PSY FPX 6020 Assessment 5 Applying Bronfenbrenner’s Theory

Student Name

Capella University

PSY FPX 6020 Advocacy in Child and Adolescent Development

Prof. Name

Date

Introduction

Bronfenbrenner crafted an ecological systems theory to furnish a framework for comprehending child development. The objective of this theory was to explicate the dynamic interplay between an individual’s innate traits and their surroundings in molding the child’s growth. The ecological systems theory comprises five constituents, each offering perspectives into the manifold environments impacting children’s upbringing. These five ecological systems delineate the interrelated environments influencing a child’s development. Although each system exerts a distinct influence on the child, collectively, they wield a significant impact on their development (Ashiabi & O’Neal, 2015). To attain a deeper insight into ourselves, it is imperative to scrutinize our lives through the lens of Bronfenbrenner’s ecological theory. Thus, this paper serves as a self-assessment.

Microsystem

The microsystem embodies the immediate milieu where a child dwells, encompassing the domicile, educational institution, social circles, or locality. Interactions within the microsystem, inclusive of relationships with family, peers, educators, and caregivers, profoundly shape a child’s development. Favorable social interactions within the microsystem cultivate a positive developmental trajectory, while adverse interactions may engender unfavorable outcomes. Personal interactions within the microsystem determine the treatment and responses individuals receive. During my formative years, my microsystem predominantly revolved around my parents, as I grew up as an only child. Being the sole focal point of attention, I forged intimate bonds with my parents and maternal grandmother. However, the absence of siblings occasionally elicited feelings of solitude, contributing to my introverted disposition. Nonetheless, the support and affection from my family instilled a sense of love and security. Academically, I excelled, benefiting from a nurturing family milieu.

Mesosystem

The mesosystem elucidates the interconnectedness of diverse components within the microsystem and their impact on a child’s development. My introverted nature influenced my interactions within the mesosystem, particularly with educators. I exhibited reluctance in seeking assistance or clarification, thereby affecting my academic performance to some degree. Additionally, I grappled with obsessive-compulsive disorder (OCD) at a certain juncture, further complicating my social interactions. Despite these challenges, my parents’ active engagement in my education positively influenced my academic accomplishments.

Exosystem

The exosystem encompasses facets of the environment that indirectly shape a child’s development, such as parental workplaces and extended family. Both of my parents held steady professions, affording a comfortable lifestyle. Their involvement in my upbringing, coupled with supportive relationships with my mother’s colleagues, contributed to my social development. Furthermore, their dedication to my education cultivated a robust academic foundation.

Macrosystem

The macrosystem encompasses broader cultural elements, including socioeconomic status, ethnicity, and societal norms. My upbringing was influenced by my grandmother’s Christian principles, emphasizing values of respect and self-awareness. Additionally, as an African American, I was encouraged to strive for excellence in light of prevalent stereotypes. These cultural influences molded my identity and ethos.

PSY FPX 6020 Assessment 5 Applying Bronfenbrenner’s Theory

Chronosystem

The chronosystem encapsulates significant life events and historical incidents that mold a child’s development over time. Bearing witness to the events of 9/11 and experiencing the loss of my paternal grandmother were pivotal occurrences that influenced my worldview and emotional well-being. These experiences shaped my level of trust and emotional resilience.

Conclusion

The quality of interactions between the microsystem, mesosystem, exosystem, macrosystem, and chronosystem dictates positive or negative development. Healthy relationships among these systems are imperative for fostering positive development in children. Despite encountering challenges during my upbringing, I am appreciative of the affection and support bestowed upon me by my family and community.

References

Ashiabi, G. S., & O’Neal, K. K. (2015). Child Social Development in Context. SAGE Open, 5(2), 215824401559084. doi:10.1177/2158244015590840

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.