Paper on Bronfenbrenner's Theory (on Journal Article)

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The Bronfenbrenner’s Theory is defined as describing the nested social and cultural contexts that shape development. Every person develops within a mircosystem, inside a mesosystem, embedded in a exosystem, all of which are part of the macrosystem of the culture (according to the textbook). I found a journal article in Journal of Instructional Psychology explaining the Ecological Model and the importance of teachers to understand the different relationships that impact development. The journal article describes the Bronfenbrenner’s model and how it works in a school. The Mircosystem is the innermost level and refers to the immediate interactions and influences of a person’s surroundings. In the classroom it means that mentors, administrators, and peers play active role in both interaction and influence of a child. It also includes family which is another main source of relationship in the mircosystem. Children can pick up behaviors from these sources but can also distribute their own behavior onto others. The relationships are bidirectional and reciprocal. The Mesosystem is all interactions and influences within the mircosystem. It is support within a larger environment. An example of this would be teacher meetings with parents which could influence the parents and then the parents could influence the child. The Exosystem is the social settings that do not involve the candidate (child) but affect their experiences in immediate settings either formal or informal in a social network. The article pointed out how work can be significance in affecting one’s personal relationship with family. A example could be a parent who works long hours may have less time to be involved in their child’s education. It can come from other factors such as teacher/administration relationships, school board, community resources for health, employment, recreation, or religion. The Macrosystem is the outermost level of the mircosystem and refers to the values, laws, and customs of a...
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