ecological brofennbrenner
TRANSCRIPT
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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: