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The microsystem describes environments such as home or school in which children spend significant time interacting. Mesosystems are interrelations between microsystems. The exosystem describes events that have important indirect influence on development (e.g., a parent consistently working late). [19]
Ecological systems theory is a broad term used to capture the theoretical contributions of developmental psychologist Urie Bronfenbrenner. [1] Bronfenbrenner developed the foundations of the theory throughout his career, [2] published a major statement of the theory in American Psychologist, [3] articulated it in a series of propositions and hypotheses in his most cited book, The Ecology of ...
The exosystem defines the larger social system in which the child does not directly function. The structures in this layer impact the child's development by interacting with some structure in his/her microsystem. [12] Parent workplace schedules or community-based family resources are examples.
The exosystem: this system comprises settings which do not involve an individual but still exert an impact on their development. A child's parent getting a new supervisor at work that does a poor job and increases this parent's life stress would occur in the exosystem, as the child may never enter this location, but still be significantly ...
He was appointed to a federal panel about development in impoverished children around 1964 and 1965, with this panel helping in the creation of Head Start in 1965. [ 8 ] Bronfenbrenner wrote over 300 research papers and 14 books, [ 11 ] and achieved the title of Jacob Gould Schurman Professor Emeritus of Human Development at Cornell University .
Also called "development in context" or "human ecology" theory, ecological systems theory was originally formulated by Urie Bronfenbrenner.It specifies four types of nested environmental systems, with bi-directional influences within and between the systems; they are the microsystem, mesosystem, exosystem, and macrosystem.
The microsystem is represented by relationships with others, specifically, teachers, peers, and parents. [4] The mesosystem represents the school policy and practices that occur within the day-to-day operations of the school and the exosystem represents a broader level that may include the wider school community. [4]
Parents and teachers can "undermine" a child's development by failing to recognize accomplishments or being overly critical of a child's efforts. [127] Children who are "encouraged and praised" develop a belief in their competence. Lack of encouragement or ability to excel lead to "feelings of inadequacy and inferiority". [128]