5. Learning through wide, keen attention

Learning involves wide, keen attention, in anticipation of or during contribution to the endeavor at hand. Guidance comes from community-wide expectations that everyone contributes with responsibility (as in cultural values that everyone in a family pitches in to help with household work). Guidance may sometimes also come from other people engaged in the activity, supporting learners’ opportunities to observe and contribute and sometimes providing pointers regarding the ongoing shared activity.

Featured Publications
(Click on reference for abstract and author information)

Rogoff, B. (2003). The cultural nature of human development [La naturaleza cultural del desarrollo humano]. New York: Oxford University Press.

Gaskins, S. (2000). Children’s daily activities in a Mayan village: A culturally grounded description [Las actividades diarias de niños en un pueblo Maya]. Cross-Cultural Research, 34, 375-389.

Rogoff, B., Mistry, J., Göncü, A., & Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers [Participación guiada en actividades culturales por niños de 1 a 2 años de edad y sus cuidadores]. Monographs of the Society for Research in Child Development, 58 (7, Serial No. 236).

Rogoff, R., Mosier, C., Mistry, J. & Goncu, A. (1993). Toddlers’ guided participation with their caregivers in cultural activity [La participación guiada de pequeños con sus cuidadores en actividad cultural]. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development. New York: Oxford University Press.