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    Urie Bronfenbrenner was a developmental psychologist known for developing the ecological systems theory. The theory proposes that a child's development is influenced by different environmental systems, including the microsystem of family and school, the mesosystem of connections between these, the exosystem of communities and media, and the macrosystem of wider cultural values. Bronfenbrenner argued research at the time focused too much on children in isolated lab settings rather than their natural environments. His framework influenced psychologists to consider multiple environmental influences. It remains influential in early childhood education, where home visits and parent-teacher partnerships allow understanding children in their full ecological contexts.

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    Urie Bronfenbrenner

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    Urie Bronfenbrenner was a developmental psychologist known for developing the ecological systems theory. The theory proposes that a child's development is influenced by different environmental systems, including the microsystem of family and school, the mesosystem of connections between these, the exosystem of communities and media, and the macrosystem of wider cultural values. Bronfenbrenner argued research at the time focused too much on children in isolated lab settings rather than their natural environments. His framework influenced psychologists to consider multiple environmental influences. It remains influential in early childhood education, where home visits and parent-teacher partnerships allow understanding children in their full ecological contexts.

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    Urie Bronfenbrenner was a developmental psychologist known for developing the ecological systems theory. The theory proposes that a child's development is influenced by different environmental systems, including the microsystem of family and school, the mesosystem of connections between these, the exosystem of communities and media, and the macrosystem of wider cultural values. Bronfenbrenner argued research at the time focused too much on children in isolated lab settings rather than their natural environments. His framework influenced psychologists to consider multiple environmental influences. It remains influential in early childhood education, where home visits and parent-teacher partnerships allow understanding children in their full ecological contexts.

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    490 views27 pages

    Urie Bronfenbrenner

    Uploaded by

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    Urie Bronfenbrenner was a developmental psychologist known for developing the ecological systems theory. The theory proposes that a child's development is influenced by different environmental systems, including the microsystem of family and school, the mesosystem of connections between these, the exosystem of communities and media, and the macrosystem of wider cultural values. Bronfenbrenner argued research at the time focused too much on children in isolated lab settings rather than their natural environments. His framework influenced psychologists to consider multiple environmental influences. It remains influential in early childhood education, where home visits and parent-teacher partnerships allow understanding children in their full ecological contexts.

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    Urie Bronfenbrenner

    (1917-2005)

    By: Melanie Reger and Heather Mix

    Bronfenbrenner

    Born in Moscow, Russia, but


    moved to the US as a child
    Developmental psychologist
    Served as psychologist for
    the military
    Professor at two different
    universities
    Served on federal panel
    which helped create the Head
    Start program
    Developed the Ecological
    Systems Theory in 1979

    prevailing Theory during mid-twentieth century prior to


    bronfenbrenners ecological theory

    Much research on
    developmental psychology
    was conducted in laboratory
    settings which were not the
    natural environments for
    children.
    Due to the laboratory
    settings, the environment
    that children were
    developing in, was not
    taken into account.

    Bronfenbrenners
    framework allowed
    developmental
    psychologists to begin
    looking at how
    environmental influences
    affect human
    development.

    He was dissatisfied with what he saw as fragmented


    approaches to the study of human development, each with its
    own level of analysis (child, family, society, economics,
    culture, etc.), and was fond of saying that Much of
    contemporary developmental psychology is the science of the
    strange behavior of children in strange situations with
    strange adults for the briefest possible periods of time
    (Bronfenbrenner, 1977, p. 513).
    (from Education.com)

    Ecological Systems Overview

    Everything that surrounds a person influences their


    development
    Not really a theory but more of a framework that
    identifies influences at many different levels
    Has had a major impact on psychologists, especially in
    the care of children
    We all experience more than one type of environment

    5 Levels in the Ecological Systems

    Microsystem (Innermost level)

    system closest to the person and the one in which they operate and
    have direct contact with which may include home, daycare, school or
    work.

    Relationships between the parent and child have a direct impact on


    the development of the child

    Example: If a child is happy and attentive, parents will react in a


    positive manner towards child.

    But, if a child cries a lot or is

    easily distracted, parents will respond to child with restrictions


    and punishments.

    Mesosystem (Second level)

    interactions between those in the microsystem such as the connection


    between school and home or peer vs. parent influence

    5 Levels in the Ecological Systems Continued

    Mesosystem (cont.)

    Example: A child who has a parent who is involved at home with


    helping with homework and reading to them, will have a better school
    experience because there is a home-school connection.

    Parents and

    caregivers exchange information about the child in a positive manner


    which enables the child to make progress developmentally at home and
    at school.

    Exosystem (Third level)

    social settings that do not involve the person directly and is


    external to their experiences but has a direct affect on them such as
    parents workplace, the neighborhood, health and welfare services in
    the community, and parents social networks

    5 Levels in the Ecological Systems Continued

    Macrosystem (Outermost level)

    the larger cultural environment in which a person lives that affect


    them such as economic, cultural, religious or political system,
    including issues such as cultural values and expectations

    Example: In countries that have high standards for quality childcare


    and that provide generous workplace benefits for their employees,
    children tend to have more positive experiences in their immediate
    environments.

    Chronosystem (The ever-changing environment of the child


    s)

    events occurring in the passing of time in relation to a persons


    development such as death of a parents at 3 yrs vs. 14 yrs or
    historical events/conditions during ones lifetime

    Each of these systems are characterized by


    (expected behavior) and relationships. For
    individual usually acts differently within
    family than within a classroom. The person
    often at home, be less goal-oriented, and,
    will not sit at a desk for hours on end.

    roles, norms
    example, an
    his or her own
    may speak more
    almost certainly,

    Other things being equal, when the


    relation between different
    Microsystems is a compatible one,
    development of the child progresses
    more smoothly. A common example of
    this is the relationship between
    home and school. When role
    expectations are similar in both
    settings, e.g., try your hardest,
    do your own work, be on time, etc.,
    children will be expected to
    perform better than if role
    expectations differ substantially
    from one setting to the next.

    Why use This Framework in early childhood intervention?

    One of the biggest impacts of this theory has been in the


    field of psychology, especially in terms of how care is
    looked at for children
    Provides the foundation for ecological counseling
    Bronfenbrenner's Ecological Theory is the most
    influential ecological theory in Early Intervention,
    providing the understanding of what influences services
    and how they are provided
    This framework is used in EI because it allows for
    collaboration between parents and teachers through home
    visits, for example.

    It is considered appropriate for all populations!


    Looks at the big picture
    Looks at the complex and intricate relationships and
    influences on each specific child
    Focuses services on what is appropriate for the child and
    their family (not standardized help)
    Bronfenbrenner did extensive research to come up with his
    Ecological Systems Theory
    Other researchers have done research on pieces of his
    theory, but none on the entire theory (Skinner, 2012)

    How Does the Family Exist in this Framework?

    The family is the SINGLE MOST IMPORTANT relationship to a


    child.
    They need at least one stable, loving, caring adult in
    their life who they can trust and count on.
    The family needs to work with the school and early
    intervention- as they need to work with and for the
    family- to provide the least amount of conflict as
    possible and the best services / interventions for the
    child.

    The family needs to be willing to try new things but


    speak up if they feel strongly that it is not the best
    thing for their child due to lack of finances, support,
    etc.
    The family needs to discuss with the Early
    Interventionist what is going on within their family.

    Do they have other family support?


    What services or things have they tried?
    What influences does the child have- preschool, daycare, church,
    family, neighborhood, etc?
    What is affecting the family- job loss, recent divorce or death,
    military deployment, lack of resources, etc?

    current education practices using ecological theory

    Using home visits in EI allows for a parent-teacher


    partnership to develop.
    Home visits allow teachers to see first hand the societal
    and environmental forces within the childs daily life.
    Home visits and/or regular communication between the
    teacher and the parents increase parental involvement in
    their childs education.
    Home visits are part of the Mesosystem (home and school
    connection). Home visits also allow teachers to learn
    firsthand more about the childs exosystem and
    macrosystem (parents occupation, familys culture,
    parental attitudes, and beliefs).

    current education practices using ecological theory

    Open, friendly dialogue between the teacher and the


    parents allow for the parent to feel comfortable sharing
    their concerns or questions about their child with the
    teacher.
    By having a respectful, equal relationship between the
    teacher and the parents, each person has a voice in
    helping the child.

    current education practices using ecological theory: working with


    families experiencing stress

    Three problems that create serious stress within families:

    chemical dependency
    family violence
    homelessness

    How to help families using the ecological theory?

    (Microsystem)Help families focus on creating a foundation of caring,


    loving bonds that help them to deal with stress together. (ie: daily
    hugs, sharing with each other what good things happened to them during
    their day)
    (Exosystem)Educate parents on what their children are experiencing
    during the day in your early childhood program. This gives parents
    comfort knowing their childs daily activities.

    current education practices using ecological theory: working with


    families experiencing stress (cont)

    (Mesosystem)Empower families to use their community resources to help


    deal with daily stressors. (For example, A mother dealing with an
    alcoholic husband may find a support group in the community to help
    herself.)
    (Macrosystem)As an early interventionist, we are able to help change
    policies that help our families we work with by voting for people in
    government that will advocate for local housing improvements such as
    more moderately priced homes.
    (Chronosystem) We can engage families in how they can better use
    local resources in their community to empower their family and
    address the issues that they are concerned about changing for their
    family.

    Examples from classroom observation (Melanie)

    Before school started, my sons teacher sent a letter


    welcoming him to the classroom. Also, a quiz for our
    family was included, Getting to know your family
    (concerns, likes, dislikes, how he learns, what we like to
    do as a family).
    Teacher provided cell phone and email in the letter and
    made it very clear that we are to reach out to her if we
    have questions and concerns.
    Teacher is very child-centered. She cares about the whole
    child- academics and emotional.
    Lots of opportunities to go into the classroom and help.

    Examples from classroom observation (Melanie)

    At Open House, my sons teacher did a quick tutorial on


    How to read to your child.
    Provided us each with a packet where we ask 6 different
    types of questions about what they read to build
    comprehension.
    Teacher used Youtube to build background knowledge for
    some children during reading groups who had never been to
    Washington, D.C. before.

    Classroom Observations (Heather)

    Child J

    Microsystem

    Mesosystem

    Mom does not work outside of the home; focus is solely on J and his development; Dad does
    work outside of the home; no financial stressors

    Macrosystem

    Mom volunteers and substitutes at the school; keeps the teacher up to date on what is going
    on at home; explains new things they are trying; allows the staff to work with J and sits
    back and observes or helps other children instead of focusing just on J

    Exosystem

    Mom is very in tune to J; encourages independence

    Quality healthcare system; allowed for extensive genetic testing over many years to find
    answers

    Chronosystem

    Changes in the medical field, along with new treatments to further progress

    Classroom Observation (Heather)

    Child B

    Microsystem

    Mesosystem

    Mom does not work outside of the home; takes care of Bs younger sibling who also has
    developmental delays; financial struggles

    Macrosystem

    Mom has little interaction with the school except to call multiple times a day to check on
    her or complain about other children being sick; seems to have a good relationship with
    PT (they have attended doctors appointments with Bs mom)

    Exosystem

    Mom does not allow B to do anything independently; feels she needs to do everything for
    her, but will say that B can do it

    Mom does not drive; lives in an area that has a lot of drug activity

    Chronosystem

    Ever-changing home environment of cleanliness, safety and parental involvement

    References
    Berk, L.A. (2012). History, theory, and research strategies. In
    author, Infants and Children Prenatal through Middle Childhood.
    (3-49). Boston: Allyn and Bacon.
    Danner, Fred. (2009). Bronfenbrenner, Urie 1917- 2005.
    from Education.com. http://www.education.
    com/reference/article/bronfenbrenner-urie-1917-2005/

    Retrieved

    Gould, Robyn. (2007). An Ecological Approach to Educational


    Reform. Youth Law News. April-June 2007. Retrieved from http:
    //www.youthlaw.
    org/publications/yln/2007/april_june_2007/an_ecological_approach_to_
    national_education_reform/

    References
    International Encyclopedia of Educators. (1994). Retrieved from
    http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf
    Lin, M. and Bates, B.A. (2010). Home visits: How do they affect
    teachers beliefs about teaching and diversity? Early Childhood
    Education Journal. 38, 179-185.
    NACCE. (2012). Ecological theory of Bronfenbrenner. Retrieved
    from http://nacce.org/ecological-theory-of-bronfenbrenner/

    References
    Odom, Samuel, and Mark Wolery. (2003). A unified theory of practice
    in early intervention/early childhood special education: evidencebased practices. The Journal of Special Education. Retrieved from
    High Beam Research. http://www.highbeam.com/doc/1G1-138177780.html
    Oswalt, Angela. (2008). Urie Bronfenbrenner and Child Development.
    Retrieved from http://www.mentalhelp.net/poc/view_doc.php?
    type=doc&id=7930&cn=28
    Roundy, Lisa. ND. Bronfenbrenners Ecological Systems Theory of
    Development: Definition & Examples. Retrieved from http:
    //education-portal.com/academy/lesson/bronfenbrenners-ecologicalsystems-theory-of-development-definition-examples.html#lesson

    References
    Skinner, Nathaniel. (2012). Bronfenbrenner's Ecological Systems
    Theory and Applications for Management. Retrieved from http://www.
    academia.
    edu/1779093/Bronfenbrenners_Ecological_Systems_Theory_and_Applicatio
    ns_for_Management

    Swick, K.J. and Williams, R.D, (2006). An analysis of


    Bronfenbrenners bio-ecological perspective for early
    childhood educators: Implications for working with
    families experiencing stress. Early Childhood Education
    Journal. 35(5), 371-378.

    References
    Wikipedia. (2013). Ecological systems theory. Retrieved from
    http://en.wikipedia.org/wiki/Ecological_Systems_Theory
    Wikipedia. (2014). Urie Bronfenbrenner. Retrieved from http://en.
    wikipedia.org/wiki/Urie_Bronfenbrenner

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