The Child and Adolescent Learners and Learning Principles

Week 5- Ecological System Theory (Bronfenbrenner)

Instructor: Angelie Mae B. Bonaobra
Urie 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 neighbourhood, the country, even the
world!

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 his
immediate family/community environment, and the societal 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
structures which the child directly
interacts with. It includes structures
such as one's family, school and
neighborhood. As such, the
microsystem covers the most basic
relationship 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 met?
 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 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 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.
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 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.
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
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
children meet up at the fastfood for breakfast just before the children go to school and the mom
going home from 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 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 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. 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 "pattern 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 occur within the developing child, like the timing of menstrual
onset for girls. As children get older, they may react differently to environmental 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.
The Role of Schools and Teachers
Bronfenbrenner co-founded Head Start, the publicly-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 interaction with important adults has negative effects on their
development. According to the bioecological 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.”
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 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 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."
Schools and teachers' crucial role is not to replace the lack in the home if such exists, 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.
 Entry #2: Reflective Journal
Ecological System Theory (Urie Bronfenbrenner)
Instructions:
1. You will be designing your own personal bioecological model of your life to date, using
Bronfenbrenner’s Bioecological Model of Human Development
2. Begin by simply thinking about the forces and influences that have shaped your identity – who
you are today.
3. Next, begin to brainstorm where each of these influences would fit into a bioecological model:
microsystem, mesosystem, exosystem, macrosystem, chronosystem.
4. Decide which influences (people, places, historical events, institutions, etc) you want to share
with me. Only include those influences that you are comfortable sharing– there are likely things
that have shaped you that you don’t want to share, and that’s fine. You are the artist and architect
of your own model.
5. Now think about how you can represent your life using this model.
6. Take a clear picture of your journal entry and send it to your class leader / asst class leader.
Also, you will compile all the entries and they will be submitted at the end of the semester as one
of the subject’s requirements. So, please keep your journal booklet.
Be creative!

Example:
Example: