Bronfenbrenner Ecological Systems Theory
The ecological theory of development that was proposed by Urie Bronfenbrenner (1917-2005), is relevant to state all of our lives. Bronfenbrenner’s research demonstrates how our development is affected by the environment in which we live. The model consist of five major systems; microsystem, mesosystem, exosystem, macrosystem, and chronosystem. "Ecological systems theory is an approach to study of human development that consists of the scientific study of the progressive, mutual accommodation, throughout the life course, between an active, growing human being, and the changing properties of the immediate settings in which the developing person lives, as this process is affected by the relations between these settings, and by the larger contexts in which the settings are embedded'” (Bronfenbrenner, Ecological systems theory, 1989).
In proposing the ecological model as a research tool, Brofenbrenner wanted to move away from the traditional focus that sees either the environment of the person instead of the relationship between them as the most important aspect of development. Furthermore, he wants to focus on the process of development rather than concentrate on isolated variables at a single point in time. (Crandell, Haines Crandell, Vander Zanden, 2009 p.52) Many developmental models place an emphasis on the nature vs. nurture in the development of children. However, Bronfenbrenner’s theory looks at the child’s environment in terms of quality and context.
This student briefly described Bronfenbrenner’s five ecological systems theories. She also explained how the levels of influence shaped her development and how they influenced her decision to enter graduate school to obtain a master’s degree. The first level is microsystem; it consists of the network of social relationships and the physical settings in which a person is involved in each day (Crandell, Crandell, & Vander Zanden, pg.11 2009). This system will include any immediate relationships or
In proposing the ecological model as a research tool, Brofenbrenner wanted to move away from the traditional focus that sees either the environment of the person instead of the relationship between them as the most important aspect of development. Furthermore, he wants to focus on the process of development rather than concentrate on isolated variables at a single point in time. (Crandell, Haines Crandell, Vander Zanden, 2009 p.52) Many developmental models place an emphasis on the nature vs. nurture in the development of children. However, Bronfenbrenner’s theory looks at the child’s environment in terms of quality and context.
This student briefly described Bronfenbrenner’s five ecological systems theories. She also explained how the levels of influence shaped her development and how they influenced her decision to enter graduate school to obtain a master’s degree. The first level is microsystem; it consists of the network of social relationships and the physical settings in which a person is involved in each day (Crandell, Crandell, & Vander Zanden, pg.11 2009). This system will include any immediate relationships or
References: Baite, P.B., Schaie, W. 1973. Life-span Developmental Psychology: Personality and Socialization. Academic Press, New York. Berk, Laura (2010). Exploring Lifespan Development, 2nd Ed., Pearson Publishers. (p22) Brofenbrenner, U. 1974. Developmental research, public policy, and the ecology of childhood. Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187-24 Bronfenbrenner, U. (1994). Ecology models of human development. In International Encyclopedia of Education, Vol. 3, 2nd Ed. Crandell, T.L., Crandell, C.H., Vander Zanden, J.W. 2009. Human Development (p52-53) Boston: McGraw-Hill Elder G.H., Jr. 1974. Children of the Great Depression: Social Change in the Life Experience. University of Chicago Press, Chicago, Illinois. Elder, G.H., Jr., Modell, J., Parke, R.D. 1993. Children in Time and Place: Individual, Historical, and Developmental Insights. Cambridge University Press, New York. Pence, A.R. (ed.) 1988. Ecological Research with Children and Families: From Concepts to Methodology. Teachers College, Columbia University, New York.