PSYC 335 Developmental Psychology I Session 3 Theories in - - PowerPoint PPT Presentation

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PSYC 335 Developmental Psychology I Session 3 Theories in - - PowerPoint PPT Presentation

Jul 16, 2023 366 likes •672 views

PSYC 335 Developmental Psychology I Session 3 Theories in Developmental Psychology- Part I Lecturer: Dr . Joana Salifu Y endork Department of Psychology Contact Information: jyendork@ug.edu.gh College of Education School of Continuing and

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College of Education School of Continuing and Distance Education

2014/2015 – 2016/2017

PSYC 335 Developmental Psychology I

Session 3 – Theories in Developmental Psychology- Part I Lecturer: Dr . Joana Salifu Y endork Department of Psychology Contact Information: jyendork@ug.edu.gh

godsonug.wordpress.com/blog

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Session Overview

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  • Several theories have been propounded to help explain

changes that humans go through as we age. For this session, the focus will be on Ecological Systems Theory with regards to the content of the theory and how it helps us to understand the changes in, and influence on human development.

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Session Outline

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The key topics to be covered in the session are as follows:

  • Basic assumptions of the Ecological theory
  • Systems in the Ecological Systems theory
  • The Family and Ecological Systems Theory
  • Contributions and criticisms
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Reading List

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  • Read Chapter 1 of Recommended T

ext – Development through the lifespan, Berk (2006)

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BASIC ASSUMPTIONS OF THE

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ECOLOGICAL THEORY

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Urie Bronfenbrenner

  • Born in Russia on April 29, 1917
  • Immigrated to the US at age 6
  • Enlisted in the US army immediately after

completing his PhD

  • Co-founder of the Head Start program

– Designed to serve at-risk nursery students to prepare them for school

  • Died on September 25, 2005

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Basic assumptions of the Ecological Systems Theory

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  • Development is the result of the relationships between

people and varied systems of the environment and the interrelationships among the systems

– CaŶŶot eǀ aluate a Đ hild’s deǀ elopŵeŶt oŶlLJ iŶ the iŵŵediate environment – Must also examine the interactions among the larger environments that a child develops in

  • Key Question: How does the world around the child help
  • r hinder development?
  • Bronfenbrenner assume that natural environment is the

major source of influence on developing persons

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Basic assumptions of the Ecological Systems Theory

  • Development reflect effects of 5

environmental systems

  • Later emphasized the interaction
  • f genetic make-up and

environmental forces to shape development

  • Bioecological theory

(Bronfenbrenner , 1995).

  • Development reflect effects of 5

environment systems

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Basic assumptions of the Ecological Systems Theory

  • Figure1. BroŶfeŶďreŶŶer’s ecological model of the environment as a series of nested structures. The

microsystem refers to relations between the child and the immediate environment, the mesosystem to Đ

  • ŶŶeĐtioŶs aŵoŶg the Đhild’s iŵŵediate settiŶgs, the exosystem to social settings that affect but do not

contain the child, and the macrosystem to the overarching ideology of the culture. BASED ON BRONFENBRENNER, 1979.

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Basic assumptions of the Ecological Systems Theory

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SYSTEMS IN THE ECOLOGICAL

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SYSTEMS THEORY

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Systems in the Ecological Systems Theory

  • The Microsystem
  • The Mesosystem
  • The Exosystem
  • The Macrosystem
  • The Chronosystem

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The microsystem

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  • Variables that the child is directly exposed to
  • Relationships: Family, school, religious institution, neighbors

– Most direct interaction with social agents such as parents, teachers and peers

  • Family: Most influential and durable influence on child
  • For most young infants, the micro-system may be limited to the family.
  • Becomes much more complex as children are exposed to day care,

preschool classes, youth groups, teachers and neighborhood playmates.

  • Person helps to construct developmental setting.
  • Environment: Geographic, Material structures
  • Child’s body
  • General health
  • Brain functioning – physiological and psychological
  • Emotions
  • Cognitive System
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The microsystem

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  • Most of the Đhild’s ďehaǀior is learŶed iŶ the

microsystem.

  • The microsystem consists of bi-directional influences

– Parents actively shape the development of the child – Children actively shape their environment

  • Personal attributes influence responses from other people
  • Children actively select and avoid specific environments
  • Bi-directional relationships are the foundation for a

Đhild’s Đ

  • gŶitiǀ e aŶd eŵotioŶal groǁth
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The mesosystem

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  • Mesosystem refers to the interconnections or

interrelationships among such Microsystems as homes, schools, and peer groups.

– Examples

  • Interactions between the family and teachers
  • RelatioŶship ďetǁ eeŶ the Đhild’s peers aŶd the faŵilLJ
  • Development is likely to be optimized by strong,

supportive links between Microsystems

  • Non-supportive links between Microsystems can

spell trouble.

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The Exosystem

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  • Structures or Institutions of society in which the child

does not have direct contact with but indirectly affeĐt a Đhild’s deǀ elopŵeŶt

– Eg., pareŶts’ ǁ ork eŶǀiroŶŵeŶt, FuŶdiŶg for eduĐatioŶ

  • IŵpaĐts a Đhild’s deǀ elopŵeŶt ďLJ

iŶflueŶĐiŶg structures in the microsystem

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The Macrosystem

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  • Cultural, subcultural, or social class context in which

microsystems, mesosystems, and exosystems are embedded.

  • Provides the values, beliefs, customs, and laws of the culture

in which a child grows up

  • Influences how parents, teachers, and others raise a child
  • May be conscious or unconscious
  • Macrosystem is a broad, overarching ideology that dictates

how children should be treated, what they should be taught, and the goals for which they should strive.

– Influences the societal values, legislation, and financial resources provided by a society to help families function – Influences the interactions of all other layers

  • These values differ across cultures
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The Chronosystem

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  • Pattern of environmental events and transitions over

life course and sociohistorical circumstances.

  • Changes in the child or in any of the ecological

contexts of development can affect the direction of development.

– Eg., cognitive and biological changes that occur at puberty, contribute to increased conflict between young adolescents and their parents – Eg., the birth of a sibling

  • And the effects of environmental changes also

depend upon the age of the child.

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THE FAMIL Y AND ECOLOGICAL

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SYSTEMS THEORY

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The family & Ecological Systems Theory

  • Recognizes that parents influence their children.
  • Also stresses that (1) children influence the behavior

and childrearing practices of their parents, and (2) that families are complex social systems

  • The family is a complex social system

– ie. a holistic structure consisting of interrelated parts and each part contributes to the functioning of the whole

  • Families are also dynamic or changing systems
  • Families are embedded within larger cultural and

subcultural contexts

  • The ecological niche a family occupies (eg., faŵilLJ

’s religion) can affect family interactions and the deǀ elopŵeŶt of a faŵilLJ ’s ĐhildreŶ

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The family & Ecological Systems Theory

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  • Properties of the four layers of relationships

– Each layer of the environment is complex – EaĐh laLJ er has aŶ effeĐt oŶ a Đhild’s deǀ elopŵeŶt – Conflict within any layer ripples throughout other layers

  • As a child develops, interaction within environments

becomes more complex

– Coŵpledž i tLJ is the result of the ŵaturatioŶ of a Đhild’s physical and cognitive structures

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The family & Ecological Systems Theory

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  • Five propositions that describe how home and school

relationships work together for positive development

  • 1. Child must have an ongoing, long-term mutual

interaction with an adult characterized by unconditional love and support

  • 2. The child-adult relationship provides the pattern
  • f iŶterpersoŶal relatioŶships ǁ i th all of the Đ

hild’s

  • ther relationships.
  • The confidence from this relationship allows a child

to explore and grow from other activities.

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The family & Ecological Systems Theory

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  • 3. Interactions with other adults enables the child to

develop a more positive relationship in the primary child-adult relationship.

  • 4. The primary child-adult relationship improves with

repeated two-way interchanges and mutual compromise.

  • 5. Relationships between child and adults require the

society to support the importance of these roles.

  • Public policies must provide time and resources for child-

adult relationships to be nurtured.

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The family & Ecological Systems Theory

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  • Risk factors for ideal family environment for optimal

child development

  • Instability and unpredictability in modern family life

is the ŵost destruĐtiǀ e forĐe iŶ Đhild’s deǀ elopŵeŶt

  • Because of demands within the workplace, children

do not have constant mutual interactions with important adults that are necessary for development

  • If relationships in the microsystem break down, the

child will not have tools to explore other parts of the environment

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The family & Ecological Systems Theory

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  • Children without a strong primary relationship will

find affirmation in inappropriate places, particularly in the adolescence years

  • T

echnology has changed society

 Society does not provide resources to protect children and adults

from the potential negative outcomes of technology

 The best interest of society is to lobby for political and

economic policies that support the importance of a pareŶt’s role iŶ their Đ hild’s deǀelopŵeŶt

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CONTRIBUTIONS AND CRITICISMS

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Contributions/criticisms

  • Contributions:
  • Provides a much richer description of environment and

environmental influences than anything offered by learning theorists

– Integrates multiple influences on child development

  • Advanced the need to study development in natural

settings

  • Suggests ways to optimize development
  • Criticism:
  • Although characterized as a bioecological model, it has

very little to say about specific biological contributors to development.

 Does not provide detailed mechanisms for development

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Contributions/criticisms

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  • Primary relationship must be intended to last a

lifetime

– T eachers need to work to support the primary child-adult relationship – Schools should create an environment that welcomes and nurtures families – Education should foster societal attitudes that value all work done on behalf of children

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Sample Questions

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  • Describe the five systems discussed

by Bronfenbrenner in his Ecological Systems Theory.

  • In what ways can the Ecological

Systems Theory be applicable to education and child well-being.