Learning through Intent Community Participation (ICP) is a theoretical framework that focuses on how children learn by observing and pitching in with initiative. This research examines cultural differences, similarities, and historical changes (including those associated with Western schooling) in the 7 facets of the prism above. The prism lays out the 7 facets, as follows (Rogoff, Alcalá, Coppens, López, Ruvalcaba,& Silva, manuscript under revision, 2011):
1. Learners are incorporated in the range of ongoing endeavors of their families and communities, with expectations and opportunities to contribute.
2. Learners are eager to contribute, belong, and fulfill roles that are valued in their families and communities. Other people present are involved in accomplishing the activity at hand, and may provide guidance.
3. Learning involves keen attention, during or in anticipation of contributing, guided by community expectations of responsible contribution and sometimes guided by other people.
4. Social organization involves collaborative engagement in family and community endeavors, with flexible leadership and trust in learners to take initiative, along with others who also participate at a calm mutual pace.
5. Communication occurs through coordination of shared endeavors through articulate nonverbal conversation and parsimonious verbal means, as well as through narratives and dramatization that contextualize information and ideas.
6. The goal of education is transformation of participation, which involves learning to collaborate with appropriate demeanor and responsibility, as well as learning information and skills, to be responsible contributors belonging in the community.
7. Assessment includes evaluation of the success of the arrangements as well as the learner’s progress, in support of learner's contributions, during the endeavor. Feedback is direct, from the outcome of learners’ efforts and the acceptance (or not) of the efforts by others as productive contributions.