PSY FPX 6020 Assessment 1 Bronfenbrenner’s Theory on Development

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Capella University

PSY FPX 6020 Advocacy in Child and Adolescent Development

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Introduction

Bronfenbrenner’s ecological systems theory posits that individual development is influenced by a series of interconnected environmental systems, which can range from immediate surroundings to broader cultural contexts. Bronfenbrenner’s social systems theory (Bronfenbrenner, 1979) offers a framework for understanding the multiple ecological factors that affect children and youth, whether these influences are distant (distal) or immediate (proximal). The systems identified in this theory include the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, each representing different levels of environmental impact on an individual’s growth and behavior.

The Microsystem

The microsystem is the first level of Bronfenbrenner’s theory and encompasses the elements that have direct contact with the child in their environment. This includes a child’s closest relationships and immediate surroundings. For instance, a child’s parents, siblings, classmates, teachers, and neighbors are all part of their microsystem. Relationships within a microsystem are bidirectional, meaning that individuals can influence the child and vice versa, potentially altering each other’s beliefs and actions. The interactions a child has with these individuals and environments directly affect their development (Leventhal & Brooks-Gunn, 2000). For example, supportive parents who read to their child and engage in educational activities can positively influence cognitive and language skills. Conversely, children who are bullied by peers may develop self-esteem issues. Each child is not merely a passive recipient but an active participant in these reciprocal interactions.

The Mesosystem

The mesosystem represents the interconnectedness of an individual’s various microsystems, illustrating how they influence one another. This system involves the interactions between different microsystems in a child’s life. For example, ongoing communication between a child’s parents and teachers can create consistency across both environments. However, conflicts between these microsystems, such as parents and teachers blaming each other for a child’s poor academic performance, can create tension that negatively affects the child. The mesosystem can also encompass interactions between peers and family. If a child’s friends engage in drug use, this behavior may introduce substance use into the family microsystem. Additionally, if siblings do not get along, this discord can spill over into peer relationships (Lippard, La Paro, Rouse, & Crosby, 2018).

The Macrosystem

The macrosystem focuses on how cultural backgrounds influence a child’s development, encompassing the cultural ideologies, attitudes, and social conditions that children are immersed in. Unlike the previous systems, the macrosystem does not refer to the specific environments of one developing child but rather to the broader society and culture in which the child is growing up. Beliefs about gender roles, individualism, family structures, and social issues establish norms and values that permeate a child’s microsystems. For instance, boys raised in dominant cultures may be socialized to adopt assertive masculine roles. Socioeconomic status also exerts a macro-level influence—children from affluent families are likely to have more educational advantages compared to those raised in poverty. Even within a shared macrosystem, interpretations of norms can vary; not all families from the same culture adhere to the same values or standards (Navarro & Tudge, 2022).

The Chronosystem

The final level of Bronfenbrenner’s ecological systems theory is known as the chronosystem. This system pertains to the transformations and transitions that occur throughout a child’s life. Environmental changes can be anticipated, such as starting school, or unexpected, like parental divorce or relocating due to a parent’s job, which may induce stress. Historical events also fall within the chronosystem; for example, growing up during a recession may limit family resources, while experiencing war versus peacetime can also have significant effects (Paat, 2013). As children age and enter new environments, both physical and cognitive changes interact with evolving social expectations and risks. For instance, the challenges of puberty combined with the transition to middle school can impact self-esteem and academic performance, creating shifts that affect the child. Risk factors are defined as “any influences that increase the probability of onset, regression to a more serious state, or maintenance of a problem condition” (Kirby & Fraser, 1997, p. 10-11).

References

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

Kirby, L. D., & Fraser, M. W. (1997). Risk and resilience in childhood. In M. W. Fraser (Ed.), Risk and resilience in childhood: An ecological perspective (pp. 10-33). Washington, DC: NASW Press.

Leventhal, T., & Brooks-Gunn, J. (2000). The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. Psychological Bulletin, 126(2), 309.

Lippard, C. N., La Paro, K. M., Rouse, H. L., & Crosby, D. A. (2018). A closer look at teacher–child relationships and classroom emotional context in preschool. Child & Youth Care Forum, 47(1), 1-21.