It is seen as eagerly contributing in a collaborative and flexible environment, aimed at the children learning consideration, responsibility and skills with the guidance and support of adults.
[7] As demonstrated by a Mexican Nahua community, children are encouraged to begin child work at the age of two for about 6 to 7 hours a day.
[11] This maturity comes from the community fully incorporating children at a young age and allowing them to participate in everyday tasks.
[16] Children's work is also attributed to learning cultural values in addition to individual personality development.
[17] Paradise & De Haan refer to this process as practicing responsibility and reciprocity through role-taking as an observing helper or active performer.
Instead of focusing on "formal" or instructional learning in school settings which typically place emphasis on children's motivation and attention capabilities, LOPI engages with their everyday lives.
[25] An important aspect of the LOPI model is the in-depth ethnographic and biological observations as well as comparative studies that were used to generate the facets about Indigenous American communities.
It is necessary to take into consideration the model of LOPI as a coherent system as each facet plays a role in relation to the next.
It is also possible to compare LOPI to Assembly-Line Instruction which aims to control the learner's attention, motivation, and behavior in the community.
There are large contrasting differences in the collaborative guidance and the control of the learner's attention and behavior between LOPI and Assembly-Line Instruction.
[citation needed] The International Labour Organization recognizes the importance of child work in various cultures.
While these attitudes toward child work remain, many children and parents from indigenous communities still highly value education.
[28] ILO wants to include these communities in the fight against exploitative child labor while being sensitive to their traditions and values.