ecological brofennbrenner

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    Ecological Model

    EDP 3501: CHILD DEVELOPMENT

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    Ecology

    Investigates the complex system of interlaced andinterdependent relationships between the biological organismand the social/physical setting the organism is in

    E.G. Humblebee and the red clover. Humblebee is the only

    bee that can fertilize the red clover. Without the humblebee, nored clover.

    With more rats, no humblebeeno red clover.

    With more cats, no rats, yes humblebee, yes red clover. ETC.

    Urie Bronfenbrenner wanted to get away from what he called:the science of the strange behavior of children/adolescents instrange situations with strange adults (exp.) for the briefestpossible period of time.

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    Chronosystem

    Chronosystem takes into account the constancy or change overtime

    Time is continuous and not restricted to glimpses

    Measurements of ones IQ in 1990 and then again in 2000 doesnot take into consideration what or how those ten years havechanged or effected the person

    Two people who started off at the same place will have had a

    widely different 10 years from each other and thus should be aconsideration

    Different life experiences and life events, which can be externallike entering school, divorce, birth of a sibling, etc. or can beinternal like puberty, severe illness, etc.

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    Conceptual Model

    Series of systems

    each is contained

    within the other so

    that literallychildren are

    affected by all

    systems but some

    are more

    immediate to the

    children and are

    able to be

    influenced by them

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    Microsystem:Within this system the

    student has direct interactionswith

    parents, teachers, peers, and others.

    Mesosystem:This system involves the

    linkagesbetween microsystems such as

    family and school, and relationships

    between students and peers.

    Exosystem: This system works whensettings in which a child does nothave

    an active role influence the students

    experiences.

    Model

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    Macrosystem: This system involves

    the broader culture in which students

    and teachers live.

    Chronosystem: The sociohistorical

    conditions of a students development.

    Model (cont)

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    Microsystem

    1st tier: immediate relationships (mom and child)

    the intimate social and immediate physical environmental setting(home/family; school; peer group)

    proximal processesinteraction patterns within themicrosystem

    Healthy microsystems will enhancing learning and development

    Poor relationships can lead to information-poor and exploration-inhibiting microsystems

    NOTE: Microsystems can change as the child changes (or goesto) schools, joins play groups/sports

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    Proximal Processes

    Proximal processesenergy transfer between individual(developing human) and immediate environment (be it persons,objects, symbols, etc.), in both directions; engines ofdevelopment

    Through which genotypesare translated into phenotypes

    2 major kinds of outcomes based on proximal processes:

    1. Competenceacquisition and development of knowledge,skill, or ability in any domain (intellectual, physical,

    motivational, socioemotional, artistic, etc.) 2. Dysfunctiondifficulties in maintaining control and

    integration of behavior across situations and domains

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    Proximal Processes (cont)

    What causes competenceand what causes dysfunction?

    Exposureextent of contact between person and proximalprocesses in which the person engages

    Varies along several dimensions:

    DurationOn average, how long is the period of exposure? (what isthe length of the session?)

    FrequencyHow often do sessions occur over timehourly, daily,etc.?

    Interruptiondoes exposure occur on a predictable basis or is itinterrupted?

    Timinghow long do responses take and are they aligned withactions appropriately? (for infants this should be quick; mistimingcan disrupt the development of self-regulatory behavior)

    Intensitystrength of the exposure? (brief, infrequent, notpredictablecan cause developmentally-disruptive outcomes)

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    Mesosystem

    2nd tier: interaction or links between several Microsystems

    looks at the individual rolesone plays in Microsystems in terms of theirinteractions with each other (so, one can be a son, a brother, a friend, afirst baseman; i.e., have different roles in different contexts)

    EXAMPLE: if the links between the family microsystem and theschool system breakdown, it has been shown that students are worse

    off in school academically and show less initiative and independence,

    whereas in families where the family and school share mutual

    communication systems, the child does better in the same areas

    Best outcome when the Microsystems are congruentin terms oftheir values (so, family and peer group both encourage good grades

    and no smoking)

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    Mesosystem (cont.)

    Areas of problems or risks within the

    mesosystem:

    impoverished mesosystemfew or no

    meaningful linkages between existing

    Microsystems. Child is compartmentalized; no

    continuity between Microsystems (e.g. parents who

    dont know the friends).

    divergent values within mesosystemso,

    family condemns playing video games, while

    friends condone playing them.

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    Exosystem

    3rd tier: larger community; neighborhood; local laws;(school boardscut funding for play grounds) Children have no direct influence on -OR- participation in the

    exosystem

    THESE ARE NOT PLACES THE CHILD HAS INFLUENCE ON,BUT ARE PLACES THE PARENT COULDHAVE INFLUENCEOVER.

    Important exosystems include:parents and workplace

    parents circle of friendsneighborhood/community

    school and neighborhood groups

    mass media

    local government

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    Exosystem (cont.)

    Exosystem can impoverish or enrich the quality of the micro andmesosystems

    EXAMPLE: a parents work environment can affect a childs

    home life (microsystem) and the interaction with otherMicrosystems (mesosystem) the parent may become lessinvolved in the childs other Microsystems leading to animpoverished mesosystem

    Can lead to parental stress & possibly child abuse or neglectinadequate housing, unemployment, prolonged poverty. (notethat protective factors like supportive families or churchattendance can reduce the probability of abuse/neglect)

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    Macrosystem

    4th tier: Society/cultural norms; societal

    blueprint; public policy

    E.g., single-parenting is badso mom iswrong because shes a single parent

    E.g., social customs, fashionable wear:

    whats in or out

    Definitions of appropriate and inappropriate

    behavior

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    Ecological Transition

    Ecological transitionchanging systems

    Mesosystem changes as new

    Microsystems are added EXAMPLES: