The five Bioecological Systems
Based on the Bronfenbrenner’s theory, behavior and development should be examined in the actual environment in which people reside using rigorously planned and naturalistic experiments (Couchenour & Chrisman, 2013). The theory identifies five bioecological systems that influence child development. The systems are microsystem, mesosystem, exosystem, macrosystem, and chronosystem (Couchenour & Chrisman, 2013).
The mesosystem refers to the pattern of interpersonal associations, roles and activities that the child experiences in face-to-face situations. These situations encompass factors that permit, inhibit or invite participation in interactions in the immediate settings Couchenour, D., & Chrisman, K. (2013). Examples of microsystems include the home settings, the preschool or childcare center settings, school settings or the neighborhood background. Many direct interactions with social agents occur in the microsystem.
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The mesosystem refers to the set of interconnections between two or more environments where the child is an active participant Couchenour, D., & Chrisman, K. (2013). This system entails associations between microsystems or links between contexts. There are four general types of this system, which include intersetting knowledge, interesetting communication, an indirect connection, and multi-setting participation.
The exosystem includes connections between social environments in which children do not experience immediate contacts or interactions Couchenour, D., & Chrisman, K. (2013). A mother, for example, who spends more hours at work, influences the period and the interaction quality between her and the child.
The macrosystem refers to the culture in which children live. Ethnicity, poverty, socioeconomic status, and developed and developing countries are macrosystem examples Couchenour, D., & Chrisman, K. (2013). The theory also groups public policy as a macrosystem. Macrosystem is integrated into each interaction layer and its systems cannot be considered separately from the other systems.
The chronosystem includes the time dimension in relation to children’s environment. Within the system, elements can either be internal or external Couchenour, D., & Chrisman, K. (2013). Examples include environmental events, patterns, life course changes, social-historical situations or different development stages because of increases in age.
Six NAEYC Categories and Accreditation Criteria
Families Standard
The families’ standard focuses on how to establish positive relationships with families and to maintain two-way communication (Couchenour & Chrisman, 2013).
7A. Knowing and Understanding the Program’s Families: this category requires instructors to collect information about the structure and home culture of the family in which the child develops through continuous communication with the family to understand the immediate child environment (NAEYC Accreditation, 2015).
7B. Sharing Information between Staff and Families: this category requires the staff to establish intentional methods that focus on enhancing stable relationships with families through continuous communication with families about child rearing (NAEYC Accreditation, 2015).
7C. Nurturing Families as Advocates for Their Children: This criterion emphasizes the importance of communicating with families in various ways regarding special needs or potential delays (NAEYC Accreditation, 2015). It also highlights the importance of supporting families in making decisions regarding services.
Community Relationships Standard
The community relationships standard focuses on how to establish relationships with the child’s community and how to use the community’s resources to enhance the accomplishment of the program objectives (Couchenour & Chrisman, 2013).
8A. Linking with the Community: this category requires teachers to form relationships with expert consultants and create a list of resources for families who require external services and assist the families to get those resources (NAEYC Accreditation, 2015). Resources may include zoos, libraries, parks and museums.
8B. Accessing Community Resources: this category requires the staff to find out about valuable community resources that children and families can use for development by engaging in the community (NAEYC Accreditation, 2015). This can be done by inviting community representatives, such as local performers, to share education information with the children.
8C. acting as a Citizen in the Neighborhood and the Early Childhood Community: this category requires the staff to develop good relationships with community organizations and agencies that can enhance the capacity of the program to meet the interests and needs of families and children (NAEYC Accreditation, 2015).
Critique
Based on Bronfenbrenner’s five bioecological systems, children develop through an active interaction process between them and the environment. Environmental contexts, such as the school, the community and the home, are interrelated and influence each other to shape the lives of people in them. The interrelationship can hinder or support the development of the child. The closest system to the child is the microsystem, followed by the mesosystem, the exosystem, the macrosystem, and the chronosystem.
Family standard 7B: Sharing Information between Staff and Families; criterion 01: The program staff should use different methods to enhance communication with families (NAEYC Accreditation, 2015).
The standard and the criterion emphasize the importance of good communication as the basis of quality early education and care. Communication with families will help teachers to understand the home environment and culture in which the child grows to build a positive learning environment. Relationships with families are a crucial element of early childhood development programs as they ensure that children develop a positive self-concept with a strong sense of safety in the learning environment (Fox, Carta, Strain, Dunlap & Hemmeter, 2010).
Community Relationships Standard 8A: Linking with the Community; criterion 05: Program staffs identify and form relationships with specialized tertiary consultants who can help children and families to participate fully in the program. The help entails support for children with disabilities, behavioral issues, or other special needs (NAEYC Accreditation, 2015).
This standard and the criterion highlights the importance of establishing strong relationships with the community in which the child grows and the importance of using external resources to help instructors to promote child development. Special education instructors and behavior experts can offer valuable expertize and support both to families and teachers in dealing with the needs of the child to ensure an individualized support and teaching. At the microsystem level, the criterion is vital as it offers teachers and program staff with the knowledge they need to support positive behavior among children. It cannot be assumed, however, that program staff and instructors understand how to implement effective strategies to influence behavior change. They must be trained and supported to succeed. If teachers and program staff lack adequate training and support, then they will not be able to properly establish a positive environment that supports positive behavior. They will need help from behavioral experts and other professionals for external assistance.
How the Theory has Changed My Perspective
Bronfenbrenner’s theory demonstrates how different contexts affect child development. The theory highlights that children develop due to an active interaction between different systems and the child. These systems are interrelated and work together to influence child development (Bronfenbrenner, 2005). I have learned that it is important to collaborate with parents and other professionals to promote a positive environment for child development. I have also learned that all elements found in the environment in which a child develops should be examined extensively to determine areas of improvement, and to eliminate problem areas. In turn, this requires regular communication with families, and the establishment of stable relationships with the child’s community to understand the environment and to find resources that enhances child development.
References
Couchenour, D., & Chrisman, K. (2013). Families, schools and communities: Together for young children . Cengage Learning.
Fox, L., Carta, J., Strain, P. S., Dunlap, G., & Hemmeter, M. L. (2010). Response to intervention and the pyramid model. Infants & Young Children , 23 (1), 3-13.
NAEYC Accreditation. (2015, April 1). NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment [PDF]. National Association for the Education of Young Children.
