The mesosystem.

This layer serves as the connection between the structures of the child’s
microsystem. For example, the mesosystem will include the link or interaction between the parents
and teachers, or the parent and health services or the community and the church.
The exosystem. This layer refers to the bigger social system in which the child does not
function directly. This includes the city government, the workplace and the mass media. The
structures in this layer may influence the child’s development by somehow affecting some
structure in the child microsystem. This includes the circumstances of the parents’ work like the
location, schedules. We see a change in the children’s routine when for example the mother works
in a call center. That was seen in that burger chain commercial where the mom and the children
meet up at the fastfood for breakfast just before the children go to school and the mom going home
from work in a call center. The child may not interact directly with what is in the exosystem, but
he is likely feel the positive or negative impact this system creates as it interacts with the child’s
own system.
The macrosystem. 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.
For example, in western countries like the US, most of the young people are expected to be more
independent by the time they end their teen-age years, while in Asian countries like ours, parents
are expected to support or at least, want to support their children for a longer period of time. It is
not uncommon to see even married children still living with their parents. In China and also in
other parts of the world, sons are more valuable than daughters. This may pose challenges for girls
as they are growing up. Because of differences in beliefs and customs, children from different parts
of the world experience different child-rearing practices and therefore differences in development
as well.
The chronosystem. The chronosystem covers the element of time as it relates to a child’s
environments. This involves “pattern of stability and change” in the child’s life. This involves
whether the child’s day is characterized by an orderly predictable pattern, or whether the child is
subjected to sudden changes in routine. We can also look into the pace of the child’s everyday life.
It is a hurried or relaxed pace? This system can affect or influence the child, externally, like the
timing of other siblings coming or the timing of parental separation or even death.

References
Corpuz, B. B., Lucas, M. D., Borabo, H. L., & Lucido, P. I. (2010). Child and Adolescent
Development: Looking at Learners at Different Life Stages. Quizon City, National Capital Region,
Philippines: Lorimar Publishing, Inc.
E. LITERACY DEVELOPMENT
In our society children are exposed to print from birth. Although children develop spoken
language before they learn to read or write, they are nevertheless learning about written language
from the start. A 2-year-old girl at the grocery store can recognize a box of Cheerios, her favorite
cereal, demonstrating that she understands the concept of visual representation, that symbols can
stand for things. On a long car trip, a 3-year-old boy shouts to his parents when he spots the “big
6” logo advertising their motel (and the pool the accompanies it). He knows that print carries
meaning.
Both spoken and written language are symbol systems, but each form is represented
differently, speech as sound and writing as visual marks. Thus each system has unique features
that children must master. In addition, writing serves different purposes than speech in our culture.
Figuring out the written system and the special functions of writing begins as soon as children are
exposed to print. Early experiences may include looking at picture books, examining a blanket or
favorite toy covered in letters, listening and interacting while an adult reads aloud, or scribbling
on paper and telling a story. Early childhood educators once believed that young children needed
to know letter names or sound-letter relationships before they were ready to read and write. But
belief in the now outdated concept of reading readiness has given way to the notion of emergent
literacy. From this perspective, literacy learning is ongoing from birth (Strickland & Morrow,
1989). Researchers and teachers now recognize that children who pretend they are reading or
writing understand a great deal about literacy. For instance, long before children can translate
written letters to words, they learn the basic concept that print carries meaning. This is a sign of
emergent literacy. It is important to realize that certain concepts and behaviors, such as when
children pretend they are translating words to print, are the basis for children’s literacy when they
actually do begin to read and write (Teale & Sulzby,1986).

References
Meece, J. L. (1997). Child and Adolescent Development for Educators. North Carolina, USA:
The McGraw-Hill Companies, Inc.
D. Interactionist Theory (Contextual): Bronfenbrenner’s Ecological Theory
Bronfenbrenner came up with a simple yet useful paradigm showing the different factors
exert influence on an individual’s development. It points out ever widening spheres of influence
the shape of every individual, from his/her immediate family to the neighborhood, the country,
even the world!
Bronfenbrenner’s model also known as the Bioecological System theory present the 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.
Bronfenbrenner’s Bioecological Model: Structure of Environment
The microsystem is the layer nearest the child. It comprises structures which the child
directly interacts with. In this layer, relationship effects happens in two directions – both away
from the child and toward the child. For example, a mother’s deep affection for her child moves
her to answer to the baby’s needs and keep the baby safe. In turn the baby’s smile and coos bring
the mother feelings of warmth and an affirmation that indeed she is a good mother. The child is
affected by the behavior and beliefs of the parent, 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. This quite similar to what Erickson termed as “mutuality”
in his psychological theory.