EDUC3620 ECOLOGICAL APPROACHES Assignment 3

Ecological approaches and more specifically the Ecological Systems Theory were developed by
Russian psychologist Urie Bronfenbrenner during the 1970’s. Bronfenbrenner (1979) gained
influence from predecessors of psychological studies, these include ‘Kurt Lewin, George Herbert
Mead, Sigmund Freud, William I. and Dorothy S. Thomas, Edward C. Tolman, Lev Vygotsky, Kurt
Goldstein, Otto Rank, Jean Piaget, and Ronald A. Fisher’ (p. xi). In his book The Ecology of Human
Development: Experiments by Nature and Design, Bronfenbrenner (1979) claims that he is offering a
new perspective on the ‘conception of the developing person, of the environment, and especially of
the evolving interaction between the two’ (p.3). Bronfenbrenner outlines in his research that ‘to
understand human development one must have an understanding of the entire system in which an
individual's growth takes place’ (Longe, 2016, p.346). In relation to education, Bronfenbrenner
(1979) states that ‘a child's ability to learn to read in the primary grades may depend no less on how
he is taught than on the existence and nature of ties between the school and the home’ (p. 3). De
Nobile, Lyons, and Arthur-Kelly (2017) elaborate further by describing an ecological perspective as
an acknowledgment ‘that complex relationships exist between students and the various
environments around them, and that these relationships need to be considered when looking to
understand and influence student behaviours’ (p. 14). Bronfenbrenner (1979) categorises ecological
environments into microsystems, mesosystems, exosystems, and macrosystems (p. 22). He defines a
microsystem as ‘a pattern of activities, roles, and interpersonal relations experienced by the
developing person in a given setting with particular physical and material characteristics’ (p. 22). A
mesosystem ‘comprises the interrelations among two or more settings in which the developing
person actively participates (such as, for a child, the relations among home, school, and
neighbourhood peer group)’ (p.25). The exosystem ‘refers to one or more settings that do not
involve the developing person as an active participant, but in which events occur that affect, or are
affected by, what happens in the setting containing the developing person’ (p.25). Finally, the
macrosystem ‘refers to consistencies, in the form and content of lower-order systems that exist, or
could exist, at the level of the subculture or the culture as a whole, along with any belief systems or
ideology underlying such consistencies’ (p.26). Changes in anyone of these components can result in
behavioural changes and affect learning. It is also important to note that these systems are always
changing and are an on-going process throughout someone’s life.

Ecological approaches can be universally applied to different situations and has been widely
researched and implemented in psychological and educational contexts. Ecological approaches in an
education setting draw ‘attention to the complexity of interrelationships between schools, individual
children, their families, and the local and wider communities’ (De Nobile, Lyons, and Arthur-Kelly,
2017, p. 14). De Nobile, Lyons, and Arthur-Kelly suggest that if an ecological approach is taken, then
teaching will be more authentic and stronger relationships will be built as the teacher takes various
factors into consideration when observing student behaviour. Ecological systems theory is
particularly useful as it can be implemented and used in a variety of contexts and in relation to many
other theories and general classroom practice. Throughout students schooling lives and beyond,
students go through a huge array of ecological transitions and teachers need to have an ecological
perspective and understanding to accommodate for this. Ecological transitions ‘occur whenever a
person's position in the ecological environment is altered as the result of a change in role, setting, or
both’ (Bronfenbrenner, 1979, p.26). This is particularly relevant when students transition from
primary to secondary school, but it can be as simple as changing a subject or moving to a different
class. Again, these transitions are not just specific to school life, but to a variety of environments and
EDUC3620 ECOLOGICAL APPROACHES Assignment 3

situations in the individual’s life. An ecological approach can be adopted when considering student
behaviour and building relationships but really should be an ideology that you carry with you for
every aspect of your life.

Bronfenbrenner (1979) admits that there are limitations in his research and previous undertaken
studies. Most significantly, when conducting his research, he found that whilst there had been
extensive research on the individual, there was limited research on their various environments
(p.16). Furthermore, the research that was collected can be considered unreliable as behaviours
observed in the laboratory can be completely different from what occurs in real scenarios (p. 34).
From a teacher’s perspective, there is an overwhelming amount of ecological perspectives to
consider when trying to understand the origin of behaviour. Bronfenbrenner (1979) states that ‘the
child's evolving construction of reality cannot be observed directly; it can only be inferred from
patterns of activity as these are expressed in both verbal and nonverbal behaviour’ (p. 11) but he
does not offer a solution to directly understand a student’s ecological influences. Whilst ecological
approaches can be as simple as having an ecological perspective, it will work best with a team of
workers who (in the education context) can share insight on student behaviour. Functional
Behaviour Assessment is an approach that closely aligns with ecological systems theory and helps
but theory to practice.

Functional Behaviour Assessment (FBA) is an evidence-based approach that closely aligns with the
principles of Bronfenbrenner’s Ecological Systems Theory. Functional Behaviour Assessment was
developed from the earlier practice of Applied Behaviour Analysis. In an education setting, FBA is
used as a tool to identify the origins and possible reasonings behind student behaviour in relation to
its context. De Nobile, Lyons, and Arthur-Kelly (2017) describe it as ‘a process of establishing the
likely reasons for inappropriate behaviour using data gathered through a variety of methods, the
results of which may be used to design and implement interventions that aim to reduce those
behaviours and promote appropriate behaviours’ (p. 158). Much like Ecological Systems Theory, FBA
seeks to understands the various impacts that influence student behaviour and it provides a
guideline on how to implement these strategies in the classroom. FBA focuses on reducing
inappropriate behaviour through intervention and metacognition strategies (De Nobile, Lyons and
Arthur-Kelly, 2017, p.159). Having an ecological perspective is important in being able to implement
this kind of strategy, as being aware of the varying reasons behind student behaviour allows the
teacher to make adjustments to cater for varying needs. De Nobile, Lyons, and Arthur-Kelly (2017)
suggest that ‘if we can identify factors such as when, where, with whom or at what time a problem
occurs, there is much that we can adjust or modify in order to support more adaptive skills’ (p. 159).
The FBA asks the teacher to consider why a student may be acting the way they are. This is
answered through the collection of information from the student ‘about any broad contextual,
ecological factors that may set the scene for a behaviour problem (these are known as setting
events), and then about the antecedents (or triggers ) to a behaviour, the nature of the behaviour
itself and the consequences that follow it’ (De Nobile, Lyons, and Arthur-Kelly, 2017, p. 158). The
assessment process then ‘facilitates the development of proactive (i.e., preventative), positive, and
individualized behaviour support plans for students with challenging behaviours’ (O’Neill, 1997). The
assessment process is quite elaborate and can be considered as time consuming but O’Neill (1997)
outlines various ways that this can be achieved. It can include the use of ‘interviews, checklists,
questionnaires, and direct observations… in identifying predictable patterns of behaviour’ (Scott,
Nelson, and Zabala, 2003, p. 216). Unlike Ecological Systems Theory, FBA is generally a holistic
EDUC3620 ECOLOGICAL APPROACHES Assignment 3

approach from the whole school for dealing with challenging behaviours. The assessment process is
most effective ‘when students are referred… at the early stages of at-risk behaviour—before
multiple problems and reactive punishments have become routine’ (O’Neill, 1997). FBA
demonstrates one way that ecological approaches can be used and considered when recognising
student behaviour. I would suggest that Ecological Systems Theory is placed on the more democratic
side of Porters continuum (Walker, 2019) as the teacher is practicing equality through
acknowledging that student’s behaviours are affected by different environments. However, FBA is a
little more confusing to place as the main focus is the student, but it is a very teacher/ leader
directed process with the outcome resulting in a Behaviour Implementation Plan that the student
must follow.

Ecological approaches can be used as an overarching ideology that influences teaching practice and
everyday life. Having an ecological perspective as a teacher is crucial in being able to provide the
best possible learning environment and support system for students. Ecological approaches can be
adopted on an individual level and on a holistic, whole-school level. Bronfenbrenner tells us that
different environments impact on students both directly and indirectly, as a teacher this can seem
impossible to navigate. Golden and Earp (2012) suggest that ‘influencing all aspects of the
environment and characteristics of an individual may be impractical and therefore recommends that
interventions focus at least on two levels of influence’ (p.365). The Behaviour at School Study (2002)
found that teachers do not understand “how the broader ecology of the classroom can influence
engagement and therefore behaviour” and that teachers associated most of the inappropriate
behaviour to out of school factors (p.7). Whilst the teacher may not have as much control over out
of school factors, the teachers must also acknowledge that they are a part of the student’s
microsystems and impact on learning and behaviour. Teachers can consider their teaching in relation
to the Lyford Model to create positive learning environments that accommodate for varying needs.
The Lyford model is a behaviour management model that incorporates ‘classroom climate,
classroom culture, physical environment and instructional practices’ (De Nobile, Lyons and Arthur-
Kelly, 2017, p.13) with an overarching philosophy of ecological perspectives. Finally, it is important
to remember that due to the large set of ecological systems impacting on students, ‘school alone
cannot provide a solution; in fact, the far greater impact comes from nutrition, health care, parental
relationships, other community relationships, etc.’ (Pirner, n.d, p. 7). Teachers and schools can only
provide the best support and learning that they possibly can, and having an ecological perspective is
key to providing this.

References:

Bronfenbrenner, U. (1979) The Ecology of Human Development: Experiments by Nature and Design.
Cambridge, MA: Harvard University Press, 1979.

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). An introduction to positive learning environments.
In Positive Learning Environments: Creating and Maintaining Productive Classrooms. Melbourne:
Cengage Learning Australia.

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Classroom climate. In Positive Learning
Environments: Creating and Maintaining Productive Classrooms. Melbourne: Cengage Learning
Australia.
EDUC3620 ECOLOGICAL APPROACHES Assignment 3

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Behavioural Appraoches. In Positive Learning
Environments: Creating and Maintaining Productive Classrooms. Melbourne: Cengage Learning
Australia.

Golden, S., & Earp, J. (2012). Social Ecological Approaches to Individuals and Their Contexts: Twenty
Years of Health Education & Behavior Health Promotion Interventions. Health Education &
Behavior, 39(3), 364-372

Johnson, B., Sullivan, A., Conway, R., Owens, L., & Taddeo, C. (2012). Punish Them or Engage Them:
Behaviour at School Study. Australian Research Council.

Longe, J. (2016). Ecological Systems Theory. The Gale Encyclopedia of Psychology. 3rd ed., vol. 1,
Gale, 2016, pp. 346-347. Gale Ebooks,

Pirner, M. (n.d). Using Bronfenbrenner to Remove Inequitable Teaching. St. Mary’s College of
Maryland.

Scott, T., Nelson, C., & Zabala, J. (2003). Functional Behavior Assessment Training in Public Schools:
Facilitating Systemic Change. Journal of Positive Behavior Interventions, 5(4), 216-224.O'Neill, R.
(1997). Functional assessment and program development for problem behavior : A practical
handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole/Cengage Learning

Walker, P. (2019). Climate and Environment. Workshop. Relationships for Learning. EDUC3620.
Delivered: 04/09/19