Involvement is congruent with Csiksentmihayli’s ‘state of flow’, Vygotsky’s ‘zone of proximal development’ and Gladwell’s concept of ‘hard work’. Therefore we consider involvement as an indispensable condition for fundamental or deep-level-learning. High involvement creates the best possible conditions for sustainable development. If involvement is lacking, there is reason for concern. Chances are that their development will stagnate. That is why we should do everything we can in order to create an environment in which people can engage in a wide variety of activities.
Involvement around the world
Involvement as defined by The Centre for Experiential Education is part of the Flemish pedagogical framework for babies and toddlers, the Dutch pedagogical framework for childcare and the Early Years Learning Framework for Australia. It is recommended by in the Early years Foundation Stage Profile (UK) and is an integral part of quality-instruments such as (Baby) Effective Early Learning (EEL and BEEL) and the Australian instrument Reflect, Respect, Relate.
The Centre for Experiential Education developed the Leuven Involvement Scale (LIS) to capture the levels of Involvement.