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Active Participation
In many indigenous communities of the Americas, children often begin to learn through their eagerness to be active participants in their communities. Through this, children feel incorporated as valued members when given the opportunity to contribute to everyday social and cultural activities. For example, in a traditional village in Yucatan, Mexico, great importance is placed on engaging in mature activities to help children learn how to participate and contribute appropriately. Adults rarely force children to contribute; rather, they provide children with a great range of independence in deciding what to do with their time. Therefore, children are likely to demonstrate that they want to be a productive member of the community because they have been a part of a social, collaborative culture that views everyday work as something that everyone can partake and help in. 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. Indigenous communities in the Americas emphasize the ability for community members of all ages to be able to collaborate together. 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. 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.

Motivation
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.

Education in Indigenous communities is primarily based on joint engagement in which children are motivated to "pitch-in" in collective activities through developing solidarity within family, resulting in reciprocal bonds. Learning is viewed as an act of meaningful and productive work, not as a separate activity. When asked to self-report about their individual contributions, Indigenous Mexican heritage children placed emphasis on the community rather than on individual role. Their contributions emphasized collaboration and mutual responsibility within the community. A study was conducted with children who had immigrated from indigenous communities in rural Mexico. The children were less likely to view activities that Westernized culture regarded as "chores" to be a type of work. These children felt that activities such as taking care of siblings, cooking, and assisting in cleaning were activities that help the family. When asked how they viewed participation in household work, children from two Mexican cities reported they contribute because it is a shared responsibility of everyone in the family. They further reported that they want to pitch in to the work because helping and contributing allows them to be more integrated in ongoing family and community activities. Many Mexican-heritage children also reported being proud of their contributions, while their families reported the contributions of children are valued by everyone involved.

Learning through collaborative work is often correlated with children learning responsibility. 2. Many children in Indigenous Yucatec families often attempt and are expected to help around their homes with household endeavors. It is common to see children offer their help off of the their own accord, such as Mari, an 18 month old child from an indigenous family watched her mother clean the furniture with a designated cleaning leaf. Mari then took it upon herself to pick a leaf from a nearby bush and attempted to scrub the furniture as well. Although Mari was not using the proper type of leaf, by attempting to assist in cleaning the furniture, she demonstrated that she wanted to help in a household activity. Mari’s mother supported and encouraged Mari’s participation by creating an environment where she is able to pitch in, even if not in a completely accurate manner. Parents often offer guidance and support in Indigenous American cultures when the child needs it--as they believe this encourages children to be self-motivated and responsible.

Children from indigenous communities of the Americas are likely to pitch in and collaborate freely without being asked or instructed to do so. For example, P’urepecha children whose mothers followed more traditional indigenous ways of living demonstrated significantly more independent collaboration when playing Chinese checkers than middle-class children whose mothers had less involvement in indigenous practices of the Americas. Similarly, when mothers from the Mayan community of San Pedro were instructed to construct a 3-D jigsaw puzzle with their children, mothers who practiced traditional indigenous culture showed more cooperative engagements with their children than mothers with less traditional practices.. These studies exemplify the idea that children from families that practice traditional indigenous american cultures are likely to exhibit a motivation to collaborate without instruction. Therefore, being in an environment where collaboration is emphasized, serves as an example for children in Indigenous American communities to pitch in out of their own self-motivation and eagerness to contribute.