Bronfrenbrenner

BRONFENBRENNER’S
ECOLOGICAL THEORY
INTRODUCTION
 Bronfenbrenner come up with a

simple yet useful paradigm showing
the different factors that exert
influence on an individuals
development.
 It points out the every widening
spheres of influence that shape every
individual , from his/her immediate
family to the neighbourhood, the
country, even the world.
ABSTRACTION
 Bronfenbrenner’s Model also known as the
Bioecological System 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 of factor in one’s
development.
ABSTRACTION
 Through the child’s growing and
developing body and interplay between
his immediate family/community
environments and the societal landscape
fuels and the 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
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.
 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, relationships
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 mothers 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 parents.
 > Bronfenbrenner calls these "BI-
DIRECTIONAL INFLUENCES" and he shows
how they occur among all levels of
environment. This is quiet 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-indirectional
influences. However, interaction at other
 Outer layers still influence the structures
of the microsystem.
MESOSYSTEM
 The layers serves as the connection
between the structures of the
child’s microsystem.
 For example:
The mesosystem will include the
link or interaction between parent
and health services or the community
and the church.
EXOSYSTEM
 This layers 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 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 parent’s work like
location and schedules.
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.
CHRONOSYSTEM
 The chronosystem covers the
element of the 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 the internal,like in the
bodily changes that occur within the
developing child, like the timing of menstrual
onset for girls. As children gets 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.
 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".
 >Reseachers tell us that absence or lack of
children's constant mutual interaction with
important adults has negative effects on there
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.
 > 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 childs life, what can the school,
the teachers in particular do".
 This theory helps teachers look into every
child's environment 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".
CONCLUSION
 Schools and teachers' crucial role is not to

replace the lack in the home if such
exists, but also to work so that the school
becomes an environment that welcomes
and nurtures families. Bronfenbrenner
also stressed that society should value
work done or behalf of children at all
levels and consequently value parents,
teachers, extended family, mentors, work
supervisors and legislators.
GROUP 8 
LARRA MAE MARTUS
JOCEL SOBERANO
CRISTHEA CLARITO

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BRONFENBRENNER’S

 Bronfenbrenner come up with a

 * For example, a mothers deep affection for her

 > Is it a hurried or relaxed pace? This system

 Schools and teachers' crucial role is not to

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