Brofenbrenner's Chronosystem Development Model
Studies in developmental psychology have strongly indicated that a variety of factors play a considerable role in who we become, but some have more impact than others. Brofenbrenner (1986) suggests employment of the term “chronosystem” as an elaboration on the widely accepted mesosystem development model. He explains that while the mesosystem focuses on the primary context for development, which is within the family, the chronosystem also accounts for the effect of the environments in which people live, which are also an integral part of human development. Santosh’s story provides an example of how the mesosystem model would indicate a given developmental path, but when factors of the environment are taken into account, development looks quite
…show more content…
Although the family was from a poor community with a sub-par socioeconomic standing, her father still managed to fund the education of her brothers, but refused contribute in any way on her behalf. Santosh learned at an early age that she would have to work very hard to create a bright future for herself. In many cases, a low socioeconomic status is attributed to increased developmental deficiencies, however Brofenbrenner (1986) explains that through the family environment and school interaction, the positive effects of these interactions on development can often outweigh the negative effects of socioeconomic status. Despite the fact that education was not a priority to Santosh’s father, her mother silently supported her unyielding dedication to education. In Santosh’s case, her socioeconomic status didn’t hinder her developmental path (which is commonly seen), but rather seems to have fueled her drive to attain the education necessary to secure a job suitable for providing a stable future for her …show more content…
The video explains that Santosh is involved in a work-training program that allows her to build relationships with other peers in the program while building professional skills and training for a job that will ensure suitable pay and a stable future for her family. Brofenbrenner (1986) emphasizes how positive peer support can outweigh family support in several aspects of development. He goes on to explain that many developmental theorists have fixated on the experiential role of peer interaction on both moral and cognitive
Although the family was from a poor community with a sub-par socioeconomic standing, her father still managed to fund the education of her brothers, but refused contribute in any way on her behalf. Santosh learned at an early age that she would have to work very hard to create a bright future for herself. In many cases, a low socioeconomic status is attributed to increased developmental deficiencies, however Brofenbrenner (1986) explains that through the family environment and school interaction, the positive effects of these interactions on development can often outweigh the negative effects of socioeconomic status. Despite the fact that education was not a priority to Santosh’s father, her mother silently supported her unyielding dedication to education. In Santosh’s case, her socioeconomic status didn’t hinder her developmental path (which is commonly seen), but rather seems to have fueled her drive to attain the education necessary to secure a job suitable for providing a stable future for her …show more content…
The video explains that Santosh is involved in a work-training program that allows her to build relationships with other peers in the program while building professional skills and training for a job that will ensure suitable pay and a stable future for her family. Brofenbrenner (1986) emphasizes how positive peer support can outweigh family support in several aspects of development. He goes on to explain that many developmental theorists have fixated on the experiential role of peer interaction on both moral and cognitive