Analysis and Review of the Bioecological Model of Human Development - Research Paper Example

? The Bio-Ecological Model of Human Development Ginger Hudson SOC312: Child Family & Society Andrea Hayden-Davis February 27, The Bio-Ecological Model of Human Development Introduction The bioecological model of human development is a concept that has evolved over time in bid to explain the results of the scientific study of the development of a human being. This model encompasses both the individual development and the development of a group. It is a holistic model that assesses the biological and psychological entities involved in the development of a human being. This model takes an introspective and retrospective study as pertains to the past, current and future development of an individual. It is a model that traces the development of an individual throughout the life course of an individual. It is with this genesis that a summary of the four systems and their influence on the development of a child will be evaluated. Consequently, the differences existing in the model with be delineated and the factors outside the model that influence that development of a child discussed. Moreover, the relationship and interactions of the systems will be delineated in bid to address the impact of the relationships in the development of a child. The Bio-ecological model and its related research designs is an evolving theoretical system for the scientific study of human development from the perspective of individuals and groups. This paper will be aimed at addressing the thesis statement: Bioecological model has a significant role in a child’s development (Berns, 2009). Summary of the Four Systems and the Influences that they have on a Child’s Development To place the bioecological theory of human development in its wider context, it is important to note that many of the perspectives postulated as a body of the theory are integral parts of other relevant thoughts on empirical enquiry into the concept of human development. These related fields include lifespan psychology, cultural psychology, and Magnus-son’s developmental theory of contextual interactiveholism. The four defining properties of the bioecological model of human development include; time, the person, development process and the context. The bioecological model, especially its interdisciplinary and integrative approach to development through the age periods of childhood and adolescence is important in formulation of policies and programs necessary in promoting youth and family development. The bioecological model aims at unifying the research studies that have been conducted and affirms that the development of an individual is influenced by four ecological systems. This includes: macrosystem, microsystem, mesosystem and exosystem. These four systems interact in a manner that shapes the development of an individual throughout the life course. These systems work in harmony in shaping the intra-individuality of a child, depending on the contexts in which the child is exposed to. In order to garner an in depth understanding of the bioecological model, each system will be reviewed and its influence on child development explained in bid to address the thesis that the bioecological system influences the development of a child (Bronfenbrenner, & Morris, 2006). Microsystem: is the initial context (primary) which the child is exposed to at the first stages of his development. It entails the interpersonal relationships that the child experiences during development as the child interacts with the social and physical aspects of context. The microsystem is the layer closest to the child encompassing all the structures in direct contact with the child. It therefore defines the relationships and interactions that a child develops within its immediate surroundings. These factors either enhance or inhibit the development of the child. Being the initial development environment, it also influences the development of the child in other subsequent environments. The micro environment includes the child’s family, school, peers and religious activities exposed to the child during the development. Not only does the microsystem influence the development of the child, the child also influences the microsystem and other systems involved in the development of the child (Bronfenbrenner, & Morris, 2006). At the microsystem level, a child’s relationships occur in two directions. For instance, a child’s parents influence its beliefs and behaviors while at the same time the child can influence the belief and behavior of the parents. Mesosystem: is the secondary level of bioecological model and is made by the inculcation of various Microsystems. The mesosystem enhances the connection between the structures of a child’s microsystem even though the child may not be directly involved at this level of development but the structures interact to influence its development. For example, it defines the connection between the church and the child’s surrounding or that of the teacher and the child’s parents. This entails the interaction of the child with school and home environment as pertains to the parent-teacher interactions of the child as he or she develops. Mesosystem enables the child to engage in more than one setting hence embedding the diversity of environments in the child. The child serves as a primary link to the primary system while the parents and teachers in the mesosystem serve as the supplementary link to the child hence influencing the development of the child during the interaction (Bronfenbrenner, & Morris, 2006). Exosystem: is the system that surrounds the two above systems: micro-system and the meso-system. The exosystem does not involve the child actively in the development but activities that happen within the settings influence the development of the child. This involves the social structures both informal and formal that influence the development of the child. These structures include: media, government and working environment. The exosystem influences the development of the child since it influences what goes on around the child as the child develops. For the exosystem to influence the development of the child, it needs to influence the microsystem of the child which in turn influences the development of the child. It has to work in collaboration with other systems to effectively influence the development of the child (Bronfenbrenner & Morris, 2006). Macro-system: is the outer system of the bioecological model that influences the development of the child. This system is aimed at creating an environment in which the other systems can effectively operate. An example is the formation of public policy that are aimed at enhancing equilibrium and ensuring that policies enhancing the thriving of all other systems since alteration in the policies negatively affect the development of the child as per other systems. It is a dynamic system that is aimed at enhancing social order in the ecology hence enhancing the bio-psychological development of the child as influenced by other systems (Bronfenbrenner, & Morris, 2006). How the Systems in the Model Differ From One Another To begin with, the systems differ in the context in which they influence the development of the child. Microsystem entails a face-to-face interaction of the child with the microsystem. This means that the development of the child is influenced at first encounter with the child and there is no intermediate. In comparison with the mesosystem, the interaction can either be primary or supplementary. Primary is where the child is directly involved in the interaction and supplementary is where there is an intermediary that influences the relationship and interaction. However, the exosystem is different since it portrays three interactions that influence the development of the child. It entails participation of multiple factors in the exosystem hence not as integrated as the microsystem. In contrast, the macrosystem is the holistic system that greatly influences the environment in which the child developments and also influences the survival of other systems. This makes it dynamic in influences the development of the child as pertains to the decision, opportunities, and constrains stipulated by the macrosystem (Gursky, 2008). Analysis of the Many outside Influences That Impact a Child’s Development Other than the systems outlined in the bioecological model that influence the development of a child, there are other factors that impact the development of a child. Genes are outside influences that greatly influence the development of a child. This is since the genetic makeup of an individual greatly influences the development of the child. This is as a result of the influence of genetics either in their dominance or recessive form hence influencing the development of the child (Berns, 2009). Additionally, the environment that a child develops in greatly influences the development of the child. This is since as the child develops, there are environmental factors that aid in nurturing the development of the child. This is especially as pertains to the culture that the child is born into. The environment has a role in socializing the child into the cultural practices of the society hence influencing the development of the child in as far as the morals, beliefs, attitudes, and core values where the child is born. Moreover, the environment influences the skills that the child acquires as he or she grows hence influencing the development of the child (Berns, 2009). Health is another factor that influences the development of a child. A child, who begins getting sick at a tender age immediately after birth and the few months after, has delayed development. This is exhibited in the learning institutions where these children have delayed developmental milestones and hence develop at a slower rate compared to the health counterparts. The immunity and health status of a child greatly influences the child’s development (Berns, 2009). Examples of the Relationships and Interactions for Each of the Four Systems Bidirectional relationship exists in the microsystem. This is a relationship that develops following the face-to-face relationship of the child with the microsystem. Through this interaction, there ensues a bidirectional relationship whereby the system influences the child and the child influences the system during the interaction that ensues between them. This is a mutually beneficial interaction where both parties involved in the relationship benefit from each other (Tudge, et al. 2009). Multi-setting relationship and interaction exists in the mesosystem. This is since the mesosystem in composed of multiple Microsystems that interact with each other hence influencing the development of the child. The multi-setting is depicted by the involvement of the family and the school setting hence both influencing the development of the child. Three different linkages develop from the relationships in the mesosystem: primary, supplementary and intermediate. Primary linkage is determined and influenced by the child as he or she develops, supplementary linkage is influenced by the school and the parents in the development of the child. Intermediate linkages are established when a third party is involved in enhancing the relationship between the two contexts that exist in the mesosystem (Tudge, et al. 2009). Bidirectional relationship exists in the exosystem and influences the development of the child. This is the system that encompasses both the micro and mesosystem hence influencing the child’s development and the child influencing the exosystem as he or she develops. The interaction of the child’s development and the exosystem is depicted by the social structures that exist and ensure that the child develops competently and has a beneficial relationship with the exosystem (Tudge, et al. 2009). The relationship of the macrosystem with the development of the child and consequently with other system is described as a unique relationship. This is since the macro system is responsible for providing opportunities for the child and other systems to thrive. Consequently, the macrosystem can inhibit the development of the child or other systems that influence the child’s development. Through the role of the macrosystem, it influences the intra-development of the child hence a viable interaction of the child as he or she develops with the systems that surround the child. Consequently, foundation setting is another interaction that is depicted in the macro system. This is since it is the system that is responsible for funding the other systems and developing policies that influence other systems. This leads to either a positive or negative influence on the development of the child depending on the foundation setting of the macrosystem (Tudge, et al. 2009). Discussion of the Impact of the Relationships and Interactions on a Child’s Development The systems outlined above are termed as impacting the development of the child on the basis of proximal processes. This entails the people, symbols and figures that a child interacts with hence influencing the development of the child. The impact of the systems on the development of the child is also based on the context of the interaction with the systems. The context is also determined by the frequency, length and the regularity with which the individual is exposed to the systems. Since it is a mutual relationship between the development of the child and the system, the impact of the system on the child will be beneficial if the interaction is beneficial. Moreover, the interaction and relationships can constrain the development of the child. This is evidenced by the foundation interaction in the macrosystem. This will inhibit the development of the child especially where the macrosystem does not make decisions that favor the existence of other systems hence influencing the adverse development of the child (Gursky, 2008). Conclusion The bioecological model is a model that greatly influences the development of a child. This is since it defines the person, the process, the time and context in which the child develops. Consequently, it emulates the systems that influence the development of a child: microsystem, mesosystem, exosystem and macrosystem. These systems work in synergy to positively influence the development of the child as exhibited in the relationships and interactions that result from the child interacting with the systems. The relationships that result are intra-individual relationships, primary relationships, supplementary relationships and multi setting relationship. However, there are other external factors that influence the development of a child; health, environment and genetic makeup of the child. The bioecological model has a significant impact in the development of a child since it influences the interaction of the child with the system. Moreover, it is a holistic model that is comprehensive and integrates the child with the people, figures and symbols that surround him. It is therefore of relevance to note that the bioecological model plays a significant role in a child’s development. References Berns, R., (2009). Child, family, School, Community: Socialization and Support. 8th edition, Cengage Learning, ISBN: 0495603252 Bronfenbrenner, U. & Morris, P. A. (2006), The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (Vol. 1): Theoretical models of human development (pp. 793-828). Hoboken, NJ: Wiley. Gursky, T. (2008). The relationship between integrated early childhood development research & foundation funding trends: Findings, implications, and recommendations. Tufts University). ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/89299847?accountid=45049 Tudge, J., Mokrova, I., Hatfield, B., and Karnik, R., (2009), “Uses and Misuses of Bronfenbrenner’s Bioecological Model of Human Development,” Journal of Family Theory & Review; 1: 198-210 Read More