2 Exploring learning in family situations

A socio-cultural view of learning is that it involves coming to understand different possibilities in relationships with others (Lave and Wenger, 1991). This means that parents are frequently engaging in learning interactions, guiding their children’s participation in everyday, authentic activities without necessarily being aware that they are doing so (Rogoff, 2003). Think for a moment about the types of feelings and learning that may occur when on a shopping trip, visiting a relative, collecting water, taking a walk together, having a cuddle, splashing in puddles, tending to animals, making jelly, building a train, or pretending to hide from monsters.

The way that everyday activities can support the development of children’s relationships and participation can be seen as ‘companionable learning’ (Roberts, 2011). This means that children in these situations will experience:

• making their own decisions and choices
• a sense of security and belonging
• sharing communication
• a sense of well-being.