Learning by Living: Barbara Rogoff on Sociocultural Learning

Why listen to this episode? 

• • Hear directly from Professor Barbara Rogoff on how children learn through participation 

• • Explore why culture and community matter in early childhood education 

• • Challenge the false divide between adult-led and child-led learning 

• • Reflect on social justice, sustainability and belonging in education 

• • Take practical ideas back to your team and everyday practice 

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About this episode

In this episode of Talking Early Years, I’m in conversation with one of the most influential thinkers in developmental psychology, Professor Barbara Rogoff, whose work on sociocultural learning in early childhood has reshaped how the world understands children and learning. 

I’ve long referenced Barbara’s thinking on culture, community and learning, so it was a real privilege to speak with her from sunny California. Together, we explore one of the most hopeful and, at times, challenging ideas in early education: that children learn best by taking part in real life, not by being taught in isolation. 

In her landmark book The Cultural Nature of Human Development, Rogoff dismantles the idea that learning happens mainly through adult instruction. Instead, she shows that children learn by observing, contributing and gradually taking on responsibility within their communities. Development, in her view, doesn’t sit inside a child alone. It unfolds between people, across generations and within culture. 

Her work challenges education systems that separate children from real life. It invites us to see learning as relational, collaborative and deeply social. In this conversation, we explore why her ideas remain so influential for early childhood education, social justice and sustainability, and what it really means to raise children not just to succeed, but to belong. 

Barbara has spent over 50 years researching with Mayan communities, where children master complex skills such as weaving, agriculture and astronomy through what she calls Learning by Observing and Pitching In (LOPI). Children watch, help and participate, gradually taking on meaningful roles. As Mayan mothers told her, “We don’t teach them, they learn” — a statement that unsettled her own assumptions after decades studying Western schooling. 

This resonates strongly with LEYF’s multigenerational, community-based pedagogy, particularly in communities facing deep inequality. Too often, the “home learning environment” is viewed through a deficit lens. Barbara challenges this, explaining that cultural capital is collective, embedded in families, neighbourhoods and histories. When this is ignored, children are forced to learn only in narrow “school ways”, rather than through the rich cultural tools they already have. 

We also explore difficult but necessary questions, including how to balance children’s rights in situations where home is not safe, and the impact of education systems shaped by narrow curricula and neoliberal values. Barbara describes the adult-led versus child-led debate as a “damaging dichotomy”, arguing instead for collaborative learning, where adults bring expertise and children bring curiosity, purpose and lived experience. 

One powerful example comes from a US school where children wrote letters to Congress to save Sesame Street. Formal literacy developed because the learning mattered. 

Throughout the episode, we return to shared themes of community, justice and sustainability. What can mainstream societies learn from cultures that have sustained collaboration and shared responsibility for generations? Quite a lot, says Barbara – perhaps even lessons for a sustainable future. 

The episode closes on a human note. Asked what she would take to a desert island, Barbara chooses not an object, but a song. A reminder that learning, memory and belonging are shaped through connection. 

If you care about culture, policy, sustainability, or how children truly learn, this is an episode not to miss. 

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You may also enjoy our Talking Early Years episode with Solitaire Townsend  

Frequently asked questions (FAQ)

What is sociocultural learning?
Sociocultural learning is the idea that children learn through relationships, shared activities and everyday experiences. Learning happens through participation with others, not just through instruction.

Who is Barbara Rogoff?
Barbara Rogoff is a Professor of Psychology known for her research into how children learn by observing, joining in and contributing to community life.

Why is sociocultural learning important in the early years?
It helps children develop confidence, communication skills and a sense of belonging. By learning alongside others, children build understanding in meaningful, real-world ways.

How does sociocultural learning support children’s development?
It supports social, emotional and cognitive development by valuing children as active participants in their learning, rather than passive recipients.

How does LEYF apply sociocultural learning in practice?
LEYF encourages learning through everyday routines, play and shared experiences, guided by skilled Early Years Teachers who support children to explore, contribute and reflect.

How do I listen to the Talking Early Years Podcast with June O’Sullivan?

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