- A child's development is influenced by their microenvironment including relationships with parents, teachers, and peers. - A child's socioeconomic status can influence the expectations parents have for their performance in school. - The expectations and impressions a teacher forms of a child can impact their academic performance.

1. • A child’s relationship with his microenvironment
affects his propensity to learn in school.
• A child’s SES influences parents’ expectations on the
child.
• A teacher’s expectations and impressions of a child
affects his performance in school
Microenvironment

2. Bronfenbrenner’s Bioecological
Theory of Development
 “Bio”: influence of
genetic makeup on
development
 physical traits
 temperament
 “Ecological” refers to
the environmental
influences
 Microsystem
 Mesosystem
 Exosystem
 Macrosystem
 Chronosystem

3. Chronosystem
Macrosystem
Exosystem
Mesosystem
Microsystem
Child • most powerful influence on
development
• parents, teachers and peers
• interactions between the elements of the
microsystem
• relationship between parents and
teachers
Bronfenbrenner’s
Bioecological Theory
of Development
Levels Involved

4. BRONFENBRENNER’S THEORY
Microsystem – Parents
Problem
• Parents do not seem to care for Jeremy, and blames each
other for his poor grade
Theory
• Parents constitute child’s microsystem
• Most powerful influences on child’s development
• Authoritarian style of parenting
• Unresponsive and detached from the child
• Negligent
Solution • School can organise talks that focuses on parents’ and
teachers’ roles on a child’s development

5. Problem
• Teachers hurled insensitive and hurtful remarks at
Jeremy
• Inflict further emotional damage
• Encourage negative self concept
Theory
• Teachers constitute a child’s microsystem
• Crucial source of support
• Source of motivation and acceptance
Solution
• Understand student’s situation
• Scolding should be done tactfully
BRONFENBRENNER’S THEORY
Microsystem – Teachers

6. Problem
• Jeremy is ostracized by his peers in school
Theory
• Peers constitute a child’s microsystem
• Provide emotional support
• Allow development of social skills
• Gives a sense of identity
Solution
• Teachers could encourage interaction
• Talk to the class
• Incorporate interactive activities or games during
lessons
BRONFENBRENNER’S THEORY
Microsystem – Peers

7. Problem
• Form teacher made repeated attempts to speak with
Jeremy’s parents, but failed to contact them
• Parents are too busy
Theory
• Mesosystem poorly established
• Ineffective communication between teacher and parents
• Adversely affects child’s development
Solution
• More frequent meetings
• More effective communication
• Interest of child as priority
BRONFENBRENNER’S THEORY
Mesosystem

8. Problem
• Parents are working professionals and seem to have very
high expectations for Jeremy
Theory
• Socio-Economic Status (SES)
• Parents with middle or high socioeconomic status (SES)
often lack the time and energy to fully invest in their
child’s preparation and performance in school (Ramey &
Ramey, 1994)
• Child feels neglected, and have no sense of belonging
• Child may become withdrawn
Solution
• Help parents realize that they need to invest more into their
child's development
• School can organise talks that focuses on a child’s needs
and what parents should do
Socioeconomic Status (SES)