Leuven Engagement Scale: LES-K observation tool for kindergartens

This article is about observing children and professionally evaluating these observations using the Leuven Involvement Scale. The structure follows the classic scenario. First, observations are made during free play. During these observations, it is important to pay attention to signals that are used in the Leuven Involvement Scale. Examples of such signals include self-confidence or assertiveness. In combination with levels 1, 3, and 5 (formerly 1, 2, 3, 4, and 5), a classification can then be made.

After several observations have been made in different situations, conclusions can be drawn about the child's interests and preferred themes. These, in turn, can then be used for further educational planning.

Below, you will find a practical example with three observations, evaluations, and a brief educational plan for further action, because ultimately, we want to achieve something with the results of the observations.

1. Observation – Klara in the play kitchen

Observation log

K. is with E. and C. in the middle area of ​​the play kitchen. K. turns to her left and says to E.: "Let's do some magic and use both hands for it!" At the same moment, K. raises both hands simultaneously so that they are outstretched at shoulder height. K. then says: "Let's turn C. into a monkey!" Immediately after saying this, K. turns her head further to the left and looks at C. with a fixed gaze and expression. There is no reaction from E. K. waits 5 seconds and then goes to the right area of ​​the play kitchen. K. calls out to C. twice in a louder tone: "Do you want to

bake a cake?" C. looks at K. and says softly: "No". K. then quickly turns to the right and places both arms outstretched on a higher cupboard next to the play kitchen. K. looks around the room with her eyes while wiggling both feet back and forth. After 30 seconds, K. goes back to C. in the play kitchen area and says: "These are paper towels, we're not allowed to tear them."

C. does not react to the statement and K. goes to a caregiver at the other end of the room. K. waits until the caregiver has finished talking and says: "C. is using tissues and tearing them up. We're not allowed to do that." The caregiver says to K.: "Please tell C. that she shouldn't tear up any more tissues." K. then goes back to C. in the play kitchen area and says: "We're not allowed to tear up paper towels and I'm going to say stop now and then you're not allowed to move anymore! Only after the stop can you dance." C. does not react to the statement. E. is standing to the left of C. and after the statement turns to K. and says: "Okay, but I'll start!" K. rolls her eyes and then walks over to a roller shutter to the left in front of the play kitchen. K. grabs the pull cord with both hands and begins to swing the cord to the right. K. holds the rope firmly while swinging back and forth and repeats the swinging motion 9 times. K. sees me sitting and comes over to me. K. asks: "Can we do magic together?"

Well-being & Engagement

Well-being Level 4 | Engagement Level 1-2

Justification for Well-being

K. is open and receptive to her surroundings by making contact with other children (E. & C.) and seeking out play situations. K. also observes the behavior of other children in her environment (K. observes another child tearing paper). Her facial expression is open during the observation period. While doing magic, her facial expression, and especially her eyes, are directed directly at the nearby child C. K. receives eye contact during communication and reciprocates it during the conversation. K. can also express negative feelings (rolls her eyes because she doesn't want something). Due to the intensity of the openness area, the number 4 is assigned. During the observation, it was not possible to determine whether K. can quickly settle into a new environment or whether she can act adaptively in new situations. K. also showed no willingness to compromise or accept the children's alternatives (E. wants to start the suggested game, but K. just rolls her eyes and walks away). Therefore, the flexibility area is rated at level 2.

K. shows self-confidence through clear and understandable statements (e.g., "Let's turn C. into a monkey"). K. also tries to draw attention to her wishes by repeatedly making requests (K. calls out to C. twice in a row: "Do you want to bake a cake?"). K. reacts only briefly to the subsequent rejections by the other children but is not permanently affected by the setback. For these reasons, level 5 is assigned for the area of ​​self-confidence.

K. demands attention from her surroundings, both by initiating contact and inviting other children to play, and by contacting the caregiver about tearing up the paper towels. K. communicates her own needs and concerns (play wishes, suggestions, the desire for everyone to follow the rules) appropriately. K. is not easily influenced by other children; rather, she sticks to her own play idea (E. wants to start the suggested game, but K. just rolls her eyes and walks away because it's not according to her plan). This also shows that K. does not readily go along with other children's ideas. Therefore, level 5 is assigned for the area of ​​assertiveness. In the area of ​​vitality, only sparkling eyes and an upright posture could be observed throughout the entire observation period, and this was particularly evident when she was performing magic tricks with both hands. Therefore, level 2 is assigned for the area of ​​vitality.

K.'s movements were always calm and fluid. Her body was only tense during certain actions (e.g., magic tricks), but otherwise relaxed. K.'s conversations and statements were at a normal speaking pace and without increased volume. Level 4 is assigned for the area of ​​relaxation and inner peace. Signals for the area of ​​enjoyment could not be observed, therefore level 1 is assigned here. Nevertheless, during the observation period, K. was always in tune with herself and her wishes and thoughts, which was demonstrated through clear statements and ideas. This also confirms that K. seems to know what she needs. Therefore, I assign level 4 for the area of ​​being in tune with oneself.

In summary, according to the Leuven Engagement Scale, I assign level 4 for the area of ​​well-being.

Justification for Engagement

K. limits her attention to the play kitchen area and the window blind cord. She shows no visible signs of the signal of energy. Regarding the signal of complexity, multifacetedness, and creativity, no visible complex actions or activities going beyond routine tasks were observed. In terms of facial expression, increased facial expressions and intense "looking" were observed, particularly during the "magic tricks in the play kitchen area." No signals of perseverance were observed during the observation. K. did not stay with one thing for long, and therefore there was no concentration on a single activity. K. also started several different games during the observation period.

K. did not exhibit detailed accuracy or conscious, careful, and precise actions. However, she was alert and active in the play kitchen area and reacted immediately when C. tore up paper tissues, which is not allowed. The other two signals of responsiveness could not be observed. Verbally, K. expressed himself through spontaneous remarks such as "Let's turn C. into a monkey or do you want to bake a cake?". K. did not engage in in-depth self-talk, enthusiastic storytelling, or spontaneous vocalizations. In the area of ​​expressing satisfaction, K. displayed positive facial expressions during the magic activity throughout the observation period. During the rest of the observation time, other signals such as joy, enjoyment, or similar expressions were not discernible.

In summary, according to the Leuven Engagement Scale, I assign a level of 1-2 for the area of ​​engagement.

Perspectives & Interests of the Child

From K.'s perspective, she feels comfortable in the group and knows how to interact with herself, the other children, and the educators. However, she didn't really get involved in the play activities, as she was expected to play only according to the other children's ideas and instructions. Furthermore, the other children were already playing, and K. was unable to integrate herself into their game. Possible interests of K. could include magic, witches, fantasy, or baking. All of these interests became apparent during the observation.

2. Observation – Klara in the Studio

Observation Protocol

K. is sitting at the drawing table in the studio and crafting with white sheets of paper together with E., who is sitting to her right. K. throws a white sheet of paper to E. with her right hand and says: "Great, isn't it?". E. takes the sheet with both hands and also throws it into the air. E. then says to K.: "An airplane!" and K. reacts with the words: "No, that's a submarine that can fly!". Both look at each other and laugh loudly. K. now reaches for the crayons with her right hand and tries to sharpen them with a pencil sharpener that she holds in her left hand.

K. tries this for 15 seconds. K. now tries to press the crayon harder into the sharpener with her right hand. She lifts both hands up to be able to look into the transparent sharpener. K. now places the crayon and sharpener on the table in front of her and reaches for the yellow scissors, which are also lying in front of her. K. now takes the scissors with both hands, lifts them in front of her face and rotates the scissors 7 times in a circle.

While doing this, she opens and closes the scissors 10 times in a row. Her eyes are firmly focused on the scissors and her facial expression is tense. Now K. performs the movements slowly once. K. takes a white sheet of paper from the table with her left hand and clamps it between the scissors. K. turns her head to the right towards E. and says: "Look E., this is a magic wand that is now being divided. Do you want one too?". E. replies to K.: "Yes, please. But then we'll do magic together!". K. then says to E.: "Then let's do magic together. It doesn't really exist, but then again, maybe it does." E. then replied to K.: "Of course magic exists!". K. replied: "Abracadabra!". Well-being & Engagement

Well-being Level 3 | Engagement Level 4

Explanation of Well-being

K. is open and receptive to her surroundings in the studio area, as she interacts with E. During the observation, K. maintains direct eye contact, which is particularly evident when "looking at E. during the airplane/submarine discussion." K. also reciprocates E.'s gaze. Signals indicating flexibility, such as quickly adapting or adjusting to new and unfamiliar situations, were not observed during this time. Furthermore, there were no problems or frustrations during the observation period. In the area of ​​self-confidence and self-esteem, during the observation period, K. attempted to sharpen a pencil that was too thick and repeatedly tried to fit it into the too-small sharpener. In this situation, K. tried to solve a problem, even at the risk of failing. The eventual failure did not upset K. During the joint crafting activity, K. sought attention from E. (expressed by throwing a sheet of paper or asking about the magic wand). K. also expressed her own ideas about the white sheet of paper by saying to E.: "No, that's a submarine that can fly!". In the area of ​​vitality, an upright posture and an energetic impression were observed throughout the entire observation period while exploring the scissors.

K.'s muscles were not tense, and her movements were performed at a normal speed and smoothly. K. spoke with E. at a normal speaking pace and volume. In the area of ​​enjoying the activity, K. showed enthusiasm for the white sheet of paper and the scissors. K. seems to know what she needs for herself. In summary, according to the Leuven Engagement Scale, I assign level 3 for the area of ​​well-being.

Justification for Engagement

K. has focused attention on a limited area, which is demonstrated by the close observation of the scissors. K. also focused on the scissors for an extended period, with her eyes almost continuously directed at the activity. Even external stimuli such as high volume due to the large group size did not distract or disturb K. She was eagerly and enthusiastically engaged with the scissors and the throwing of the white sheet of paper with E., which is also evident in the conversation between K. and E. and their shared laughter. I was unable to observe any more complex actions or activities that went beyond routine tasks or any individual contributions during the observation period.

K.'s posture, particularly when observing the scissors, showed a tense facial expression and an intense "looking at and examining" of the object. When observing the scissors, K. remained focused and explored them for an extended period (rotating them in a circle 7 times | opening and closing them 10 times). The signal of perseverance is therefore strongly represented. Precise movements also occurred while rotating and moving the scissors. K. paid very close attention to the opening and closing mechanism of the scissors. She always opened and closed the scissors consciously and carefully. K. was always alert during the observation in the studio.

Spontaneous expressions such as laughter were observed while crafting with the white sheets of paper. However, she did not accompany herself with words or spontaneous sounds. Enthusiastic storytelling was not observed. During the observation period, joy in K.'s activity was evident.She enjoyed crafting and laughing together with E. K. always had a friendly and open expression towards E. In summary, according to the Leuven Engagement Scale, I assign level 4 for the area of ​​engagement.

Child's Perspectives & Interests

K. really enjoys crafting with E., as they can exchange their individual ideas. K. cut a flying submarine out of a white sheet of paper with scissors, which E., however, recognized as an airplane. Both found their versions funny and laughed together. K. and E.'s interests are similar, as both immediately recognized a magic wand in the cut-out strip of paper and wanted to use it together right away. Possible interests of K. could be airplanes, witches, magic, or generally the realm of fantasy/philosophy, since at the end of the observation both talked about the existence of magic.

3. Observation – Klara in the Garden

Observation Protocol

K. gallops quickly like a horse in the outdoor area from the swing to the three climbing bars. She has a red rope tied around her waist. M. holds the end of the rope tightly. Upon arriving at the climbing bars, K. unties the rope from her waist and gives it to M. K. has red cheeks and is sweaty in the face. K. says to M.: "Now I was the unicorn and now it's your turn." M. replies to K.: "Let's build a stable first." K. takes the rope back with her right hand and begins to tie it to the small climbing bar with both hands.

K. whispers softly: "Horse, horse, horse, stable, stable, stable." After both ropes are securely tied to form a swing, K. says to M.: "This is the stable, you have to go in here now, you are the horse now." M. nods her head and stands with both feet on the hanging rope. K. immediately turns to the right and simultaneously picks up leaves from the ground with her right and left hands. She throws the leaves at M. and says: "Here, horse, is your lunch" and laughs loudly. M. looks at K. and also starts to laugh. K. says to M.: "Come, give me the rope, I'll tie it to you and then we'll run to O., maybe he's a unicorn too." M. says: "Oh yes" and gets off the rope.

K. then unties the rope from the climbing bar and ties it to M. M. runs off before K. has tightened the rope. K. calls out loudly: "Stop, M., the rope is loose." M. then stops and K. can tighten the rope. Both then run like a galloping horse to the other end of the garden to a caregiver. Well-being & Engagement

Well-being Level 4-5 | Engagement Level 5

Justification for Well-being

K. makes and reciprocates eye contact with M. Her gaze is always open and direct. During the game, K. radiates a considerable amount of self-confidence, which is particularly evident in her strong and powerful galloping. By tying the rope to the climbing pole, K. seeks challenges that match her skills and abilities. K. demands attention from M. and wants to be involved in decisions during the game. K. also expresses her own wishes and concerns (She calls out loudly: "Stop, M., the rope is loose" or says to M.: "Now I was the unicorn and now it's your turn."). Her behavior during the observation is full of life and energy. Joy and vitality are also evident. Her flushed cheeks and sweaty face bear witness to this.The pace of speech with M. is consistently calm and slow. Short pauses in speech occurred after galloping due to the physical activity. After this, however, K. quickly becomes completely relaxed again. K. shows genuine joy and enthusiasm during the game. She experiences this game intensely and feels connected to M. as a playmate and to nature (leaves). K. continues to give the impression that she is in tune with her own needs and desires.

In summary, I award a level of 4-5 on the Leuven Engagement Scale for the area of ​​well-being.

Justification for Engagement

Throughout the free play, K. limits her attention to what is happening between her and M. Her eyes are consistently focused on the activity, and even loud ambient noises from the other children do not distract her from her activity. Enthusiasm and physical energy are evident in her movements (e.g., when galloping).

K. also sweats from the exertion and has rosy cheeks. The game becomes more complex as the roles are switched and additional actions are added, such as fetching food and attaching the rope to the climbing pole as a stable. K.'s individual ideas and thought processes become visible here.

Her facial expression shows physical exertion. However, intense looking and observing cannot be specifically identified. K. shows great stamina during the game. She gallops across the outdoor play area and is always focused on the activity throughout the observation period.

The signal of accuracy can be observed particularly in the careful way she attaches the rope to the climbing pole. K. is always active and consistently engaged. K. quickly picks up on M.'s idea ("Let's run to O.!") and implements it. While K. attaches the rope to the pole, she accompanies her actions with the words: "Horse, horse, horse, stable, stable, stable." The activity brings K. joy, and her experience and actions suggest an "experience as a mental event."

In summary, according to the Leuven Engagement Scale, I assign level 5 for the area of ​​engagement.

Child's Perspectives & Interests

K. enjoys playing with E. and M., especially in the free play area of ​​the outdoor space. K. likes to use ropes and other natural materials such as leaves in her play. K.'s interests were once again very clear here and can be narrowed down to the areas of animals, nature, and fantasy/philosophy.

Summary of Interests and Topic

Based on the three observations conducted using the Leuven Engagement Scale, three interests can be clearly identified:

1. Magic

2. Witches

3. Fantasy/Philosophizing

In combination with everyday observations, these three interests can be further narrowed down to the areas of fantasy and philosophizing. K. questions the processes of natural mechanisms and, when asked specific questions by an educator, already formulates hypotheses, which she then confirms or rejects through her own reasoning. Especially during free play with other children, I have often observed that K. gets involved in discussions with other children when things don't go according to her ideas. K. often shows a low frustration tolerance in these situations and simply leaves the discussion. This was also observed during the first observation.

The current topic could, for example, be the "Function of the World." Based on the observations, the topic "My Place in the Community" is also relevant.

Conclusions for Educational Work

I could imagine deepening K.'s engagement through a targeted activity using a Kamishibai (Japanese picture storytelling). The theme could be "philosophizing together in a group." This would allow the interest that has been consistently shown in the three observations to be addressed, and K.'s engagement could be increased. The story "Emma – Without You, the World Would Only Be Half as Beautiful" is particularly suitable for this. Presenting the story in a dialogical way could further increase engagement.