St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the St. Louis College of Bulanao in response to the
implementation of the Blended Learning way of Instruction.

This Learning Material is a property of the College of Education – St. Louis College of
Bulanao, Tabuk City. It aims to improve students’ performance specifically in the General
Education.

Date of Development : October 2021

Resource Location : Bulanao, Tabuk City
Learning Area : Child and Adolescent Learners and Learning Principles
Learning Resource Type : Module
Instructor : Jess M. Arceo

General Instruction/s:
The module will start with an Introduction which will give a general background on Child
and Adolescent Learners and Learning Principles. Series of activities and discussions will
encourage you to explore and learn about the topic. Through this module, the following
instruction/s should be followed.

1. This module is exclusively for SLCB students only.

2. Reproduction and use of this module for any purpose is strictly prohibited, unless with the
written permission from SLCB.
3. You may use this module for any acceptable purposes.

DEVELOPED BY: GRC-HERMIE 1

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES

(BRONFENBRENNER'S ECOLOGICAL THEORY )

I. INTRODUCTION
Bronfenbrenner came up with a simple yet useful paradigm showing the different factors that exert
influence on an individual's development. It points out the ever-widening spheres of influence that
shape every individual, from his/her immediate family to the neighborhood, the country, even the
world!

II. LEARNING OUTCOMES

At the end of this Module, you should be able to:

 Describe each of the layers of Bronfenbrenner's Bioecological
Model.
 Identify factors in one's own life that exerted influence on one's
development.
 Use the bioecological theory as a framework to describe the factors
that affect a child and adolescent development.

III. COURSE CONTENT

DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES
(Bronfenbrenner's Ecological Theory)

IV. LEARNING EXPERIENCE/S

ABSTRACTION/GENERALIZATION

Bronfenbrenner's model also known as the Bioecological Systems theory presents child
development within the context of relationship systems that comprise the child's environment.
It describes multipart layers of environment that has an effect on the development of the child.
Each layer is further made up of different structures. The term "bioecological" points out that a
child's own biological make-up impacts as a key factor in one's development.
Through the child's growing and developing body and the interplay between his
immediate family/community environment, and the societal landscape fuels and steers his
development. Changes or conflict in any one layer will ripple throughout other layers. 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.

Bronfenbrenner's Bioecological Model: Structure of Environment

The microsystem. The microsystem is the layer nearest the child. It comprises structures
which the child directly interacts with. It includes structures such as one's family, school and
neighborhood. As such, the microsystem covers the most basic relationships and interactions
that a child has in his/her immediate environment. Does the child have strong and nurturing
relationships with the parents and family? Are his/her needs met? In this layer, relationship
effects happen in two directions - both away from the child and toward the child. This means
that the child is affected by people with whom he interacts, and in turn these people are also
affected by the child. For example, a mother's deep affection for her child moves her to answer

DEVELOPED BY: GRC-HERMIE 2

to the baby's needs and keep the baby safe. In turn the baby's smiles and coos bring the mother
feelings of warmth and an affirmation that indeed she is a good mother. The child is affected by
the behavior and beliefs of the parents; however, the child also affects the behavior and beliefs
of the parents. Bronfenbrenner calls these bi-directional influences, and he shows how they
occur among all levels of environment. This is quite similar to what Erikson termed as
"mutuality" in his psychosocial theory.
Bronfenbrenner's theory looks into the interaction of structures within a layer and
interactions of structures between layers. At the microsystem level, the child is most affected by
these bi-directional influences. However, interactions at outer layers still influence the
structures of the microsystem.
The mesosystem. This layer serves as the connection between the structures of the
child's microsystem. For example, the mesosystem will include the link or interaction between
the parents and teachers, or the parent and health services or the community and the church,
The exosystem. This layer refers to the bigger social system in which the child does not
function directly. This includes the city government, the workplace, and the mass media. The
structures in this layer may influence the child's development by somehow affecting some
structure in the child's microsystem. This includes the circumstances of the parents' work like
the location, schedules. We see a change in the children's routine when for example the mother
works in a call center. That was seen in that burger chain commercial where the mom and the
children meet up at the fast food for breakfast just before the children go to school and the
mom going home from work in a call center. The child may not interact directly with what is
in the exosystem, but he is likely feel the positive or negative impact this system creates as it
interacts with the child's own system.
The macrosystem. This layer is found in the outermost part in the child's environment.
The macrosystem includes the cultural values, customs, and laws. The belief system contained
in one's macrosystem permeates all the interactions in the other layers and reaches the
individual. For example, in western countries like the US, most of the young people are
expected to be more independent by the time they end their teen-age years, while in Asian
countries like ours, parents are expected to support or at least want to support their children for
a longer period of time. It is not uncommon to see even married children still living with their
parents. In China and also in other parts of the world, sons are more valuable than daughters.
This may pose challenges for girls as they are growing up. Because of differences in beliefs and
customs, children from different parts of the world experience different child-rearing practices
and therefore differences in development as well.
The chronosystem. The chronosystem covers the element of time as it relates to a child's
environments. This involves "patterns of stability and change" in the child's life. This involves
whether the child's day is characterized by an orderly predictable pattern, or whether the child is
subjected to sudden changes in routine. We can also look into the pace of the child's everyday
life. Is it a hurried or relaxed pace? This system can affect or influence the child externally, like
the timing of other siblings coming or the timing of parental separation or even death. Effect
can also be internal, like in the bodily changes that occur within the developing child, like the
timing of menstrual onset for girls. As children get older, they may react differently to
environmental changes. The children may have also acquired the ability to cope and decide to
what extent they will allow changes around them to affect them.
No longer Nature vs. Nurture, but Nurturing Nature!
The long debate may be coming to an end. For decades, if not for centuries, there was a
long-drawn debate on which had more impact on child development, nature or nurture. Another
way of putting it is, is it heredity or environment that influences child development more. More
and more research now point out that both a child's biology and his environment play a role in
the child's growth and development. Development theories now stress on the role played by
each and the extent to which they interact in ongoing development.
The ecological systems theory focuses on the quality and context of the child's
environment. Bronfenbrenner pointed out that as a child develops, the interplay within the
layers of environment systems becomes more complex. This dynamic interaction of the systems

DEVELOPED BY: GRC-HERMIE 3

 happens meantime, while the child's physical and cognitive structures also grow and mature.
This bioecological theory helps us determine how the different circumstances, conditions and
relationships in the world affect the child as he or she goes through the more or less predictable
sequence of natural growth and development.

The Role of Schools and Teachers

Bronfenbrenner co-founded Head Start, the publicly funded early childhood program in the
US. He concluded that "the instability and unpredictability of family life is the most destructive
force to a child's development. "Researches tell us that absence or lack of children's constant
mutual interaction with important adults has negative effects on their development. According to
the bioecological theory, "if the relationships in the immediate microsystem break down, the
child will not have the tools to explore other parts of his environment. Children looking for the
affirmations that should be present in the child/parent (or child/other important adult)
relationship look for attention in inappropriate places. These deficiencies show themselves
especially in adolescence as anti. social behavior, lack of self-discipline, and inability to provide
self-direction."
Bronfenbrenner's theory reminds the school and the teachers of their very important role.
If there is a lack of support, care and affection from the home, if there is a serious breakdown
of the basic relationships in a child's life, what can the school, the teachers in particular do?
This theory helps teachers look into every child's environmental systems in order to understand
more about the characteristics and needs of each child, each learner. The schools and the
teachers can contribute stability and long-term relationships, but only to support and not replace
the relationships in the home. Bronfenbrenner believes that, "the primary relationship needs to
be with someone who can provide a sense of caring that is meant to last a lifetime. This
relationship must be fostered by a person or people within the immediate sphere of the child's
influence."
Schools and teachers' crucial role is not to replace the lack in the home if such exists,
but to work so that the school becomes an environment that welcomes and nurtures families.
Bronfenbrenner also stressed that society should value work done on behalf of children at all
levels, and consequently value parents, teachers, extended family, mentors, work supervisors,
legislators.

REFERENCES
Book
The Child and Adolescent Learners and Learning Principles
Brenda B. Corpuz, Ph.D., Ma. Rita D. Lucas, Ph.D., Heidi Grace L. Borabo, Ph.D., Paz I. Lucido,
Ph. D.

Internet
[Link]
%27s+ecological+theory&oq=BRONFE&aqs=chrome.0.0i433i457j46i433j0j69i57j0l4.4356j0j7&sourceid
=chrome&ie=UTF-8

DEVELOPED BY: GRC-HERMIE 4