Brofenbrenner Bio/Ecological Theory (02 RBEC_LOTS Full)

GOLDEN HERITAGE POLYTECHNIC COLLEGE
Professional Education: Child and Adolescent
Module 10: Bronfenbrenner Ecological Theory
MODULE 10
BRONFENBRENNER
[BIO]/ECOLOGICAL THEORY
Reported By:
Sylvester Dichosa Servañes
Cyril Aranas

OUTLINE OF THE REPORT:
I. Introduction and Guide Questions.
II. The Bio/Ecological Model of Child Development.
III. The Role of the Teachers and the School in
Guiding and Supporting Child Development vis-a-vis
the total Learning Experience.
IV. Formative Assessment.

OBJECTIVES:
I. Understand the Bio/Ecological Theory to support and substantiate
reasons explaining and attributing to learners' characteristics and
behaviors.
II. Develop awareness of learners' different personalities and behaviors in
class and how those relate to their ability to associate with teachers and
learners and ultimately, their propensity to learn.
III. Devise means to address and alleviate behaviors and support the
learning experiences of the learners.
IV. Acquire mastery of the subject matter by passing the formative
assessment herein.

SUPPLEMENTAL CITATION:
“Children learn what they live...”
~ According to:
Dorothy Law Nolte
(January 12, 1924 – November 6, 2005)
She was an American writer and family counselor.

CLASS INTERACTION:
What do you gather from the selected
literature?

GUIDING QUESTIONS:
1.Why do individual learners behave differently in class? [Remember:
NCBTS / PPTS Strands 02 and 03: Learning Environment and Diversity
of Learners, respectively].
2.Why are some learners deviant / misbehaving / aloof / introvert while
others are participative and eager to learn?
3.What are the underlying reasons that attribute to learners' behavior /
misbehavior and their propensity to learn?
4.What interventions can a teacher execute to alleviate indifferent
learners' behaviors?

TEACHERS STANDARDS [NCBTS & PPTS]
STRAND 02:
Learning Environment:
The domain of Learning Environment focuses on the importance of
providing for a social and physical environment within which all
students, regardless of their individual differences in learning, can
engage the different learning activities and work towards attaining
high standards of learning.

TEACHERS STANDARDS [NCBTS & PPTS]
STRAND 03:
Diversity of Learners:
The domain of Diversity of Learners emphasizes the ideal that
teachers can facilitate the learning process in diverse types of
learners, by first recognizing and respecting individual differences,
then using knowledge about students’ differences to design diverse
sets of learning activities to ensure that all students can attain
appropriate learning goals.

TAKE OFF:
~ To help us understand where the learners are coming
from and determine methodologies to alleviate their
needs (if we are to help them at all), we must first
understand the elemental foundations and the attributing
factors that make up their behavior.
~ The Bio/Ecological Theory thus is a helpful tool that will
guide us in our journey.

[Urie was a] Russian-born American
psychologist who is most known for his
ecological systems theory.
[1] His work with the United States
government helped in the formation of
the Head start program in 1965.
[2] Bronfenbrenner's ability research
was key in changing the perspective of
developmental psychology by calling
attention to the large number of
environmental and societal influences
on child development.
The Ecological Theory:
Urie Bronfenbrenner
(April 29, 1917 – September 25, 2005)

THE ORIGINAL MODEL

LATENTLY INTRODUCED TIME IN THE MODEL: THE BIOECOLOGICAL MODEL

BRONFENBRENNER’S ECOLOGICAL MODEL
LATER EVOLVED TO BE KNOWN AS
BIOECOLOGICAL SYSTEM.
[Process–Person–Context–Time]
This theory present the child development within the
context of relationship system that comprise the
child environment.

THE MICROSYSTEM:
Is the layer nearest the child. It comprises structure which the child
directly interacts with.
They are called immediate environment.
Examples: one’s family, school, and neighborhood.
Questions:
(01) Does the child have strong and nurturing relationships with the
parents and the family?
(02) Are his / her needs met?

The Mesosystem:
This layer serves as the relationships between two or more
microsystems such as what is learned at home culturally.
They are called connections.
Examples:
(01) Interactions between the parents and teachers. The parents
and health services.
(02) The community and the church.

THE EXOSYSTEM:
Environment that affects how one develops that is out of
their control.
They are called indirect environment.
Examples: (01) workplace, (02) mass media, and (03) city
government.

THE MACROSYSTEM:
The Macrosystem is a large cultural and social structural
elements of the environment that shape human
development.
They are called social and cultural values.
Examples: (01) marriage ceremonies, (02) outbreak of
Mers-Cov or HIV.

THE CHRONOSYSTEM:
Big events in the world that help psychologist understand
the affect it will impact in a person’s development through
time.
They are called Changes Over Time.
Examples: (01) A family through a divorce. (02) A nation
going to war.

THE ROLE OF SCHOOLS AND TEACHERS:
“The instability and unpredictability of family life is the
most destructive force to a child’s development.”
Researchers tell us that the absence or lack of children
constant mutual interaction with important adults has
negative effects on their development.
Bronfenbrenner’s Theory reminds the school and
teachers of their very important role.

CASE ANALYSIS AND POTENTIAL
SCENARIOS:
What if:
(01) ...there is lack of support, care, and affection from
the home?
(02) ...there is a serious breakdown of the basic
relationships in a child’s life?

SPECIFIC QUESTION TO THE SCHOOL AND
TEACHERS:
“What can the school and the
teachers in particular do?”

BENEFIT OF THE THEORY:
This theory helps teachers look into a very child’s
environmental systems in order to understand more
about the characteristics and needs of each child, each
learner.
The school and the teachers can contribute stability and
long term relationships in the home.

THE COMPONENTS OF A HEALTHY
ECOLOGY: FAMILY
Bonded to care and giving.
Positive discipline.
SCHOOL
Supportive teachers and
conducive school.
Academic Success.
PEERS
Peer acceptance.
Pro-social values.

THE COMPONENTS OF AN UNHEALTHY
ECOLOGY: FAMILY
Insecure bond.
Inconsistent discipline.
SCHOOL
Conflict with teachers.
Academic Failure.
PEERS
Peer conflict.
Anti-social values.

REVIEW OF THE OBJECTIVES:
I. Understand the Bio/Ecological Theory to support and substantiate
reasons explaining and attributing to learners' characteristics and
behaviors.
II. Develop awareness of learners' different personalities and behaviors in
class and how those relate to their ability to associate with teachers and
learners and ultimately, their propensity to learn.
III. Devise means to address and alleviate behaviors and support the
learning experiences of the learners.
IV. Acquire mastery of the subject matter by passing the formative
assessment herein.

REFERRENCES:
•
https://www.google.com.ph/search?q=bronfenbrenner
%27s+ecological+theory&rlz=1C1GCEU_enPH831PH831&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi1l8_6sPniAhUbPnAKHfA7DG8Q_AUIECgB&biw=1
440&bih=799#imgrc=gCJoQGPC6hhguM.
•
https://www.google.com.ph/search?q=bronfenbrenner
%27s+ecological+theory&tbm=isch&tbs=rimg:CVvDBKuNaK7yIjiobVKvldKAuLDywqhO_1EBZ_1wCxPFgv9HS20lvYfQQYlQzwm9ToDqpy4QDZxBYsmPUhxg6
8yRHWCyoSCahtUq-
V0oC4EftRhUVGwclmKhIJsPLCqE78QFkR0OOjyH9XgjYqEgn_1ALE8WC_10dBHBXvcCgAKU0ioSCbbSW9h9BBiVEepnaXAVxRLxKhIJDPCb1OgOqnIRyuX
Wu2qBdCYqEgnhANnEFiyY9RE0Jyru9wZuVCoSCSHGDrzJEdYLEYB2ezyk8nBK&tbo=u&sa=X&ved=2ahUKEwjkwtHOsfniAhXUad4KHaXoBZ4Q9C96BAgBE
Bs&biw=1440&bih=799&dpr=1#imgrc=VN_tKgaLKG2WEM.
•
https://en.wikipedia.org/wiki/Urie_Bronfenbrenner.
•
https://en.wikipedia.org/wiki/Dorothy_Nolte.
•
https://en.wikipedia.org/wiki/Bioecological_model.
•
https://www.slideshare.net/mobile/CLMontecarlo/bronfenbrenner-ecological-theory-54149823
•
Corpuz, Brenda ED. D., et. al., Child and Adolescent: Looking at Learners at Different Life Stages, Quezon City, 2010, Lorimer Publishing.

QUESTIONS AND CLARIFICATIONS:

FORMATIVE ASSESSMENT:
General Instructions:
1. Get a piece of clean paper.
2. Indicate your name, the course description, the
reporting group number, and the date today.
3. Number your papers with items from 01 through 15.
4. Read each questions from the slides carefully and
supply or identify the correct answers.

FORMATIVE ASSESSMENT (continued….):
06. This layer serves as the relationships between two or more microsystems
such as what is learned at home culturally.
07. Is the layer nearest the child. It comprises structure which the child directly
interacts with.
08. Is a large cultural and social structural elements of the environment that
shape human development.
09. Environment that affects how one develops that is out of their control.
10. Big events in the world that help psychologist understand the affect it will
impact in a person’s development through time.

FORMATIVE ASSESSMENT (continued….):
11. This layer consists of the interactions between the parents and teachers; the
parents and health services; and the community and the church.
12. The layer that is called Changes Over Time. Examples are (01) A family
through a divorce. (02) A nation going to war.
13. The immediate environment like the family, school, and neighborhood.
14. The layer that has the social and cultural values. Examples are: (01)
marriage ceremonies, (02) outbreak of Mers-Cov or HIV.
15. The layer that is called indirect environment like the workplace, mass media,
and the city government.

ANSWER KEY:
1. Exchange your work with your seatmate.
2. Refer to the list of answers in the succeeding slide and
determine the number of correct items of your classmate indicating
therein the score on the upper part of the paper.
3. Indicate your name, signature, and date today at the bottom part
of the paper to signify accountability and correction.
4. Return the paper to the owner for final review before submitting
the paper to the class instructor.

ANSWER KEY (continued….):
01. Microsystem. 11. Mesosystem.
02. Mesosystem. 12. Chronosystem.
03. Exosystem. 13. Microsystem.
04. Macrosystem. 14. Macrosystem.
05. Chronosystem. 15. Exosystem.
06. Mesosystem.
07. Microsystem.
08. Macrosystem.
09. Exosystem.
10. Chronosystem.

~ End ~
Thank you!!

Brofenbrenner Bio/Ecological Theory (02 RBEC_LOTS Full)

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