At present, there are very few entrepreneurship programs that can be applied from childhood, so that in adulthood most people graduate from school without financial foundations (Kiyosaki, 1997). Among the causes that appear is that because entrepreneurship is an emerging issue, no specific theories have been found for education on the subject, so stimulating the entrepreneurial spirit in the last years of primary education becomes an important pillar for children develop personal skills that will be useful in their adult life (Rodríguez, J., Dalmau, J., Pérez, B., Gargallo, E. and Rodríguez, G. 2014)., university graduates with financial problems for little culture of saving (Kiyosaki,1997) and that children are the ones who need more attention and opportunities in this globalized and increasingly competitive world (Mateus and Galeano, 2015). Among the consequences that derive is that it helps to develop entrepreneurial skills (González and Sánchez, 2013; MICyT-MEyC, 2003), the ability to face risks and independence or autonomy at work. These types of attitudes can be promoted from early teaching and have to overcome the mere absorption of knowledge, being an active learning (CE, 2009). Therefore, social and economic development is promoted at the local and national levels (FESE, 2011).2003), the ability to face risks and independence or autonomy at work. These types of attitudes can be promoted from early teaching and have to overcome the mere absorption of knowledge, being an active learning (CE, 2009). Therefore, social and economic development is promoted at the local and national levels (FESE, 2011).2003), the ability to face risks and independence or autonomy at work. These types of attitudes can be promoted from early teaching and have to overcome the mere absorption of knowledge, being an active learning (CE, 2009). Therefore, social and economic development is promoted at the local and national levels (FESE, 2011).
The objective of this article, which deals with the development of children's entrepreneurial skills from an economic and social perspective, is to justify the importance of entrepreneurial education through the training of basic-level students; Therefore, the key question to answer is: What are the benefits that entrepreneurial education can bring to primary school children?
Before knowing the benefits that entrepreneurial education programs bring to children, it is convenient to define the following concepts for understanding the subject. In the first place, an entrepreneur is a person capable of detecting opportunities and possessing the necessary skills to develop a new business concept; that is, it has the virtue of detecting and managing problems and taking advantage of its capabilities and the resources at its disposal, thanks to its self-confidence (Harper, 1991). Secondly, it is necessary to know the concept of Education which includes a whole range of complementary means by which knowledge, values and specializations are transmitted and behavior patterns are modified. (United Nations, 1968).According to these definitions we can get to talk about Entrepreneurship Education, there is no single or concrete definition, however, the Global Entrepreneurship Monitor defines it as: the discipline that encompasses knowledge and skills "about" or "in order to that "entrepreneurship, in general, is recognized as part of the educational programs corresponding to primary, secondary or tertiary education in the official educational institutions of any country (Condura, A., Levie, J., Kelley, D., Saemundsson, R. and Schott, T., 2010).be recognized as part of the educational programs corresponding to primary, secondary or tertiary education in the official educational institutions of any country (Condura, A., Levie, J., Kelley, D., Saemundsson, R. and Schott, T., 2010).be recognized as part of the educational programs corresponding to primary, secondary or tertiary education in the official educational institutions of any country (Condura, A., Levie, J., Kelley, D., Saemundsson, R. and Schott, T., 2010).
In 2000, the Organization for Economic Cooperation and Development recommended that the countries that comprise it include entrepreneurship programs, which have mostly been promoted at the upper to upper middle level, with a lag in our country in this area (CCE, 2003; CE, 2004: CE, 2006). However, Entrepreneurship Education is beginning to be incorporated at the basic level, since the National Association of Universities and Institutions of Higher Education (ANUIES) and the Fundación
Company Higher Education (FESE), within the framework of the Entrepreneurial Attitude Promotion Program, they are developing the subprogram My First Company: “undertake playing” The research was descriptive and exploratory. 26 students participated, 15 boys and 11 girls in the fifth and sixth grade at the Benito Juárez Rural Primary School located in the town of Edén in the municipality of San Juan Bautista Tuxtepec, Oaxaca. In general terms, the results show that the participants did acquire and apply theoretical knowledge of entrepreneurship since they were able to develop the business plan for their mini-company. (González and Sánchez, 2013; MICyTMEyC, 2003).
My First Company: "start playing" has currently spread to other communities interested in the development of entrepreneurship, having success stories when applying the program, as an example the company "Peques-llaveros" was created, dedicated to the production of key rings for cell phones, keys or USB memories that was formed with the ideas of 6 girls and 4 boys of 10 years who, according to their tastes, decided to create this product. It was directed to the Rural Primary School "Plan de Ayala" in the San Carlos La Roncha community in the southeast of the City of León, Gto. The school was chosen based on the needs observed in its environment and in its facilities (Casillas, 2014). Thanks to this, the children have been able to develop their entrepreneurial skills and have made the decision to do something different,Many of the great entrepreneurs that exist today are what they are because they determined to be, even against family ideals.
How many times have we heard: study, save, buy a house, get married, but is that really what we want? Children receive a cropped image of reality and believe that this is reality. They also acquire attitudes that their elders transmit to them, familiar forms of behavior that they are impregnated with and they see as the only way to do things. This is part of the story that each individual has with him. (Berger and Luckman, 1984). Past generations want to make the painter a mathematician, a vet lawyer and a musician an architect, however, they do not worry about children doing what they really like, but it is a subject already pre-determined by the adult, without taking into account which ones. they are their tastes and what their abilities, without giving the student the option to choose according to their potentials.The term work, for the vast majority of children, is something framed within the negative context, since their parents always arrive tired, with a bad temper after carrying out this activity, which leads to the conclusion that work is a bad thing and that they do not I would like to become adults and have to do it. (Mateus and Galeano, 2015). “If they don't get good grades, they are not going to do well in the real world” are phrases that teachers still repeat today, schools are designed to produce good employees rather than good employers (Kiyosaki, 1997). For the above,You should start by taking into account the attitudes and capacities of children and thus see more benefit in the jobs they do in the future because they would be happy and they could be happy because they develop their capacities and they would not be frustrated people who wanted to do something else in their lives.
Most people don't understand that life is not about how much money you make, but how much money you save (Kiyosaki, 1997). If the child is educated to understand the importance of saving, he could understand that a 10 peso coin when saved and later invested to become 20 or 30 pesos more and thus the child will grow up with the habit to invest in something that he likes, it would be necessary to create awareness of the importance of saving and it is that we always focus on the word “education”, and not on the term “entrepreneurial education” (kiyosaki, 1997).
There are two major approaches to EE: the "utilitarian" approach that conceives EE as the means through which specific training is taught or alluded to to create a new company, so this approach is widely used by institutions or organizations. financial institutions from the private sector and; the “social” approach that assigns to Entrepreneurial Education a broader objective such as the development of personal attributes and a set of general transversal competences that, although they form the basis of the entrepreneurial mentality and behavior, will also be useful to the individual in every aspect and throughout his life (Damián, 2013). It is important to stop seeing entrepreneurship as something purely financial or related to money,The ideas of entrepreneurship can also be directed to the social and humanistic field to undertake and help to undertake, right now many social groups are helping in charitable works, educating those who do not know or bringing food to those who do not have and all these actions are also entrepreneurial.
Among some of the benefits and values that Entrepreneurship Education promotes are personal values such as creativity, autonomy, self-confidence, tenacity, sense of responsibility, ability to take risks and social values such as leadership, team spirit, solidarity. Education and training in entrepreneurship from primary school plays a key role in the development of skills and competencies, since know-how is necessary to stimulate the innovation potential of students and influences the processes of socialization and adaptation to changes of students (Uribe and De Pablo, 2011).
In conclusion, the application of entrepreneurship programs such as Mi Primera Empresa: “undertake playing” (González and Sánchez, 2013; MICyT-MEyC, 2003) at the basic education level is a good proposal to start promoting the entrepreneurial culture in the However, my proposal is that apart from the financial approach, the social approach for the development of personal attributes is integrated (Damián, 2013) because I consider that in our days with the social crisis that we are experiencing, it is important to educate children so that be altruistic and human, values such as those stimulated by entrepreneurship are required to form people with character and with their own criteria to make a more prosperous, capable and above all happier childhood because this word has unfortunately been left in the background.To remedy the needs of current programs, I propose that it be changed according to the needs of the cultural environment in which the program is applied, since each school has different needs and everyone deserves the opportunity to take this type of program to perform as a person and hope to achieve a better future for themselves and their family and by being entrepreneurs, help advance society.
References
- Berger, P. and Luckman, T. (1984). The social construction of reality. Argentina: Amorruto. Casillas, P. (2014). My first company, "start playing". Retrieved from: https://www.uv.mx/redssss/files/2014/03/Mi-Primera-Empresa-Emprender-Jugando.pdfCE. (2004). Help create an entrepreneurial culture. Good practice guide for promoting entrepreneurial attitudes and skills through education. Luxembourg: European Commission / Directorate-General for Enterprise, EC (2006). Entrepreneurship education in Europe: Fostering entrepreneurial mindsets through education and learning. Final proceedings. Norway: European Commission / Ministry of Education and Research-Ministry of Trade and Industry, CE (2009). Entrepreneurship in vocational education and training. Spain: European Commission / Directorate General for Business and Industry, CEE. (2003).Green Book. Entrepreneurship in Europe. Belgium: Commission of the European Communities, Conduras, A., Levie, J., Kelley, D., Saemundsson, R. and Schott, T. (2010). Global entrepreneurship monitor special report: A global perspective on entrepreneurial education and training, Global Entrepreneurship Research Association. Retrieved from: http://ois.sebrae.com.br/wp-content/uploads/2012/12/2010-GEM-Una-perspectiva-global-sobre-la-Educacio%CC%81n-y-Formacio%CC % 81n-emprendedora.pdf Damian, J. (2013). “Systematizing experiences on entrepreneurship education in elementary schools”. Mexican Journal of Educational Research. 18 (56): 159-190. Damian, J. (2015). Can children acquire and apply understanding knowledge? The case of the subprogram, My first company: “Undertaking playing. Nova Scientia, 7 (15), 389-415.FESE.(2011). Educational manual for counselors. My First Company: "start playing". Mexico: Fundación Educación Superior Empresa-ANUIES. Formichella, M. (2004). The concept of entrepreneurship and its relationship with education, employment and local development. Argentina: INTA.González, Esther and Sánchez, Blanca. (2013). “Fostering the entrepreneurial spirit as a transversal educational objective”, a presentation presented at the Congress of the Association for the Differentiation of Organizations (ADIOR), held in Castilla, Spain. Harper, S. The McGraw-Hill guide to starting your own business. United States: McGrawHillKiyosaki, R. (1997). Rich father poor father. Mexico: AguilarMateus, C. and Galeano, P. (2015). Child Entrepreneurship-Business Education Mode in Primary, Secondary and Pre-school. Colombia: Libros Editorial UNIMAR.MICYT-MEYC (2003).The entrepreneurial spirit. Future engine. Teacher's guide. Spain: General Secretariat of Education and Vocational Training, UNITED NATIONS. (1968). Education, human resources and development in Latin America. United States: Ed. PNUD.Rodríguez, J., Dalmau, J., Pérez, B., Gargallo, E. and Rodríguez, G. (2014). Educate to undertake. Didactic guide of entrepreneurial education in primary. Spain: University of La Rioja. Uribe, J. and De Pablo, J. (2011). “Reviewing entrepreneurship”, ICE Economic Bulletin, no. 3021: 53-62.Didactic guide of entrepreneurial education in primary. Spain: University of La Rioja. Uribe, J. and De Pablo, J. (2011). “Reviewing entrepreneurship”, ICE Economic Bulletin, no. 3021: 53-62.Didactic guide of entrepreneurial education in primary. Spain: University of La Rioja. Uribe, J. and De Pablo, J. (2011). “Reviewing entrepreneurship”, ICE Economic Bulletin, no. 3021: 53-62.
