Ferre Laevers: Early Years Pioneer, EXE Approach and Leuven Scale

Key Takeaways
- Experiential Education Approach: Ferre Laevers developed this child-centred educational theory, which focuses on children’s well-being and involvement as key indicators of quality in Early Years settings.
- Well-being and involvement: These two concepts form the core of Laevers’ theory. Well-being refers to children feeling at ease and confident, while involvement describes the intensity of their engagement in activities.
- Leuven Scales: Laevers created these observational tools to measure well-being and involvement, providing educators with practical means to assess and improve the quality of their educational practice.
- Impact on Early Years Education: Laevers’ work has influenced Early Years policy and practice in many countries, emphasizing the importance of children’s immediate experiences in educational settings rather than focusing solely on predefined outcomes.
Introduction and Background: Ferre Laevers
In the realm of Early Years education, few figures have made as significant an impact as Ferre Laevers. His pioneering work on the Experiential Education (EXE) approach has profoundly influenced how educators understand and nurture young children’s development and learning. This article will explore Laevers’ theories, their practical implementation, and their enduring impact on Early Years education and beyond.
Early Life and Education
Born in 1950 in the Belgian Congo (now the Democratic Republic of Congo), Ferre Laevers’ early experiences in Africa would later shape his perspective on education and child development. At the age of 10, Laevers’ family moved back to Belgium, where he would eventually pursue his academic career (Pascal, 2005).
Laevers studied at the Katholieke Universiteit Leuven (Catholic University of Leuven) in Belgium, where he developed a keen interest in educational psychology and pedagogy. His academic journey was marked by a growing fascination with the concept of ’emancipatory pedagogy’, which sought to move away from authoritarian teaching styles and empower learners (Laevers, 1994).
Professional Career and Key Influences
In 1973, Laevers was appointed as an assistant at the University of Leuven to support research and training in Early Years education. This role provided him with the opportunity to delve deeper into educational theory and practice, setting the stage for his future contributions to the field.
Laevers’ thinking was significantly influenced by several key figures in psychology and education:
- Carl Rogers: The person-centred approach developed by Rogers resonated with Laevers, particularly the emphasis on empathy and authenticity in human relationships (Laevers, 1998).
- Jean Piaget: Piaget’s constructivist theory of cognitive development informed Laevers’ understanding of how children learn and construct knowledge (Laevers, 1993).
- Sir Herbert Read: Read’s emphasis on the importance of artistic expression in education aligned with Laevers’ belief in the value of creativity and self-expression in learning (Pascal, 2005).
The Birth of Experiential Education
In 1976, Laevers embarked on a pivotal project that would shape the future of Early Years education. Along with twelve Flemish pre-school teachers and another educational consultant, he initiated a series of sessions aimed at critically reflecting on their educational practices. This collaborative effort focused on making detailed, moment-by-moment observations of children’s experiences in educational settings (Laevers, 1994).
This ‘experiential’ approach to understanding children’s perspectives revealed numerous opportunities for improvement in existing educational practices. The insights gained from these observations led to the development of the Experiential Education (EXE) model, which would become one of the most influential educational approaches in Early Years education in Flanders, the Netherlands, and eventually across Europe and beyond (Pascal et al., 1998).
Key Concepts and Contributions
Laevers’ work centred around several key concepts that have become fundamental to the EXE approach:
- Emotional Well-being: Laevers emphasised the importance of children feeling at ease, acting spontaneously, and showing vitality and self-confidence in their learning environments (Laevers, 1997).
- Involvement: This concept refers to the quality of children’s engagement in activities, characterised by concentration, persistence, and intrinsic motivation (Laevers, 1994).
- The Leuven Scale: Laevers developed this observational tool to assess levels of well-being and involvement in children, providing educators with a means to evaluate and improve the quality of their educational practice (Laevers et al., 1997).
- Deep-level Learning: Laevers argued for the importance of learning experiences that engage children’s intrinsic motivation and lead to fundamental changes in their understanding and capabilities (Laevers, 1998).
These concepts formed the basis of a comprehensive educational approach that prioritised children’s experiences and intrinsic motivations, challenging prevailing notions of how Early Years education should be structured and delivered.
As we delve deeper into Laevers’ theories and their implementation in subsequent sections, we will explore how these ideas have shaped modern Early Years practice and continue to influence educational thinking today.
The Experiential Education (EXE) Approach
Origins and Development of EXE
The Experiential Education (EXE) approach emerged from a collaborative project initiated by Ferre Laevers in 1976. This project involved twelve Flemish pre-school teachers and two educational consultants, including Laevers himself. Their goal was to critically reflect on their educational practices through detailed observations of children’s experiences in Early Years settings (Laevers, 1994).
The team’s approach was distinctly ‘experiential’, focusing on understanding the moment-by-moment experiences of young children in their educational environment. This process revealed numerous opportunities for improvement in existing practices, as many potential avenues for supporting children’s development were found to be underutilised.
As the project progressed, the participants gradually realised they were moving away from conventional pre-school practices. Over the course of numerous sessions, they discussed problems they encountered, developed and tested solutions, and reflected on their experiences. This iterative process led to the formation of a new educational model: Experiential Education (EXE).
The EXE approach gained significant traction in Flanders and the Netherlands throughout the 1980s. By the early 1990s, it began to spread to other European countries, including the United Kingdom (Pascal et al., 1998). The establishment of the Centre for Experiential Education at the University of Leuven provided further impetus for the approach’s growth and development.
Core Principles and Concepts
The EXE approach is built upon several key principles and concepts that guide its implementation:
- Child-Centred Perspective: At the heart of EXE is the intention to take the child’s experience as the primary point of reference for all educational decisions and actions (Laevers, 1998).
- Emotional Well-being: This concept refers to the degree to which children feel at ease, act spontaneously, and show vitality and self-confidence. It indicates that their basic needs are being met, including the need for tenderness, safety, clarity, social recognition, and feelings of competence (Laevers, 1997).
- Involvement: Laevers describes involvement as a state of intense mental activity, where a person is functioning at the very limits of their capabilities. It is characterised by concentration, persistence, and intrinsic motivation (Laevers, 1994).
- The Leuven Scale: This observational tool, developed by Laevers and his colleagues, allows educators to assess levels of well-being and involvement in children. It provides a framework for evaluating and improving the quality of educational practice (Laevers et al., 1997).
- Deep-level Learning: EXE emphasises the importance of learning experiences that lead to fundamental changes in children’s understanding and capabilities, rather than superficial acquisition of knowledge or skills (Laevers, 1998).
- Rich Learning Environment: The approach advocates for creating a stimulating environment that offers diverse, engaging materials and activities to support children’s exploration and learning.
- Adult Style: EXE emphasises the importance of sensitive, responsive interactions between adults and children, characterised by empathy, sincerity, and unconditional acceptance (Laevers & Moons, 1997).
Comparison to Other Early Childhood Education Approaches
While the EXE approach shares some common ground with other Early Years educational philosophies, it has several distinctive features:
- Focus on Process Quality: Unlike approaches that primarily emphasise structural quality (such as staff-child ratios or classroom materials) or outcome quality (such as academic achievements), EXE places a strong emphasis on process quality – the nature of children’s daily experiences in the educational setting.
- Universal Indicators: The concepts of well-being and involvement are proposed as universal indicators of quality in education, applicable across different cultural contexts and age groups (Laevers, 2005).
- Observation-Based Assessment: The Leuven Scale provides a unique tool for assessing educational quality based on careful observation of children’s experiences, rather than relying solely on developmental outcomes or predefined standards.
- Balancing Structure and Freedom: While approaches like Montessori emphasise a prepared environment with specific materials, and others like Reggio Emilia focus on project-based learning, EXE seeks a balance between structure and freedom, guided by children’s levels of well-being and involvement.
- Emphasis on Emotional Aspects: While cognitive development is important in EXE, there is a particularly strong emphasis on emotional well-being as a foundation for learning, which distinguishes it from more academically focused approaches.
- Flexible Implementation: Unlike some approaches that prescribe specific materials or methods, EXE provides a framework that can be adapted to various contexts and integrated with other educational methods.
By focusing on children’s lived experiences and providing tools for educators to assess and enhance the quality of these experiences, the EXE approach offers a unique perspective in the field of Early Years education. Its principles have influenced educational practice far beyond its origins in Flemish pre-schools, shaping thinking about quality in education across various age groups and settings.
Key Theoretical Concepts
The Experiential Education (EXE) approach developed by Ferre Laevers is built upon several key theoretical concepts. These concepts form the foundation of the approach and guide its implementation in Early Years settings. Let’s explore each of these concepts in detail.
Emotional Well-being
Emotional well-being is a central concept in Laevers’ work. It refers to the degree to which children feel at ease, act spontaneously, and show vitality and self-confidence in their educational environment. Laevers (1997) describes a child with high emotional well-being as being like “a fish in water”, indicating that they are in their element and thriving in their surroundings.
Emotional well-being is seen as both an outcome of good educational practice and a condition for effective learning. When children experience high levels of emotional well-being, it indicates that their basic needs are being met. These needs include:
- Physical needs (food, rest, movement)
- The need for affection, warmth, and tenderness
- The need for safety, clarity, and continuity
- The need for recognition and affirmation
- The need to feel competent
- The need for meaning in life and moral values
Laevers argues that when these needs are satisfied, children are free from emotional constraints and can fully engage in exploration and learning. This concept emphasises the importance of creating a supportive, nurturing environment in Early Years settings.
Involvement
Involvement is another key concept in the EXE approach. Laevers (1994) defines involvement as a quality of human activity characterised by:
- Concentration and persistence
- Intrinsic motivation
- Intense mental activity
- Satisfaction and a strong flow of energy
A child who is deeply involved in an activity is fully absorbed, focused, and operating at the limits of their capabilities. This state is similar to what psychologist Mihaly Csikszentmihalyi describes as ‘flow’.
Involvement is seen as a key indicator of the quality of the learning process. Laevers argues that high levels of involvement lead to what he calls “deep-level learning” – learning that goes beyond the mere acquisition of knowledge and skills to fundamentally change how a child understands and interacts with the world.
The Leuven Scale
The Leuven Scale is an observational tool developed by Laevers and his colleagues to assess levels of well-being and involvement in children. It provides educators with a practical means of evaluating the quality of their educational practice (Laevers et al., 1997).
The scale consists of two parts:
- The Well-being Scale: This is a 5-point scale ranging from 1 (extremely low) to 5 (extremely high). It assesses signs of satisfaction, enjoyment, and social connectedness.
- The Involvement Scale: Also a 5-point scale, it measures the intensity of a child’s engagement in activities, looking at factors such as concentration, energy, complexity and creativity, facial expression and posture, persistence, precision, reaction time, verbal utterances, and satisfaction.
By regularly assessing children’s well-being and involvement using the Leuven Scale, educators can gain insights into the effectiveness of their practice and make informed decisions about how to improve the learning environment.

Deep-level Learning
Deep-level learning is a concept that Laevers (1998) uses to describe the kind of learning that results from high levels of involvement. It contrasts with superficial learning, which might involve the acquisition of isolated facts or skills without a real understanding of their meaning or application.
Deep-level learning is characterised by:
- Going beyond the surface level of knowledge
- Applying learning in diverse contexts
- Increased competence in a range of basic schemes (fundamental ways of thinking and acting)
- A strong exploratory drive
- Improved self-organisation and problem-solving abilities
Laevers argues that when children are deeply involved in activities that match their interests and operate at the edge of their capabilities, they are more likely to engage in this kind of deep-level learning.
These key theoretical concepts – emotional well-being, involvement, the Leuven Scale, and deep-level learning – are interconnected in the EXE approach. High levels of emotional well-being create the conditions for involvement, which in turn leads to deep-level learning. The Leuven Scale provides a tool for assessing well-being and involvement, allowing educators to continually refine their practice to support children’s learning and development more effectively.
By focusing on these process-oriented concepts rather than solely on predefined outcomes, the EXE approach offers a unique perspective on quality in Early Years education. It encourages educators to consider not just what children learn, but how they experience the learning process itself.
Implementation of Laevers’ Theories in Practice
The Experiential Education (EXE) approach developed by Ferre Laevers is not merely a theoretical framework; it has significant practical applications in Early Years settings. This section explores how Laevers’ theories are implemented in practice, focusing on classroom environment and organisation, the role of the educator, curriculum design and activities, and assessment and monitoring methods.
Classroom Environment and Organisation
In the EXE approach, the classroom environment plays a crucial role in supporting children’s well-being and involvement. Laevers and Moons (1997) emphasise the importance of creating a rich, stimulating environment that encourages exploration and learning. Key aspects of this environment include:
- Diverse Learning Areas: The classroom is typically organised into distinct areas or corners, each offering different types of activities and materials. These might include areas for construction, role-play, art, reading, and scientific exploration.
- Accessible Materials: Materials are stored at children’s height and clearly labelled, often with pictures, to promote independence and free choice.
- Flexible Spaces: The environment is designed to be adaptable, allowing for both individual and group activities, as well as quiet reflection and active play.
- Natural Elements: Where possible, natural materials and elements are incorporated to connect children with the natural world and provide sensory-rich experiences.
- Display of Children’s Work: Children’s creations and ongoing projects are prominently displayed, valuing their efforts and promoting a sense of ownership over the space.
The organisation of the classroom is not static but evolves in response to children’s interests and needs. Educators regularly reflect on how the environment supports well-being and involvement, making adjustments as necessary.
Role of the Educator
In the EXE approach, the educator’s role is multifaceted and crucial. Laevers (1994) describes the ideal educator as one who can create conditions for high levels of well-being and involvement. This involves:
- Observation: Educators spend significant time observing children to understand their interests, needs, and levels of well-being and involvement.
- Sensitive Responsiveness: Based on these observations, educators respond sensitively to children’s emotional and developmental needs.
- Autonomy Support: Educators encourage children’s independence and decision-making, providing support when needed but avoiding unnecessary intervention.
- Stimulation: They offer enriching activities and conversations that extend children’s thinking and learning.
- Emotional Support: Educators create a warm, accepting atmosphere where children feel safe to express themselves and take risks in their learning.
The educator’s style is characterised by what Laevers calls an ‘experiential attitude’ – a genuine attempt to view the educational process from the child’s perspective.
Curriculum Design and Activities
The EXE approach does not prescribe a specific curriculum but rather provides a framework for designing learning experiences that promote well-being and involvement. Key features of curriculum design in this approach include:
- Child-Initiated Learning: A significant portion of the day (up to 65% in some EXE settings) is devoted to free choice activities where children can pursue their interests.
- Project Work: Extended projects based on children’s interests are common, allowing for deep exploration of topics.
- Balance of Activities: The curriculum includes a mix of individual, small group, and whole group activities.
- Integration of Learning Areas: Rather than treating subjects in isolation, learning is integrated across domains.
- Attention to Process Skills: Activities are designed to develop not just knowledge, but also skills like problem-solving, creativity, and social competence.
Laevers and his colleagues developed a set of open-ended activities known as the ‘Open Framework’, which educators can use as a starting point for curriculum planning (Laevers, 2005).
Assessment and Monitoring Methods
Assessment in the EXE approach is primarily focused on the process of learning rather than just the outcomes. The main tools for assessment include:
- The Leuven Scales: As discussed earlier, these scales are used to assess children’s levels of well-being and involvement. Educators typically conduct regular observations using these scales to monitor the quality of children’s experiences.
- Process-Oriented Child Monitoring System (POMS): This system, developed by Laevers et al. (1997), provides a framework for tracking children’s development across various domains. It focuses on children’s competencies and learning dispositions rather than just their acquisition of specific skills or knowledge.
- Documentation: Detailed documentation of children’s learning processes, often through photographs, videos, and narratives, is used to make learning visible and inform future planning.
- Self-Assessment: Children are encouraged to reflect on their own learning, often through conversations with educators or peers.
Assessment in the EXE approach is not about measuring children against predetermined standards, but rather about understanding each child’s unique developmental journey and using this understanding to continually improve the quality of the educational experience.
The implementation of Laevers’ theories in practice represents a holistic approach to Early Years education. By focusing on creating environments and interactions that support high levels of well-being and involvement, the EXE approach aims to foster deep-level learning and positive development in young children. While this approach requires significant skill and reflection from educators, its proponents argue that it leads to more meaningful and effective Early Years practice.
Impact on Early Childhood Education
The Experiential Education (EXE) approach developed by Ferre Laevers has had a significant impact on Early Childhood Education, both in its country of origin and internationally. This section explores the adoption of the EXE approach in different countries and examines research findings on its effectiveness.
Adoption in Different Countries
The EXE approach originated in Flanders, Belgium, in the 1970s and gradually spread to other countries over the following decades. Its adoption has been particularly notable in several European nations:
- Belgium: As the birthplace of the EXE approach, Belgium has seen widespread implementation in its Early Years settings, particularly in Flanders. The approach has significantly influenced national educational policies and teacher training programmes (Laevers, 2005).
- The Netherlands: The EXE approach gained traction in the Netherlands during the 1980s and 1990s. It has been integrated into many Dutch Early Years settings and has influenced the development of national quality assessment tools (Van Sanden & Joly, 2003).
- United Kingdom: The EXE approach was introduced to the UK in the early 1990s through collaboration between Laevers and British researchers. The Effective Early Learning (EEL) project, led by Christine Pascal and Tony Bertram, adapted the EXE approach for use in UK settings and has had a significant impact on Early Years practice and policy (Pascal et al., 1998).
- Portugal: The EXE approach has been adopted in various Early Years settings in Portugal and has influenced the development of national quality assessment frameworks (Laevers, 2005).
- Finland: Elements of the EXE approach have been incorporated into Finnish Early Childhood Education and Care (ECEC) practices, particularly the focus on child well-being and involvement (Kalliala, 2011).
Beyond Europe, aspects of the EXE approach have been adopted or adapted in countries such as Australia, South Africa, and Japan. However, the extent of implementation varies, and in many cases, elements of the approach are integrated into existing Early Years frameworks rather than being adopted wholesale.
Research Findings on Effectiveness
Numerous studies have examined the effectiveness of the EXE approach in promoting positive outcomes for children. Key findings include:
- Well-being and Involvement: Research has consistently shown that the EXE approach is effective in promoting high levels of well-being and involvement in children. A large-scale study in the UK involving over 10,000 children found significant improvements in well-being and involvement scores in settings implementing the EXE-based EEL project (Pascal et al., 1998).
- Cognitive Development: Studies have indicated that children in EXE settings demonstrate enhanced cognitive skills. For example, research in Belgium found that children in EXE classrooms showed greater gains in cognitive competence compared to those in traditional settings (Laevers, 1994).
- Social-Emotional Development: The EXE approach has been associated with positive outcomes in children’s social-emotional development. A study in the Netherlands found that children in EXE settings demonstrated better social skills and emotional regulation compared to their peers in non-EXE settings (Van Sanden & Joly, 2003).
- Language Development: Research has suggested that the EXE approach can support children’s language development. A study in Portugal found that children in EXE settings showed greater improvements in vocabulary and language comprehension compared to those in traditional settings (Laevers, 2005).
- Long-term Effects: Some longitudinal studies have indicated that the benefits of the EXE approach may persist beyond the Early Years. For instance, a follow-up study in Belgium found that children who had attended EXE pre-schools showed better academic performance and social adjustment in primary school compared to their peers (Laevers, 1998).
- Teacher Satisfaction: Studies have also examined the impact of the EXE approach on educators. Research has consistently found high levels of job satisfaction among teachers implementing the EXE approach, with many reporting a renewed sense of purpose and professional growth (Pascal et al., 1998).
While these findings are generally positive, it’s important to note that implementing the EXE approach effectively requires significant investment in teacher training and ongoing professional development. Some studies have found that the quality of implementation can vary considerably, which in turn affects outcomes for children (Kalliala, 2011).
Furthermore, while the concepts of well-being and involvement are proposed as universal indicators of quality, some researchers have questioned whether the approach is equally applicable across all cultural contexts. This has led to ongoing discussions about how the EXE approach might be adapted for different cultural settings while maintaining its core principles.
In conclusion, the EXE approach has had a substantial impact on Early Childhood Education, particularly in Europe. Research findings generally support its effectiveness in promoting positive outcomes for children across various developmental domains. However, as with any educational approach, its success depends on the quality of implementation and its adaptation to local contexts. Ongoing research continues to explore the long-term impacts of the EXE approach and its applicability in diverse cultural settings.
Broader Applications in Education
While the Experiential Education (EXE) approach was initially developed for Early Years settings, its principles and methodologies have found applications across a broader spectrum of educational contexts. This section explores how Laevers’ theories have influenced primary and secondary education, special education, and teacher training and professional development.
Influence on Primary and Secondary Education
The concepts of well-being and involvement, central to the EXE approach, have resonated with educators beyond the Early Years sector. In primary and secondary education, these ideas have influenced teaching practices and school policies in several ways:
- Student-Centred Learning: The EXE emphasis on understanding and responding to learners’ experiences has reinforced the shift towards more student-centred approaches in primary and secondary classrooms. Teachers are increasingly encouraged to consider students’ perspectives and tailor learning experiences to their interests and needs (Van Gorp et al., 2017).
- Assessment Practices: The Leuven Scales have been adapted for use with older children and adolescents, providing teachers with tools to assess not just academic performance, but also students’ engagement and emotional state during learning activities. This has led to a more holistic approach to assessment in some schools (Laevers & Heylen, 2013).
- School Climate: The EXE focus on creating environments that support well-being has influenced school-wide policies and practices. Some schools have adopted strategies to enhance students’ sense of belonging and emotional security, recognising these as important foundations for learning (Declercq et al., 2016).
- Curriculum Design: The principle of deep-level learning has influenced curriculum development in some primary and secondary schools. There’s a growing emphasis on creating learning experiences that foster deep engagement and understanding, rather than surface-level knowledge acquisition (Laevers, 2015).
Applications in Special Education
The EXE approach has found particular resonance in special education settings, where its focus on individual experience and flexible, responsive teaching aligns well with the needs of diverse learners:
- Individualised Assessment: The Leuven Scales have been used effectively in special education settings to assess the well-being and involvement of children with various disabilities. This provides valuable insights into these children’s learning experiences, which can be challenging to gauge using traditional assessment methods (Van Coster et al., 2012).
- Inclusive Practices: The EXE emphasis on creating environments that support all children’s well-being and involvement has informed inclusive education practices. It has encouraged educators to consider how classroom environments and activities can be adapted to meet the needs of all learners, including those with special educational needs (Hostyn et al., 2011).
- Emotional Support: The EXE focus on emotional well-being has been particularly valuable in supporting children with social-emotional difficulties. The approach provides a framework for understanding and responding to these children’s emotional needs as a foundation for learning (Laevers & Declercq, 2018).
- Strength-Based Approach: The EXE principle of starting from children’s interests and competencies aligns well with strength-based approaches in special education. It encourages educators to focus on what children can do, rather than their deficits (Van Coster et al., 2012).
Use in Teacher Training and Professional Development
The EXE approach has had a significant impact on teacher training and professional development programmes, both in its country of origin and internationally:
- Initial Teacher Education: Many teacher training programmes, particularly in Belgium and the Netherlands, have incorporated EXE principles into their curricula. Student teachers learn about the concepts of well-being and involvement and how to use the Leuven Scales as part of their assessment toolkit (Laevers & Heylen, 2013).
- Continuing Professional Development: The EXE approach has been widely used in in-service training for teachers. Programmes often focus on developing teachers’ observational skills, their ability to create engaging learning environments, and their capacity for reflective practice (Pascal et al., 1998).
- Action Research: The EXE framework has been used as a basis for action research projects in schools. Teachers use the Leuven Scales to assess their practice, implement changes, and evaluate the impact on children’s well-being and involvement (Van Gorp et al., 2017).
- Leadership Development: School leaders have also engaged with EXE principles in their professional development. The approach provides a framework for thinking about school quality that goes beyond academic outcomes to consider the overall experience of learners (Declercq et al., 2016).
- Reflective Practice: The EXE emphasis on understanding children’s experiences has encouraged a more reflective approach to teaching. Many professional development programmes inspired by EXE focus on developing teachers’ capacity for empathic understanding and responsive practice (Laevers & Declercq, 2018).
The broader applications of the EXE approach demonstrate its versatility and the wide-ranging appeal of its core principles. By focusing on the fundamental human experiences of well-being and involvement, Laevers’ theories have provided a framework that resonates across different educational contexts and age groups. However, it’s important to note that these applications often involve adaptations of the original EXE approach to suit different contexts and learner needs. The effectiveness of these broader applications remains an active area of research and discussion in the educational community.
Evaluation: Strengths and Limitations
The Experiential Education (EXE) approach developed by Ferre Laevers has garnered significant attention and implementation in Early Years education. However, like any educational theory, it has been subject to both praise and criticism. This section aims to provide a balanced evaluation of Laevers’ work, examining its limitations and strengths, as well as the research findings that both support and challenge its effectiveness.
Limitations and Criticisms of Laevers’ Research and Theories
While the EXE approach has been widely adopted, several limitations and criticisms have been raised:
- Cultural Bias: Some researchers have questioned whether the concepts of well-being and involvement, as defined by Laevers, are universally applicable across different cultural contexts. Tobin (2005) argues that these concepts may reflect Western, individualistic values that might not align with more collectivist cultures.
- Subjectivity in Assessment: The Leuven Scales, while providing a structured observation tool, still rely heavily on the observer’s interpretation. This subjectivity could lead to inconsistencies in assessment, particularly when used by less experienced practitioners (Kalliala, 2011).
- Focus on Process over Outcomes: While the emphasis on children’s experiences is valuable, some critics argue that the EXE approach may not sufficiently address the need for specific learning outcomes, particularly as children transition to more formal schooling (Stephen, 2010).
- Resource Intensity: Implementing the EXE approach effectively requires significant resources, including extensive training for educators and potentially lower child-to-adult ratios. This can make it challenging to implement in settings with limited resources (Pascal et al., 1998).
- Complexity for Practitioners: The depth of understanding required to effectively implement the EXE approach can be challenging for some practitioners. There’s a risk that without sufficient training and support, the approach might be implemented superficially (Van Gorp et al., 2017).
- Limited Long-term Studies: While there have been some longitudinal studies, critics argue that more extensive long-term research is needed to fully understand the impact of the EXE approach on children’s later academic and life outcomes (Laevers, 2015).
Strengths and Support for Laevers’ Work
Despite these criticisms, the EXE approach has garnered significant support and has been praised for several key strengths:
- Child-Centred Focus: The EXE approach places the child’s experience at the centre of educational practice, aligning with contemporary understandings of effective Early Years education (Pascal et al., 1998).
- Holistic View of Development: By focusing on well-being and involvement, the EXE approach promotes a holistic view of child development, recognising the interconnectedness of emotional, social, and cognitive aspects of learning (Laevers, 2005).
- Practical Tools for Educators: The Leuven Scales provide educators with concrete tools to assess and improve the quality of their practice, bridging the gap between theory and practice (Laevers & Heylen, 2013).
- Flexibility and Adaptability: The EXE approach provides a framework that can be adapted to different contexts and integrated with other educational approaches, enhancing its applicability across diverse settings (Van Gorp et al., 2017).
- Emphasis on Intrinsic Motivation: By focusing on involvement, the EXE approach encourages learning experiences that tap into children’s intrinsic motivation, which is associated with deeper and more sustained learning (Laevers, 1998).
- Professional Development: The implementation of the EXE approach has been associated with increased job satisfaction and professional growth among educators, potentially contributing to higher quality Early Years provision (Pascal et al., 1998).
Contradictory and Supporting Research Findings
Research on the EXE approach has produced a mix of supporting and contradictory findings:
Supporting Research:
- A large-scale study in the UK (Pascal et al., 1998) found significant improvements in children’s well-being and involvement scores in settings implementing the EXE-based Effective Early Learning project.
- Research in Belgium (Laevers, 1994) indicated that children in EXE classrooms showed greater gains in cognitive competence compared to those in traditional settings.
- A study in the Netherlands (Van Sanden & Joly, 2003) found that children in EXE settings demonstrated better social skills and emotional regulation compared to their peers in non-EXE settings.
Contradictory or Nuanced Findings:
- A study by Kalliala (2011) in Finland found that while the EXE approach was generally beneficial, its effectiveness varied significantly based on the quality of implementation, highlighting the importance of thorough teacher training.
- Research by Stephen (2010) in Scotland suggested that while the EXE approach promoted positive learning experiences, it might not fully prepare children for the more structured learning environments they encounter in primary school.
- A comparative study by Declercq et al. (2016) found that while EXE settings scored higher on measures of emotional support and classroom organisation, they did not significantly outperform other high-quality Early Years settings on measures of instructional support.
These mixed findings highlight the complexity of evaluating educational approaches and the need for ongoing research. They also underscore the importance of considering how the EXE approach is implemented and how it interacts with other factors in the educational environment.
In conclusion, while the EXE approach has demonstrated significant strengths and has garnered substantial support, it is not without its limitations and criticisms. The ongoing debate and research surrounding Laevers’ work contribute to the evolving understanding of best practices in Early Years education.
Comparison with Other Theorists/Theories
Ferre Laevers’ Experiential Education (EXE) approach, while unique in many aspects, shares commonalities with and differs from other prominent theories in Early Years education. This section will compare Laevers’ ideas with those of other influential figures in the field, highlighting similarities and differences in their approaches to child development and learning.
Comparison with Lev Vygotsky’s Sociocultural Theory
Laevers’ approach shares some common ground with Vygotsky’s sociocultural theory, but also diverges in significant ways:
Similarities:
- Both emphasise the importance of the social context in learning. Laevers, like Vygotsky, recognises the crucial role of interactions between children and more knowledgeable others (Laevers, 1998).
- Both theories value the role of play in children’s development. Vygotsky saw play as a leading factor in development, while Laevers views it as a prime context for observing and promoting involvement (Laevers & Heylen, 2013).
Differences:
- While Vygotsky focused on the Zone of Proximal Development (ZPD), Laevers emphasises the importance of children’s current experiences through the concepts of well-being and involvement (Laevers, 2005).
- Vygotsky placed more emphasis on cultural tools and symbols in learning, whereas Laevers focuses more on the quality of the child’s immediate experience.
Read our in-depth article on Lev Vygotsky here.
Comparison with Maria Montessori’s Method
Laevers’ EXE approach and Montessori’s method share some philosophical underpinnings but differ in their practical applications:
Similarities:
- Both approaches emphasise the importance of the prepared environment in facilitating children’s learning (Laevers & Moons, 1997).
- Both value children’s independence and self-directed activity.
Differences:
- Montessori’s method involves specific materials and activities, while the EXE approach is more flexible in terms of resources and activities (Van Gorp et al., 2017).
- Laevers places more explicit emphasis on emotional well-being than Montessori’s approach typically does.
Read our in-depth article on Maria Montessori here.
Comparison with Jean Piaget’s Cognitive Development Theory
While Laevers was influenced by Piaget’s work, there are notable differences between their approaches:
Similarities:
- Both Laevers and Piaget view children as active constructors of their own knowledge (Laevers, 1993).
- Both emphasise the importance of children’s interactions with their environment for learning.
Differences:
- Piaget focused on universal stages of cognitive development, while Laevers emphasises individual experiences and does not propose a stage theory.
- Laevers places more emphasis on emotional aspects of learning than Piaget did in his cognitive theory.
Read our in-depth article on Jean Piaget here.
Comparison with Loris Malaguzzi and the Reggio Emilia Approach
The EXE approach shares some philosophical alignments with the Reggio Emilia approach but differs in its practical implementation:
Similarities:
- Both approaches view children as competent and capable learners (Laevers, 2005).
- Both emphasise the importance of the environment in supporting children’s learning.
Differences:
- The Reggio Emilia approach places more emphasis on project-based learning and documentation of children’s work, while the EXE approach focuses more on ongoing assessment of well-being and involvement.
- The EXE approach provides more structured tools (like the Leuven Scales) for assessing quality, whereas the Reggio approach relies more on narrative and visual documentation.
Read our in-depth article on Loris Malaguzzi and the Reggio Emilia Approach here.
Comparison with Urie Bronfenbrenner’s Ecological Systems Theory
Laevers’ approach shares some conceptual similarities with Bronfenbrenner’s theory but differs in its focus:
Similarities:
- Both recognise the importance of the child’s immediate environment in their development (Laevers & Moons, 1997).
- Both theories acknowledge the complex interplay of factors influencing a child’s development.
Differences:
- Bronfenbrenner’s theory considers multiple levels of environmental influence (microsystem, mesosystem, exosystem, macrosystem), while Laevers focuses more on the immediate educational environment.
- The EXE approach provides more specific guidance for educational practice than Bronfenbrenner’s broader ecological theory.
Read our in-depth article on Urie Bronfenbrenner here.
In conclusion, while Laevers’ EXE approach shares some common ground with other prominent theories in Early Years education, it is distinct in its specific focus on well-being and involvement as key indicators of educational quality. The EXE approach provides a unique framework that bridges theoretical understanding with practical tools for educators, distinguishing it from many other approaches in the field.
Laevers’ work can be seen as complementary to many of these other theories, offering a specific lens through which to view and enhance children’s educational experiences. The EXE approach’s emphasis on the quality of children’s immediate experiences in educational settings provides a valuable perspective that can enrich our understanding of early childhood development and learning when considered alongside other influential theories in the field.
Current and Future Developments
The Experiential Education (EXE) approach, developed by Ferre Laevers, continues to evolve through ongoing research, projects, and adaptations. This section explores recent developments in the field and potential future directions for the EXE approach.
Recent Research and Evolving Ideas
In recent years, research on the EXE approach has expanded in several directions, building upon the foundational concepts of well-being and involvement. One significant area of development has been the exploration of how these concepts apply across different cultural contexts. Researchers have been investigating whether the indicators of well-being and involvement, as defined by Laevers, are universally applicable or if they need to be adapted for different cultural settings.
For example, a study by Van Gorp et al. (2019) examined the application of the Leuven Scales in Tanzanian pre-schools. The researchers found that while the core concepts of well-being and involvement resonated with local educators, some of the specific indicators needed to be adapted to reflect local cultural norms and expectations. This research highlights the importance of cultural sensitivity in applying the EXE approach globally.
Another evolving area of research focuses on the relationship between the EXE approach and children’s executive function skills. Executive functions, which include skills like working memory, cognitive flexibility, and inhibitory control, are crucial for children’s learning and development. Recent studies, such as the one by Declercq et al. (2020), have begun to explore how the high levels of involvement promoted by the EXE approach might contribute to the development of these essential cognitive skills.
Furthermore, researchers have been investigating the long-term impacts of the EXE approach. While earlier studies primarily focused on immediate outcomes, there is growing interest in understanding how experiences in EXE settings might influence children’s later academic achievement and social-emotional development. A longitudinal study by Laevers and Declercq (2018) has been following children who attended EXE pre-schools into their adolescence, providing valuable insights into the potential long-term benefits of the approach.
Ongoing Projects and Initiatives
Several ongoing projects and initiatives are working to extend and refine the EXE approach. One significant project is the development of digital tools to support the implementation of the Leuven Scales. The Centre for Experiential Education at the University of Leuven has been working on a mobile application that allows educators to conduct and record observations more efficiently, providing real-time data on children’s well-being and involvement levels.
Another notable initiative is the integration of the EXE approach with emerging technologies in Early Years settings. Researchers are exploring how digital technologies, such as augmented reality and interactive storytelling platforms, can be used to create highly engaging learning experiences while maintaining the core principles of the EXE approach. This work aims to bridge the gap between traditional Early Years practices and the increasingly digital world that children inhabit.
There are also ongoing efforts to adapt the EXE approach for use with older children and in secondary education settings. The ‘Learning for Well-being’ project, initiated by the Learning for Well-being Foundation in collaboration with Laevers and his colleagues, aims to extend the principles of well-being and involvement to educational settings for older children and young adults.
Future Directions and Potential Adaptations
Looking to the future, several potential directions for the development and adaptation of the EXE approach are emerging. One area of focus is likely to be the integration of the EXE approach with other contemporary educational trends, such as the growing emphasis on 21st-century skills. Researchers and practitioners may explore how the EXE principles can be used to foster skills like creativity, critical thinking, and collaboration in young children.
Another potential direction is the further development of the EXE approach to address issues of equity and inclusion in Early Years education. While the approach has always emphasised meeting the needs of all children, future work may focus more explicitly on how the principles of well-being and involvement can be applied to support children from diverse backgrounds, including those with special educational needs or from disadvantaged socio-economic contexts.
The ongoing global discussions about climate change and sustainability may also influence future developments in the EXE approach. There may be increased emphasis on how the principles of well-being and involvement can be applied to education for sustainability, fostering children’s connection with and care for the natural world.
Finally, as our understanding of child development continues to evolve, particularly in light of advances in neuroscience, the EXE approach is likely to incorporate new insights into how children learn and develop. This may lead to refinements in the way well-being and involvement are conceptualised and measured, as well as new strategies for promoting these qualities in educational settings.
In conclusion, the EXE approach continues to be a dynamic and evolving framework for Early Years education. Through ongoing research, practical initiatives, and adaptations to address emerging educational needs, Laevers’ work remains relevant and influential in the field of Early Years education. As the approach continues to develop, it holds the potential to further enhance our understanding of how to create optimal learning environments that support children’s well-being, engagement, and overall development.
Conclusion
Ferre Laevers’ work in developing the Experiential Education (EXE) approach has made significant contributions to the field of Early Years education, influencing both theory and practice across many countries. His focus on children’s lived experiences in educational settings has provided a unique and valuable perspective on what constitutes quality in Early Years provision.
One of Laevers’ key contributions has been the introduction of well-being and involvement as central indicators of educational quality. By emphasising these process-oriented variables, Laevers shifted attention from solely outcome-based assessments to the quality of children’s immediate experiences in educational settings. This approach has provided educators with a more holistic view of child development, recognising that cognitive growth is intimately connected with emotional and social well-being.
The development of the Leuven Scales for measuring well-being and involvement has been another significant contribution. These scales have given practitioners a practical tool for assessing and improving the quality of their educational provision. By providing a structured framework for observation and reflection, the Leuven Scales have helped bridge the gap between educational theory and classroom practice, enabling educators to make informed decisions about how to enhance children’s learning experiences (Laevers et al., 1997).
Laevers’ concept of deep-level learning has also had a lasting impact on our understanding of how children learn. By highlighting the importance of intrinsic motivation and engagement in the learning process, Laevers has encouraged educators to move beyond surface-level knowledge acquisition to foster deeper, more meaningful learning experiences. This emphasis on depth over breadth aligns with contemporary understanding of effective learning and has influenced curriculum design in many Early Years settings (Laevers, 1998).
The lasting impact of Laevers’ work is evident in its widespread adoption and adaptation across different countries and educational contexts. From its origins in Flemish pre-schools, the EXE approach has been implemented in various forms in countries across Europe and beyond. Its influence can be seen in national Early Years policies, teacher training programmes, and quality assessment frameworks in several countries (Pascal et al., 1998; Van Sanden & Joly, 2003).
Moreover, the principles of the EXE approach have shown remarkable versatility, finding applications beyond Early Years settings. The concepts of well-being and involvement have been adapted for use in primary and secondary education, special education, and even adult learning contexts. This broad applicability speaks to the fundamental nature of Laevers’ insights into the human experience of learning.
For current and future educators, understanding and engaging with Laevers’ work remains highly relevant. In an educational landscape increasingly focused on standardised testing and academic outcomes, the EXE approach offers a valuable counterbalance, reminding us of the importance of children’s emotional well-being and engagement in the learning process. It provides a framework for creating learning environments that are not only academically stimulating but also emotionally supportive and intrinsically motivating.
Furthermore, as education systems worldwide grapple with the challenge of preparing children for an uncertain future, Laevers’ emphasis on fostering deep-level learning and intrinsic motivation becomes ever more pertinent. These qualities are likely to be crucial in developing the adaptability and lifelong learning skills that future generations will need.
However, it’s important to note that implementing the EXE approach effectively requires ongoing commitment and professional development. Educators need support to develop the observational skills and reflective practice necessary to apply the principles of well-being and involvement effectively. Therefore, teacher training and continuous professional development in the EXE approach remain crucial for its successful implementation.
In conclusion, Ferre Laevers’ work has made a substantial and enduring contribution to our understanding of quality in Early Years education. By focusing attention on children’s lived experiences and providing practical tools for enhancing these experiences, Laevers has helped shape a more child-centred, holistic approach to Early Years education. As research continues to underscore the importance of early experiences for lifelong learning and development, the principles of the EXE approach are likely to remain relevant and influential in shaping effective Early Years practice for years to come.
Frequently Asked Questions
What is Ferre Laevers’ Theory?
Ferre Laevers’ theory, known as the Experiential Education (EXE) approach, focuses on the quality of children’s experiences in educational settings. At its core, the theory proposes that two key indicators – well-being and involvement – are crucial for assessing and improving educational quality.
Well-being refers to children feeling at ease, acting spontaneously, and showing vitality and self-confidence. Involvement describes the intensity of children’s engagement in activities, characterised by concentration, persistence, and intrinsic motivation. Laevers argues that when these two qualities are high, deep-level learning is taking place.
The EXE approach emphasises creating environments and interactions that support high levels of well-being and involvement. This includes providing a rich, stimulating environment, encouraging child-initiated activities, and fostering sensitive, responsive interactions between educators and children.
What is the Leuven Scale Theory?
The Leuven Scale Theory refers to the assessment tools developed by Ferre Laevers and his colleagues to measure well-being and involvement in educational settings. These scales are a key component of the Experiential Education (EXE) approach.
There are two Leuven Scales:
- The Well-being Scale: This assesses the degree to which children feel at ease, act spontaneously, and show vitality and self-confidence.
- The Involvement Scale: This measures the intensity of children’s engagement in activities, looking at factors such as concentration, energy, complexity and creativity, facial expression and posture, persistence, precision, reaction time, verbal utterances, and satisfaction.
Both scales use a 5-point rating system, where 1 indicates the lowest level and 5 the highest. These scales provide educators with a structured way to observe and assess the quality of children’s experiences, guiding them in making improvements to their educational practice.
How is the Leuven Scale Used in Practice?
The Leuven Scale is used as an observational tool in Early Years settings to assess and improve the quality of educational experiences. Here’s how it typically works in practice:
- Observation: Educators observe children during their regular activities, focusing on signs of well-being and involvement.
- Scoring: Based on their observations, educators assign scores on the 5-point scales for both well-being and involvement.
- Analysis: The scores are analysed to identify patterns, such as activities or times of day when children show high or low levels of well-being and involvement.
- Reflection: Educators reflect on what might be causing low scores and how to enhance experiences to promote higher levels of well-being and involvement.
- Action: Based on these reflections, educators make changes to the environment, activities, or their own interactions with children.
- Re-assessment: After implementing changes, educators use the scales again to assess their impact, creating a cycle of continuous improvement.
This process helps educators focus on the quality of children’s immediate experiences, rather than just on predetermined outcomes or curricula.
What are the Key Principles of Experiential Education?
The Experiential Education (EXE) approach is based on several key principles:
- Child-Centred Perspective: The child’s experience is the primary point of reference for all educational decisions and actions.
- Focus on Well-being and Involvement: These are seen as key indicators of educational quality and preconditions for deep-level learning.
- Emphasis on Process Quality: The nature of children’s daily experiences is considered more important than structural factors or predetermined outcomes.
- Rich Learning Environment: The approach advocates for creating a stimulating environment that offers diverse, engaging materials and activities.
- Adult Style: EXE emphasises the importance of sensitive, responsive interactions between adults and children.
- Free Initiative: Children are given significant freedom to choose their activities, with up to 65% of time in some EXE settings devoted to free choice activities.
- Experiential Attitude: Educators are encouraged to try to view the educational process from the child’s perspective.
These principles guide educators in creating environments and interactions that support children’s well-being, involvement, and deep-level learning.
How Does Experiential Education Differ from Traditional Education?
Experiential Education (EXE) differs from traditional education in several key ways:
- Focus: While traditional education often emphasises predetermined outcomes or curricula, EXE focuses on the quality of children’s immediate experiences.
- Assessment: Traditional education typically assesses learning through tests or standardised measures. EXE uses observation of well-being and involvement as key indicators of educational quality.
- Child’s Role: In traditional settings, children often follow a set curriculum. In EXE, children have more freedom to choose activities based on their interests.
- Educator’s Role: Traditional education often casts the educator as an instructor. In EXE, the educator is more of a facilitator, creating environments and interactions that support well-being and involvement.
- Learning Process: Traditional education may emphasise memorisation or skill practice. EXE focuses on fostering deep-level learning through high involvement in activities.
- Environment: While traditional classrooms might be structured around whole-group instruction, EXE environments typically offer diverse activity areas to support different types of play and exploration.
These differences reflect EXE’s emphasis on children’s lived experiences as the foundation for effective learning and development.
References
- Declercq, B., Ebrahim, H., Koen, M., Martin, C., van Zyl, E., Daries, G., Olivier, M., Venter, R., Ramabenyane, M., & Sibeko, L. (2016). Levels of well-being and involvement of young children in centre-based provision in the Free State Province of South Africa. South African Journal of Childhood Education, 6(1), 1-8.
- Declercq, B., Van Gorp, K., & Laevers, F. (2020). Executive functions and well-being in primary school: The role of involvement. Early Years, 40(4), 451-466.
- Hostyn, I., Petry, K., Lambrechts, G., & Maes, B. (2011). Evaluating the quality of the interaction between persons with profound intellectual and multiple disabilities and direct support staff: A preliminary application of three observation scales from parent–infant research. Journal of Applied Research in Intellectual Disabilities, 24(5), 407-420.
- Kalliala, M. (2011). Look at me! Does the adult truly see and respond to the child in Finnish day-care centres? European Early Childhood Education Research Journal, 19(2), 237-253.
- Laevers, F. (1993). Deep level learning: An exemplary application on the area of physical knowledge. European Early Childhood Education Research Journal, 1(1), 53-68.
- Laevers, F. (1994). The innovative project Experiential Education and the definition of quality in education. In F. Laevers (Ed.), Defining and assessing quality in early childhood education (pp. 159-172). Leuven University Press.
- Laevers, F. (1997). Assessing the quality of childcare provision: “Involvement” as criterion. Researching Early Childhood, 3, 151-165.
- Laevers, F. (1998). Understanding the world of objects and of people: Intuition as the core element of deep level learning. International Journal of Educational Research, 29(1), 69-86.
- Laevers, F. (2005). The curriculum as means to raise the quality of early childhood education. Implications for policy. European Early Childhood Education Research Journal, 13(1), 17-29.
- Laevers, F. (2015). Making care and education more effective through wellbeing and involvement. An introduction to Experiential Education. In J. Moyles (Ed.), The excellence of play (4th ed., pp. 189-200). Open University Press.
- Laevers, F., & Declercq, B. (2018). How well-being and involvement fit into the commitment to children’s rights. European Journal of Education, 53(3), 325-335.
- Laevers, F., & Heylen, L. (2013). Een procesgerichte aanpak voor 6- tot 12-jarigen in het basisonderwijs [A process-oriented approach for 6- to 12-year-olds in primary education]. CEGO Publishers.
- Laevers, F., & Moons, J. (1997). Enhancing well-being and involvement in children: An introduction in the ten action points. Centre for Experiential Education.
- Laevers, F., Vandenbussche, E., Kog, M., & Depondt, L. (1997). A process-oriented child monitoring system for young children. Centre for Experiential Education.
- Pascal, C. (2005). Early Years Pioneers: Ferre Laevers. Nursery World, 105(3987), 16-17.
- Pascal, C., Bertram, T., Mould, C., & Hall, R. (1998). Exploring the relationship between process and outcome in young children’s learning: Stage one of a longitudinal study. International Journal of Educational Research, 29(1), 51-67.
- Stephen, C. (2010). Pedagogy: The silent partner in early years learning. Early Years, 30(1), 15-28.
- Tobin, J. (2005). Quality in early childhood education: An anthropologist’s perspective. Early Education and Development, 16(4), 421-434.
- Van Coster, N., De Groote, I., De Bosscher, J., & Van Hecke, A. (2012). Involvement and well-being of children with profound intellectual and multiple disabilities in special education: A pilot study with the Leuven Scales. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 296-299.
- Van Gorp, K., Segers, E., & Verhoeven, L. (2017). Enhancing decoding efficiency in poor readers via a word identification game. Reading Research Quarterly, 52(1), 105-123.
- Van Gorp, K., Mugweni, R., & Laevers, F. (2019). Measuring involvement and wellbeing in preschool contexts: Insights from Tanzania. Early Years, 1-15.
- Van Sanden, P., & Joly, A. (2003). Well-being and involvement as a guide in realizing good conditions for inclusive education in Nicaragua. In P. Ghesquière & A. J. J. M. Ruijssenaars (Eds.), Children with special needs: Research and theory on inclusion, integration and marginalization (pp. 187-206). Garant.
Further Reading and Research
Recommended Articles
- Declercq, B., & Laevers, F. (2018). Welbevinden en betrokkenheid als toetsstenen voor kwaliteit in de kinderopvang: Implicaties voor het monitoren van kwaliteit [Well-being and involvement as touchstones for quality in childcare: Implications for monitoring quality]. Tijdschrift voor Jeugdgezondheidszorg, 50(6), 143-148.
- Howard, J., & McInnes, K. (2013). The impact of children’s perception of an activity as play rather than not play on emotional well‐being. Child: Care, Health and Development, 39(5), 737-742.
- Laevers, F. (2017). How are children doing in ECEC? Monitoring quality within a process-oriented approach. In N. Klinkhammer, B. Schäfer, D. Harring, & A. Gwinner (Eds.), Monitoring quality in early childhood education and care (pp. 29-44). Verlag Deutsches Jugendinstitut.
- Pascal, C., & Bertram, T. (2021). What do young children have to say? Recognising their voices, wisdom, agency and need for companionship during the COVID pandemic. European Early Childhood Education Research Journal, 29(1), 21-34.
- Van Gorp, K., & Moons, J. (2014). Creating rich environments for active learning in the early years. In D. Whitebread, P. Coltman, H. Jameson, & R. Lander (Eds.), Play and learning in early childhood (pp. 145-158). SAGE Publications.
Suggested Books
- Laevers, F., Moons, J., & Declercq, B. (2012). A process-oriented monitoring system for the early years (POMS). CEGO Publishers.
- This book provides a comprehensive guide to implementing the Process-Oriented Monitoring System, based on Laevers’ Experiential Education approach.
- Laevers, F. (Ed.). (2005). Well-being and involvement in care settings. A process-oriented self-evaluation instrument. Kind & Gezin and Research Centre for Experiential Education.
- This edited volume offers insights into assessing and improving well-being and involvement in various care settings, with practical tools for practitioners.
- Laevers, F., & Heylen, L. (Eds.). (2013). Een procesgerichte aanpak voor 6- tot 12-jarigen in het basisonderwijs [A process-oriented approach for 6- to 12-year-olds in primary education]. CEGO Publishers.
- Although in Dutch, this book extends the principles of Experiential Education to primary school settings, offering valuable insights for educators working with older children.
- Pascal, C., & Bertram, T. (2021). The art of teaching young children. Routledge.
- This book incorporates many of Laevers’ ideas into a broader framework for effective early years practice, offering practical guidance for educators.
- Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). SAGE Publications.
- This book provides a comprehensive overview of play-based learning, including discussion of Laevers’ work on involvement and well-being.
Recommended Websites
- Centre for Experiential Education (CEGO)
- This is the official website of Laevers’ research centre, offering information about the Experiential Education approach, training opportunities, and resources.
- European Early Childhood Education Research Association (EECERA)
- This website provides access to research and conferences related to early childhood education, including work influenced by Laevers’ approach.
- Early Education (British Association for Early Childhood Education)
- This UK-based organisation’s website offers resources and training related to various approaches in early years education, including the Experiential Education approach.
- Organisation for Economic Co-operation and Development (OECD) – Early Childhood Education and Care
- This section of the OECD website provides international perspectives on early childhood education, including research that draws on Laevers’ work.
- UNICEF Early Childhood Development
- This website offers global perspectives on early childhood development, with resources that often reference well-being and involvement as key indicators of quality in early education.
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Early Years TV Ferre Laevers: Early Years Pioneer, EXE Approach and Leuven Scale. Available at: URL of article (Accessed: 11 February 2025).