Mesosystem refers to those situations or events in which two Microsystems come together in some respect.

1. MESOSYSTEM
Nanelyn T. Bontoyan
PhD.ED Student
DEDM 602
ADVANCED TOPICS IN ECOLOGY OF HUMAN
DEVELOPMENT AND LEARNING
Dr. Maximo Ilag
Professor

2. ......__NTBPWU3rd TriDr. Ilag (Ecology)Urie Bronfenbrenner Ecological Theory.mp4

6. MESOSYTEM
• The Mesosystem refers to those situations
or events in which two Microsystems
come together in some respect.
• Mesosystem is an opportunity to build a
bridge between two settings in the child’s
life that might otherwise be unrelated

8. • this layer provides the connection between
the structures of the child’s microsystem
• Examples: the connection between the
child’s teacher and his parents, between
his church and his neighborhood, etc.
• In other wards, a mesosystem is a system
of microsystems.

9. • comprises the interrelations among two or
more settings in which the developing
person actively participates.
• Mesosystems connect two or more
systems in which child, parent and family
live.
• Mesosystems provide the
connection between the
structures of the child's
microsystem

10. • For a child...the relations among home,
school, and neighborhood peer group;
• For adult… among family, work, and social
life.”
• The pattern of interrelationships
among microsystems for a child
or an adult can influence his or
her perceptions and behavior
within any of the settings where
he or she is presently located.

12. Parenting Styles
• Authoritarian
• Permissive Style
• Democratic Style
FAMILY

13. The Authoritarian Style
• Parents are like the police officer or judge.
• They control the problem-solving process, and
tend to be loud and angry.
• Children obey their parents out of fear.
• It is a win-lose dynamic and parents usually win.
Firm, But Not Respectful

14. How Children Respond
• Anger
• Rebellion
• Submission
• Blaming Others
• Lying, Hiding Feelings
• Fear of Trying Something New
…

15. Drawbacks of Authoritarian Style
• It does not teach children about responsibility,
problems solving and respectful communication.
• It teaches children to be dependent on adults.

16. Why So Many Parents Use This Style?
• Most parents use it
because they were
raised that way
themselves.
• It feels natural, and
parents do not
question its
effectiveness.

17. The Permissive Style
• Permissive parents use different ways to
persuade children to cooperate.
• The underlying belief is that kids will cooperate
when they understand that cooperation is the
right thing to do.
Respectful, But Not Firm

18. Why It Is Not Working?
• Permissiveness is a guidance
system based on yellow
lights.
• Stopping is optional, not
required.
• Kids know it, but permissive
parents are not aware that
their signals do not really
require stopping.

19. What Children Learn?
• Rules are for others, not for
me.
• Parents serve children.
• Parents are responsible for
solving children’s problems.
• Dependency, disrespect, self-
centeredness.

20. Drawbacks of This Approach
• While parents protect the children from suffering
from consequences of their poor choices,
children lose the opportunities to learn from their
mistakes.

21. Democratic Style
• The Democratic approach is a win-win method
which combines firmness with respect.
• It accomplishes all of our basic training goals.
Firm and Respectful

22. Parents’ Beliefs
• Children are capable of solving problems on their own.
• Children should be given choices and allowed to learn
from their choices.
• Encouragement is an effective way to motivate
cooperation.

23. What Children Learn?
• Responsibility
• Cooperation
• Independence
• Respect for rules and
authority
• Self-control

24. How Children Respond?
• More cooperation.
• Less limit testing.
• Resolve problems on their own.
• Regard parents’ words seriously
Revolving Child - Short Film.mp4

25. • Children need family to:
– provide basic material necessities.
– encourage learning.
– develop self-respect.
– nurture peer relationships.
– ensure harmony and stability.

26. - Schools hold a central place in the
developmental agenda set forth for children
in almost all nations.
- Educational institutions play a central role in
both promoting children’s acquisition of
knowledge and shaping the ways in which
they learn to regulate their attention,
emotions and behavior.
SCHOOL

27. The School's Role in Child
Development
• Academic Development
• Social Development
• Character Building
• Experiences

28. Types of School-Family
Involvement
Communicating: Schools must reach out to families
with information about school programs and student
progress. This includes the traditional phone calls,
report cards, and parent conferences, as well as new
information on topics such as school choice and
making the transition from elementary school to
higher grades.

29. Types of School-Family
Involvement
Volunteering: Parents can make significant
contributions to the environment and
functions of a school. Schools can get the
most out of this process by creating flexible
schedules, so more parents can participate,
and by working to match the talents and
interests of parents to the needs of students,
teachers, and administrators.

30. Types of School-Family
Involvement
Learning at Home: With the guidance
and support of teachers, family
members can supervise and assist their
children at home with homework
assignments and other school-related
activities.

31. Types of School-Family
Involvement
Decision-making: Schools can give parents
meaningful roles in the school decision-
making process, and provide parents with
training and information so they can make the
most of those opportunities

32. Types of School-Family
Involvement
Collaboration with the Community: Schools
can help families gain access to support
services offered by other agencies, such as
healthcare, cultural events, tutoring services,
and after-school child-care programs.

33. Effects of Family-School
Involvement
• Improved grades and test scores.
• Positive attitude toward schoolwork.
• Positive behavior.
• Work completion.
• Increased participation in classroom
activities.
• Increased attendance.

34. THE ECOLOGY OF SCHOOL: LEVELS OF ORGANIZATION AND ATTENDANT
REGULATORY PROCESSES

35. PEER
• A group of people of
approximately the same age,
status, and interests.
‘prodigies should spend as much
time as possible with their peer
group’

36. How can we help preschool
children get along with their
peers?

37. -Teach social skills (through stories, pictures, puppets) and
practice them (through role-plays and games). They can also
teach children how to deal with various social situations (sharing a
toy, taking turns, apologizing, etc.).
-“Coach” young children on how to initiate play, ask questions and
support their peers.
-Reinforce positive interactions between children in the classroom
and provide opportunities for play.

38. Playing with others is important

39. - learn to share and express their feelings
with words;
-learn social skills such as collaboration
and cooperation;
- develop positive relationships with their
peers.

40. Helping children to avoid abusive
relationships

41. -positively assert themselves;
-get protection from friendly peers;
-end uncomfortable relationships.

42. Teens and Peer Relationships
• emotional maturity increases their
relationships with their peers
change as they become more
vulnerable and emotionally intimate
with their peers.
• greater trust among peers.
• demonstrate their growing
independence.

43. -a social, religious, occupational, or other
group sharing common characteristics or
interests and perceived or perceiving itself
as distinct in some respect from the larger
society within which it exists (usually
preceded by the):
the business community; the community of
scholars.
COMMUNITY

44. What is in a suburban community?
Rural farmland, homes and buildings spread out
Urban cities, homes and buildings close together
Suburban places outside the city
Categories of Community
1. A Community Interest
-TV show, a celebrity figure or a
subject area such as an
historical event.

45. 2. A Community of Practice
-who share a profession or craft come together
to share experiences and expertise, and
thereby improve themselves professionally or
personally.
3. A Community of Inquiry
-the aim being to bring together
people involved in considering a
problem from an empirical or
conceptual perspective.

47. 4. A Community of action
-focused on bringing about change in
the world.
5. A Community of place
-co-located – this might include
a neighbourhood watch
scheme, a parent-teacher
association at the local school,
or a group of independent shop
keepers from the same part of a
town.

48. 6. A Community of circumstance
-people who come together to share
experiences related to being in a particular
life situation or other circumstance, rather
than a shared interest.

49. Conclusion
......__NTBPWU3rd TriDr. Ilag (Ecology)Je