ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book considers the thinking behind looking at young children's levels of involvement as a tool for enhancing their experiential learning in our settings by scrutinising values, beliefs, ideology, planning, resourcefulness and environmental contexts. Drawing on Ferre Laevers' research, it examines the theoretical constructs that appear to have influenced experiential education (EXE). The book aims to continue previous discussions on planning for possibilities, and children's characteristics of effective learning with high levels of involvement described in authentic encounters with children. It then explores Ferre Laevers' research and writings to discover the many theoretical influences that underpin his approach to experiential education. The book also examines how the process of measuring well-being and involvement is and can be used in settings; the impact using the scales and observation methodology has had on every-day early years practice; children's deeper level learning; and adult involvement.
