Bronfenbrenner's Bio-Ecological System Theory Essay

Introduction
Bronfenbrenner’s theory looks at a child’s growth in the framework of the structural relations that form his or her environment. It defines complex “layers” of atmosphere, each having an outcome on a child’s expansion. This theory was recently renamed “bio ecological systems theory” to give emphasis to a child’s own biology as a major setting and fuelling their development. The collaboration between factors in the child’s maturing biology, his instant family/community environment, and the social landscape fuels and steers his development. Changes in any layer will wrinkle all the way through other layers. To study a child’s development then, we must look not only at the child and her instant environment but also at the interaction of the greater environments as well.

Body
Microsystem

The microsystem includes the interactions and relationships that children have with their instant environments (Berk, 2000). Arrangements in the microsystem include family, school and the neighbourhood. Children are watchfully tangled in proximal connections with familiar people (family members). At this level, relationships have influence in two directions - both away from the child and to the child. For example, a child’s parents may influence his/her beliefs and behaviour; however, the child also influences the behaviour and beliefs of his/her parents. Bronfenbrenner labels these as bi-directional influences, and he demonstrates how they transpire amongst all levels of the atmosphere. The connection of arrangements within a layer and connections of structures between layers is fundamental to this principle. At this microsystem level, bi-directional effects are strongest and have the greatest control over the child. However, interactions at outside levels can still impact the inside