BRONFENBRENN

ERS
ECOLOGICAL
THEORY
A.B. Calingacion; J.A. Bunao
Module Methods
The Instability and Unpredictability of
Family Life is the Most Destructive
Force to a Childs Development.
- Urie
Bronfenbrenner
Learning objectives:
At the end of the discussion, the
students must have:
1. Described each layer of
Bronfenbrenners Bioecological Model.
2. Identified factors in ones own life that

exerted influence on ones

development.
3. Used the bioecological theory as a

framework to describe the factors that

affect a child and adolescent
development.
To note:
This discussion 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.
The term Bioecological points out that a
childs own biological make-up impacts as a
key in ones development.
This theory looks into the interaction of
structures within a layer and interactions of
structures between layers.
CULTURE SUB CULTURE
SOCIAL CLASS

EXTENDED FAMILY

FAMILY, CHURCH,
SCHOOL

ME!
ABSTRACTION
Bronfenbrenners model also known as the
BIOECOLOGICAL SYSTEMS THEORY
presents child development within the context
of relationship systems that comprise the
childs environment.
Describes multipart layers of environment that
has an effect on the development of the child.
Bioecological points out that a childs own
biological make-up impacts as a key in ones
development.
Cont. of ABSTRACTION
Changes or conflict in any one layer will
ripple throughout other layers.
To study a childs 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.
 Bronfenbrenners Bioecological Model:
Structure of Environment

1. Microsystem- is the layer nearest the child.

- comprises structures which the child directly
interacts with.
- include structures such as family, school, and
neighborhood
- this covers the most basic relationship and
interactions that a child has.
- in this layer, relationship effects happens in to
directions both away and toward the child, which
means that a child is affected by people around with
whom he interacts and in turn these people are as
affected by the child. (For ex.)
Cont. of Microsystem

At this level, the child is most affected

by these bi-directional influences.
However, interactions at outer layers still
influence the structures of the
microsystem.
2. Mesosystem-
- this layer serves as the connection
between the structures of the childs
microsystem.
For Ex.
Links and interaction between the

parents and teacher. Or

parents and health services or the

community and church.

3. Exosystem
This layer refers to the bigger social system in
which the child does not function directly.
This includes: City Government, workplaces and
mass media.
This layer affects the child by somehow
affecting some structures in the childs
microsystem. (how?)
The child may not interact directly with what is
in the exosystem, but he feels the positive
and/or the negative impact this system creates
as it interacts with the childs own system.
4. Macrosystem
This layer is found in the outermost part in the
childs environment.
This includes cultural values, customs, and laws.
The belief system contained in ones
macrosystem permeates all the interactions in
the other layers and reaches the individual.
For example
Because of the differences in beliefs and
customs, children from different parts of the
world experience different child-rearing practices.
Therefore, different development as well.
5. Chronosystem
Covers the element of time as it relates to a childs
environment.
This involves pattern of stability and change in the

childs life.
Concern is on whether the childs day is characterized by

an orderly predictable pattern, or whether the child is

subjected to sudden changes in routine.
Effects or influences of this to the child both internal and

external.
(external) the timing of other siblings coming or the

timing of parental separation or even death.

(internal) the bodily changes that occur within the

developing child, like the menstrual onset for the girls.

Cont. of Chronosystem

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!
Remember!
Microsystem - the
system closest to the
person and the one in
which they have direct
contact

Mesosystem - consists
of the interactions
between the different
parts of a person's
microsystem

Exosystem - a setting
that does not involve
the person as an active
Remember!
Macrosystem -
encompasses
the cultural
environment in which
the person lives and
all other systems that
affect them

Chronosystem -
consists of all of the
experiences that a
person has had during
his or her lifetime,
including
The Role of Schools and
Teachers
Bronfenbrenner concluded that the
instability and unpredictability of family
life is the most destructive force to a
childs development.
Absence or lack of childrens constant
mutual interaction with important adults
has negative effects on their
development.
If the relationships in the immediate
microsystem break down, the child will
not have the tools to explore other parts
Cont. of The Role of Schools and Teachers

Children looking for the affirmations that

should be present in the child/parent
relationship look for attention in
inappropriate places.
Children with this deficiency, lead them
to be anti-social, lacks discipline and has
the inability to provide self-direction
during their adolescence.
As teachers to be, what is your role?
 Important Roles of the School
and the Teachers

The schools and the teachers can

contribute stability and long-term
relationships, but only to support and not
to 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 childs influence.
Cont. of Important roles of the school and the
teachers
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 an environment that
welcomes and nurtures families.
Society should value work done on behalf
of children at all levels, and consequently
value parents, teachers, extended family,
mentors, work supervisors, legislators etc.
THANK YOU!

Ex. of Macrosystem

In western countries like US, most of the young

people are expected to be more independent
by the time they end their teen-age years;
While is Asian countries like ours (Phil.), parents
are expected to support or atleast want to
support their children for a longer period of
time. It is not uncommon to us seeing married
children living with their parents.
In China, sons are more valuable than
daughters.
Ex. of exosystem

This includes circumstances of parents work

like location and schedules.
We see a change in the childrens routine
when for example the mother works in a call
center.
Seeing a commercial where the mom and the
children meet up before going to school and
workplace respectively. (the child, having a mom
working in a call center on a night shift, will have the
comparison why his mother is not the same of the
mother in the commercial having time with her kids. )
 A mothers deep affection for her child
moves her to answer to the babies
needs and keep the baby safe. In turn,
the babys smiles and coos bring the
mother feeling of warmth and an
affirmation that indeed she is a good
mother--- bi-directional influences.
Bronfenbrenner shows how this bi-
directional influences occur among
levels of environment.