Bio-Ecological-System-BoriasIcamina-Educ-402.pptx

Class

1. Bio-Ecological System (Urie Brofenbrenner) Presented by: Desirie J. Borias Princess Jane A. Icamina Professor: Dr. Jonathan Leal

2. Urie Bronfenbrenner (April 29, 1971-September 25, 2005) He was a Russian born American developmental psychologist who is most known for his ecological system of child development. His scientific work and his assistance to the United States government helped in the formation of the Head Start Program in 1965. Brofenbrenner’s research and his theory was key in changing the perspective of the developmental psychology by calling attention to large number of environmental and societal influences on child development.

3. Also known as the Bio-Ecological 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. The term “biological” points out that the child’d own biological make-up impacts as a key factor in one’s development. Ecological Theory

4. Through the child’s growing and developing body and interplay between his immediate family and community environment, and the societal landscape fuels and steers his/her environment. Changes or conflicts in any layer will ripple throughout other layers. To study a child’s development, we must look not only at the child and his/her immediate environment, but also in the interaction of the larger environment as well.

5. Bronfenbrenner’s Bioecological Model

6. THE MICROSYSTEM: is the layer nearest the child. It comprises structure which the child directly interacts with. it includes structures such as one’s family , school and neighborhood . Covers the most basic relationships and interactions that a child has in his/her immediate environment. Bronfenbrenner’s Bioecological Model: Structure of Environment

7. Bronfenbrenner’s theory looks into the interaction of structures within a layer and interactions of the structure between layers. At the microsystem level, the child is most affected by these bi-directional influences. However, interactions at outer layer still influence the structure of the microsystem.

8. In this layer relationships happens in two directions Away from the child Toward the child Therefore, this means that the child is affected with whom he/she interacts, and in turn these people are also affected by the child.

9. Example: Mother’s deep affection for her child moves her to answer the baby’s needs and keep the baby safe. In turn the baby’s smiles and coos bring mother feelings of warmth and affirmation that indeed she is a good mother. Brofenbrenner calls these bi-rational influences, and he shows how they occur among levels of environment.

10. THE MESOSYSTEM: This layer serves as the connection between the structure of the child’s microsystem. Example: includes the link or interaction between the parents and teachers, or the parent and health services or the community and the church. Bronfenbrenner’s Bioecological Model: Structure of Environment

11. THE EXOSYSTEM: This layer refers to the bigger social system in which the child does not function directly. Example: 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 parent’s work like the location, schedules. Bronfenbrenner’s Bioecological Model: Structure of Environment

12. Example: We see the child’s routine when the mother works in the call center, that was seen in the burger chain commercial where the mom and the children meet up at the fast food for the breakfast just before the children go to school and the mom going home from work in the call center. The child may not interact directly with what is in the exosystem , but he/she is likely feel positive or negative impact, this system creates as it interacts with the child’s own system.

13. THE MACROSYSTEM: This layer refers is found in the outermost part in the child’s environment. Example: includes the cultural values, customs and laws . The belief system contained in one’s macrosystem permeates all the interactions in the other later and reaches the individual. Bronfenbrenner’s Bioecological Model: Structure of Environment

14. Example: In western countries like the US, most of the young people are expected to be more independent by the time they end their teenage years, while Asian countries like ours, parents are expected to support or at least want to support their children for longer period of time. It is not uncommon to see even married children still living with their parents. In China and also other parts of the worlds, sons are more valuable than daughters. This may pose challenges for girls as they growing up. Because of their differences in beliefs and customs, children from different child-rearing practices and therefore differences in the development as well.

15. THE CHRONOSYSTEM: The chronosystem covers the element of time as it relates to a child’s environments. this involves the 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. It is a hurried or relaxed pace? Bronfenbrenner’s Bioecological Model: Structure of Environment

16. No longer Nature vs. Nurture, but Nurturing Nature! There was a long dawn debate on which had more impact on child development, nature and 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 child’s biology and his environment play a role in the child’s growth and development. Development theories now stress in the role played by each and the extent to which they interact in ongoing development.

17. The ecological systems theory focuses on the quality and context of the child’s environment. Bronfenbrenner pointed out that as child develop, the interplay within the layers of the environment systems becomes more complex. This dynamic interaction of the systems happens meantime, while the child’s physical and cognitive structures also grow and mature. This bio-ecological theory helps us determine how the different circumstances, conditions and relationships in the world affect the child as he or she goes through the more or else predictable sequence of natural growth and development.

18. Bronfenbrenner co-founded Head Start, the publicly-funded early childhood program in the US. He concluded that “the instability and unpredictability of the family is the most destructive force to a child’s development”. Researchers tell us that absences or lack of children’s constant mutual interaction with important adults has negative effect on their development. According to the bio-ecological theory, “if the relationships in the immediate microsystem breakdown, the child will not have the tools to explore other parts of his environment. The Role of Schools and Teachers

19. 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 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 the characteristics of each child, each learner. The schools and the teachers can contribute to the stability and long term relationships, but only to support and not replace the relationship at home.

20. 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 child’s influence. Schools and teachers’ crucial role is not to replace the lack in the home if such exists, nut to work so that the school becomes an environment that welcomes and nurture 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, and legislator.

21. https://prezi.com/p/rrcjy-mw6n6f/bronfenbrenners-ecological-theory/ Reference:

22. Thank You