This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that seems to accompany segregation of children from adult settings, in which adults “transmit” information to children. We contrast these two traditions of organizing learning in terms of their participation structure, the roles of more- and less-experienced people, distinctions in motivation and purpose, sources of learning (observation in ongoing activity versus lessons), forms of communication, and the role of assessment.
This article examines cultural practices that support informal learning as children observe and pitch in with everyday activities that are integrated into family and community life. We discuss the social and cultural grounding of this learning tradition, drawing on research carried out in different parts of the world during more than 60 years. Children learn by watching, listening, and attending, often with great concentration, by taking purposeful initiative, and by contributing and collaborating. We try to correct the frequent misconception that this way of learning is essentially a nonverbal process by showing that speech is commonly used, but judiciously, in support of efficient communication rather than for “lessons.” This learning tradition is not in opposition to school learning; children with schooling experience learn this way when they belong and experience community. [informal learning, cultural practices, socialization, observation, family and community learning]
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