Bronfenbrenner's Ecological Systems Theory PDF

Bronfenbrenner’s Ecological Theory “Children need people in order to become human -Urie Bronfenbrenner  Introduction Bronfenbrenner came up with a simple yet useful paradigm showing the different factors that exert influence on an individuals development. It points out the ever widenin...

Bronfenbrenner’s Ecological Theory “Children need people in order to become human -Urie Bronfenbrenner  Introduction Bronfenbrenner came up with a simple yet useful paradigm showing the different factors that exert influence on an individuals development. It points out the ever widening spheres of influence that shape every individual , from his/her immediate family to the neighborhood, the country even the world! BRONFENBRENNER’S MODEL OR BIO-ECOLOGICAL SYSTEMS Urie Bronfenbrenner was a Russian- born American psychologist who is most known for his ecological systems theory. His work with the United States government helped in the formation of the Head Start program in 1965. Born: 29 April, Moscow, Russian Died: 25 September 2005, Ithaca, URIE New York, United States BRONFENBFRENNER American Psychologist Bronfenbrenner’s Model also known as the Bio-ecological System theory presents child development within the context of relationship system that comprise the child’s environment. It describes multipart layers of environment that has an effect on the development of the child. Each layer is further made up of different structures. The term “bioecological” points out that a child’s own biological make-up impacts as a key factor in one’s development. Through the child’s growing and developing body and the interplay between his immediate family/community environment, and the societal landscape fuels and steers his development. Changes and conflict in any one layer will ripple throughout other layers. To study a child’s development then, we must look not only at a child and her immediate environment, but also in the interaction of the larger environment as well.  BRONFENBRENNER’S BIOECOLOGICAL MODEL: STRUCTURE OF ENVIRONMENT BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY THE MICROSYSTEM: is the layer nearest the child. It comprises structures with the child directly interacts with. It includes structures such as one’s family, school and neighborhood. As such, the microsystem covers the most basic relationships and interactions that a child has in his her immediate environment.  THE MICROSYSTEM: In this layer, relationship effects happens in two directions - both away from the child and toward the child. This means that the child is affected by people with whom he interacts, and in turn this people are also affected by the child. For example, a mother's deep affection for her child moves her to answer to the baby’s need and keep the baby safe.  THE MICROSYSTEM: In turn the baby’s smiles and coos bring the mother feelings of warmth and an affirmation that indeed she is a good mother. The child is affected by the behavior and belief of the parents, however, the child also affects the behavior and beliefs of the parent. Bronfenbrenner calls these bi-directional influences, and he shows how they occur among all levels of environment  THE MICROSYSTEM: Bronfenbrenner’s theory looks into the interaction of structures within a layer and interactions of structures between layers (the microsystem level, the child is most affected by these bi-directional influences. However, interactions at outer layers still influence the structures of the microsystem BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY  THE MESOSYSTEM This layer serves as the connection between the structures of the child’s microsystem For example, the mesosystem will include the link or interaction between the parents and teachers, or the parent and health services or the community and the church. BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY  THE EXOSYSTEM: This layer refers to the bigger social system in which the child does not function directly. This includes the city government, the workplace, and the mass media. The structures in this layer may influence the child's ' development by somehow affecting some structure in the child’s microsystem. This includes the circumstances of the parents work like the locations, schedules.  THE EXOSYSTEM: We see a change in the children’s routine when for example the mother works in a call center. Example : The mom and the children meet up at the fast food for breakfast just before the children go to school and the mom going home from work in a call center.  THE EXOSYSTEM: The child may not interact directly with what is in the exosystem, but he is likely feel the positive or negative impact this system creates as it interacts with the child’s own system. BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY  THE MACROSYSTEM This layer is found in the outermost part in the child’s environment. The macrosystem includes the cultural values, customs, and laws. The belief system contained in one’s macrosystem permeates all the interactions in the other layers and reaches the individuals.  THE MACROSYSTEM For example, in western countries like the US, most of the young people are expected to be more independent by the time they end their teen-age years, while in Asian countries like ours, parents are expected to support or at least want to support their children for a longer period of time. It is not uncommon to see even married children still living with their parents. In China and also in other parts of the world, sons are more valuable than daughters.  THE MACROSYSTEM This may pose challenges for girls as they are growing up. Because the differences in beliefs and customs, children from different parts of the world experience different child rearing practices and therefore differences in development as well. In China and also in other parts of the world, sons are more valuable than daughters. BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY THE CHRONOSYSTEM It covers the element of time as it relates a child’s environments. This involves “patterns of stability and change” in the , child's life. This involves whether the child’s day is characterized by an orderly predictable pattern, or whether the child is subjected to sudden changes in routine.  THE CHRONOSYSTEM We can also look into the pace of the child’s everyday life. Is it a hurried or relaxed pace? This system can affect or influence the child externally, like the time of other siblings coming or the timing of parental separation or even death. Effect can also be internal, like in the bodily changes that occur within the developing child, like the timing of menstrual onset for girls. THE CHRONOSYSTEM The children may have also acquired the ability to cope and decide to what extent they will allow changes around them to affect them. BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY  NO LONGER NATURE VS. NURTURE The long debate may be coming to an end. For decades, if not for centuries, there was a long drawn debate on which had more impact on child development, nature or nurture. Another way of putting it is, is it hereditary or environment that influences child development more. More and more research now point out that both a child's biology and his environment play a role in the child's growth and development. Development theories now stress on the role played by each and the extent to which they interact in on going development The ecological system theory focuses on the quality and context of the child’s environment. Bronfenbrenner pointed out that as a child develops, the interplay within the layers of environment system becomes more complex. This dynamic interaction of the systems happens meantime, while the child's physical and cognitive structures also grow and mature. This bio ecological theory, helps us determine how the different circumstances , conditions and relationships in the world affect the child as he or she goes through the more or Else predictable sequence of natural growth and development. THE ROLES OF SCHOOLS AND TEACHERS  HEAD START Bronfenbrenner co-founded Head Start, the publicly funded early childhood program in the US. Head Start is a program of the United States Department of Health and Human Services that provides comprehensive early childhood education, health nutrition and parent involvement services to low income children and families.  BRONFENBRENNER CONCLUDED THAT “the instability and unpredictability of family life is the most destructive force to a child’s development.” Researches tell us that absence or lack of children’s constant mutual interaction with important adults has negative effects on their development. According to the biological theory, “if the relationships in the immediate microsystem break down, the child will not have the tools to explore other parts of his environment. Children looking for the affirmations that should be present in the child/parent (or child/other important adult) relationship look for attention in inappropriate places. These deficiencies show themselves especially in adolescence as anti-social behavior, lack of self-discipline, and inability to provide self-direction.”  THE ROLES OF SCHOOLS AND TEACHERS Bronfenbrenner’s theory reminds the school and the teachers of their very important role. If there is a lack of support, care and affection from the home, if there is a serious breakdown of the basic relationships in a child’s life, what can the school, the teachers in particular do? This theory helps teachers look into every child's environmental system in order to understand more about the characteristics and needs of each child, each learner. The schools and the teachers can contribute stability and long-term relationships, but only to support and not replace the relationships in the home.  “Schools and teachers’ crucial role is not to replace the lack in the home if such exist, but to work so that the school becomes an environment that welcomes and nurtures families. Bronfenbrenner also stressed that society should value work done on behalf of children at all levels, and consequently value parents, teachers, extended family, mentors, work supervisors, legislators.” Thank you! By Claudia Alves