-25101/2021, Bronfenbrenner’s Ecological Systems Theory | Simply Psychology Bronfenbrenner's Ecological Systems Theory By Olivia Guy-Evans, published Nov 08, 2020 Key Takeaways + Bronfenbrenners ecological systems 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, ws, and customs, + To study @chil’s development then, we mustlook not only atthe chil and her immediate envronment, but also atthe interaction ofthe larger environment as well + Bronfenbrenner divided the person's environment int five different systems: the microsystem, the mesasystam, the exosystem, the ‘macrasystem, and the chronosystemm. +The microsystem isthe mast influential level ofthe ecological systems theory. This isthe most immediate environmental settings containing the developing child, such as family and schoo + Bronfenbrenners ecological systems theory has implications for educational practice Background and History ‘American psychologist Urie Bronfenbrenner was ciical of previous theories of child development. He argued that studies of chile in unfamiar laboratory environments with one other person, usually a stranger, were ecologically invalid (See Mary Ainsworth 1970 experiment ofthe ‘Strange Situation (mary-ainsworth.him!)), Bronferbsrenner (1974) claimed most eatarstucies were ‘unidirectional’, meaning that the laboratory studies observed the influence of A on 8 (2.9, ‘a strangerimother witha child), rather tan looking atthe possible influence of he child on the strangerimother, or any other third party's influence. Bronfenorenner maintained that these laboratory features of research (conroleg-experiment html) are nat characteristic of environments that hilton actualy ve and develop in. Bronfenbrenner recognized there are multiple aspects of a developing childs life that interacts with and affects the child. His work laoked beyond individual development, taking into account wider influencing factors and the context (ar ecology) of development. He proposed the ‘Ecological Systems Theory’ based on these dynamic interactions thal the environments have on the devaloping child Bronfenbrenner’s (1974) perspective has some resemblance ta the works of Albert Bandua's social leaming theory (bandura html) and Lev dovelopment. hitps www simplypsychology.org/Bronfenbrenner html 182510112021 Bronfenbrenner’s Ecological Systems Theor | Simply Psychology The Five Ecological Systems x Bronfenrannes (1977) suggested that he environment ofthe cid is @ nested arrangement of structures, each contained within the next. He ‘organized them in order of how much of an impact they have on a child He named these structures the microsystem, mesosystem, exosystem, macrosystem and the chronosystem, Because the five systems ar inerelate, the inuence of one system on chilt's development depends on is relationship withthe others, The Microsystem “The microsystem isthe frsevel of Bronfenrenner's theory, and are the things that have erect contact with the cil in their immediate ‘environment, such as parents, siblings, teachers and school peers, Relationships in # microsystom are bi-irectional, meaning the child can be influenced by other peopl in tei ‘of changing the belies and actions of other people to. Furthermore, the reactions ofthe child to incviduas in their microsystem can influence how they teat them in return “The interactions within microsystems are often very personal and are crucial far fostering and supporting the chik's development. Ifa child has a strong nurturing relationship with their parents, thi Lnaffectionate parents will have 8 negative effect on the chi. aid to have a positive effect on the child. Whereas, cstant and | The Mesosystem hitps ww simplypsychology.org/Bronfenbrenner html 218-25101/2021, Bronfenbrenner’s Ecological Systems Theory | Simply Psychology x “The mesosyslem encompasses he interactions between the chil's microsystems, such as the interactions belwoen the chil’ parents and teachers, or between schoo! peers and siblings ‘The mesosystem is where a person's individual microsystems do not function independently, but ae interconnected and assert Influence upon one another. For instance, if chit’ parents communicate wit the chil’ teaches, tis interaction may influence the chil’s development. Essentially, a rmesosystem isa system of microsystems ‘According tothe ecological systems theory, the child's parents and teachers get along and have a good relationship, this should have postive effects onthe child's development, compared to negative effec on development the leachers and parents donot get along The Exosystem ‘Tho exosystom s a component ofthe ecological systems theory daveloped by Urie Bronfanbrenner inthe 1970s. It incorporates other formal and iformal social structure, which do not themselves contain the cil, but indirect influence them as they affect one ofthe microsystems. Examples of exosystoms include the neighborhood, parents workplaces, parent's fends and the mass media. These ae environments in ‘hich the child isnot involved, and are extemal to thelr experience, but nonetheless affects thom anyway. ‘An instance of exosystems affecting the childs development could bei one ofthe parents hada eispute wih their boss at work. “The parent may come home and have a shor temper withthe child as a result of something which happened inthe workplace, resulting in @ negative effect on development The Macrosystem “The macrosystem s @ component of Bronfenbrenner's ecological systems theory that focuses on how cutual elements affect a chil's development, such as socizeconomic slats, weath, poverty, and ethic “Thus, culture that inivicuals are immersed within may influence ther beliefs and perceptions about events that ranspir in fe “The macrosystem ders from the previous ecosystems as is does not refer tothe specific environments of one developing child, but the already established society and culture which the childs developing in ‘This can also Include the socioeconomic satus, etmnlty, geographic locaton and doologies ofthe culture For example, a child ving in a tied world country would experionce a diferent development than a chi tving in a weather country The Chronosystem ‘The fith and final lovel of Sronfonbrenners ecological systems theory is known as the chronosystem, “This system consists of all ofthe environmental changes that occur over the lifetime which influence development, including malor ie Uransitions, and historical events. “These can ince normal fe transitions suchas starting school ut can also inchde non-normativ Ife transitions such as parents getting @ vores oF having to move to anew house. The Bioecological Model x Its important to note that Bronfenbrenner (1994) later revised his theory and instead named it the ‘Bioecological model. hitps:iwwu simplypsychology.org/Bronfenbrennerhtml 38-25101/2021, Bronfenbrenner’s Ecological Systems Theory | Simply Psychology Bronfeorenner became more concerned withthe proximal processes of development, mearing the enduring an persistent forms of interaction in the immediate environment. His focus shifted from focusing on environmental infuences to developmental processes individuals experiance over time, evelopment takes place through the process of progressively more complex reciprocal interactions between an active, evolving biopsychological human organism and the parsons, objects, and symbols ints immediate extemal environment: (Bronfenbrerner, 1995) Bronfenbrenner also suggested that in order to understand the effect of these proximal processes on development, we have to focus on the person, ‘context and developmental outcome as these processes vary and affect people diferently (Bronfenbrenner & Evans, 2000}. Critical Evaluation Bronfenbrenner’s medel quickly became vary appealing and became accepted as a useful framework for psychologists, sociologists and teachers to study child development ‘The Ecological Systems Theory provides @ holiste approach which is inclusive fall the systems children and ther family are involved in, ‘accurately reflecting the dynamic nature of actual family relationships (Hayes & O'Toole, 2017). Paat (2013) considers how Bronfenbrenner's theory is useful when it comes tothe development of immigrant children. They suggest that immigrant chilren’s experiences in the various ecological systems are likely fo be shaped by their cuural iferences. An understanding ofthese children's ‘ecology can ad in strengthening sacial work service delvery fr these children limitation ofthe Ecological Systems Theory is that there is limited research examining the mesosystems; mainly the interactions between neighbornoods and the family of the child (Leventhal & Brooks-Gunn, 2000). Therefore, itis unclear the extent to which these systems can shape child development ‘Another limitation wth Bronfenbrerner’s theory is that tf ficult to empirically test the theory. The stuces investigating the ecological systems ‘may estabish an effect, but they cannot estabish whether the systems are the direct cause of such effects. Furthermore, ths theary can lead to assumptions that thase who do not have strong and postive ecological systems lack in development. Whilst this may be true in some cases, many people can sil develop into wellrounded individuals without postive influences from their ecological systems. For instance, itis notte to say that all people who grow up in poverty-striken areas ofthe word wll develop negatively. Similarly ita child's teachors and parents do not gt along, some children may not experience any kind of negative effect fom this fit does not concern them, [As a result, people need to take care not to make broad assumptions about individuals using this theory. Bronfenbrenner’s theory in the 21st century “The world nas changed alot since this theory was introduced in terms of technological developments. However, it could stl be said thatthe ‘exosystom of a child could be expanded to include social media, video gaming and other modern-day interactions within the ecological systom ‘This could suggest that the ecological systems are stil valid but wll expand overtime o include new modern developments. Kelly and Coughlan (2019) used constructivist grounded theory analysis to develop a theoretical framework for youth mental health recovery and fouind that there were many links to Bronfenbrenner’s ecological systems theory in ther own more recent theory. ‘Their theory suggested thatthe components of mental health recovery are embedded inthe ‘ecological context of influential relationships’ which fs dovelopment. hitps ww simplypsychology.org/Bronfenbrennerhtml 418-25101/2021, Bronfenbrenner’s Ecological Systems Theory | Simply Psychology Classroom Application x ‘The Ecological Systems Theory has been used to lnk psychological and educational theory to early educational curiculums and practice. At the center ofthe theary i the developing child, and al that occurs within and between the fve ecological sytems are dane soto benef the child inthe assro0m, To strengthen the development between the ecological systems in educational practice according othe theory, teachers and parents should keep good communication with each other and work together to benefit the child Teachers should algo be understanding of the stations their student's familes may be experiencing, including eocial and economic factors that are part ofthe varlous systems, ‘According to the theory if parents and teachers have a good relationship this should shape the chiles development ina postive way. Likewise, the child must also be activo intherleaming, engaged both academically and socaly, They must work as a toam with their peers and get involved in meaningful leaming experiences to enable postive development (Evans, 2012) Empirical Evidence “There are lots of studies that have investigated the effects ofthe school environment on students, Lippard, LA Paro, Rouse and Crosby (2017) conducted a study to test Bronfenbrenner’s theory. They investigated the teacher-chld relationships through teacher reports and classroom observations. They found that these relationships significantly relate to children’s academic achievement and classroom behavior, suggesting that these relationships are important for children's development and supports the Ecological Systems Theory. Wilson etal, (2002) found that creating a positive school environment, through a schaal ethos valuing diversity has a positive affect, on students relationships within school. Incorporating ths kindof school ethos influences those within the developing child's ecological systome. Langford et al, (2014) found that whole-school approaches to the health curriculum can positvely improve educational achievement and student well-being, thus the development ofthe students are being affected by the microsystems. About the Author hitps ww simplypsychology.org/Bronfenbrennerhtml 582501/2021, Bronfenbrenner’s Ecological Systems Theory | Simply Psychology Olivia Guy-Evans (tps: inkedin convinflvie-guy-evans-B6961787/) obtained her undergraduate degree in Educational Psychology at (x) Edge Mill Unversity in 2015. She than received her master's dagree in Psychology of Education fom the University of Bristol in 2019. Olvia has been working as a support worker for adulls with learring disabililies in Bristol forthe last fur years How to reference this article: CGuy-Evans, 0. (2020, Nov 09), Bronfenbrenners ecological systems theory. Simply Psychology. hitps:hwu simplypsychologyorg/Bronfenbrennet him! APA Style References Bronfenbrenner, U. (1874). Developmental research, pubic palicy, and th ‘casa_toxon=PqAGVETZ2P0AAAAR:gamLTbHOvUSQz207- USH1Z_YXHS_DYm304ypwONKbiDeCOjKbalzpLGp7S}IB1JGOyMDeLIZAxTeMEMLZ|SOtgHIksIUgfuDZcIRKSUDSIKEGJA). Child development, 45(1), 15. cology of childhood (hips:thuwnjstororglstaba/pal127749.pdf? Bronfenbranner, U. (1977). 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A tneory of youth mental health recovery from a parental perspective (htositacamh ontinelbrary.wiley.comidolpat'0.111/eamin.12300 ‘casa_foken=hgZigihlAWAAAAA:03044X!9xmvCHDFVROEY2sm6SRSHSINKAISqy7OLVPpdYBdghSuHSALPHDK-HxABTGZ7MCagJnw). Child and ‘Adolescent Mental Health, 24(2), 181-169. Langford, R., Bonel,C.P, Jones, H., Poullou, T, Murphy, S. M., Waters, E., Komto, A.A, Gibbs, LF, Magnus, D. & Campbell, R. (2014). The WHO Hoaltn Promoting School framework for improving tho health and well-being of students and their acadomic achievement (httos hyn. cochranelbrary.comiedsrdoi/0,1002/14851858,CD008958,pub2iul). Cochrane database of systematic reviews, (4). Leventhal, & Brooks-Gumn, J 2000). The neighborhoods they ive in: the effects of neighborhood residence on child and adolescent outcomes. (ptos:feourses.ct corel eduldeass tOeventna pa). Psychological Bulletin, 126(2), 309. Lippara, C.N., La Paro, K.M., Rouse, H.L, & Crosby, D.A. (2018, February). A closer look at teacher-chid relationships and classroom emotional ‘context in preschoo! (htps:/hwiw researchgate.netprofesHeather_Rouselpublication’318549470_A_Closer_Look_st_Teacher (Chile_Relatonships, mnd_Classroom_Emotional_Contex_in_Preschoolinks/Sea0c892200bf 1 428931189HA-Closer-Laok-at-Teacher-Chid- Relationships-and-Classroom-Emotional-Contextin-Preschool pai) In Child & Youth Care Forum 47(1), 1-21 Pat, ¥. F. (2013). Working with immigrant children and their families: An application of Bronfenbrenners ecological systems theory (pttosshww-tandFontine.comidolfp10.1080/10911359.2013.8000077casa_token=C_tzC2ZWTycAAAAAESRX_twMasq- x -yalend7ExRBSISISKERMOIUS JKpBSKSOXEDR¢Ko_hVWLMzIpSIIK1DQYYesuMp). Joural of Human Behavior inthe Social Environment, 23(8), 954-966. hitps iwi simplypsychology.org/Bronfenbrennerhtml 38-25101/2021, Bronfenbrenner’s Ecological Systems Theory | Simply Psychology Wilson, P, Atkinson, M., Hornby, G, Thompson, M., Cooper, M., Hooper, C. M, & Southall, A. (2002). Young minds in our schools-a guide for) feachers and others working in schools. Year: YoungMinds (Jan 2004), Further Information Bronfenbrenner, U. (1974), Developmental research, public policy, and the ecology of childhood. Child Development, 48. Retrieved trom (nitosiiwww stor orgistabelpat!1127748 pat? ‘8a_token=@QoBKJLNYOAAAAAT2e40it._:Zé62vW/20213k8ah daguBkdF G02g72}20KgP78pC3OxR-ZNEsbIOASTRKutuNdeFZBG- dalXUStVRWEcuKINOGalaa q0B9GLZxkemb258) How to reference this article: Guy-Evans, 0. (2020, Nov 08), Bronfonbrenners ecological systems thooty. 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