Barbara

Rogoff

By Sara Pintauro
Info
Born on January 5th, 1950 in Brookings, SD
Married in 1975 and had 3 children
Attended Pomona College, B.A. (1971)
Attended University of Geneva (1971-1972)
Got her Ph. D at Harvard University (1997)

Examined cognitive development in social context

Career
Field Psychologist and Ethnographer (1974-1975)
Assistant Professor, Associate Professor, and Professor of
Psychology (1977-1992)
Coordinator of Cross-Cultural Psychology Program
Writer- wrote several books including Everyday Cognition:
Its Development in Social Context & Zone of Proximal
Development
Cognitive Development- Guided
Participation
Expanded on Vygotskys idea of Zone of Proximal Development

Guided Participation: a construct that assumes that both guidance

and participation in culturally valued activities are essential
to childrens apprenticeship in thinking.

Adult-Child- Important for skill development

Child-Child- Shifts in perspective from peer interaction

A way to gradually introduce children to A way for a child to correctly acquire a
a particular skill in the adult community new skill through the guidance of a
competent adult

https://www.flickr.com/photos/mikeschmid/3639919767 https://www.flickr.com/photos/armymedicine/14625110871
 Understanding the purposes of friendship

https://pixabay.com/en/photos/friendship/
https://pixabay.com/en/friends-children-boys-71317/
Responsible Roles of Childhood
Different in all cultures 10 year old
Mayan boy
Important not to give expectations splitting the
to a specific age family firewood

A childs role at a certain age

depends on their community
Intent Community Participation (ICP)
Model
Cultural tradition

Observing activities of
their families and
communities
1.Learner Integrated, Contributing

Learners are incorporated in the range of ongoing

endeavors of their families and communities, with
expectations and opportunities to contribute.
2. Motive is to Contribute
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. Social Organization is
Collaborative
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.
4. Learning Responsibility

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.
5. Learning Through Keen Attention

Learning involves keen attention, during or in

anticipation of contributing, guided by
community expectations of responsible
contribution and sometimes by other people.
6. Coordination is Nonverbal and
Verbal
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.
7. Assessment

Assessment includes evaluation of the success of

the arrangements as well as the learners progress,
in support of learners 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.
Cultural Nature on Human
Development
People develop
as
participants
in cultural
communities

Dependent on
their
community
So at what age do children develop
responsibility for others or
sufficient skill and judgement to
handle dangerous implements?

IT DEPENDS - on their circumstances and

traditions
Whiting and Whitings Psycho- Bronfenbrenner's Ecological System
cultural Model
Sociocultural Theory
Key to Rogoffs approach is the emphasis on the processes
involved in human activity.
Human development is a process of peoples changing
participation in sociocultural activities of their communities
People develop as they participate in and contribute to
cultural activities that themselves develop with the
involvement of people in successive generations.
1.Solitary Individual
2. Roles of Others
Cultural Influences
Transformation-of-participation
Perspective
Relationships Among the Child
Cultural-institutional Focus
Recognizing Culture but Leaving out
the People
 What Teachers Should Know
There isnt necessarily a single best or right way for a culture to promote cognitive
development People can and should learn to do things more than one way

Programs should usually not substitute one cultural pattern for another.

Discipline It depends!

Soften your directives to students in the interest of creating a more equal climate.

There are situations