Side by Side: Learning by Observing and Pitching In

TLDR

This article examines cultural practices that support informal learning as children observe and pitch in with everyday activities integrated into family and community life, noting that children learn by watching, listening, attending, taking initiative, and collaborating. The study aims to explore the social and cultural foundations of this learning tradition and to dispel the misconception that it is purely nonverbal by demonstrating the judicious use of speech and its compatibility with formal schooling. The authors review over six decades of research from diverse regions to analyze how this tradition is socially and culturally grounded. They find that speech is used strategically to support communication rather than instruction, and that children with formal schooling also engage in this learning when they feel part of the community. Key themes include informal learning, cultural practices, socialization, observation, and family and community learning.

Abstract

Abstract 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]