Bronfenbrenner’s ecological  Theory in Education

Information about Bronfenbrenner's ecological systems theory

1. rosel, charlene l . BTLED-HE3 YOUR TEACHER FOR TODAY!!!

2. Bronfenbrenner’s ecological  Theory

3. Objectives: Determine what is Bronfenbrenner's ecological systems theory Understand and appreciate the essence of Bronfenbrenner's ecological systems theory. Apply the spirit of Bronfenbrenner's ecological systems theory in teaching and learning process. At the end of this lesson, the student is able to:

4. Who developed this theory ? ?

5. Urie Bronfenbrenner  April 29, 1917 was a Russian-born American psychologist who is most known for his ecological systems theory. His work with the United States government helped in the formation of the Head Start program in 1965.

6. What is Bronfenbrenner’s ecological  Theory??

7. Bronfenbrenner’s ecological  Theory Also known as the BIOECOLOGICAL SYSTEM THEORY “BIOECOLOGICAL” points out the child’s own biological make-up impact as a key factor in one’s development.

8. This theory views child development as a complex system of relationships affected by multiple levels of the surrounding environment, from immediate settings of family and school to broad cultural values, laws, and customs. Bronfenbrenner’s ecological  Theory

9. Bronfenbrenner's ecological systems theory  focuses on the quality and context of the child's environment. He states that as a child develops, the interaction within these environments becomes more complex. This complexity can arise as the child's physical and cognitive structures grow and mature .

10. CHILD MICROSYSTEM MESOSYSTEM EXOSYSTEM MACROSYSTEM CHRONOSYSTEM BRONFENBRENNER'S ECOLOGICAL THEORY MODEL  

11. CHILD MICROSYSTEM the things that have direct contact with the child in their immediate environment. Parents teachers School peers Relationships in a microsystem are bi-directional the reactions of the child to individuals in their microsystem can influence how they treat them in return. The term microsystem describes the individuals, groups, and institutions that directly influence a child's development Siblings Religious groups ,

12. CHILD MESOSYSTEM The mesosystem is where a person's individual microsystems do not function independently, but are interconnected and assert influence upon one another. child’s parents communicate with the child’s teachers it proposes that children don't develop only by influence from their close familial environment - surrounding environments are influential on the development of the child as well.

13. CHILD EXOSYSTEM It incorporates other formal and informal social structures, which do not themselves contain the child, but indirectly influence them as they affect one of the microsystems.  refers to the bigger social system in which the child does not function directly. neighborhood parent’s workplaces parent’s friends mass media

14. CHILD MACROSYSTEM This layer is found in the outermost part in the child’s development . Cultural values Customs Laws

15. Child CHRONOSYSTEM Covers the element of time as it relates to a child environments . This involves “patterns of stability and change” in child's life. This involves whether the child’s day is characterized by orderly predictable patterns, whether the child’s day is subjected to sudden changes in routine . Body changes Divorce of parents

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