Annotated-Bronfenbrenner's Model - Jenny Vorobieva

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Bronfenbrenner’s Model
Jenny Vorobieva
Education, College of Southern Nevada
Edu 220 - 1002
Dr. Rochelle Hooks
02/05/2023
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Bronfenbrenner’s Model
There are several different psychologists and researchers with their own theories as to
how they view the mental developmental stages of children. Urie Bronfenbrenner in particular,
described a “bioecological” model of human development (Bronfenbrenner & Morris, 2006).
Bioecological system can be defined as a complex system of relationships affected by multiple
levels of surrounding environment (Guy-Evans, 2020). Outside sources and influences such as
social, surroundings, and customs contribute to development. In this essay I will identify the
influence of development at each of the levels.
There are five total levels of development that are included in the bioecological model.
These are important because they emphasize just how connected the outside influential factors
are to a child’s development. It is sort of like a domino effect within the levels; if a child
experiences a traumatic moment, it will not only affect the child itself, but will have influence
into the child’s outside world (Pearson, 2021).
The child itself is labeled as the “Microsystem” which is the first developmental stage.
This stage as the direct child and it’s surroundings can have impact on his or her developmental
future with instances that occur directly to them. “The reactions of the child to individuals in
their microsystem can influence how they treat them in return.” (Guy-Evans, 2020). The
relationship with the parents is a strong indicator on positive or negative future effect on children
(Guy-Evans, 2020).
The second level is called the “Mesosystem”. This would be outside influences such as
school, family, church, doctor’s office, and day care (Pearson, 2021). These are situations where
a child will be affected developmentally in a physical environment first hand. Daily activities
such as seeing family, friends, and familiar faces, and familiar activities and their correlations is
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the second step in a child’s social influence. This level is about tying in internal and external
relations of the child. Example given from Guy-Evans, 2020 is that if the child’s parents have a
good relationship with their teachers, this would yield a positive effect on the child’s
development.
Third level is called the “Exosystem” which is essentially the third-party factors that can
affect a child’s development without the child being directly involved. Things like neighbors,
parent’s workplace, mass media, and legal services (Pearson, 2021). A dispute at the parent’s
workplace might cause them to come home and have a short temper with a child, although not
related directly to the child, which will result in negative impact. (Guy-Evans, 2020).
The fourth level is the “Macrosystem” which is how cultural elements such as ethnicity,
socioeconomic status, wealth, and poverty affect a child’s development (Guy-Evans, 2020).
Religious beliefs can also greatly impact a child’s upbringing developmentally. For example, a
child raised in poverty would experience different developmental affects than a child raised in
wealth.
The fifth and final level is the “Chronosystem”. This is the life-time stage of major life
events that change and fluctuate in occurrence over the child’s life that will have affects on the
child’s development as they grow (Guy-Evans, 2020). These instances can be something like
learning to ride a bike for the first time, to something more severe like the death of a parent. No
matter the size of the event, this will have an impact.
The important thing to note is how the different variations of changes in a child’s life can
impact other parts of their life within the bioecological levels. The example given in Pearson,
2020 is that a divorce in the family might cause a change in the child’s outside environment such
as location, school, and friends; which are related to the different tiers within the model.
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References
Slavin, R. E. (2021). Educational psychology: Theory and practice. Pearson.
Guy-Evans, O. (2020, Nov 09). Bronfenbrenner's ecological systems theory. Simply Psychology.
www.simplypsychology.org/Bronfenbrenner.html

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1

Education, College of Southern Nevada

Edu 220 - 1002

Dr. Rochelle Hooks

described a “bioecological” model of human development (Bronfenbrenner & Morris, 2006).

Bioecological system can be defined as a complex system of relationships affected by multiple

influence of development at each of the levels.

into the child’s outside world (Pearson, 2021).

matter the size of the event, this will have an impact.

Slavin, R. E. (2021). Educational psychology: Theory and practice. Pearson.

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