2. Main proponent
Urie Bronfrenbenner
(29 April 1917 – 25 September 2005) was a Russian-
born American developmental psychologist who is most
known for his ecological system theory of child
development. His scientific work and his assistance to
the United States government helped in the formation
of the Head Start Program in 1965.
3.
4. Bronfenbrenner saw the process of human
development as being shaped by the interaction
between an individual and his or her
environment.
The specific path of development was a result of the
influences of a person's surroundings, such as their
parents, friends, school, work, culture, and so on.
5. During his time
He saw developmental psychology as only studying
individual influences on development in unnatural
settings; in his own words, developmental psychology
was, "...the science of strange behavior of children
in strange situations with strange adults for the
briefest possible periods of time."
6. Bronfenbrenner created a frame work to distuigish and
categorize the various factors that influence human
development. This begins with:
‘’The PPCT Model’’
8. Person
The student and his biological characteristics
These includes such characteristics as
Age, Gender, Appearance,
Intelligence and skills
9. Context and Time
This is the part of bronfenbrenner’s theory most
relevant to you in your classroom. He created five
‘’Systems’’ to Categorize influences in development
These are:
The Microsystem
The Mesosystem
The Exosystem
The Macrosystem
The Chronosysyem
12. The Microsystem
The micro system's setting is the direct environment
we have in our lives. Your family, friends,
classmates, teachers, neighbors and other people
who have a direct contact with you are included in
your micro system.
The micro system is the setting in which we have
direct social interactions with these social agents.
13. Variables that the child is directly
exposed to
Relationships: Family, School, Religious institution,
neighbors
Family: Most influential and durable influence on
child
Environment: Geographic, Material structures
Child’s Body
Emotions
General health
Cognitive systems
14. Most of the child’s behavior is learned in the
microsystem
The microsystem consists of bi-directional
influences:
Parents actively shape the development of the child
Children actively shape their environment
-Personal attributes influence response from other
people
-Children actively select and avoid specific
environments
15.
16.
17. The Mesosystem
The Mesosytem involves the relationships between the
microsystems in one's life.
This means that your family experience may be related to
your school experience.
The interactions between the family and teachers
Relationship between the child’s peers and the family
18. For example, if a child is neglected by his parents, he
may have a low chance of developing positive attitude
towards his teachers. Also, this child may feel awkward
in the presence of peers and may resort to withdrawal
from a group of classmates.
19.
20. The Exosystem
Institutions of society that indirectly affect a child’s
development
Parent’s workplace
Funding for education
- These impact a child’s Development by influecing
structures in the microsystem
21. Examples of exosystemic risk factors are the parents
work environment may have a negative impact on
a childs microsystem. A lack of funding may have a
negative impact on the classroom. Conversely
improvements by educational planning may have a
positive effect on at-risk youths.
22.
23. The Macrosystem
The macrosystem setting is the actual culture of an
individual.
It refers to the wider society it includes laws, values,
traditions, belief, pattern and culture of the
people in which the child lives.
The cultural contexts involve the socioeconomic
status of the person and/or his family, and living in a
still developing.
24.
25. The Chronosystem
The patterning of environmental events and
transitions over the life course, as well as
sociohistorical circumstances.
