This includes family, childcare, neighbourhood and school life. People within an individual’s micro system have direct contact and shape that individual’s development. It would include things that a child may encounter on a daily basis in an immediate surrounding. However, this system becomes complex as the child grows because, peers, school, and other people outside of the immediate family come into the picture as he/she grows. Moreover, a child’s biological and socially influenced characteristics like habits, temperaments, physical characteristics and capabilities influence the child’s behavior as well as those people who are around the child.
These influences directly affect the active human being development. If the individual’s school is the unit of interest, the microsystem of the school would include students, parents, teachers, peers, family members, administration and the community. Mesosystem The mesosystem comprises the linkages between Microsystems (Brofenbrenner, U. 1995,). It is the boundary between family and society at large.
Considering the work of key pioneers and current experts with links to child development theory. There are many theories about how children learn and develop. This area of study is called developmental psychology which covers subjects such as cognitive, language and emotional development. The research methods are based heavily on the on going assessments carried out by observing children over a period of time. Assessment is part of the process of understanding what children know, understand and can do so that future teaching steps can be appropriately planned.
Bronfenbrenner is most famous for his views on ecological psychology. He suggests that interactions with others and the environment are keys to development and that we all experience more than one type of environment (Bronfenbrenner, 1979). Bronfenbrenner’s ecological theory consists of 4 levels of influence. The microsystem, such as family, classroom, etc. is the immediate
The Ecology of Human Development: Environmental Influences and Interactions Urie Bronfenbrenner’s Ecological Development HS 5003 Capella University March 8, 2009 The Ecology of Human Development: Environmental Influences and Interactions Urie Bronfenbrenner’s Ecological Development What has the psychological profession done to increase awareness of how we learn to understand what children need to develop into successful adults? Urie Bronfenbrenner developed theories that profoundly altered our understanding of how children develop throughout the life span. The purpose of this paper is to review research on how and what children need to develop into productive adults. Bronfenbrenner’s theory explains that interactions with others and the environment are important to development and we all experience more than one type of environment, including four distinct systems. The subsequent discussion offers an analysis of these levels and their influence to child development, and then the writer offers a personal analysis of the influence of the ecological theory in decision making.
Urie Bronfenbrenner is generally regarded as one of the world's leading scholars in the field of developmental psychology (Vander Zanden, Crandell & Crandell 2007). His Ecological Systems Theory holds that development reflects the influence of several environmental systems, and it identifies five environmental systems: Micro system: The setting in which the individual lives. These contexts include the person's family, peers, school, and neighborhood. It is in the micro system that the most direct interactions with social agents take place; with parents, peers, and teachers, for example. The individual is not a passive recipient of experiences in these settings, but someone who helps to construct the settings.
Ecological systems focus on interrelationships between humans and the environments. The environment in which a child is raised in can have a large impact on ones growth and developmental outcomes. Schools and teachers need to work together to provide a learning atmosphere. To develop intellectually, emotionally, socially, and morality includes interaction of family care, peer groups and neighborhoods, and schools all working together to build a strong communication between them. There are five systems in the The Bioecological Model of Human Development, they are the Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem.
COPYRIGHT MICHAEL P M MHLANGA THE NATURE NURTURE DEBATE AND ITS IMPLICATIONS ON THE DEVELOPMENT OF INDIVIDUALS. MICHAEL P M MHLANGA GREAT ZIMBABWE UNIVERSITY The concepts of nature and nurture shape the development of human beings. This write up sets out to assess the nature nurture debate, pinpointing the effects each has on the development of children. Terms that will be defined are nature nurture debate, nature and nurture. Feldman (2009) defines the nature nurture debate as the issue of the degree to which environment and hereditary factors influence the behaviour.
Bronfenbrenner’s ecological theory shows that a variety of environmental influences contribute towards the social and emotional development of people, for example, a child’s family, community, and their school will all contribute to the development of a child. Keeping this in mind it makes you wonder what things have influenced my life. Using the Bronfenbrenner’s ecological theory to show how I developed my emotional and social skills is interesting. Thinking on my past I can see where certain aspects in my childhood led me to where I am today. For example, I did not receive much
Erikson for his theory of psychosocial development, who believed that personality develops in a series of stages. However, each author has their own view regarding the educational implication of the various processes, as well as, the role of various environmental components. The following articles (Horn 2009), will attempt to support and the educational implications of each theory. The articles highlight the major theories, research and opinions of Piaget, Vygotsky, and Erik Erikson’ on how children develop and learn. The first article by (Webb 1980) talks about Piaget belief that within each person there is an internal self-regulation mechanism that responds to environmental stimulation by constantly fitting new experiences into existing cognitive structures called schemas developmental stages in teaching.