BRONFENBRENNER’S ECOLOGICAL THEORY

Introduction
Bronfenbrenner came up with a simple yet useful paradigm showing the different
factors that exert influence on an individual’s development. It 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!

In this module, you are expected to:

1. Describe each of the layers of Bronfenbrenner’s Bioecological Model
2. Identify factors in one’s own life that exerted influence on one’s development
3. Use the bioecological theory as a framework to describe the factors that affect a
child and adolescent development.

PREPARATION - LEARNING TASK No. 11

Write about the influences that these people have on you.

Parent

Friend

Classmate

Teacher

I. PRESENTATION

Urie Bronfenbrenner (1917-2005) developed the ecological systems theory to explain how
everything in a child and the child's environment affects how a child grows and develops.
Bronfenbrenner’s model also known as the Bioecological System theory presents child
development within the context of relationship systems that comprise the child’s environment.
It describes multipart layers of environment that has an effect on the development of the
child. Each layer is further made up of different structures. The term “bioecological” points
out that a child’s own biological make-up impacts as a key factor in one’s development.
Through the child’s growing and developing body and the interplay between his immediate
family/community environment, and the societal landscape fuels and steers his development.
Changes or conflict in any one layer will ripple throughout other layers. To study a child’s
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.

Bronfenbrenner’s Bioecological Model: Structure of Environment

The microsystem.
The microsystem is the small, immediate environment the child lives in. Children's
microsystems will include any immediate relationships or organizations they interacts with,
such as their immediate family or caregivers and their school or daycare. How these groups
or organizations interact with the child will have an effect on how the child grows; the more
encouraging and nurturing these relationships and places are, the better the child will be able
to grow. Furthermore, how a child acts or reacts to these people in the microsystem will affect
how they treat her in return. Each child's special genetic and biologically influenced personality
traits, what is known as temperament, end up affecting how others treat them.
The mesosystem, describes how the different parts of a child's microsystem work
together for the sake of the child. For example, if a child's caregivers take an active role in a
child's school, such as going to parent-teacher conferences and watching their child's soccer
games, this will help ensure the child's overall growth. In contrast, if the child's two sets of
caretakers, mom with step-dad and dad with step-mom, disagree how to best raise the child
and give the child conflicting lessons when they see him, this will hinder the child's growth in
different channels.
The exosystem level includes the other people and places that the child herself may
not interact with often herself but that still have a large effect on her, such as parents'
workplaces, extended family members, the neighborhood, etc. For example, if a child's parent
gets laid off from work, that may have negative affects on the child if her parents are unable
to pay rent or to buy groceries; however, if her parent receives a promotion and a raise at
work, this may have a positive affect on the child because her parents will be better able to
give her her physical needs.
The macrosystem, which is the largest and most remote set of people and things to a
child but which still has a great influence over the child. The macrosystem includes things
such as the relative freedoms permitted by the national government, cultural values, the
economy, wars, etc. These things can also affect a child either positively or negatively.
Source: Angela Oswalt, MSW Retrieved from https://www.gracepointwellness.org/28-child-
adolescent-development-overview/article/7930-urie-bronfenbrenner-and-child-development
The chronosystem adds the useful dimension of time, which demonstrates the
influence of both change and constancy in the children’s environments. The chronosystem
may include a change in family structure, address, parents’ employment status, as well as
immense society changes such as economic cycles and wars
(https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/)

The Role of Schools and Teachers

Bronfenbrenner co-founded Head Start, the publicly-funded early childhood program

in the US. He concluded that “the instability and unpredictability of family life is the most
destructive force to a child’s development”. Researches tell us that absence or lack of
children’s constant mutual interaction with important adults has negative effects on their
development. According to the bioecological theory, “if the relationships in the immediate
microsystem break down, the child will not have the tools to explore other parts of his
environment. Children looking for the affirmations that should be present in the child/parent
(or child / other important adult) relationship look for attention in inappropriate places. These
deficiencies show themselves especially in adolescence as anti-social behavior, lack of self-
discipline, and inability to provide self-direction.
Bronfenbrenner’s theory reminds the school and the teachers of their very important
role. If there is a lack of support, care and affection from the home, if there is a serious
breakdown of the basic relationships in a child’s life, what can the school, the teachers in
particular do? This theory, helps teachers look into every child’s environment systems in order
to understand more about the characteristics and needs of each child, each learner. The
schools and the teachers can contribute stability and long-term relationships, but only to
support and not 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 child’s influence.”
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.
Bronfenbrenner also stressed that society should value work done on behalf of children at all
levels, and consequently value parents, teachers, extended family, mentors, work
supervisors, legislators.

II. PRACTICE
III. PERFORMANCE

LEARNING TASK No. 11 (continuation of the above task)

1. Identify factors in one’s own life that exerted influence on one’s development, go back to the preparation
part of this module.
2. Use the ecological theory as framework to describe the factors that affect a child and adolescent
development

Key Takeaways

• Bronfenbrenner's ecological systems theory views child development as a complex

system of relationships affected by multiple levels of the surrounding environment,
from immediate settings of family and school to broad cultural values, laws, and
customs.
• To study a child's 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.
• Bronfenbrenner divided the person's environment into five different systems: the
microsystem, the mesosystem, the exosystem, the macrosystem, and the
chronosystemm.
• The microsystem is the most influential level of the ecological systems theory. This is
the most immediate environmental settings containing the developing child, such as
family and school.
• Bronfenbrenner's ecological systems theory has implications for educational practice.

References:

https://www.slideserve.com/tyra/bronfenbrenner-s-ecological-systems-theory
https://www.gracepointwellness.org/28-child-adolescent-development-
overview/article/7930-urie-bronfenbrenner-and-child-development
(https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/)