Positioning, Penetrating, Promoting
Edited by Karin Berglund, Bengt Johannisson and Birgitta Schwartz
Chapter 8: Friends, feelings, and fantasy: the entrepreneurial approach as conceptualized by preschool teachers
Walking in the garden centre, looking for fl owers to plant in early spring, I received a phone call from my ten-year-old daughter Tove: ‘Hi mom, we have a new business idea! So . . . I wonder if I can take care of people’s pets when they are on holiday.’ ‘Ok?’, I answered but did not get the time to formulate a question as she went on explaining the set-up of their new organization. ‘You see, Lollo will take care of dogs, Klara of bunny rabbits, and I will take care of the rest of the pets.’ ‘Hm, what will you do if someone brings a snake’, I then asked her (knowing that she was not that fond of snakes). ‘Well, I don’t need to touch it, do I! I just have to give it food. Please, please, please, mom! We are just about to go to ICA (the local grocery store) and “Plantagen” (the local garden centre) to put up notes with information on who to contact and all that is needed.’ ‘Well it’s ok with me’, I answered (who wanted to support their creativity and power of initiative), ‘but you better check with you dad first’.
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