Early Entrepreneurial Mindsets: A Narrative Review of Project‑Based Learning Interventions in Preschool Settings

Abstract

This narrative synthesis (2015–2025) examines Project‑Based Learning (PBL) as a pedagogical strategy to cultivate entrepreneurial dispositions in early childhood education. Reviewed studies indicate that developmentally aligned PBL enhances creativity, initiative, collaboration, and problem‑solving through authentic, goal‑oriented activities. Successful implementation depends on teacher scaffolding quality, institutional support, and resource availability. The literature reveals limited and inconsistent assessment tools for measuring early entrepreneurial mindset, constraining cross‑study comparisons. We recommend development of context‑sensitive PBL modules, targeted professional development for educators, longitudinal evaluations to assess sustained effects, and creation of valid, reliable instruments for early entrepreneurial competencies. Strengthening these areas will improve evidence quality and inform scalable practices for fostering entrepreneurship from preschool and support national policy alignment efforts.