DAVAO CENTRAL COLLEGE, INC.

Juan dela Cruz Street, Toril, Davao City

Landline No. (082) 291 1882
Accredited by ACSCU-ACI

Week 9

Unit 3: Developmental Theories and other Relevant Theories

Topic: Bronfenbrenner’s Ecological Theory
Learning outcomes:
1. Describe each of the layers of Bronfenbrenner’s
Bioecological Model.
2. Identify factors in one’s own life that exerted
influence on one’s development.
Concept Digest
Introduction
The ecological Systems Theory was developed by Urie
Bronfenbrenner. Bronfenbrenner believed that a person’s
development was affected by everything in their surrounding
environment he divided the persons environment into five
different levels; the microsystem, the mesosystem, the
exosystem, the macrosystem and the chronosystem.
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!
Abstraction
Bronfenbrenner’s model also known as the Biological
Systems theory presents child development within the context
of relationships systems that comprise the child’s
environment. It describes multipart layers of environment
that has an effect on the development of the child.
Environment of the child affecting of child’s development,
but we’re not just looking the environment alone, we must
look also the larger environment whereas the child has day to
day interaction.
Bronfenbrenner’s Bioecological Model: Structure of
Environment
1. Microsystem. Is the system closest to the person and the
one in which he has direct contact. Family, school, and
neighborhood. This structure covers the child immediate
environment.
2. The mesosystem. This layer serves as the connection between
the structures of the child’s microsystem. For example, the
mesosystem will include the link of connection between the
parents and teachers, or the parent and health community and
the church.

PED. 1 Prepared by: KARLA JANE S. NORIEGA LPT. , CAR

1
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

3. The Exosystem. This layer 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
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’s 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 interact directly
with what is in the exosystemic, 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 Asian countries like ours, parents are
expected to support or at least want support their children
for a longer period of them of time. It is not uncommon to
see even married children still living whit their parents.
The Role of Schools and Teachers
Bronfenbrenner co-founded Head start, the publicly-
funded early childhood program in the U.S. he concluded that
“The instability and unpredictability of family life is the
most destructive force to a child’s development.” Researchers
tell us what absence or lack of children’s constant mutual
interaction with important adult has negative effects on
their environment. According to bioecological theory, “if the
relationships in the immediate microsystem breakdown, 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. Deficiencies show themselves especially
in adolescents 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 relationships in a child’s life, what
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 to replace the relationships in the home.

PED. 1 Prepared by: KARLA JANE S. NORIEGA LPT. , CAR

2
 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU-ACI

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.

References

• Lucas, MR. Et.al (2018). Child Adolescents and Learning

Principles. Lorimar Publishing, INC. Quezon City Metro
Manila
• Bronfenbrenner, U (1979) the Ecology of Human
Development. Cambridge, Mass.: Harvard University Press.

PED. 1 Prepared by: KARLA JANE S. NORIEGA LPT. , CAR

3