TLE M14 Child And Adolescent Development Week 9 Learning Module PDF

DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI TLE M14 CHILD AND ADOLESCENT DEVELOPMENT WEEK 9 LEARNING MODULE...

DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI TLE M14 CHILD AND ADOLESCENT DEVELOPMENT WEEK 9 LEARNING MODULE TLE M14 | Page 1  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI Week 9 Unit 3: Developmental Theories and other Relevant Theories Topic: Bronfenbrenner’s Ecological Theory Learning outcomes: 1. Describe each of the layers of Bronfenbrenner’s Bioecological Model. 2. Identify factors in one’s own life that exerted influence on one’s development. Concept Digest Introduction The ecological Systems Theory was developed by Urie Bronfenbrenner. Bronfenbrenner believed that a person’s development was affected by everything in their surrounding environment he divided the persons environment into five different levels; the microsystem, the mesosystem, the exosystem, the macrosystem and the chronosystem. Bronfenbrenner came up with a simple 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! Abstraction Bronfenbrenner’s model also known as the Biological Systems theory presents child development within the context of relationships systems that comprise the child’s environment. It describes multipart layers of environment that has an effect on the development of the child. Environment of the child affecting of child’s development, but we’re not just looking the environment alone, we must look also the larger environment whereas the child has day to day interaction. Bronfenbrenner’s Bioecological Model: Structure of Environment 1. Microsystem. Is the system closest to the person and the one in which he has direct contact. Family, school, and neighborhood. This structure covers the child immediate environment. 2. The mesosystem. This layer serves as the connection between the structures of the child’s microsystem. For example, the mesosystem will include the link of connection between the parents and teachers, or the parent and health community and the church. 3. The Exosystem. This layer refers to the bigger social system in which the child does not function directly. This includes the City Government, the work place, and the mass 2  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI media. The structures in this layer may influence the child’s microsystem. This includes the circumstances of the parents’ work like the location, schedules. We see a change in the children’s routine when for example the mother’s work in a call center. 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 interact directly with what is in the exosystemic, 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 belief system contained in one’s macrosystem permeates all the interactions in the other layers and reaches the 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 Asian countries like ours, parents are expected to support or at least want support their children for a longer period of them of time. It is not uncommon to see even married children still living whit their parents. The Role of Schools and Teachers Bronfenbrenner co-founded Head start, the publicly- funded early childhood program in the U.S. he concluded that “The instability and unpredictability of family life is the most destructive force to a child’s development.” Researchers tell us what absence or lack of children’s constant mutual interaction with important adult has negative effects on their environment. According to bioecological theory, “if the relationships in the immediate microsystem breakdown, 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. Deficiencies show themselves especially in adolescents 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 relationships in a child’s life, what the school, the teachers in particular do? This theory helps teachers look into every child’s environmental systems 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 to 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 3  DAVAO CENTRAL COLLEGE, INC. Juan dela Cruz Street, Toril, Davao City Landline No. (082) 291 1882 Accredited by ACSCU-ACI by a person or people within the immediate sphere of the child’s influence. References Lucas, MR. Et.al (2018). Child Adolescents and Learning Principles. Lorimar Publishing, INC. Quezon City Metro Manila Bronfenbrenner, U (1979) the Ecology of Human Development. Cambridge, Mass.: Harvard University Press. 4