Who is Barbara Rogoff?
Barbara Rogoff is a prominent American developmental psychologist known for her research in the field of cultural psychology and child development. She was born on 22nd November 1940. Rogoff has made significant contributions to our understanding of how culture and context shape cognitive and social development in children. Her work emphasises the importance of considering cultural factors when studying human development and learning.
One of her most well-known concepts is “guided participation,” which suggests that children learn from their participation in culturally relevant activities and interactions with more experienced individuals, such as parents or caregivers. Rogoff’s research has also explored topics like how children learn through observation and participation in everyday activities, the role of apprenticeship in learning, and cultural variations in child-rearing practices.
Barbara Rogoff has received numerous awards and honours throughout her career, and her work has had a significant impact on the field of developmental psychology and education. She has written extensively on these topics, and her books and research papers have been influential in shaping our understanding of how culture influences human development.
What are three planes?
According to Barbara Rogoff, there are three planes of analysis (you can call them lenses) that we can use in our observations of children.
- Individual Plane: This plane focuses on the individual’s cognitive and psychological processes. It involves examining how an individual’s thoughts, emotions, and cognitive abilities contribute to their learning and development. This is the internal perspective of the learner.
- Interpersonal Plane: The interpersonal plane looks at the social interactions and relationships that play a crucial role in a person’s development. It emphasises the importance of interactions with parents, caregivers, peers, and other members of the community in shaping one’s understanding of the world and cultural practices.
- Community or Cultural Plane: This plane considers the broader cultural context in which an individual is situated. It examines how cultural norms, values, practices, and traditions influence the way individuals learn and develop. It acknowledges that culture plays a significant role in shaping cognitive and social development.
Let’s explore the concept of the three planes of analysis in the context of early childhood education and care with examples:
- Individual Plane:
- Example: In a preschool classroom, a child named Emma is working on Australian animal puzzle. Emma’s cognitive abilities and problem-solving skills come into play as she tries to fit the puzzle pieces together. Her individual plane of analysis involves her thinking processes, her ability to focus, and her emotional response to the task. The educator may observe how Emma approaches the puzzle and tailor her guidance to support Emma’s individual learning style and cognitive development. We may recognise Emma’s personal development milestones and interests.
- Interpersonal Plane:
- Example: In the same preschool, another child, Liam, is engaged in a cooperative play activity with his peers. They are building a tower with blocks together. They call it “Zoo for animals”. The interpersonal plane of analysis comes into play as Liam interacts with his peers. He learns not only from the materials but also from his interactions with others. He may negotiate, share, and problem-solve with his peers, which contributes to his social development and ability to work collaboratively.
- Community or Cultural Plane:
- Example: The preschool aims to create a culturally inclusive environment. The cultural plane of analysis recognises the cultural diversity of the children and their families. For example, Manisha is from India and her family celebrates Divali. The curriculum includes stories, songs, and activities that reflect various cultural backgrounds, including Manisha’s family traditions and preferences. This approach acknowledges that children come from diverse cultural backgrounds, and their early childhood experiences are influenced by their cultural context. It helps foster an inclusive and culturally sensitive learning environment.
How to use the three lenses/planes of analysis.
Snaky snake!
Who: Sarisha, Jessica, Emily
When: date, time
Sarisha, Jessica and Emily went outside together. They started running around the preschool yard. They looked under the tables, benches, A-frames, trampoline, veggie patches.
They were looking at the holes in the ground and in the puddle. They have been observing the yard for a few minutes.
While running they communicated with each other verbally and non-verbally.
Emily shouted āSnake, snakeā. Sarisha and Jessica joined in āSnake, snakeā.
Emily said, āSnaky snake!ā I was curious and asked the girls what they were doing. āLooking for the snaky snakeā – replied Jessica. She took my hand and pulled me towards the bushes.
“Let’s go together! We must find the snaky snake!” exclaimed Sarisha, her voice filled with excitement. Emily and Jessica eagerly agreed, and the trio entered the cubby house, peering into a saucepan in hopes of finding their mysterious snake.
Disappointment struck when Emily cried out, “There is no snaky snake in here!” Sarisha replied optimistically, “Not here, but we’ll find it.” Jessica chimed in, suggesting they check near the water puddle. Their adventure continued as they made their way to the puddle, with Jessica changing, “Snaky, snake” in anticipation of a thrilling encounter.
Concerned about the potential danger of the snake, you asked if it was hazardous. “No,” reassured Emily, “it’s a funny snake; it’s actually a lizard.” They spotted Bailey and a group of boys approaching. Fearing that the boys might disrupt their quest, Jessica and Emily playfully yelled, “shoo-shoo” and “sssssss,” pretending to ward off any interference from the boys. The girls then giggled and ran away, determined to continue their search for the fascinating “snaky snake.”
| Personal | Interpersonal | Institutional |
| Snakes, lizards, hunt; treasure hunt āthese topics seem to be of interest of this focus group of children. They Initiated this. play and seemed to enjoy. running, chasing and exploring space. Imaginative play Children know about snakesā holes ā some habitat knowledge. Children already played Easter Eggs Hunt the week earlier. They were able to transfer knowledge of the process of looking for hidden treasures to the snaky snake play. | Emily, Sarisha and Jessica have been playing together most of the time. They interacted a lot and seemed to enjoy their playful interactions. Jessica seems to lead the rest of the group. | Liberty Av preschool has a large backyard so children can run around and explore the space safely. The environment includes natural logs and trees, bushes, secluded spaces and places (cubby house), holes and a huge puddle. Water play is part of everyday curriculum. There is always a water table outside with play provocations. Considered a part of curriculum, there is always water table outside. |
What do you think about this way to analyse observations?
Learn more about Barbara Rogoff
