Levels Of Involvement In The Early Years

I have found some interesting information regarding learning linked to engagement in the early years. This is also something I use in my own teaching practise.

Emotional well being

Well-being focuses on the extent to which pupils feel at ease, act spontaneously, show vitality and self-confidence. It is a crucial component of emotional intelligence and good mental health.

The Leuven Scale for Well-being

1) Extremely lowThe child clearly shows signs of discomfort such as crying or screaming. They may look dejected, sad, frightened or angry. The child does not respond to the environment, avoids contact and is withdrawn. The child may behave aggressively, hurting him/herselfor others.2) Low

The posture, facial expression and actions indicate that the child does not feel at ease. However, the signals are less explicit than under level 1 or the sense of discomfort is not expressed the whole time.3) Moderate

The child has a neutral posture. Facial expression and posture show little or no emotion. There are no signs indicating sadness or pleasure, comfort or discomfort.4) High

The child shows obvious signs of satisfaction (as listed under level 5). However, these signals are not constantly present with the same intensity.5) Extremely highThe child looks happy and cheerful, smiles, cries out with pleasure. They may be lively and full of energy. Actions can be spontaneous and expressive. The child may talk to him/herself, play with sounds, hum, sing. The child appears relaxed and does not show any signs of stress or tension. He /she is open and accessible to the environment. The child expresses self-confidence and self-assurance.

The rationale underlying the focus on these two process dimension is that high levels of well-being and involvement lead in the end to high levels of child development and deep level learning. This latter concept is centred around the notion that learning should result in significant changes in a pupils capacity leading to better outcomes in the way that he or she approaches work, relationships and life in general.

Level of involvement

Involvement focuses on the extent to which pupils are operating to their full capabilities. In particular it refers to whether the child is focused, engaged and interested in various activities.

The Leuven Scale for Involvement1) Low ActivityActivity at this level can be simple, stereotypic, repetitive and passive. The child is absent and displays no energy. There is an absence of cognitive demand. The child characteristically may stare into space. N.B. This may be a sign of inner concentration.2) A Frequently Interrupted ActivityThe child is engaged in an activity but half of the observed period includes moments of non-activity, in which the child is not concentrating and is staring into space. There may be frequent interruptions in the child s concentration, but his/her Involvement is not enough to return to the activity.3) Mainly Continuous ActivityThe child is busy at an activity but it is at a routine level and the real signals for Involvement are missing. There is some progress but energy is lacking and concentration is at a routine level. The child can be easily distracted.4) Continuous Activity with Intense MomentsThe child s activity has intense moments during which activities at Level 3 can come to have special meaning. Level 4 is reserved for the kind of activity seen in those intense moments, and can be deduced from the Involvement signals . This level of activity is resumed after interruptions. Stimuli, from the surrounding environment, however attractive cannot seduce the child away from the activity.5) Sustained Intense ActivityThe child shows continuous and intense activity revealing the greatest Involvement. In the observed period not all the signals for Involvement need be there, but the essential ones must be present: concentration, creativity, energy and persistence. This intensity must be present for almost all the observation period.