Child and

Adolescent
Development
Looking at Learners at Different
Life Stages

EDUC 50
 UNIT 1: BASIC CONCEPTS AND ISSUES ON
HUMAN DEVELOPMENT
Part I: Introduction

Module 10: Bronfenbrenner’s Ecological Theory

Abstraction
Bronfenbrenner’s model also known as the Bioecological Systems theory presents 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 and
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.
Through the child’s growing and developing body and the interplay between his immediate
family/community environment, and the societal landscape fuels and steers his development. 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 Bioecological Model: Structure of Environment

The Microsystem.
The microsystem is the layer nearest the child. It comprises structures which the child
directly interacts with, this includes family, school and neighborhood. This layer covers the
most basic relationships and interactions that a child has in his immediate environment. In
this layer, relationship effects happens in two directions - both away from the child and toward
the child. This means that the child is affected by people with whom he interacts and in turn,
these people are also affected by the child. He calls these bi-directional influences and shows
how they occur among all levels of environment. This is quite similar to what Erikson termed as
“mutuality” in his theory.
Bronfenbrenner’s theory looks into the interaction of structures within a layer and
interactions of structures between layers. At the microsystem level, the child is most affected by
these bi-directional influences. But, interactions at outer layers still influence the structure of
microsystem.

The Mesosystem.
The mesosystem is the layer that 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 parents and health services or the community and the church.

The Exosystem
The exosystem is the layer that 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’s microsystem. Like circumstances of the parents’ work like location,
schedules

The Macrosystem
The macrosystem is the layer found in the outermost part in the child’s environment. This
includes cultural values, customs and laws, the belief system contained in one’s macrosystem
permeates all the interactions in the other layers and reach the individual. 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 elements of time as it relates to a child’s environments. This
involves “patterns of stability and change” in the child’s life. Involves whether the child is
subjected to sudden changes in routine. This system can affect or influence the child externally
like timing of other sibling coming or timing of parental separation or even death. Effect can
also be internal like bodily changes that occur within the developing child, like timing of
menstrual cycle. As they get older, they may interact differently to environmental changes, they
may also have acquired the ability to cope and decide to what extent they will allow changes
around them to affect them.

No longer Nature vs, Nurture, but Nurturing Nature!

More and more research now point out that both a child’s biology and environment play a
role in the child’s growth and development.
The ecological systems theory focuses on the quality and context of the child’s
environment. Bronfenbrenner pointed out that as a child develops, the interplay within the layers
of environment systems becomes more complex, this happens while the child’s physical and
cognitive structures also grow and mature.

The Role of Schools and Teachers

Bronfenbrenner concluded that “the stability and unpredictability of family life is the most
destructive force to a child’s development”. According to the bioecological theory, “if the
relationship in the immediate microsystem break down, the child will not have the tools to
explore other parts of his environment. Children looking for affirmations that should be present
in the child/parent relationship look for attention in inappropriate places. These deficiencies
show themselves especially in adolescences as anti-social behavior, lack of self-discipline and
inability to provide self-direction”.
His theory reminds the school and the teachers of their very important role. It helps teachers
look into every child’s environmental system in order to understand more about the
characteristics an needs of each child, each learner. Schools and 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”.
Schools and teachers’ crucial role is not to replace the lack in the home but to work so that
the school becomes an environment that welcomes and nurtures families. He also stressed that
society should value work done on behalf of children at all levels, and consequently value
parents, teachers, extended family, mentors, work, supervisors, legislators.