Learning by Observing and Pitching In: Benefits and Processes of Expanding Repertoires

Abstract

To conclude this special issue of Human Development on Learning by Observing and Pitching In to family and community endeavors (LOPI), we argue that everyone can benefit from learning to do things in more than one way, expanding our repertoires of practice. We examine potential developmental benefits for children's collaborative initiative, alertness, and skills in perspective-taking, self-regulation, and planning, in addition to acquiring particular information and skills. To deepen our understanding of the processes involved in LOPI, we discuss further research to investigate suggestions that LOPI may routinely involve: a calm measured pace; articulate nonverbal conversation and parsimonious verbal conversation that build on shared endeavors; encouragement of appropriate behavior through narrative approaches; and assessment in support of learning to contribute to shared productive endeavors. We conclude by recommending a wider use of LOPI and argue that this way of supporting learning involves sophisticated community and individual efforts and organization.

Beyond Behavior: Linguistic Evidence of Cultural Variation in Parental Ethnotheories of Children’s Prosocial Helping

“…(p. 25) This study responds to the need for both within-and acrosscommunity sophistication in cultural research in psychology by drawing on the ethnographically informed methodological and analytic traditions of linguistic anthropology. In doing so, we highlight a collaborative, prosocial socialization paradigm common among many indigenous-heritage Mexican families in and outside of the United States as an inspiring model of cultural strengths for organizing opportunities for children, alongside adults, to learn and develop prosocially by contributing, collaborating, and belonging (Coppens et al, 2014;Rogoff et al, 2017). This model provides a promising horizon for revising and expanding theories of children's prosocial development.…”

Musical Exploration in Everyday Practices – Identifying Transition Points in Musicking

“…Schei sees an engaged teacher in dialogue with children; such sessions can build children's expectations. Through this way of musicking, they are learning by observation and pitching in (Coppens et al, 2014). The field observer noticed the process from an emergent curiosity about the embodiment of musicking.…”

“…In the first example we identified the teacher's dialogical engagement. It was recognized as closely related to the children's longstanding attentiveness and interest: what can be identified as embodiment or what Coppens et al (2014) call observing and pitching in. Researcher Schei observed how the one-year-olds were eager to try out what the teacher had shown them.…”

Avoiding Educational Technology Pitfalls for Inclusion and Equity

“…Barbara Rogoff (1990) conducted research in Mayan communities located in the highlands of Guatemala. Her observations allowed her to generate a particular sociocultural learning perspective, a particular way of learning that is inherent to the Mayan culture but that is also present in other indigenous and non-indigenous cultures around the globe (Coppens, 2014). She uses the term "guided participation" to describe how humans learn and develop as they participate and adjust their participation in dynamic socio-cultural activities in their communities (Rogoff, 1990, Rogoff, 2003.…”

“…Learners and educators need to be able to configure the spaces (digital or not) where they can interact, connect, and be aware and in control of their own needs for learning. Education needs to deviate from the artificial traditional system where assignments get submitted and marked, into an ecosystem where the community meets and learners engage in shared problem solving with educators who orient the process as learners contribute or pitch-in (Rogoff, 2003, Coppens et al, 2014. Educational technology producers need more mindful attention to avoid technology that promotes detachment from the deep creative capacity of learners.…”