The Cultural Nature of Human Development

By Barbara Rogoff. 2003

5,509 citations recorded by the source corpus.

Subfields: Education, Safety Research, Cognitive Science & Psychology, Social Sciences & Humanities

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Citations in the corpus

Racial/ethnic socialization for White youth: What we know and future directions (2018, background): “We consider socialization a social, cognitive, and developmental process through which individuals transmit, negotiate, and acquire beliefs, values, social norms, and behaviors to engage appropriately with society (Rogoff, 2003).”
Participatory learning theories: a framework for early childhood pedagogy (2012, background): “Culture has since been defined as accepted, routine ways of carrying out everyday activities and processes, which alter over time due to changing values, roles, rules, technologies and practices (Cole, 1996; Rogoff, 2003).”
Why Cannot Children See as the Same What Grown-Ups Cannot See as Different?— Early Numerical Thinking Revisited (2005, background): “…two strands: the acquisitionist strand that began with the seminal work of Piaget, and the participationist strand, grounded in the claims about the sociocultural origins of human knowing and on the inherent situatedness of learning (Brown, Collins, & Duguid, 1989; Lave, 1988; Rogoff, 1991, 2003).”
Play-Based Learning and Intentional Teaching in Early Childhood Contexts (2011, background): “The position of play in early childhood educational contexts is governed by an acceptance of stages of play that correspond to Piaget’s stages of development (Arthur et al., 2007; Hill et al., 2005).”
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, background): “Another assumption, based on a deep sociocultural study, is that learning takes place during social participation in cultural and historical activities and discourses of particular practice communities (Lave & Wenger, 1991; Rogoff, 2003).”
A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study (2020, background): “Although no single, all-encompassing definition exists, culture is understood to mean ways of knowing and doing that are learned via group membership (Rogoff, 2003).”
From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics (2008, background): “A related point is that learners or novices in out-of-school settings often have access to experts as a part of their practice (Lave & Wenger, 1991; Rogoff, 1990, 2003), whereby newcomers are apprenticed into the learning of knowledge and skills.”
Conceptual Metaphor Meets Conceptual Change (2009, background): “…of patterns of language use (e.g., genres and registers) as an important part of developing culturally valued cognitive skills [Bruner, 1986; Cole, 1996; Rogoff, 2003; Wertsch, 1991], including developing a scientific mode of thought [Bruner, 1986; Mortimer & Wertsch, 2003; Wells, 1999].”
Subjects, Objects or Participants? Dilemmas of Psychological Research with Children (2008, background): “…process of development is transformative both for individuals and for their cultural communities because ‘as people develop through their shared use of cultural tools and practices they simultaneously contribute to the transformation of cultural tools, practices and institutions’ (Rogoff 2003:52).”
The Ontogeny of Cultural Learning. (2016, background): “Thus, in the presence of a skilled practitioner—for example, someone who is an expert at weaving or fishing—we can expect young children to engage in close, third-party observation of that adult activity—even when, as a third party, they are not directly addressed or involved in the activity (Gaskin”
Personal, Master, and Alternative Narratives: An Integrative Framework for Understanding Identity Development in Context (2016, background): “…as past event conversations [e.g., Fivush et al., 2006; McLean et al., 2007; Pasupathi & Hoyt, 2009; Wiley, Rose, Burger, & Miller, 1998; see also Rogoff, 2003; Vygotsky, 1978], the larger distal cultural contexts have been largely left to theory [e.g., McAdams & Pals, 2006; cf., Hammack, 2011].”
Teachers’ funds of knowledge: a challenge to evidence-based practice (2012, background): “These theories may have been added to by exposure to sociocultural views of learning such as transformation of participation (Rogoff, 2003) and pedagogical practices such as learning stories (Carr, 2001), depending on the professional knowledge accessed by teachers during teacher education and ongoi”