**5. Playful project-based learning as pedagogy for entrepreneurship education**

"Play exemplifies one of the highest forms of experiential learning" [34]. Despite the perceived dichotomy, which often situates play as the "antithesis of work" ([35], p. 53), research on the contributions of play to learning is mounting. Play therefore provides opportunities for a different type of learning than what was traditionally associated with 'schoolwork'. In broadest terms, play can contribute to experiential learning in three ways: (1) by supporting learners to take charge of their own learning, in line with their own standards of learning; (2) both as part of the process of learning (and the experience thereof) and the outcome of the learning; and (3) through repetitious cycles of learning, which contributes to deepening the learning in each cycle [34]. Play has therefore developed from being viewed as a "reward for completing academic work [to] a context in which academic work unfolds" ([35], p. 69). Although play pedagogy is mostly associated with free play, different types of play are used for learning and involves different role-players. Play-based pedagogies expressly include teacher involvement at varying levels [35]. Depending on the extent of the teacher's involvement in play-as-learning, it can become a well-planned, structured learning experience, which contributes to academic learning and skills development [35, 36].

The educational benefits of play are frequently categorized as being either developmental (such as self-regulation, social- and emotional skills development), or academic (such as numeracy and literacy) [35]. However, increasingly, the essential relationship between play as teaching-learning strategy and entrepreneurship education, is being reported [36–39]. Play-based teaching-learning strategies develop entrepreneurial knowledge, as well as several of the skills and entrepreneurial characteristics required of learners to thrive in the 21st century. Some of these include

#### *Critiquing Playful Project-Based Learning as Pedagogy for Entrepreneurship Education DOI: http://dx.doi.org/10.5772/intechopen.100509*

problem-solving strategies, imagination, language- or communication skills, cooperation - or teamwork skills, money- or financial management, taking calculated risks, and being future-orientated [36–40]. To enable this education, problem- and project-based learning is often utilized to promote or facilitate playful learning [3, 16, 25, 29]. In addition to developing meaningful, active, engaging and socially interactive learning [25], play-based education contributes a 'fun' element, making learning more enjoyable [25, 37].

Furthermore, although play-based pedagogies are most frequently utilized in early education (that is, education for younger learners) [29, 36–38], it is increasingly being used in adult education – for example in teacher education [41], and even for retirees [38]. Still, it is reiterated that exposing learners to entrepreneurship education early can "lead to an enormous change of mind to building a healthy adolescent" ([36], p. 64), underscoring the constructivist and expansive positive potential of such learning.

A few examples of well-developed playful project-based learning as pedagogy for entrepreneurship education have already been reported from diverse countries such as Australia [25], Canada [35], Indonesia [37], Morocco [38] and Pakistan [36]. All five these studies were focused on play-based learning as part of early childhood (preschool) education. Additionally, a brief overview of the types of play utilized, types of approaches used, and the reported effects of play-based learning on the development of learners in each country is set out in **Table 2**.

Another descriptive example emerged from Mexico, where learners create "new minicompanies through playful activities" and use multiple perspectives ("economic and social factors and the needs and capabilities of their community") to analyze business projects ([40], p. 295). In addition, the playful project-based learning from Mexico is reported to develop learners' knowledge about creating and managing small businesses; creating value for others; as well as learning about financial administration [40]. This example reflects education *for* entrepreneurship, which brings the learning closer to creating an "entrepreneurial experience" ([40], p. 303) and therefore transcends mere education *about* entrepreneurship. Through this pedagogical approach the transferability of entrepreneurship education is fostered, expanding its value for learners and communities [28]. The example from Mexico also serves the particular purpose to ameliorate unemployment in that country [40].

Other studies exploring playful project-based learning as pedagogy for entrepreneurship education are on-going, for example, in South Africa the Department of Basic Education intends to implement playful project-based learning across all subjects and into all different school phases of the current school curriculum [29, 42]. This plan (like many others across the globe) is still being developed and is in its early stages of implementation, underscoring the need to continue investigations into the suitability of playful project-based learning as pedagogy for entrepreneurship education, and how this can be bolstered.

To contribute to this growing body of knowledge, the conceptualizations developed for constructing 'good' entrepreneurship education earlier in this chapter, theoretically underpinned by Biesta's three functions of education (qualification, socialization and subjectification), were used to contribute insights into how the pedagogy of playful project-based learning can bolster 'good' entrepreneurship education (**Table 3**).

The comparison in **Table 3** indicates that the pedagogy of playful project-based learning holds considerable potential to positively contribute to 'good' entrepreneurship education. As part of the qualification function of education, playful projectbased learning can (and does) contribute to the development of knowledge, skills and


#### **Table 2.**

*Comparative analysis of studies reporting playful project-based learning.*

competencies for the 21st century, and these can be modified to explicitly relate to entrepreneurship education [36–40]. Both share the requirement for active, real-life teaching-learning approaches to enhance its implementation in practice [36–39]. What is not yet apparent in the pedagogy of playful project-based learning, is the purpose of value creation (for learners themselves, as well as for others). 'Good' entrepreneurship education additionally includes a strong purpose of preparing learners for the world of work, which is not generally emphasized in playful projectbased learning [36]. As playful project-based learning pedagogies are primarily used for the education of young(er) learners, the world of work might seem a long way off, reducing the need to make this a key purpose in play-based teaching-learning.

*Critiquing Playful Project-Based Learning as Pedagogy for Entrepreneurship Education DOI: http://dx.doi.org/10.5772/intechopen.100509*


#### **Table 3.**

*Contrasting playful project-based education and 'good' entrepreneurship education*

The socialization function for 'good' entrepreneurship education and playful project-based learning are divergent. In entrepreneurship education, the socialization function emphasizes consideration and the impact of others' values and norms on the learners' development [3], whereas in playful project-based learning the focus is on socialization with others to develop the learners' own values [25, 35]. Again, this might be attributed to the fact that playful project-based learning is more frequently utilized for younger learners, who are still developing these qualities.

With reference to the subjectification (or individuation) purpose of 'good' entrepreneurship education, there are some consistencies and some inconsistencies. Both contribute to a positive learning experience and both contribute to developing the learner's 'self' [6, 9, 25, 34, 36, 43]. Entrepreneurship education is, however, more focused on development of the learner for the (more distant) future, that is, life after school and the world of work, including self-directedness and making informed choices [7, 11]. Playful project-based learning pedagogy, on the other hand, has a more immediate purpose, for the (present) development of learners' identity, enjoyment of learning, self-efficacy and self-regulation [25, 34, 35]. Yet again, this might be attributed to the fact that playful project-based learning is more frequently utilized for younger learners, who need to develop qualities such as self-efficacy and selfregulation, before they can advance to more complex cognitive and affective decisionmaking processes, such as making informed choices for their futures, or choosing to become more self-directed.

Notwithstanding these few minor differences, when playful project-based learning is selected as pedagogy for entrepreneurship education, with a few minor adaptations, it can align exceedingly well with the requirements that frame 'good' entrepreneurship education. This pedagogical approach will bolster the effectiveness of the implementation of entrepreneurship education, which in turn will contribute to more meaningful, enjoyable and valuable learning for learners. When more learners actively choose to self-directedly develop their own employment, the high unemployment levels will be ameliorated. Even if learners do not 'become entrepreneurs', the skills and

competencies which they develop as a result of 'good' entrepreneurship education will contribute to reducing the reported skills gap which currently exist between schooling and employers, making these learners more employable and bringing them closer to a better life in the 21st century.
