EDUC 1 Chapter 3 - Lesson 6 PDF

CHAPTER 3 DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES Lesson 6: Bronfenbrenner’s Ecological Theory “Children need people in order to become human” - Urie Bronfenbrenner Introduction Bronfenbrenner came up with a s...

CHAPTER 3 DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES Lesson 6: Bronfenbrenner’s Ecological Theory “Children need people in order to become human” - Urie Bronfenbrenner Introduction Bronfenbrenner came up with a simply yet useful paradigm showing the different factors that exert influence on an individual’s 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! Activity “Looking Back” Directions: Read the following question. Recall your childhood years. You may also ask your parents for some information. Write your answer on the graphic organizer below. Answer the given sentence to complete the idea of each statement. (2 pts. each item, total 20 pts.) 1. When I was 5 years, my parents _______________________________________ 2. As a child, my unforgettable playmates were______________________________ 3. When I was in elementary, I regularly watched the television show _____________________ 4. When I was growing up, we went to church in ____________________________________ 5. I cannot forget my teachers who________________________________________________ 6. When I was growing up, I was away from__________________________________________ 7. When I was high school, I was close to____________________________________________ 8. As a child, I can recall this big news about_________________________________________ 9. The most serious challenge our family experienced was_______________________________ 10. The most important thing that I learned from my elementary school was__________________ Analysis Write each answer you given in the ACTIVITY on the circle where it belongs. culture sub culture social class extended family family, church, school me! Abstraction Bronfenbrenner’s model also known as the Bioecological Systems theory presents child development within the context of relationship systems 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 him immediate family/community environment, and the social landscape fuels and steers his development. Changes or conflict in any one layer will ripple throughout other layers. To study a child’s development then, we must look not only at the child and her immediate environment, but also at the interaction of the larger environment as well. Bronfenbrenner’s Bioecological Model: Structure of Environment The microsystem. The microsystem is the layer nearest the child. It comprises structure which child directly interacts with. It includes structure 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. Does the child have strong and nurturing relationships with the parents and family? Are his/her needs me? In this layer, relationship effects happen 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 these 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 needs and keep the baby safe. 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 beliefs of the parent’s, however, the child also affects the behavior and beliefs of the parents. Bronfenbrenner calls these bi-directional influences, and he shows they occur among all levels of environment. This is quite similar to what Erikson termed as “mutuality” in his psychosocial theory. Bronfenbrenner’s theory looks into the interaction of structures within a layer and interactions of structures between layers. At 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. The mesosystem. This layer serves as the connections 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. The ecosystem. 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 structures in the child’s microsystem. This includes the circumstance of the parents’ work like the location, schedules. We see a change in the children’s routine when for example the mother works in a call center. That was seen in that burger chain commercial where the mom and the child meet up at the fast food for breakfast just before the children go to school and the mom going to home from work in a call center. The child may not interact directly with what is in the ecosystem, but he is likely feel the positive or negative impact this system creates as it interacts with the child’s own system. 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 beliefs system contained in one’s macrosystem permeates all the interactions in the other layers and reaches individual. 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 with their parents. In China and also in other parts of the world, sons are more valuable than daughters. This may pose challenges for girls as they are growing up. Because of differences in beliefs and customs, children from different parts of the world experience different child-rearing practices and therefore differences in development as well. The chronosystem. The chronosystem covers the element of time as it relates to 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. 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 timing of other siblings coming or the timing of parental separation or even death. Effect can also be internal, like in the bodily changes that occurs within the developing child, like the timing of menstrual onset for girls. As children get older, they may react differently to environment changes. The children may have also acquired the ability to cope and decide to what extent they will allow changes around them to affect them.  No longer Nature vs. Nurture, but Nurturing Nature! 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 heredity 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 ongoing 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 layers of environment system becomes more complex. This bioecological theory helps us determined how the different circumstances, conditions and relationships in the world affect the child as he or she goes through the more or less predictable sequences of natural growth and development. The Role of Schools and Teachers Bronfenbrenner co-founded head Start, publicity-funded early childhood program in the US. He 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 interactions with important adults has negative effects on their development. According to the bioecological theory, “if the relationship 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.” 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 relationship in a child’s life, what can the school, the teachers in particular do? This theory helps teachers look into every child’s environment system in order to understand more about the characteristic 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. Bronfenbrenner believes that, “the primary relationship needs to be with someone who can provide a sense of caring that is meant to last a lifetime. This relationship must be fostered by a person or people within the immediate sphere of the child’s influence.” School 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, legislator. Application Looking at your answers in the ACTIVITY phase of this Module, describe how these people or circumstances have influenced your attitudes, behavior and habits. From the graphic organizer that you filled out it is clear that there were people, situations and circumstances that shape who you are now. Even the things happening in the government or even in America like the 9-11 terrorist attack could have influenced your own circumstances and therefore your own development as a unique person. As a future teacher we can see our students from this perspective in mind. Every child had different people, different situations and circumstances that influenced his/her growth and development. As you read through Bronfenbrenner’s model you will see the widening systems that affect child and adolescent development. EXERCISE Directions: Recall the five (5) Human Developmental Theories and the contribution of each theory in the teaching and learning process. Supply the missing data to complete the comparison table. (2 pts. each answer per column, total 30 pts.) Name of the Proponent/Author of Personal Realization of Significance of the Theory as Theory the Theory the Theory Future Teacher 1.Psychoanalytic 2.Cognitive Development 3.Psycho-social 4.Moral Development 5. Psycho-Social Prepared by: ANTONIETA O. OCANA, PhD, EdD Instructor