while aspirational, faces challenges in practice, such

as diverse learner needs, the potential for unequal participation among children, and the need

for educator training. The wide range of abilities, interests, and cultural backgrounds in a

classroom requires tailored approaches, which may be constrained by factors like that class

size, time, and resources (Ainscow et al., 2006). This complexity necessitates adaptability and

resourcefulness, often beyond the current scope of professional development programmes,

highlighting a gap in educator preparedness for truly inclusive teaching.

Empowerment of young learners, crucial for fostering autonomy and initiative, can also lead

to increased classroom management challenges. As Zimmerman (2000) notes, empowerment

promotes a sense of agency, which can result in a more dynamic and unpredictable classroom

environment. Educators must balance encouraging autonomy with maintaining a structured

learning environment, a task that can be especially challenging with younger children who are

still developing self-regulation skills.

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Systemic barriers that exist within the early education sector and broader societal contexts can

further complicate the implementation of inclusivity and empowerment. Policies and practices

may not align with these ideals, making it difficult for educators to put these principles into

practice (Ainscow et al., 2006). Societal attitudes towards education and entrepreneurship may

also influence the extent to which these approaches are valued and supported, potentially

limiting the resources and recognition for programmes prioritising inclusivity and

empowerment in entrepreneurial learning.

Lastly, assessing inclusivity and empowerment in early educational settings presents

challenges. Traditional educational metrics may not fully capture inclusive practices or learner

empowerment, necessitating the development of alternative assessment methods to reflect the

impact of these approaches on children's learning and development (Dockett & Perry, 2007).

(4) Evaluative Insight and Impact

‘Evaluative Insight and Impact’ refers to the ongoing reflection and assessment of educational

practices, particularly their effectiveness in achieving desired learning outcomes. In fostering

entrepreneurial learning, this element highlights the importance of continuous evaluation to

determine how entrepreneurial concepts can be best integrated into early childhood education

and how they impact children's development.

• Empirical Evidence

Empirical evidence from studies and educator interviews indicate that continuous evaluation

helps identify practices that best support entrepreneurial skills development in young children.

Feedback from these evaluations enables educators to refine their teaching strategies,

enhancing children's engagement and learning progression. The iterative process of assessment

and adjustment ensures that educational practices remain aligned with the goals of fostering

creativity, problem-solving abilities, and innovative thinking. Although development

evaluation is being conducted, incorporating entrepreneurial development into these

evaluations is still in progress, with educators showing support for its inclusion.

• Literature Link

The theoretical foundation for ‘Evaluative Insight and Impact’ is well supported by literature

emphasising the importance of reflective practices and assessment in education. Scriven's

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(1996) distinction between formative and summative evaluation, emphasises the importance of

ongoing feedback mechanisms. Schön's (1983) theory of reflective practice reinforces the value

of educators’ critically reflecting on their teaching methods as essential for effective pedagogy

and professional growth (Visser, 2010). Empirical studies by Black and Wiliam (1998) validate

the impact of formative assessment on learning outcomes, particularly in developing critical

and innovative thinking skills. Guskey (2002) also highlights how evaluative data can influence

educational policy, advocating for informed decisions that promote effective and innovative

teaching strategies.

• Methodological Application

Using a constructivist grounded theory approach, this component was identified and refined

through detailed analysis of codes, concepts, memos, and reflective vignettes from 19 research

participants. The iterative nature of this methodology facilitated the emergence of ‘Evaluative

Insight and Impact’ as a key factor influencing the effectiveness of entrepreneurial education,

demonstrating how structured evaluations can guide and improve educational practices.

• Interplay of Categories

Key categories contributing to ‘Evaluative Insight and Impact’ include:

Evaluation & Impact - This category focuses on systematically assessing the effectiveness of

educational practices, particularly how these practices influence the development of

entrepreneurial skills in young learners. It provides actionable feedback and insights that can

significantly shape educational outcomes.

ECE Educator Professional Development & Identity - This category highlights the importance

of professional growth and development, recognising that educators’ skills and identities are

crucial for effectively implementing entrepreneurial education. Professional development

opportunities that focus on assessment techniques and reflective practices empower educators

to utilise feedback constructively, enhancing their teaching methods and supporting their

professional growth.

• Application to the Research Question and Implications for Practice

Educators can apply these categories to foster entrepreneurial learning by:

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o Implementing assessment strategies to gauge children's engagement with

entrepreneurial activities, their understanding of entrepreneurial concepts, and

the development of related skills.

o Using insights from these evaluations to adjust and refine teaching methods and

curricular content to better meet the needs of learners.

Incorporating these evaluative insights ensures that teaching practices remain responsive and

effective. This ongoing assessment and refinement process creates a dynamic learning

environment that continuously evolves to support the entrepreneurial development of each

child, enhancing both individual and collective educational outcomes.

• Limitations

The limitations for ‘evaluating insight and impact’ in enriching early childhood education and

nurturing entrepreneurial skills range from methodological to practical and systemic issues.

Methodologically, traditional quantitative assessment tools may struggle to capture the full

range of entrepreneurial competencies, such as creativity and resilience, presenting challenges

in measuring educational impacts (Earl, 2003). Practically, the integration of in-depth

evaluative practices into daily educational routines is constrained by time, resources, and

expertise, often limited in educational settings already grappling with extensive curricular

demands (Guskey, 2002).

The variability in educators’ ability to interpret and apply evaluative data further limits the

effectiveness of these insights, highlighting the need for training and support mechanisms to

equip teachers with the necessary analytical and pedagogical skills (Darling-Hammond, 2017).

Systemic and policy-related barriers also play a role, as the emphasis on standardised testing

and quantifiable metrics may marginalise the long-term benefits of entrepreneurial education,

discouraging the adoption of comprehensive evaluative frameworks (Kellaghan &

Stufflebeam, 2003). Additionally, issues of equity and access point to the need for evaluative

practices that reflect and address the diverse needs and experiences of all young learners,

helping to mitigate disparities in educational opportunities and outcomes (Moss, 2007).

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(5) Collaborative Engagement

‘Collaborative Engagement’ emphasises the significance of social interactions and shared

experiences in cultivating an entrepreneurial mindset. This component reflects the belief that

children learn about entrepreneurship not only through individual experiences but also through

interactions with peers, educators, and the community. In collaborative settings, children can

develop key entrepreneurial skills such as negotiation, shared decision-making, and teamwork.

• Empirical Evidence

Educator interviews reveal that children involved in collaborative activities exhibit significant

improvements in social skills, creativity, and problem-solving abilities. These group

interactions and community initiatives teach children to negotiate, make collective decisions,

and work within teams - key entrepreneurial skills.

• Literature Link

Theoretical frameworks supporting ‘Collaborative Engagement’ emphasise the importance of

social interaction in learning. Katz and Chard's (1992) Project Approach advocates for

collaborative group projects to enhance learning, aligning with Vygotsky's (1978) social

constructivism, which posits that learning is a social process. This approach is also supported

by Gillies (2007) who highlights the benefits of cooperative learning strategies in enhancing

communication skills, self-esteem, and appreciation for diverse perspectives - qualities

essential to the entrepreneurial spirit. Bauman and Lucy (2021) further reinforce that

collaborative environments encourage collective exploration and problem-solving, essential

elements in early entrepreneurial education.

• Methodological Application

‘Collaborative Engagement’ was identified through the analysis of educator transcripts using

constructivist grounded theory. This methodology highlighted patterns and themes related to

how social interactions and shared experiences influence learning, demonstrating the

importance of collaborative settings in developing entrepreneurial skills.

• Interplay of Categories

Key categories that support ‘Collaborative Engagement’ include:

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Policy, Advocacy & Community Engagement - Strong community and policy support are

crucial for fostering collaborative environments. Initiatives that encourage community

involvement and collaboration in educational settings provide a solid foundation for children

to engage in entrepreneurial activities with peers and community members.

Dynamics within ECE - This category supports ‘Collaborative Engagement’ by facilitating

environments where social dynamics are conducive to cooperative learning. Effective

management of group dynamics, promotion of inclusive participation, and a classroom culture

that values teamwork are essential components supported by this category.

• Application to the Research Question and Implications for Practice

Educators can foster entrepreneurial learning through collaborative engagement by:

o Designing activities that require children to work in teams, collective problem-

solving, and interaction with community members.

o Creating opportunities for children to present their entrepreneurial ideas to peers

and community stakeholders, encouraging feedback and shared learning.

These strategies help children develop essential teamwork and communication skills,

enhancing their entrepreneurial abilities while strengthening their sense of community and

belonging.

• Limitations

Despite its potential, ‘Collaborative Engagement’ faces several challenges. The variability in

children's social and cognitive development stages can lead to imbalances in group dynamics,

where more advanced children may dominate, leaving others less engaged (Henrich et al.,

2010). Educators’ limited training in managing group dynamics and facilitating inclusive

environments further complicates the effective implementation of collaborative activities

(Gillies et al., 2007). Structural and curricular constraints within early years settings, such as

rigid timetables (e.g. the ECCE timetable of just 3 hours a day) and traditional classroom

layouts, can also restrict opportunities for spontaneous, child-led collaborative engagements

(Marcon, 1999), which are vital for nurturing entrepreneurial thinking and skills.

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Assessing the outcomes of ‘Collaborative Engagement’ presents another challenge, as

traditional assessment methods often focus on evaluating individual achievement rather than

group processes, making it difficult to capture the full extent of the benefits of collaborative

learning (Slavin, 1999). Additionally consistency and continuity in collaborative practices can

be difficult to maintain across different learning experiences and environments, potentially

confusing children and diluting the potential benefits of this approach (Dyson, 2001).

7.4. Conclusion

This research study has culminated in the development of a robust theoretical framework that

deepens our understanding of early childhood education, while offering a novel approach to

fostering entrepreneurial skills in young learners. Through the meticulous analysis of

‘Interconnected Development’, ‘Inclusivity and Empowerment’, ‘Collaborative Engagement’,

‘Transformative Practice’, and ‘Evaluative Insights and Impact’, the framework emerges as a

comprehensive guide for educators and policymakers. It advocates for a holistic, reflective, and

inclusive approach to education, emphasising the importance of nurturing critical, creative, and

collaborative skills from the earliest stages of learning.

Each theoretical code contributes uniquely to a cohesive structure, addressing both

opportunities and inherent limitations. The framework challenges conventional pedagogical

models by promoting a dynamic, integrated approach to education - essential for preparing

future generations to navigate and innovate within an ever-changing global landscape. By

highlighting the pivotal role of evaluative practices, this study reinforces the need for ongoing

assessment and adaptation in educational strategies, ensuring that they remain relevant,

effective, and inclusive.

Looking ahead, this framework serves as a catalyst for continued research, discussion, and

application, driving the evolution of educational practices that are capable of unlocking the

entrepreneurial potential inherent in every young child.

This comprehensive analysis emphasises the complexity and dynamism of integrating

entrepreneurial education into early childhood settings. Through the lens of the constructed

theoretical model and rigorous examination of categorical data, it becomes evident that

fostering an entrepreneurial mindset requires a holistic approach that transcends traditional

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educational methodologies. The findings highlight the critical roles of policy advocacy,

community engagement, and innovative pedagogical strategies in creating environments

conducive to entrepreneurial learning. Moreover, the discussion emphasises the indispensable

role of educators in modelling and facilitating these skills, advocating for professional

development aligned with contemporary educational demands.

Future practice should focus on closing the identified gaps through enhanced policy

frameworks, improved educator training programmes, and robust community partnerships that

collectively support the entrepreneurial spirit in early education. Additionally, ongoing

research is essential to continually refine the integration of entrepreneurial concepts in

preschool curricula, ensuring that they are both effective and inclusive. Ultimately, the goal is

to equip young learners not only with entrepreneurial skills but also with the confidence and

creativity needed to navigate and influence their future worlds. This chapter establishes a

foundational framework - ‘The eEE Framework’ - that stakeholders across educational

domains can utilise to advocate for and implement a more expansive, entrepreneurial approach

to early childhood education.

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CHAPTER 8

CONCLUSION

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8.1. Introduction

This thesis has undertaken an in-depth exploration of how early childhood educators can

effectively foster entrepreneurial education, mindset, and capabilities in preschool children.

Positioned within the broader discourse of entrepreneurial education, this study has navigated

through theoretical underpinnings, empirical investigations, and practical applications,

culminating in the development of a proposed framework for integrating entrepreneurial

education in early childhood settings. The importance of fostering entrepreneurial skills at a

young age is highlighted by the evolving demands of the global economy and the increasing

recognition of entrepreneurial skills as crucial for future success. This concluding chapter

synthesises the key findings of the study, revisits the research question in light of these findings,

and elaborates on the contributions, limitations, and potential future directions stemming from

this research. It aims to integrate the insights gained through this inquiry and reflect on the

implications for educators, policymakers, and the educational community at large, advocating

for a systematic and reflective approach to embedding entrepreneurial thinking and spirit into

early the preschool stage of education.

8.2. Summary and Conclusion of Studies

The research conducted in this thesis highlights the importance and feasibility of integrating

entrepreneurial education into early childhood curricula. Chapters 2, 3 and 4 identify a

substantial gap in current educational practices regarding the intentional integration of

entrepreneurial concepts in early childhood education. These chapters demonstrate the

potential of entrepreneurial education to significantly enhance children's problem-solving

skills, creativity, independence, and other entrepreneurial capabilities from a young age. The

literature review emphasises the necessity of embedding entrepreneurial activities within the

curricula to systematically cultivate these skills, rather than leaving their development to

chance.

Chapter 5 outlines the methodological approach used in this research, guided by the ‘research

onion’ framework. This study operates within an interpretivist paradigm, ensuring that the

research is deeply rooted in understanding the subjective experiences and realities of the

participants. Employing a Constructivist Grounded Theory methodology allowed for the

development of a comprehensive theoretical framework grounded in empirical data. This

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approach was instrumental in uncovering the complexities of early entrepreneurial education,

providing a robust foundation for analysis and framework development.

The empirical research conducted in Chapter 6 offers valuable insights into the practical aspects

of implementing entrepreneurial education in preschool settings. It was found that early

childhood educators play a crucial role in this process, but often lack specific training and

resources to effectively integrate entrepreneurial concepts into their teaching practices. The

study reveals that many educators intuitively promote entrepreneurial skills through play-based

activities, an unconscious effect of early childhood philosophies, curricula and the Irish

national curriculum Aistear. However, a structured or purposeful approach to entrepreneurial

education is largely absent. The findings highlight the importance of daily interactions and

activities in shaping children’s entrepreneurial competencies, suggesting that the deliberate

incorporation of entrepreneurial education could significantly enhance these informal learning

processes. Moreover, the research indicates that children who engage in activities designed to

foster entrepreneurial skills in preschool demonstrate increased independence, problem-

solving abilities, and creativity.

Chapter 7 integrates these findings with theoretical frameworks, emphasising the alignment

between constructivist approaches to learning and entrepreneurial education. The discussion

advocates for a pedagogical strategy that balances both structured and unstructured play to

maximise developmental benefits and entrepreneurial skill acquisition. The discussion also

highlights the pivotal role of educators in modelling entrepreneurial behaviours and creating

an environment conducive to entrepreneurial learning. The synthesis of empirical findings and

literature review leads to the development of a proposed framework for entrepreneurial

education in early childhood settings, emphasising the need for curriculum revisions, educator

training, and policy advocacy to support the systematic integration of entrepreneurship into

early childhood education.

Overall, this study has illustrated the complex interplay between early childhood education

practices and the potential for fostering entrepreneurial skills among preschool children. It has

shown that with intentional and structured educational approaches, coupled with supportive

training and resources for educators, entrepreneurial education can be effectively integrated

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into early childhood curricula, laying a solid foundation for developing the entrepreneurial

capabilities of young learners.

8.3. Proposed Framework for Entrepreneurial Education in Early

Childhood Education

The conceptual framework for early entrepreneurial education (eEE) has evolved significantly

throughout this research, reflecting deeper insights and a more refined understanding of the

interplay between educational practices and entrepreneurial learning in early childhood

settings.

The initial eEE Framework was developed after a comprehensive literature review, which

revealed a significant gap in research and practice concerning entrepreneurial education within

the early childhood education and care (ECEC) sector. This framework was adapted from the

entrepreneurship education model by Jones and Matlay (2011) and incorporated five major

elements, emphasising the central role of the child and the integration of pedagogy, curriculum,

and governmental support. It proposed embedding entrepreneurial education within the holistic

development of children, viewing them as active participants rather than passive learners.

Following the focused and preliminary theoretical coding phase, the conceptual framework

was refined to incorporate insights gained from empirical data. This stage identified five critical

theoretical codes - Interconnected Development, Inclusivity and Empowerment, Collaborative

Engagement, Transformative Practice, and Evaluative Insights and Impact. These codes

emphasised a holistic approach to child development, inclusive and empowering educational

practices, the importance of collaborative and transformative learning experiences, and the

necessity for ongoing evaluation and adjustment of educational strategies. This model

highlighted the interconnected nature of these elements in fostering entrepreneurial skills

among preschool children.

The final conceptual framework, developed after rigorous theoretical coding, further integrates

these insights into a comprehensive and structured approach to entrepreneurial education in

early childhood settings. This framework underlines the importance of a multi-dimensional

approach, incorporating empirical evidence, literature links, methodological applications, and

practical implications for educators. It emphasises policy advocacy, curriculum innovation, and

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inclusive practices to cultivate an entrepreneurial mindset from a young age. Each element -

Interconnected Development, Transformative Practice, Inclusivity and Empowerment,

Evaluative Insights and Impact, and Collaborative Engagement - is linked to specific

pedagogical strategies and supported by detailed categorical analysis, which collectively

contribute to shaping a holistic entrepreneurial education environment.

• Interconnected Development focuses on the holistic development of children, merging

cognitive, social, emotional, and physical growth to comprehensively foster

entrepreneurial skills. This addresses the need for a developmental approach that

enhances all facets of a child's growth, crucial for nurturing entrepreneurial thinking.

• Transformative Practice underlines the shift from traditional teaching and learning

methods to more dynamic, inquiry-based teaching and learning where children engage

in activities that stimulate creative and critical thinking. This practice is essential for

developing the problem-solving skills and adaptability required in today's innovation-

driven world.

• Inclusivity and Empowerment ensures that the entrepreneurial education framework is

accessible and relevant to all children. This component advocates for educational

equity, emphasising that entrepreneurial skills should be developed in every child to

prepare them for diverse future challenges.

• Evaluative Insights and Impact provides a mechanism for ongoing assessment and

refinement of educational strategies, ensuring that they remain effective and relevant.

This continuous evaluation supports educators in adapting their teaching methods to

better meet the learning needs of their students.

• Collaborative Engagement promotes learning through social interaction and

community involvement, which are key to developing negotiation and teamwork skills.

This component highlights the importance of social dynamics in learning, encouraging

children to engage in group activities that foster entrepreneurial competencies.

The eEE Framework addresses the significant gap in early childhood education by

systematising the integration of entrepreneurial skills into daily learning activities. Unlike

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traditional educational models, which often overlook these essential skills, the eEE Framework

ensures that entrepreneurial learning is an integral part of the curriculum from the earliest

stages of education. By offering detailed guidelines and practical steps for educators, the eEE

Framework serves as a roadmap for the conscious integration of entrepreneurial education. It

outlines specific pedagogical strategies and activities that can be implemented to foster an

entrepreneurial mindset, thereby supporting educators in transforming their teaching practices.

Furthermore, the framework supports educational progression by aligning early childhood

education with future educational requirements. By cultivating skills such as creativity,

problem-solving, and independence early on, the eEE Framework ensures that children are

well-prepared to tackle more complex educational challenges as they advance through the

educational system.

In summary, the eEE Framework not only fills a crucial gap in current educational models but

also provides a structured, scalable approach to nurturing essential entrepreneurial skills in

young learners. This strategic integration of entrepreneurial concepts into early childhood

education promises to enhance educational outcomes and equip children with the capabilities

to become entrepreneurial in all facets of life.

8.4. Contributions of this Thesis

8.4.1. Contribution to Theory

This research has made significant theoretical contributions to multiple fields, notably in

entrepreneurship education, early childhood education, and broader education theory. Each of

these contributions enhances our understanding and implementation of educational strategies

that foster entrepreneurial capabilities from an early age.

• Entrepreneurship Education

This study contributes significantly to entrepreneurship education theory by pioneering the

examination of entrepreneurial education in early childhood, an area previously underexplored.

It establishes a foundational framework for understanding and implementing entrepreneurial

education for children as young as three, expanding the scope of when and how entrepreneurial

skills can be nurtured. Building on the advocacy of Lackéus (2015) for fostering interest, joy,

engagement, creativity, and societal value creation through entrepreneurial education, this

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study adapts these concepts to the early childhood context, arguing that these outcomes are not

only achievable but particularly impactful when introduced at an early age. By initiating

entrepreneurial education in early childhood, this research expands the developmental timeline

considered by current entrepreneurship education theories, which predominantly focus on

primary school students and above. Consistent with Penaluna and Penaluna's (2015)

perspective, this thesis demonstrates that entrepreneurial education need not be confined to

specific modules but can be seamlessly integrated into the everyday learning experiences of

young children through a methodological approach. The eEE Framework operationalises this

by embedding experiential learning within the natural play-based activities typical in early

childhood education settings, thereby fostering an entrepreneurial taste and a spirit of enterprise

from a very young age.

This study presents a novel eEE Framework that serves as a comprehensive and practical guide

for integrating entrepreneurial education in early childhood settings. This framework

represents the first systematic effort to offer detailed actionable strategies not only for educators

but also for policymakers, curriculum developers, and community stakeholders, recognising

that the successful implantation of entrepreneurial education requires a supportive ecosystem.

It systematically bridges the theoretical aspects of entrepreneurship education with practical

application, providing a template for replication and adaptation across various educational

contexts. Extending the work of Fayolle & Klandt (2006), who discuss the broad implications

and purposes of entrepreneurship education, this study applies their insights to the earliest

stages of education, advocating for a broad interpretation of entrepreneurship as a valuable

educational approach that supports the comprehensive development of young learners. By

doing so, it challenges traditional educational paradigms and suggests a shift towards more

inclusive, innovative, and value-creating educational practices from the outset of a child’s

educational journey.

Finally, this study lays the groundwork for future research in the field by establishing early

childhood as a viable starting point for entrepreneurial education. This represents a significant

theoretical contribution, opening new avenues for academic inquiry and practical

implementation, encouraging a re-evaluation of how and when entrepreneurial skills are

developed. This shift has the potential to transform the landscape of entrepreneurship

education, making it more inclusive and fundamentally integrated into the structure of early

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education. In summary, this study not only contributes to existing entrepreneurship education

theory by adapting and applying its principles to a younger demographic but also innovates

within the field by proposing early childhood as a critical period for developing entrepreneurial

capacities. This innovative approach enriches the theoretical landscape and sets a precedent for

future explorations into the efficacy and impact of early entrepreneurial education.

• Early Childhood Education Theory

This study also reaffirms and extends the principles found in established early childhood

education curricula such as Montessori, Reggio Emilia, High Scope, Te Whāriki, Steiner

Kindergarten, and the Irish National Curriculum Aistear. These curricula champion a child-led,

child-centred approach, aligning with the foundations of entrepreneurial education that

promote autonomy, discovery, and self-directed learning.

While existing early childhood curricula inherently support developmental capabilities that are

entrepreneurial in nature, this study explicitly identifies and frames these capabilities within

the context of entrepreneurial education. By doing so, it provides a conceptual bridge between

traditional early childhood developmental goals and the specific objectives of fostering

entrepreneurial skills. This study outlines how activities that promote exploration and self-

discovery in early childhood can be systematically recognised and enhanced to explicitly

develop entrepreneurial skills such as independence, risk-taking, creativity, innovation, and

resilience. This approach is supported by the constructivist educational theory, which posits

that children learn best through active engagement and social interaction, key components

emphasised within the proposed eEE Framework.

The eEE Framework advances early childhood education theory by explicitly focusing on

nurturing entrepreneurial capabilities as a distinct educational outcome. It advocates for the

intentional incorporation of entrepreneurial elements into the child-centred pedagogical

practices, already endorsed by the various curricula. It offers educators structured strategies to

enhance the entrepreneurial outcomes of their existing practices, ensuring that these

capabilities are not only fostered incidentally but are a deliberate focus of early childhood

education.

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Furthermore, this study contributes to early childhood education theory by integrating

constructs from entrepreneurial education, such as opportunity recognition and initiative, into

the early childhood narrative. It proposes that these skills can be cultivated through

methodologies and activities typical of early childhood settings, such as play-based learning,

thus enriching the theoretical underpinnings of what constitutes comprehensive early childhood

education. This enhanced theoretical contribution recognises and builds upon the inherently

entrepreneurial nature of established early childhood practices, providing a deeper

understanding that bridges educational theory and entrepreneurship. By explicitly connecting

these dots, the research supports a more holistic approach to developmental education, ensuring

that early childhood settings not only nurture innate entrepreneurial skills but also recognise

and refine them with clear intent and purpose.

• Education Theory

This research enriches general education theory by demonstrating the practical application of

constructivist principles within early childhood settings through entrepreneurial education. It

illustrates how constructivism - not just as a theoretical concept but as a practical educational

approach - can be effectively utilised to engage young learners in activities that foster critical

thinking, creativity, and problem-solving. By integrating these principles with entrepreneurial

education, the study showcases how educators can create a learning environment that is both

child-centred and growth-oriented, facilitating the natural curiosity and innovative capabilities

of young children.

The findings highlight the role of educators not merely as instructors but as facilitators of a

learning environment that encourages students to explore, question, and engage in ways that

are meaningful to them. This approach aligns with progressive educational theories that

advocate for making learning relevant to students’ lives and experiences, thereby increasing

their engagement and the retention of knowledge.

The study emphasises the dynamic role of educators in adapting their teaching strategies to

foster an entrepreneurial spirit within early childhood education. This contribution extends

beyond traditional teaching methodologies to include strategies that promote autonomy and

initiative. Educators are seen as crucial agents who enable and support the developmental

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processes necessary for cultivating entrepreneurial skills, thereby playing a pivotal role in the

educational outcomes of their students.

Furthermore, the study's focus on ‘Evaluative Insights and Impact’ significantly contributes to

educational assessment theories by emphasising the need for ongoing and formative

assessments specifically tailored to entrepreneurial education. This aligns with and contributes

to contemporary educational theories that advocate for dynamic, responsive educational

practices which adapt to the needs of students and the evolving educational landscape. This

research advocates for the integration of assessment tools that are capable of capturing the

complexities of entrepreneurial learning - tools that assess not only cognitive achievements but

also non-cognitive skills such as resilience, creativity, and the ability to navigate uncertainties.

Such assessments are crucial for providing educators with the feedback needed to tailor their

instructional strategies to better support developmental goals.

By emphasising the importance of adaptive learning strategies and the continuous improvement

of educational practices, this study contributes to the broader discourse on educational

adaptability. It calls for educational systems to be flexible and responsive to the needs of

learners, particularly in the fast-evolving context of the 21st century, where skills such as

adaptability and innovation are increasingly critical. This research supports theories advocating

for educational systems that not only respond to the immediate needs of students but also

anticipate future educational requirements and challenges.

In synthesis, this research provides a comprehensive expansion of general education theory by

bridging constructivist educational practices with entrepreneurial learning, emphasising the

transformative role of educators, and enhancing educational assessment strategies. These

contributions collectively foster a more comprehensive understanding of how educational

theories can be applied and adapted to meet the unique needs of early childhood education.

8.4.2. Contribution to Irish Context

This research offers significant contributions to early childhood education in Ireland,

particularly within the framework of the Early Childhood Care and Education (ECCE) scheme.

By focusing on the preschool children within this inclusive, state-sponsored programme, the

study offers insights that are both reflective and prescriptive, aligning with and potentially

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enhancing the implementation of the Aistear curriculum. The findings and implications drawn

from this context provide several key lessons:

1. Integration of Entrepreneurial Education with Aistear Curriculum

The Aistear curriculum emphasises themes like Well-being, Identity and Belonging,

Communicating, and Exploring and Thinking, which naturally align with entrepreneurial

education's focus on creativity, problem-solving, and self-directed learning. This study

illustrates how entrepreneurial concepts can be readily integrated into Aistear’s framework to

foster a broader range of skills and competencies. It demonstrates that entrepreneurial

education does not necessitate a standalone approach but can be incorporated within existing

curricular structures, enhancing the developmental outcomes Aistear aims to achieve.

2. Implications for Inclusive Education Practices

The ECCE scheme in Ireland is designed to be universally accessible to all children within the

specified age range (3 years 8 months to 5 years 6 months), offering a unique opportunity to

implement educational innovations at a national level. The OECD’s 2023 policy brief on

Equity, Diversity and Inclusion in Early Childhood Education and Care builds on the 2020

Starting Strong Teaching and Learning International Survey (OECD, 2020) and suggests that

high-quality early childhood education and care (ECEC) adapted to children’s needs can create

strong opportunities for all children to develop and learn, regardless of socio-economic and

cultural backgrounds. This research highlights the potential for entrepreneurial education to be

included as part of an inclusive educational approach, ensuring that all children have the

opportunity to develop essential skills early in life. This aligns with the principles of equity and

inclusivity that are central to the ECCE scheme and OECD policy.

3. Addressing the Need for Educator Training and Support

A significant finding of this study is the crucial role of educators in effectively delivering

entrepreneurial education. The Irish context, with its structured but flexible curriculum,

highlights the need for targeted professional development that prepares educators to integrate

new teaching methods and content effectively. This research advocates for comprehensive

training programmes that equip educators with the necessary skills and knowledge to foster

entrepreneurial capabilities in young learners, in line with the pedagogical goals of Aistear.

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4. Policy Implications and Support Systems

The findings from this study are particularly relevant for policymakers looking to enhance the

scope and impact of the ECCE scheme. By demonstrating the added value of entrepreneurial

education in early childhood settings, this research supports the case for policy enhancements

that include funding, resources, and guidelines to embed entrepreneurial learning within

preschool education. Such integrations can lead to long-term educational and societal benefits,

aligning with national goals of economic innovation and social development.

5. Lessons on Scalability and Replication

The Irish context provides a model for scalability and replication in other regions and countries

with similar educational structures. The successful integration of entrepreneurial concepts

within the ECCE scheme could serve as a blueprint for other nations seeking to enhance their

early childhood education frameworks. The research offers detailed insights into the processes,

challenges, and outcomes of such integration, presenting valuable lessons on adapting

educational innovations to diverse cultural and systemic contexts.

6. Evaluation and Continuous Improvement

This study contributes to the ongoing dialogue on educational assessment and improvement

within Ireland’s ECCE scheme. It emphasises the importance of evaluative insights and impact

assessment in understanding the effectiveness of integrating entrepreneurial education into

early childhood settings. The findings advocate for developing assessment tools sensitive to

the unique aspects of entrepreneurial learning, ensuring that educational strategies are

continuously refined and aligned with children’s developmental needs.

In summary, this research enriches the Irish educational context by highlighting the

practicalities, benefits, and challenges of introducing entrepreneurial education in early

childhood settings. It provides a comprehensive understanding of how such education can be

embedded within existing curricular frameworks like Aistear, leveraging and enhancing

Ireland’s inclusive educational policies.

8.4.3. Contribution to Empirical Evidence

This study significantly contributes to empirical understanding of how entrepreneurial

education can be practically implemented in early childhood settings within Ireland, with

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particular focus on children enrolled in the ECCE scheme. The findings from Chapter 6 provide

a comprehensive exploration of how entrepreneurial education can be integrated into the

existing Aistear curriculum and other early childhood curricula, identifying both challenges

and opportunities. The key empirical insights include:

1. Practical Application of Entrepreneurial Concepts

The research demonstrates how educators integrate entrepreneurial concepts into daily

activities and interactions with children. Strategies that promote skills like independence,

problem-solving, and creativity – key elements of entrepreneurial thinking – are regularly

employed. However, challenges such as insufficient specific training in entrepreneurial

education and limited resources are highlighted, underlining the need for systemic support.

2. Educators Perspectives on Entrepreneurial Education

The study provides a detailed descriptions of educators’ understanding and implementation of

entrepreneurial education within the Aistear framework. This includes the spontaneous

integration of entrepreneurial skills into play-based learning and routine classroom activities,

which, while not always labelled as ‘entrepreneurial’, embody the essence of fostering such

skills from an early age.

3. Impact on Learning Outcomes

The research provides empirical support for the effectiveness of integrating entrepreneurial

education in early childhood settings. Outcomes include improved problem-solving abilities,

increased creativity, and higher engagement levels among preschool children, demonstrating

the added value of entrepreneurial education from a young age.

4. Innovative Pedagogical Approaches

The study documents innovative teaching methods that effectively develop entrepreneurial

competencies. These approaches include creating a learning environment that promotes

curiosity, autonomy, and the capacity to tackle challenges - all foundational aspects of an

entrepreneurial mindset.

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5. Refinement of Educational Practices

Evidence from the research shows how ongoing reflection and adaptation of teaching practices,

informed by educators’ direct observations and interactions with children, contribute to the

effectiveness of entrepreneurial education. This continuous adaptation is crucial for addressing

the evolving needs of children and the dynamic demands of educational settings.

6. Feedback and Evaluation

The study also explores the role of ongoing feedback and formative assessments in enhancing

the teaching and learning process within entrepreneurial education. By implementing these

assessments, educators can better tailor their approaches to meet the developmental needs of

children, ensuring that the educational content is both age-appropriate and impactful.

• Theoretical and Practical Implications

The empirical evidence gathered in this study supports the theoretical underpinnings discussed

in the literature review, but also provides practical insights that can be applied in similar

educational contexts globally. By demonstrating the effective integration of entrepreneurial

concepts into the Aistear curriculum, other early childhood curricula and everyday classroom

practices, the study offers a model can be adapted and replicated in different countries and

educational systems.

Furthermore, this contribution to empirical evidence emphasises the importance of educator

training and systemic support in expanding the reach and impact of entrepreneurial education

in early childhood. There is a clear need to align educational innovations with national

educational standards and frameworks to ensure coherence and garner support from the broader

educational community. These findings advocate for policy enhancements that include

improved training, resources, and guidelines to embed entrepreneurial learning within

preschool education, potentially leading to significant educational and societal benefits.

In summary, the empirical findings from this research enrich the academic and practical

understanding of how entrepreneurial education can be integrated into early childhood

education. They set a precedent for future research and policy development in this area,

particularly by filling a crucial gap in the existing research on entrepreneurial education for

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very young learners. This study provides a solid foundation for further exploration and

development of this important educational field.

8.4.4. Contribution to Methodology

This study makes substantial methodological contributions to the field of entrepreneurial

education in early childhood, particularly through its innovative approach to research design

and methodology. Several key methodological contributions emerge from the comprehensive

analysis presented in Chapter 5.

1. Adoption of the Constructivist Grounded Theory (CGT)

The study employs Constructivist Grounded Theory (CGT), which is particularly well-suited

for exploring dynamic and context-dependent phenomena like entrepreneurial learning in early

childhood. CGT’s emphasis on the co-construction of knowledge between the researcher and

participants allows for an in-depth examination of educators’ pedagogical practices and beliefs.

This approach acknowledges the subjective experiences of educators and provides a nuanced

understanding of how entrepreneurial education is conceptualised and practiced.

2. Methodological Alignment with Philosophical Underpinnings

The research methodology is carefully aligned with its constructivist and interpretivist

philosophical underpinnings. This alignment ensures that the methods used are appropriate for

capturing the complex, subjective, and contextually influenced nature of teaching and learning

within early childhood settings. By integrating these philosophical approaches, the study offers

a robust framework for understanding how entrepreneurial education can be implemented and

experienced in early childhood environments.

3. Use of the 'Research Onion' Framework

The study's methodological design is structured around the ‘research onion’ framework

(Saunders et al., 2009), which provides a systematic approach to navigating methodological

complexity. This model guides the selection of strategies, techniques, and processes, ensuring

that each methodological choice is justified and coherent. The ‘research onion’ framework

articulates a clear path from philosophical assumptions to practical research applications,

enhancing the study's overall rigour and coherence.

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4. In-Depth Qualitative Analysis

The methodological approach emphasises qualitative analysis, allowing for an in-depth

exploration of the multi-faceted interactions and practices within early childhood education

settings. Detailed data collection through intensive interviews, reflective memos and vignettes,

analysed using CGT principles, facilitates the emergence of a grounded theoretical framework

rooted in empirical data. The iterative coding processes enables a comprehensive

understanding of how entrepreneurial education is conceptualised and practised by educators.

5. Integration of CGT with Educational Research

Integrating CGT with educational research, particularly in the context of entrepreneurial

education for young children, provides a novel methodological pathway that enhances the

depth and quality of qualitative research. This integration helps uncover the tacit knowledge

and implicit practices that are often overlooked in more structured or hypothesis-driven

research approaches.

6. Empirical Grounding of Theoretical Constructs

By employing CGT, the study not only gathers empirical evidence but also contributes to the

theoretical constructs around entrepreneurial education in early childhood. This involves

identifying key themes and patterns that inform the development of ‘The eEE Framework’,

ensuring that the framework is both empirically validated and theoretically robust.

7. Contribution to Qualitative Research in Education

This research advances the broader field of qualitative research in education by demonstrating

how constructivist and interpretative methods can yield significant insights into educational

practices. The detailed, ground-level view provided by CGT enhances understanding of the

pedagogical dynamics and offers methodological lessons on capturing the complexity of

educational interactions.

8. Reflexivity and Adaptation

The study underscores the importance of reflexivity in the research process, where the

researcher’s insights and iterative analysis contribute to a deeper understanding of the subject

matter. Reflexivity is crucial for maintaining the rigour and authenticity of CGT, enhancing

the overall trustworthiness of the research findings.

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9. Enhancing Methodological Discourse

Finally, the study contributes to methodological discourse by providing a detailed justification

and reflection on the choices made throughout the research process. This transparency in

methodological reasoning is vital for the academic community, offering a template for future

studies and promoting a more thoughtful and reflexive approach to research design in

educational research.

In summary, the methodological contributions of this study enrich the field by offering a

detailed design for conducting novel and philosophically aligned research in early childhood

educational settings. These contributions advance the methodological tools available for

studying entrepreneurial education and enhance the understanding of how educational research

can be effectively designed and implemented to explore complex educational interactions.

8.4.5. Contribution to Practice

The research presents significant practical recommendations for educators, curriculum

developers and higher education institutions, underpinned by the findings of this study and the

subsequent development of ‘The eEE Framework’. These recommendations are designed to

facilitate the effective integration of entrepreneurial concepts into everyday teaching practices,

with potential applications both within the Irish context and broader global settings.

• Practical Recommendations for Educators

1. Formal Integration of Entrepreneurial Skills in Daily Activities

While many educators are unconsciously and informally integrating entrepreneurial skills, this

study advocates for a more formal and structured approach. This involve s establishing clearly

defined objectives and outcomes for entrepreneurial skills within daily classroom activities,

ensuring a consistent and comprehensive strategy across educational settings.

2. Expanding Play-Based Learning to Foster Entrepreneurial Traits

Play-based learning should be utilised not only to introduce basic economic concepts but also

to cultivate a broader range of entrepreneurial traits such as independence, resilience, creativity,

problem-solving, and teamwork. This approach should align with the Aistear curriculum’s goal

of supporting children’s holistic development, fostering an entrepreneurial mindset that

contributes to personal, social, and community contexts.

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3. Reflection and Adaptation in Teaching

Educators should continually reflect on and adapt their teaching practices to better support

entrepreneurial skills. This involves observing how children respond to different activities and

modifying approaches to meet their varying needs, ensuring that learning remains engaging

and effective.

• Recommendations for Curriculum Developers

1. Curriculum Integration of Entrepreneurial Education

Curriculum developers should work towards embedding entrepreneurial education more

explicitly within the Aistear curriculum. This could involve specific guidelines and resources

that help educators integrate entrepreneurial skills into the curriculum’s themes of Well-being,

Identity and Belonging, Communicating, and Exploring and Thinking. The curriculum should

highlight how these skills contribute to the broader educational outcomes envisioned by

Aistear.

2. Assessment and Feedback Mechanisms

Develop and implement assessment strategies that can effectively measure the development

and impact of entrepreneurial skills in young learners. These strategies should align with

Aistear’s holistic assessment approach, focusing on children's interests, experiences, and

developmental milestones.

• Recommendations for Higher Education Institutions

1. Incorporation of Entrepreneurial Education in Early Childhood Programmes

Higher Education Institutions (HEIs) in Ireland should integrate modules focused on

entrepreneurial education within early childhood education degree programmes. These

modules should extend beyond the traditional business creation to emphasise fostering an

entrepreneurial mindset and teaching pedagogies that can be applied in early childhood

settings, providing future educators with a strong foundation in their initial training to take an

entrepreneurial approach to their teaching and learning.

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2. Professional Development Programmes

HEIs should offer professional development courses and workshops that equip current and

future educators with the skills to implement entrepreneurial teaching pedagogies effectively.

This training should cover both the theory and practice of fostering entrepreneurial skills in

young children, ensuring educators are well-prepared to integrate these concepts into their

teaching. The Supporting Early Childhood Education and Care Staff in the Beginning of their

Careers Policy brief (OECD, 2024) draws on the TALIS Starting Strong Survey (OECD, 2018)

and supports professional development for novice ECEC educators, ensuring greater skills

development, enhanced quality and professionalism throughout the workforce.

• Global Applications

1. Adaptable Educational Practices for Global Curricula

The practices and frameworks developed through this research should be adaptable to various

educational settings beyond Ireland. Sharing case studies and best practices, and any

modifications to the Aistear framework that include entrepreneurial education, could serve as

a model for other countries to enhance their early childhood education systems.

2. International Collaborations and Research

This research may encourage international collaborations to research and develop best practices

in integrating entrepreneurial education in early childhood settings. Comparative studies

between different educational systems could help refine and adapt approaches based on diverse

cultural and educational contexts.

In summary, this research offers actionable recommendations for educators, curriculum

developers and higher education institutions. While these recommendations are grounded in

the Irish ECCE scheme and Aistear curriculum, they also have the potential for broader

application in diverse international contexts. These contributions to practice aim to prepare

children not only for academic success but also for lifelong learning and adaptability in a

rapidly changing world.

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8.4.6. Contribution to Policy

This study offers significant contributions to policy, particularly within the contexts of Irish

entrepreneurship education and early childhood education policies. By integrating

entrepreneurial education into early childhood curricula, this research aligns with and extends

the objectives of The National Skills Strategy 2025, and other relevant policy frameworks in

Ireland. It also emphasises the professional recognition of early childhood educators and has

broader implications for global policies on entrepreneurship education.

• Contributions to Irish Policy

1. Alignment with The National Skills Strategy

This research aligns with The National Skills Strategy 2025, which emphasises innovation and

skills development from an early age. By advocating for the integration of entrepreneurial

education in preschool, the study supports the strategy’s goals, contributing to Ireland’s

economic and social growth by fostering foundational skills that encourage lifelong

adaptability and creativity (Department of Education and Skills, 2021).

2. Enhancement of Early Childhood Education Policy

The findings advocate for enhancements in early childhood education policy, specifically the

inclusion of structured entrepreneurial education within the Aistear curriculum (NCCA, 2009).

The study highlights the importance of nurturing entrepreneurial competencies from an early

age, promoting a holistic education approach that maximises every child’s potential. This

aligns with policies outlined by Siolta (CECDE, 2006).

3. Professional Recognition of Early Childhood Educators

By highlighting educators’ pivotal role in fostering entrepreneurial skills and capabilities, the

study supports policy discussions aimed at elevating the professional status of early childhood

educators. It advocates for defined career pathways, continuous professional development and

adequate compensation, in line with recent policy initiatives that push for better training and

recognition of early childhood educators (DCEDIY, 2022).

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• Broader Global Policy Contributions

1. Alignment with EU and OECD Policies

The research resonates with the EU's EntreComp framework, which seeks to instil

entrepreneurial skills from an early age. By providing a practical application of this framework,

the study offers a model that other EU countries can emulate, contributing to the broader EU

agenda of fostering entrepreneurial skills as outlined in the ‘Guide to fostering Entrepreneurial

Education’ Report (European Commission, 2021).

2. Global Policy Implications for Early Childhood Entrepreneurship Education

The framework developed in this research can serve as a model for other countries looking to

incorporate entrepreneurship education into early childhood curricula. It aligns with OECD

guidelines which advocate for early childhood education as foundational to lifelong learning.

By demonstrating how entrepreneurial education can be integrated into early education

frameworks, the research supports OECD objectives of enhancing educational outcomes and

supports economic development, as discussed in the OECD ‘Strengthening Early Childhood

Education and Care in Ireland Review’, (OECD, 2021). This framework is particularly relevant

for EU nations and those following OECD educational guidelines, offering a scalable and

adaptable approach to fostering entrepreneurial skills among young learners.

• Policy Recommendations

1. Revise National Educational Curricula

Policymakers should consider revising national educational curricula to explicitly include

entrepreneurial education from the early years, ensuring that these competencies are built

progressively throughout a child’s education.

2. Support Professional Development

Implement policies that fund and support professional development for early childhood

educators in entrepreneurial education, recognising the complexity and importance of their role

in fostering these skills.

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3. Integrate Global Competence Framework

Consider integrating global frameworks like EntreComp into national education systems

starting from early childhood education. This would foster a universally competitive and

innovative mindset among young learners, preparing them for future success across various

life domains. EntreComp principles, such as creativity, problem-solving, critical thinking,

collaboration, and resilience, can significantly benefit preschool children by laying a strong

foundation for their future education, work, and social interactions.

The following are ways in which preschool children can benefit from EntreComp principles.

• Creativity and Innovation - EntreComp emphasises the importance of generating ideas

and being creative. Preschool children can benefit from activities that encourage them

to think outside the box, explore new possibilities, and express their creativity through

play and exploration.

• Problem-Solving Skills - EntreComp focuses on problem-solving as a key competence.

Preschool children can develop problem-solving skills through activities that challenge

them to find solutions, make decisions, and overcome obstacles in a supportive

environment.

• Critical Thinking - EntreComp promotes critical thinking as an essential skill.

Preschool children can benefit from activities that encourage them to analyse

information, ask questions, and make connections, laying the foundation for future

critical thinking abilities.

• Collaboration and Communication - EntreComp highlights the importance of

collaboration and communication. Preschool children can benefit from activities that

promote teamwork, sharing, and effective communication with peers and adults.

• Resilience and Adaptability - EntreComp emphasises the ability to adapt to change and

bounce back from setbacks. Preschool children can benefit from experiences that teach

them resilience, coping strategies, and the importance of perseverance in the face of

challenges.

Conclusion of Contributions

This study has made substantial contributions across various dimensions of educational

research and implementation, particularly in the field of entrepreneurial education in early

childhood settings. By integrating entrepreneurial concepts into early childhood curricula, the

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research extends existing literature and provides a new framework for understanding and

teaching entrepreneurial skills to very young learners. The adoption of Constructivist Grounded

Theory has enriched the methodology, offering a nuanced approach to exploring and

understanding educators’ experiences and interactions. Empirically, the study provides robust

evidence of the practical benefits and challenges of integrating entrepreneurial education into

early childhood, with specific recommendations for practice that support educators and

curriculum developers. In terms of policy, the research aligns with and advances national

strategies and frameworks, advocating for systematic changes that support the development of

entrepreneurial skills from an early age. Overall, this study contributes not only to academic

discourse but also offers practical and policy-oriented solutions that have the potential to

transform early childhood education.

8.5. Limitations of this Research Study

In exploring the integration of entrepreneurial education in early childhood settings within

Ireland, it is essential to recognise the limitations that accompany the methodologies and

contextual factors of this study. These limitations shape the interpretation and applicability of

the findings, and provide a basis for identifying areas where further research could extend

current knowledge. This study employed qualitative methods, specifically in-depth intensive

interviews, within the context of Ireland’s unique Early Childhood Care and Education (ECCE)

scheme and the Aistear curriculum. While these approaches have provided rich, detailed

insights, they come with constraints related to generalisability, cultural specificity, and

methodological focus. Additionally, limitations related to the sample's gender diversity and

ethical constraints on direct observation of children may influence the breadth and depth of the

conclusions. Acknowledging these factors is necessary for a balanced understanding of the

research outcomes and for guiding future inquiries into this evolving field. The following

limitations are recognised:

• Limitations of Using Qualitative Research

Qualitative research offers rich insights but is limited in terms of generalisability and

objectivity. Typically involving smaller, non-random samples, qualitative studies might not

represent broader populations adequately, limiting the ability to generalise findings across

different early childhood education settings or diverse demographic distributions. Additionally,

qualitative research is subject to researcher bias, where the researcher's perspectives and

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interpretations can influence data collection and analysis. This subjectivity can affect the

objectivity and reproducibility of the research, potentially skewing the results based on the

researcher’s viewpoints.

• Limitations of Using a Mono-Method Approach: In-depth Intensive Interviews

Relying solely on in-depth interviews, while providing profound insights into participants’

experiences and perceptions, may not capture broader patterns or behaviours that could be

observed through other methods such as surveys or observational studies. This mono-method

approach limits the breadth of data collected, focusing on depth over breadth. Furthermore, in-

depth interviews depend heavily on the participants’ willingness and ability to express their

thoughts and experiences accurately, which can sometimes result in incomplete or biased data

due to memory lapses, self-censorship, or misinterpretation of questions.

• Limited Gender Diversity in the Sample

The limited gender diversity in the sample, with only one male participant, may restrict the

understanding of male perspectives in a field predominantly occupied by females. This

limitation can affect the comprehensiveness of the study and the general applicability of

findings, particularly to male educators or stakeholders who might have different experiences

or viewpoints in the context of early childhood education.

• Context-Specific to the Irish ECCE Scheme and Aistear Curriculum

The study’s findings are rooted in the specific context of Ireland's specific early childhood

education policies and the Aistear curriculum. This cultural and systemic specificity may limit

the direct applicability of findings to other countries with different educational systems,

policies, or cultural contexts. Moreover, focusing exclusively on the Aistear curriculum might

not provide insights relevant to settings without a national curriculum or those that have

curricula with different focuses and structures.

• Use of Constructivist Grounded Theory

Employing Constructivist Grounded Theory (CGT) in the context of entrepreneurship

education research is both innovative and challenging, especially given the researcher’s novice

status. This approach could impact the depth and accuracy of theory development.

Constructivist grounded theory heavily relies on the interpretation of data, which can vary

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significantly based on the researcher's background and theoretical inclinations, potentially

influencing the study’s neutrality and the validity of emergent theory.

• Lack of Observational Data

The inability to observe educators teaching the children directly, due to the study’s ethical

constraints, significantly limits the capacity to capture non-verbal cues, behaviours, and

interactions that could provide additional insights into how entrepreneurial concepts are

understood and applied by children in real-time. This lack of observational data restricts the

depth of understanding regarding the practical implementation and impact of entrepreneurial

concepts within the learning environment.

While the limitations are acknowledged and appreciated, these limitations have been mitigated

in the following ways:

• Choice of Constructivist Grounded Theory (CGT)

Constructivist Grounded Theory was chosen for its strength in developing a comprehensive

understanding of complex phenomena, particularly in new or underexplored areas. The

iterative nature of CGT, with its continuous comparison and refinement of data, provided a

rigorous framework that enhanced the depth and accuracy of the analysis. This methodological

approach facilitated a flexible yet systematic exploration of how early childhood educators

understand and implement entrepreneurial concepts, ensuring that findings were deeply

grounded in the participants' experiences and perspectives.

• Cultural and Global Relevance of the Aistear Curriculum

While the Aistear curriculum is specific to Ireland, its child-centred principles are universally

applicable, making the study’s insights relevant on a global scale. By comparing approaches

used in other countries, the research demonstrates that similar child-centred, play-based, and

developmentally appropriate practices are increasingly valued worldwide, reinforcing Aistear's

relevance as a model for other nations.

• Representativeness of the ECCE Scheme

The Irish Early Childhood Care and Education (ECCE) scheme’s inclusive design, representing

children of all genders, backgrounds, and socioeconomic statuses, ensures that the study offers

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a comprehensive view of the impact and implementation of entrepreneurial education in

diverse early childhood settings. The scheme's universal nature emphasises the generalisability

of the research within Ireland and offers a framework for other countries considering similar

inclusive educational policies.

• Choice of In-Depth Interviews Over Other Methods

The use of in-depth interviews was driven by the need to capture the passion, dedication,

experiences, and perspectives of early childhood educators, which might not have been

effectively conveyed through surveys or observational methods. Interviews allowed for rich,

detailed narratives that provided deeper insights into the educators’ daily practices and

challenges. The use of CGT further enhanced the rigour and depth of the inquiry by refining

participant samples and interview questions.

• Philosophical Alignment and Research Objectives

The qualitative nature of this study aligned with the researcher’s philosophical approach,

prioritising understanding and interpreting the complex dynamics of educational settings over

quantifying variables. This approach was well-suited to the study’s objectives, which aimed to

explore the novel area of integrating entrepreneurial education into early childhood. Supported

by CGT, the qualitative method uncovered new themes and patterns that quantitative methods

might have overlooked, providing a richer, more comprehensive understanding of the subject

matter.

While recognising the inherent limitations of the research design - the methodologies and

strategies employed in this study were carefully chosen to address these limitations effectively.

This ensured that the research outcomes were both meaningful and robust. The study's

approach not only adheres to rigorous academic standards but also aligns with the practical

realities and complexities of implementing entrepreneurial education in early childhood

environments. This balanced approach provides a solid platform for future research and offers

practical insights that can inform educational practices and policy development.

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8.6. Future Research Directions

As the field of entrepreneurial education in early childhood continues to evolve, several

promising avenues for future research have emerged. These potential studies aims to deepen

our understanding of the implications and effectiveness of introducing entrepreneurial concepts

at an early age and to refine the methods and tools for doing so effectively. The following are

detailed suggestions for future research directions.

• Longitudinal Impact of Early Entrepreneurial Education

A crucial area for future research involves is a longitudinal study that tracks the impact of early

entrepreneurial education on children as they progress into primary education. This study

would explore how early development of skills such as innovativeness, creativity, and other

entrepreneurial traits influence children's learning experiences and outcomes in primary school.

The hypothesis is that the autonomy and individuality fostered through entrepreneurial

education in preschool may sometimes clash with the more standardised systems of teaching

and learning commonly found in primary education. Such a study could provide valuable

insights into how early educational experiences shape cognitive and social development over

time, and how primary education systems might adapt to better support these entrepreneurial

skills.

• Comparative Studies Across Different Educational Systems

Comparative research across different early childhood educational systems could shed light on

the global applicability and adaptability of the eEE Framework proposed in this study. By

examining how different countries or regions integrate entrepreneurial education into their

early childhood curricula, researchers can identify best practices and common challenges.

These studies would highlight cultural and systemic differences, and allow for the development

of a more universally applicable set of guidelines for integrating entrepreneurship into early

childhood education.

• Development of Educator Training Programmes

Another promising direction for future research involves the development and assessment of

specialised training programmes for early childhood educators. These programmes would aim

to equip educators with the skills and knowledge necessary to integrate entrepreneurial

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education into their teaching practices effectively. One potential outcome of such training could

be the awarding of digital badges to educators who demonstrate proficiency in entrepreneurial

education methods. This certification could help standardise and recognise the professional

development efforts of educators in this emerging field.

• Implementation and Evaluation of an Entrepreneurial Toolkit

Building on the idea of educator training, another valuable study could involve the creation and

implementation of a comprehensive toolkit for early childhood educators. This toolkit would

include resources, lesson plans, and pedagogical strategies focused on fostering entrepreneurial

skills in young children. The research would involve not only the toolkit’s development but

also its practical application within preschool classes. A subsequent study could observe and

evaluate the effectiveness of these tools in real-world educational settings. This approach

would provide direct feedback on how such resources impact teaching practices and student

outcomes, offering a practical examination of the proposed educational interventions.

• Postdoctoral Study Focused on Toolkit Application

For a more in-depth exploration, the researcher is keen to undertake a postdoctoral study

focusing on the development, utilisation, and refinement of the entrepreneurial toolkit in

preschool environments. This research could involve detailed case studies, feedback cycles

with educators, and adjustments to the toolkit based on real-world usage and outcomes. Such

a study would contribute to academic knowledge and practical applications, bridging the gap

between theoretical research and tangible educational practice.

Each of these future research directions offers a pathway to deepen our understanding of how

entrepreneurial education can be effectively integrated into early childhood education and how

it impacts children's development. By pursuing these studies, researchers can contribute to

optimising educational practices that foster essential entrepreneurial skills from an early age,

supporting holistic development and preparing children for the challenges and opportunities of

the future.

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8.7. Final Thoughts

This study has highlighted the transformative potential of entrepreneurial education in early

childhood settings. By fostering an entrepreneurial mindset from a young age, educators can

equip children with the skills necessary to navigate and innovate their future educational and

professional journeys. The proposed framework and findings from this study contribute to a

growing body of literature that supports a holistic, integrated approach to education that values

creativity, innovation, and problem-solving skills - skills that are essential for the 21st century.

Recognising the profound receptiveness of young children to entrepreneurial concepts is a

critical first step. At such a tender age, children are uniquely positioned to absorb and adapt to

new ways of thinking and acting. By fostering entrepreneurial capabilities, attitudes, skills,

behaviours, and engagement with entrepreneurial activities from a young age, we lay the

foundation for a future that is both innovative and dynamic.

However, central to the success of this endeavour are the educators - arguably the most pivotal

professionals in our educational system. It is imperative that they are equipped with the

necessary tools and training to effectively embrace and engage in entrepreneurial education.

The potential for transformation is immense if these educators are supported and empowered

to nurture the seeds of entrepreneurship in our youngest learners.

In the words of the late, great, John Lennon - ‘Imagine’. Imagine a world where entrepreneurial

thinking becomes a natural progression of learning, starting from the age of just under three.

What kind of graduates would our schools and universities be turning out? What kind of

productive employees would enter the workforce? What kind of innovative ventures would be

created? And perhaps most importantly, what kind of society would emerge? The possibilities

are as vast as they are inspiring.

By thoughtfully and effectively integrating entrepreneurial education into early childhood

settings, we are not just teaching children to think differently; we are setting the stage for a

future where innovation, creativity, resilience, and adaptability are not just valued traits, but

inherent characteristics of our society. This thesis is not just a call to action - it is a vision for

a future where every child is empowered to think and act entrepreneurially, transforming our

world one idea at a time.

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