Bronfenbrenner Review

Ecological Model of Human Development

Bronfenbrenner, U. (1994). Ecological models of human development. In International

Encyclopedia of Education, Vol 3, 2nd Ed. Oxford: Elsevier. Reprinted in: Gauvain, M. & Cole,
M. (Eds.) Readings on the development of children, 2nd Ed. (1993, pp. 37-43). NY: Freeman

Ecological Model was first introduced in the 1970’s. There are two propositions that define the
properties of the Ecological Model:

1. Human development takes place through processes of progressively more complex

reciprocal interaction between an active, evolving biopsychological human organism and
the persons, objects, and symbols in its immediate environment (pg. 38)
a. Must occur of a fairly regular basis
b. Over extended periods of time
c. These interactions are referred to as proximal processes
i. Parent-child
ii. Child-child
iii. Group or solitary play
iv. Reading
v. Learning new skills
vi. Studying
vii. Athletic events
viii. Performing complex tasks
2. There is a 3 fold source of the dynamic forces. The form, power, content, and direction
of the proximal processes effecting development vary systemically as a joint function of
a. the characteristics of the developing person
b. the environment (both immediate and remote) in which the processes are taking
place;
c. the nature of the development outcomes under consideration.

Proposition 1 and 2 can be tested independently. If they are tested jointly this investigation is
referred to as process-person-context model.

The effects of the proximal processes are more powerful than those of the environmental
contexts in they occur.

The impact of the proximal process is greatest in the most advantaged ecological niche (families
with two biological parents in which mother has education beyond high school)

Distinctive Feature of ecological model: its highly differentiated reconceptualization of the

environment from the perspective of the developing person.
MICROSYSTEMS

 Pattern of activities, social roles, and interpersonal relationships experienced by the

developing person in FACE TO FACE setting with particular physical, social and
symbolic features that invite, permit, or inhibit engagement in sustained, progressively
more complex interaction with, and activity in, the immediate environment. EX: family,
school, peer group, and workplace.
 Proximal processes operate in the microsystems to produce and sustain development but
their power to produce and sustain development are dependent on the content and
structure of the microsystems
 SEE Stevenson and Stigler 1992 and Ceci 1990

MESOSYTEMS

 Comprises the connections between two or more settings containing the developing
person.
 System of microsystems
 SEE Epstein (1983a, 1983b)

EXOSYSTEM

 Comprises connection between two or more settings, at least one of which does