BRONFENBRENNER’S ECOLOGICAL
SYSTEMS THEORY
WEEK 2
PREPARED BY : MDM MAIZATUL
FARANAZ
Urie Bronfenbrenner
◦ Russian-born American psychologist who is most known for his ecological
systems theory.
◦ Bronfenbrenner's ability research was key in changing the perspective of
developmental psychology by calling attention to the large number of
environmental and societal influences on child development.
Awards:
1. The James McKeen Catell Award from the American Psychological Society
2. The American Psychological Association renamed its "Lifetime Contribution
to Developmental Psychology in the Service of Science and Society" as
"The Bronfenbrenner Award.”
3. Chair, 1970 White House Conference on Children.
(April 29, 1917 – September 25,
2005)
Bronfenbrenner’s Ecological
Systems Theory
◦ This theory looks at a child’s development within the context of the system
of relationships that form his or her environment.
◦ Bronfenbrenner’s theory defines complex “layers” of environment, each
having an effect on a child’s development. This theory has recently been
renamed “bioecological systems theory” to emphasize that a child’s own
biology is a primary environment fueling her development.
◦ The interaction between factors in the child’s maturing biology, 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.
Bronfenbrenner’s Ecological
Systems Theory
◦ 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 Ecological Systems
Theory
The Microsystem
◦ The layer closest to the child and contains the structures with which the
child has direct contact. The microsystem encompasses the relationships
and interactions a child has with her immediate surroundings (Berk,
2000). Structures in the microsystem include family, school,
neighborhood, or childcare environments.
◦ Relationships have impact in two directions - both away from the child
and toward the child. For example, a child’s parents may affect his
beliefs and behavior; however, the child also affects the behavior and
beliefs of the parent.
◦ Bronfenbrenner calls these bi-directional influences, and he shows how they
occur among all levels of environment. The interaction of structures within a layer
and interactions of structures between layers is key to this theory.
◦ At the microsystem level, bi-directional influences are strongest and have the
greatest impact on the child. HOWEVER, interactions at outer levels can still impact
the inner structures.
Bronfenbrenner’s Ecological Systems
Theory
Mesosystem
◦ This layer provides the connection between the structures of the child’s microsystem (Berk,
2000). Examples: the connection between the child’s teacher and his parents, between his
church and his neighborhood, etc.
Exosystem
◦ This layer defines the larger social system in which the child does not function directly. The
structures in this layer impact the child’s development by interacting with some structure in her
microsystem (Berk, 2000).
◦ Examples of exosystems include the neighborhood, parent's workplaces, parent's friends
and the mass media. These are environments in which the child is not involved, and are
external to their experience, but nonetheless affects them anyway.
◦ The child may not be directly involved at this level, but he does feel the positive or negative
force involved with the interaction with his own system.
Bronfenbrenner’s Ecological Systems
Theory
Macrosystem
◦ A large cultural and social structural elements of the environment that
shape human development. They are called social and cultural values.
Example: marriage ceremonies, outbreak of Mers-Cov or Aids.
Chronosystem
Big events in the world that help psychologist understand the affect it will
impact in a person’s development through time. They are called Changes
Over Time. Example: A family through a divorce, A nation going to war and
etc.
Bronfenbrenner’s Ecological Systems
Theory
Bronfenbrenner’s ecological systems theory focuses on the quality and
context of the child’s environment. He states that as a child develops, the
interaction within these environments becomes more complex. This
complexity can arise as the child’s physical and cognitive structures grow
and mature. So, given that nature continues on a given path, how does the
world that surrounds the child help or hinder continued development? This is
the question answered by Bronfenbrenner’s theory
THE ROLE OF SCHOOLS AND
TEACHERS
◦ “The instability and unpredictability of family life is the most
destructive force to a child’s development” Researchers tell us that the
absence or lack of children constant mutual interaction with important
adults has negative effects on their development. Bronfenbrenner’s Theory
reminds the school and teachers of their very important role.
◦ This theory helps teacher look into a very child’s environmental systems in
order to understand more about the characteristics and needs of each
child, each learner. The school and the teachers can contribute stability
and long term relationships in the home.
DISCUSSION
◦ Give an example of how a child is influenced at each level of Bronfenbrenner’s
Ecological Theory.
◦ By applying Bronfenbrenner’s Ecological Theory, explain how does divorce among
parents affect children’s personal development. Then, describe ways on how
school/educational institution can help the children to overcome the difficulties they
are currently facing?
REFERENCES
◦ Berk, L.E. (2000). Child Development (5th ed.). Boston: Allyn and Bacon. 23-38
◦ Bronfenbrenner, U. (1990). Discovering what families do. In Rebuilding the Nest: A
New Commitment to the American Family. Family Service America [web site]
