—— mM ODULE “ 0 Bronfenbrenner’s Ecological Theory ny — Maria Rita D. Lucas, PhD | pe ——— soning & hildren war ‘people in order to become | 1 fiiman.” baie ~ Urie Bronfenbrenner Cy ORES ee es a lila | At the end of this Module, you should be able to: + describe each of the layers of Bronfenbrenner’s Bioecological Model. + identify factors in one’s own life that exerted influence on ‘one’s development, + use the bioecological theory as a framework to describe the factors that affect a child and adolescent development. (GA EOE 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 neighborhood, the country, even the world! ay “Looking Back” Read the following questions. Recall your childhood. You may ‘also ask your parents for some information. Write your answers on _ the graphic organizer below. . Answer the following sentence completion items. 1. When I was 5 years old, my parents | ee ea = ‘As a child, my unforgettable playmates were aaa ee an T was in elementary, I regularly watched the televi- show _—_________—_________. | was growing up, we went to church in Part Unit 3 Module 10 ~ Bronfenbrenner's Ecological Theory 125Part! Unit 3 Module 10 ~ Bronfenbrenner’s Ecological Theory 127 hd Ete) 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 in- | “terplay 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 interacis_ with. i includes structures such as one’s family, school and neighborhood. ‘As such, the microsystem covers the most basic relationships and in his/her immediate environment. Does interactions that a child has i128 Child and Adolescent Development: Looking at Leamers at Different Life Stage r bi-directional influences. However, interactions at outer layers still influence the structures of the miscrosystem- Wie ‘Gacdbeystoxn. This Inver _sctves_ 23 the commection between the structures of the child's microsystem. For example, the meso- ‘system 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. fi 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.Part | Unit'3. Module 10 ~ Bronfonbrenner's Ecological Theory an also look into the pace of the child’s everyday life. Is it a hur- ried or relaxed pace? This system can affect or influence the child extemally, 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. No longer Nature vs. Nurture, but Nurturing Nature! The long debate may be coming to an end. For decades, if not for centuries, there was a long drawn debate on which had more impact on child development, nature or 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 a child’s biology and his environment play a role in the child’s growth and development. Development theories now stress on the role played by each and the extent to which they interact in ongoing development. (See Module 3). The ecological systems theory focuses on the quality and context of the child’s environment. Bronfenbrenner pointed out that as a child develops, the interplay within the layers of 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 bioecological 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 Jess predictable sequence of natural growth and development. Role of Schools and Teachers Bronfenbrenner co-founded Head Start, the _ publicly-funded ‘childhood program in the US. He concluded that “the bility and unpredictability of family life is the mosi destructive ‘child’s development.” Researches tell us that absence f children’s constant mutual interaction with important s effects on their development. According to ‘theory, “if the relationships in the i the child will not have the tools to 129130 ‘Child and Adoleacent Development: Looking at Leamers at Different Life Stage. ally in adolescence as anti. deficiencies show themselves especii f ‘and inability to provide self. social behavior, lack of self-discipline, 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 om behalf of children at all levels, and consequently value parents, teachers, extended family, mentors, work supervisors, legislators. eT Looking at your answers in the ACTIVITY phase of this Module, describe how these people or circumstances have influenced your attitudes, behavior and habits.