WEEK- 9
BROFENBRENNER’S
ECOLOGICAL THEORY
PRESENTED BY: Lerio, Nalaza,
Balbarona, Marj
LEARNING
OUTCOMES:
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.
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URIE BRONFENBRONNER
a Russian born American
developmental psychologist
who is known for his
ecological systems theory
child development
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ABSTRACT
• Bronfenbrenner believed that a person’s
development was affected by everything in their
surrounding environment he divided the persons
environment into five different levels; the
microsystem, the mesosystem, the exosystem, the
macrosystem and the chronosystem.
• Bronfenbrenner came up with a simple yet useful
paradigm showing the different factors that exert
influence on an individual’s development.
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• Bronfenbrenner’s
model also known as
the Biological Systems
theory presents child
development within
the context of
relationships systems
that comprise the
child’s environment. It
describes multipart
layers of environment
that has an effect on 4
1 MICROSYSTE
M
- Is the system closest to the person and
the one in which he has direct contact.
Family, school, and neighborhood. This
structure covers the child immediate
environment
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2 MESOSYTEM
-This layer serves as the connection
between the structures of the child’s
microsystem. For example, the
mesosystem will include the link of
connection between the parents and
teachers, or the parent and health
community and the church. 6
3 EXOSYSTEM
-This layer refers to the bigger social
system in which the child does not
function directly. This includes the City
Government, the work place, and the
mass media. The structures in this layer
may influence the child’s microsystem.
This includes the circumstances of the
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parents’ work like the location,
4 MACROSYSTE
M
-This layer is found in the outermost part
in the child’s environment. The
macrosystem includes the cultural values,
customs, and laws. The belief system
contained in one’s macrosystem
permeates all the interactions in the
other layers and reaches the individual.
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5 CHRONOSYSTE
-ThisM
system encompasses the dimension of time
as it relates to a child’s environments. Elements
within this system can be either external, such as
the timing of a parent’s death, or internal, such
as the physiological changes that occur with the
aging of a child. As children get older, they may
react differently to environmental changes and
may be more able to determine more how that 9
change will influence them.
THE ROLE OF SCHOOLS AND
TEACHERS
Bronfenbrenner co-founded Head start, the publicly
funded early childhood program in the U.S. he
concluded that “The instability and unpredictability
of family life is the most destructive force to a
child’s development.”
According to bioecological theory, “if the
relationships in the immediate microsystem
breakdown, the child will not have the tools to
explore other parts of his environment. 10
Bronfenbrenner’s theory reminds the school and
the teachers of their very important role. This
theory helps teachers look into every child’s
environmental systems in order to understand
more about the characteristics and needs of
each child, each learner.
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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
child’s influence.
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END OF
PRESENTATION
ANY
QUESTIONS?
