MODULE 10:Bronfenbrenner's Ecological Theory

"Children need people in order to become

human." Urie Bronfenbrenner

LEARNING OUTCOMES
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.

INTRODUCTION
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!

ACTIVITY
"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
2. As a child, my unforgettable playmates were
3. When I was in elementary, I regularly watched the television show
4. When I was growing up, we went to church in
5. I cannot forget my teacher who
6. When I was growing up, I was away from
7. When I was in high school, I was close to
8. As a child, I can recall this big news about
9. The most serious challenge our family experienced was
10. The most important thing that I learned from my elementary school was

ANALYSIS
Write each answer you gave in the Activity on the circle where it belongs.

culture sub culture

social class

extended family

family, church,
school

Me!
ABSTRACTION
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 interplay between his immediate family/community
environment, and the societal landscape fuels and steers his development. Changes of 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.

Brenfenbrenner's Bioecological Model: Structure of Environment

The microsystem. The microsystem is the layer nearest the child. It comprises structures which the child directly
interacts with. It includes structures such as one's family, school and neighborhood. As such, the microsystem covers the
most basic relationships and interactions that a child has in his/her immediate environment. Does the child have strong
and nurturing relationships with the parents and family? Are his/her needs met? In this layer, relationship effects
happen in two directions both away from the child and toward the child. This means that the child is affected by people
with whom he interacts, and in turn these people are also affected by the child, For example, a mother's deep affection
for her child moves her answer to the baby's needs and keep the baby safe. In turn the baby's smiles and coos bring the
mother feelings of warmth and an affirmation that indeed she is a good mother. The child is affected by the behavior
and beliefs of the parents, however, the child also affects the behavior and beliefs of the parents. Bronfenbrenner calls
these bi-directional influences, and he shows how they occur among all levels of environment. This is quite similar to
what Erikson termed as "mutuality" in his psychosocial theory.

Bronfenbrenner 's theory looks into the interaction of structures within a layer and interactions of structures between
layers. At the microsystem level, the child is most affected by these bi-directional influences. However, interactions at
outer layers still influence the structures of the microsystem.

The mesosystem. This layer serves as the connection between the structures of the child's microsystem. For example,
the mesosystem 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 aftecting 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.

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. This may pose challenges for girls as they are growing up. Because of differences in beliefs and customs,
children from different parts of the world experience different child-rearing practices and therefore differences in
development as well.

The chronosystem. The chronosystem covers the element of time as it relates to a child's environments. This involves
"patterns and change" in the child's life. This involves whether the child's day is characterized by an orderly predictable
pattern, or whether the child is subjected to sudden changes in routine. We can also look into the pace of the child's
everyday life. Is it a hurried or relaxed pace? This system can affect or influence the child externally, 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 bioccological
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 less predictable sequence of natural growth and development.

The Role of Schools and Teachers

Bronfenbrenner co-founded Head Start, the publicly-funded early childhood program in the US. He concluded that "the
instability and unpredictability of family life is the most destructive force to a child's development." Researches tell us
that absence or lack of children's constant mutual interaction with important adults has negative effects on their
development. According to the bioecological theory, "if the relationships in the immediate microsystem break down, 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.
These deficiencies show themselves especially in adolescence 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 the basic relationships in a 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 school and the teachers
can contribute stability and long-term relationship 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 a environment that welcomes and nurtures families. Bronfenbrenner also stressed that society should value
work done on behalf of children at all levels, and consequently value parents, teachers, extended family, mentors, work
supervisors, legislators.

APPLICATION
Looking at your answers in the ACTIVITY phase of this Module, describe how these people or circumstances have
influenced your attitudes, behavior and habits.

From the graphic organizer that you filled out it is clear that there were people, situations and circumstances that shape
who you are now. Even the things happening in the government or even in America like the 9-1! terrorist attack could
have influenced your own circumstances and therefore your own development as a unique person. As a future teacher
we can see
our students from this perspective in mind. Every child had different people, different situations and circumstances that
influenced his/her growth and development.

As you read through Bronfenbrenner's model you will see the widening systems that affect child and adolescent
development.