BRONFENBRENNER’S BIO-ECOLOGICAL

THEORY
 WHAT IS BROFENBRENNER’S BIO-ECOLOGICAL
THEORY?
• IT IS A THEORY OF EDUCATIONAL PSYCHOLOGY THAT STUDIES
HUMAN DEVELOPMENT OVER TIME.
• CHILD’S DEVELOPMENT IS BEST UNDERSTOOD BY EXAMINING THE
CONTEXT THE CHILD’S ENVIRONMENTAL INFLUENCES.
• IT CONTAINS FIVE ECOLOGICAL SYSTEMS THAT AN INDIVIDUAL
INTERACTED WITH, EACH NESTED WITHIN THE OTHERS. LISTED
FROM CLOSEST TO THE PERSON TO FURTHEST: MICROSYSTEM,
MESOSYSTEM, EXOSYSTEM, MACROSYSTEM AND CHRONOSYSTEM.
WHO IS BRONFENBRENNER?

• URIE BRONFENBRENNER FORMULATED THE ECOLOGICAL

SYSTEMS THEORY TO EXPLAIN HOW THE INHERENT QUALITIES
OF CHILDREN AND THEIR ENVIRONMENTS INTERACT TO
INFLUENCE HOW THEY GROW AND DEVELOP.
• HE IS AMERICAN PSYCHOLOGIST.
WHO IS BRONFENBRENNER?

• HE EARNED A MASTER'S IN EDUCATION FROM HARVARD IN

1940, AND A DOCTORATE IN DEVELOPMENTAL PSYCHOLOGY
FROM THE UNIVERSITY OF MICHIGAN IN 1942.
• BRONFENBRENNER WAS BORN IN MOSCOW ON APRIL 29,
1917 AND HE DIED SEPTEMBER 25, 2005. DIES AT AGE 88.
 FIVE DIFFERENT LEVELS OF
BRONFENBRENNER ECOLOGICAL
SYSTEMS THEORY OF DEVELOPMENT
MICROSYSTEM
• IT IS THE SYSTEM CLOSEST TO THE PERSON AND THE
ONE IN WHICH THEY HAVE DIRECT CONTACT.
• EXAMPLES: HOME, SCHOOL, DAYCARE, OR WORK.
• A MICROSYSTEM TYPICALLY INCLUDES FAMILY,
PEERS, OR CAREGIVERS.
MESOSYSTEM
• CONSISTS OF THE INTERACTIONS BETWEEN THE DIFFERENT
PARTS OF A PERSON'S MICROSYSTEM.
• A PERSON'S INDIVIDUAL MICROSYSTEMS DO NOT
FUNCTION INDEPENDENTLY, BUT ARE INTERCONNECTED.
• ASSERT INFLUENCE UPON ONE ANOTHER. THESE
INTERACTIONS HAVE AN INDIRECT IMPACT ON THE
INDIVIDUAL.
EXOSYSTEM
• REFERS TO A SETTING THAT DOES NOT INVOLVE THE PERSON AS
AN ACTIVE PARTICIPANT, BUT STILL AFFECTS THEM.
• THIS INCLUDES DECISIONS THAT HAVE BEARING ON THE PERSON,
BUT IN WHICH THEY HAVE NO PARTICIPATION IN THE DECISION
MAKING PROCESS.
• EX. A CHILD BEING AFFECTED BY A PARENT RECEIVING A
PROMOTION AT WORK OR LOSING THEIR JOB.
MACROSYSTEM
• THE BROADER CULTURAL AND SUBCULTURAL SYSTEMS THAT
HELP SHAPE RELATIONS IN MICROSYSTEMS, MESOSYSTEMS,
AND EXOSYSTEMS.
• COMPRISE THE BELIEF SYSTEMS, CUSTOMS, LIFESTYLES,
MATERIAL RESOURCES, AND OPPORTUNITIES THAT HELP
SHAPE INTERACTIONS ACROSS SOCIAL CONTEXTS.
CHRONOSYSTEM

• TIME IS AN ELEMENT IN STUDENTS’ LEARNING IN

COMPLEX WAYS. STUDENTS NEED TIME TO LEARN,
AND THUS.
• BASIC INSTRUCTIONAL TIME IS AN IMPORTANT
ELEMENT TO CONSIDER.
 APPLICATION IN CLASSROOM

• INFLUENCE YOUR STUDENTS TO BE A ROLE MODEL

THAT GIVES MOTIVATION TO PEOPLE AROUND
THEM.
 APPLICATION IN CLASSROOM

• INSPIRE STUDENTS TO EMBRACE AND ADAPT THE

CONTEXT WHERE IN IS NEW TO THEM.
 APPLICATION IN CLASSROOM

• ENGAGE STUDENTS IN SOCIAL MEDIA AND LET THEM

UNDERSTAND VARIOUS OPINIONS IN ALL DIFFERENT
CONTEXT.
 APPLICATION IN CLASSROOM

• ENCOURAGE YOUR STUDENTS TO MAKE USE OF THE

ADVANTAGES OF TIME (CHRONOSYSTEM), AS WE
LIVE IN THE AGE OF TECHNOLOGY.
 APPLICATION IN CLASSROOM

• LET YOUR STUDENTS PRACTICE BEING SELF RELIANT

IN ABLE TO HANDLE COMPLICATED SITUATION ON
THEIR OWN.
 REFERENCES

• HTTPS://WWW.LEARNING-THEORIES.COM/BRONFENBRENNERS-
BIOECOLOGICAL-MODEL-BRONFENBRENNER.HTML
• HTTPS://WWW.PSYCHOLOGYNOTESHQ.COM/BRONFENBRENNER-
ECOLOGICAL-THEORY/
• HTTPS://EN.WIKIPEDIA.ORG/WIKI/URIE_BRONFENBRENNER