PSY 201 Discussion Bronfenbrenner’s Ecological Systems Theory
PSY 201 Discussion Bronfenbrenner’s Ecological Systems Theory
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Describe Bronfenbrenner’s model of ecological development. Reflecting upon your own experiences, explain how your Microsystems, Exosystems, and Macrosystem affected your development.
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Bronfenbrenner’s ecological systems theory views child development as a complex system of relationships affected by multiple levels of the surrounding environment, from immediate settings of family and school to broad cultural values, laws, and customs.
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 divided the person’s environment into five different systems: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystemm.
The microsystem is the most influential level of the ecological systems theory. This is the most immediate environmental settings containing the developing child, such as family and school.
Bronfenbrenner’s ecological systems theory has implications for educational practice.
American psychologist Urie Bronfenbrenner was critical of previous theories of child development. He argued that studies of children in unfamiliar laboratory environments with one other person, usually a stranger, were ecologically invalid (See Mary Ainsworth’s 1970 experiment of the ‘
Strange Situation’).
Every individual has their own beliefs and aspects regarding their life. the way of living depends on their culture and traditions. The worldview is a point of view to understanding someone’s personal experience, traditions, and the events of societies and history (Vidal, 2008). The other example of a worldview is the person who has ideas related to reality and knows the way how to interpret the experience of how the world is operating out is called a worldview (Taves, et al., 2018).
The concept of spirituality is a very wide experience of personal beliefs. Every person has their own perception related to spirituality. Spirituality may depend on religious traditions or the belief in a higher power (Elizabeth, S., 2022). It is also depending on the historic belief in an individual connection to others. It may be related to the thinking and experience of the world as a whole as it is felt by a person in their life on the level of physical and sensory perception. Spirituality is a way to find comfort and relieve stress for people. Some research shows that it is a different path to search for God or a higher power, and it also supports the reality of those persons who are more spiritual or religious are able to cope with challenges and stress. You can check for connections of spirituality by asking deep questions related to illness, emotions, or what happens after death, the experience of compassion and empathy for others, connection to others, and the feeling of happiness beyond the material possessions checking for meaning and purpose of life, and the looking for the chance to make the world a better place.
There are so many different types of spirituality that the person can get connected with their own ways such as breath work, meditation, prayer, serving their community, spending time with nature, yoga, spiritual retreats, etc. As the question asked related to spirituality and the way I can influence the way of care of my patients, I can apply this in my profession while finding the purpose and meaning of my job and responsibilities for my patient to relieve their stress, worries, and to provide comfort by releasing their stress. I will make myself capable to deal with depression, anxiety, and stressful situation, and promote my skills to support my patients. I will respect their feelings, religion, and beliefs related to their culture and history. I will try to find the cause of their stress, try to measure the power of God and the hope for healing, and also try to build positive thinking for life.
Reference
Elizabeth, S. (2022, August 19). What Is Spirituality? How Spirituality Can Benefit Your Health and Well-Being. Verywellmind. Retrieved October 4, 2022, from https://www.verywellmind.com/how-spirituality-can-benefit-mental-and-physical-health-3144807#:~:text=What%20Is%20Spirituality%3F%20Spirituality%20is%20the%20broad%20concept,others%20and%20to%20the%20world%20as%20a%20whole.
Taves, A., Asprem, E., Ihm, E. (2018). Psychology, meaning-making, and the study of worldviews: Beyond religion and non-religion. American Psychological Association. Retrieved October 5, 2022, from https://psycnet.apa.org/record/2018-36594-002
Vidal, C. (2008). Wat is een wereldbeeld? In H. Van Belle, & J. Van der Veken (Eds.) Nieuwheid denken: De wetenschappen en het creatieve aspect van de werkelijkheid (pp. 71-83). Acco, Leuven: Belgium.
Bronfenbrenner (1974) claimed most earlier studies were ‘unidirectional’, meaning that the laboratory studies observed the influence of A on B (e.g. a stranger/mother with a child), rather than looking at the possible influence of the child on the stranger/mother, or any other third party’s influence.
Bronfenbrenner maintained that these laboratory features of research are not characteristic of environments that children actually live and develop in.
Bronfenbrenner recognized there are multiple aspects of a developing child’s life that interacts with and affects the child. His work looked beyond individual development, taking into account wider influencing factors and the context (or ecology) of development. He proposed the ‘Ecological Systems Theory’ based on these dynamic interactions that the environments have on the developing child.
Bronfenbrenner’s (1974) perspective has some resemblance to the works of Albert Bandua’s social learning theory and Lev Vygotsky’s sociocultural theory in which the environment is explicitly or implicitly considered as a crucial mechanism in development.
The Five Ecological Systems
Bronfenbrenner (1977) suggested that the environment of the child is a nested arrangement of structures, each contained within the next. He organized them in order of how much of an impact they have on a child.
He named these structures the microsystem, mesosystem, exosystem, macrosystem and the chronosystem.