<P> A main model of learning is to incorporate children in various activities where they are expected to be active contributors . The different forms of activities can vary from momentary interactions to broad societal foundations and how those complement their community's traditions . In Maya Belize culture, girls as young as four can work alongside their mothers when washing clothes in the river--rather than being given verbal instructions, they observe keenly, imitate to the best of their ability, and understand that their inclusion is crucial to the community . Rather than being separated and directed away from the mature work, the indigenous heritage children are expected to observe and pitch in . </P> <P> Indigenous communities in the Americas emphasize the ability for community members of all ages to be able to collaborate . In this kind of environment, children learn not only how to participate alongside others, but are also likely to demonstrate an eagerness to contribute as a part of their community . Integration of younger and older children provides the opportunity for different levels of observation, listening, and participation to occur (Rogoff et al. (2010)). Soon after or even during an activity, children are often seen to take it upon themselves to participate in the same previous social and cultural activities that they observed and participated in . By encouraging child immersion in activities rather than specifically asking for their participation, children have the freedom to construct their own knowledge with self - motivation to continue cultural practices alongside others . </P> <P> Children in many indigenous cultures of the Americas actively participate and contribute to their community and family activities by observing and pitching in (link to LOPI page) while informally learning to socialize and gaining a sense of responsibility amongst other skills . A mother reported that being an active participant in everyday activities provides children with the opportunity to gain direction in learning and working that other environments may not provide . For instance, 15 - year - old Josefina and her family own a small restaurant in an Indigenous community in Nocutzepo, Mexico where the entire family collaborates to ensure the restaurant functions smoothly . This includes everyone from the grandmother who tends to the fire for cooking to 5 - year - old Julia who contributes by carrying the pieces of firewood . Josefina is one of the seven family members that pitches in towards the family food stand . Through observation and listening, she learned that the food stand was the family's main source of income . Overtime, Josefina took it upon herself to pitch in and take over the food stand, thus learning responsibility, cooperation, and commitment . Nobody instructed or demanded her to help with the family business, but she learned the community's expectations and way of living . The inclusive and welcoming environment of the marketplace setting encourages children to participate in everyday social practices and take initiative to learn about their culture, facilitating communal collaboration . </P> <P> In Indigenous American communities, the inclusion of children in communal activities motivates them to engage with their social world, helping them to develop a sense of belonging . Active participation involves children undertaking initiative and acting autonomously . Similarly, Learning by Observing and Pitching In (LOPI) supports informal learning which generates self - sovereignty . The combination of children's inclusion, development of independence, and initiative for contribution are common elements identified in Indigenous American ways of learning . </P>

Compare and contrast indigenous type of education with the western type of education