The micro system's setting is the direct environment we have in our lives. Your family, friends, classmates, teachers, neighbors and other people who have a direct contact with you are included in your micro system. The micro system is the setting in which we have direct social interactions with these social agents. The theory states that we are not mere recipients of the experiences we have when socializing with these people in the micro system environment, but we are contributing to the construction of such environment.
The mesosytem involves the relationships between the microsystems in one's life. This means that your family experience may be related to your school experience. For example, if a child is neglected by his parents, he may have a low chance of developing positive attitude towards his teachers. Also, this child may feel awkward in the presence of peers and may resort to withdrawal from a group of classmates. The exosystem is the setting in which there is a link between the context where in the person does not have any active role, and the context where in is actively participating.
Suppose a child is more attached to his father than his mother. If the father goes abroad to work for several months, there may be a conflict between the mother and the child's social relationship, or on the other hand, this event may result to a tighter bond between the mother and the child. The macrosystem setting is the actual culture of an individual. For example, being born to a poor family makes a person work harder every day. The chronosystem includes the transitions and shifts in one's lifespan.
This may also involve the socio-historical contexts that may influence a person. One classic example of this is how divorce, as a major life transition, may affect not only the couple's relationship but also their children's behavior. According to a majority of research, children are negatively affected on the first year after the divorce.
It is, in essence, a system of microsystems and as such, involves linkages between home and school, between peer group and family, and between family and community. For example, a father who is continually passed up for promotion by an indifferent boss at the workplace may take it out on his children and mistreat them at home. For example, children in war-torn areas will experience a different kind of development than children in a peaceful environment.
Awareness of the contexts that children are in can sensitize us to variations in the way children may act in different settings. For example, a child who frequently bullies smaller children at school may portray the role of a terrified victim at home.
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Journal of Human Behavior in the Social Environment, 23 8 , Wilson, P. Young minds in our schools-a guide for teachers and others working in schools. Year: YoungMinds Jan Toggle navigation. Developmental Psychology Bronfenbrenner Bronfenbrenner's Ecological Systems Theory Bronfenbrenner's Ecological Systems Theory By Olivia Guy-Evans , published Nov 09, Key Takeaways Bronfenbrenner's ecological systems theory views child development as a complex system of relationships affected by multiple levels of the surrounding environment, from immediate settings of family and school to broad cultural values, laws, and customs.
To study a child's development then, we must look not only at the child and her immediate environment, but also at the interaction of the larger environment as well.
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