Developmental Theories

Though the study of early child-hood development is relatively new, and considering the multiple theories in the area of studying child-hood development, I believe Bronfenbrenner’s Ecological Theory is the most comprehensive and holistic approach to studying and rationalizing the development of children. The Ecological Theory takes into account the importance of the relationships between child and community, the effects of communal relationships on the child, culture, the child’s influences and perceptions, as well as an ever evolving system.

The Ecological Theory of Development is broken down into 5 areas of environmental or contextual systems that relate to a child’s development. These systems are the microsystem, mesosystem, exosystem, macrosystem, and chronosystem.

The microsystem deals with the immediate environment of the child. This could be relationships with close family members such as parental or siblings, neighbors, or peers. This system could also include environmental factors or culture.

The second area of the five is the mesosystem. The mesosystem expands on the microsystem as the interrelations of the child’s microsystem are taken into consideration. An example would be the relationship between mother and father, their relationship with other siblings, and so forth.

The exosystem may include factors that indirectly effect the child’s development. This could include a parent not being present a lot of the time due to work or school. This may also include extended family members or relationships relating to individuals who are not present on a regular basis.

A most interesting area effecting development of a child is the macrosystem. The macrosystem may include cultural or sub-culture norms and values that may impact a child. I find this fascinating and evident in my observations of children of my community as apposed to inner-city children or non-natives. Many of my younger nephews and nieces make a game out of pretending to conduct a sweat-lodge ceremony as a result of their exposure to a particular culture or sub-culture.

Finally, the last segment of this theory is the chronosystem. The chronosystem sort of ties all of the components of this theory together. The chronosystem involves the evolution of a child as well as the evolution of the child’s world. This is to say that the child may undergo changes as well as the child’s environment which can both effect the child’s development. Environmental changes may include a child’s parents separating, moving to a new area, or any number of external factors that can effect the child’s perceptions and development.

Of all the theory’s relating to child-hood development, I favored the Ecological Theory based on the breakdown of structure in the theory. I also was able to correlate behavior exhibited by the children I studied as well as certain patterns that were specific to this theory. I believe all of the theories to be of value, but it is the Ecological Theory that I was able to comprehend at a level making it possible to observe and rationalize the behavior of several children.

I am always fascinated with the behavior displayed by young children, particularly my own. I thus chose to observe my two children- a boy of 16 months and a girl age 3. I also observed my nephew who is 3 and niece who is 4.

It was difficult at first trying to pick out specific behaviors or patterns that could be related to the Ecological Theory. I first observed eating habits but could not find any specific behaviors correlating to the theory. I did however consider the types of foods or diet these children are consuming are a direct result of parental influence and could possibly affect future eating habits.

I then began observing my children at play. It was then that I noticed an interesting behavior that reflected the Ecological Theory, specifically the macrosystem level of the theory. My children were exhibiting culturally relevant behavior as a result of their external environment. My son picked up a stick and was pounding a toy as if it were a drum. His sister also followed suit and they began to play as if they were singing traditional Paiute songs. I began to think about the theory and how environmental factors impact their development. In another household children of the same age may play mechanic, doctor, or another culturally relevant game, but my children were playing Indian. Though, it’s not a far stretch as they are Native and are exposed to culture to include song and ceremony.

I began to dig deeper into this behavior and how it relates to the Ecological Theory. I then began to think about the mesosystem. The mesosystem deals with the relationships going on around the child that effect the child. I thought about my interaction with family members and gatherings at mom’s house in Hungry Valley. My children are exposed to ‘Indian Humor’, hospitality, and traditional values and beliefs. The fact that I live my life this way and associate or spend my time with others that share similar backgrounds and beliefs further reinforces this behavior in my children. This reflects upon the Ecological Theory.

After observing my own children, I decided to go to my brother’s house and spend some time observing my niece and nephew. They are quite a rowdy pair to say the least. I sat on the couch and was immediately pummeled with tiny fists and smiles. They took turns jumping off of the couch and landing in my lap. They eventually calmed down and began playing away from me. It was then that I reflected upon their initial behavior while observing them currently at play.

They too were also exhibiting culturally relevant behavior in the way that they welcomed my presence. This behavior was not only culturally relevant but also specifically relevant to the dynamics and sub-culture existing in my immediate as well as extended families. I was able to once again observe the elements of the Ecological Theory present in the behavior of these children, specifically the mesosystem.

As I continued observing these children I was able to relate specific behaviors to different segments of the theory. I then began to think about their developmental stages and their lives as a whole. I began to ponder future traits or behaviors as an adolescent or adult that could be linked to current events or circumstances and how this all ties in to the theory. I began to think about the chronosystem.

The chronosystem segment of this theory takes into account evolution. Whether this be a parent dying or parents separating, moving to a new school are any number of events that change or evolve in a child’s life; these are such factors of the chronosystem that can have a major impact on a child’s development and future behaviors.

When I think about my children or my niece and nephew from this perspective, I can’t help but fall back to personal views which affect me emotionally, filling me with pride and love. I can easily picture all these children years down the road carrying on with traditional values and a belief system that was a result of environmental circumstance, culture, and developmental stages. I can imagine even further a better life, a life with all the good traits and experiences passed on but having forgotten the dysfunction and tragedy that plagued the previous generation. It is in this moment of reflection and blissful imaginings that I realize the validity and true value of this theory.

The Ecological Theory is not far from a simplified explanation; to include scientific theory and common sense. This theory of development is in tact and portrays an honest reflection of what has always been known, though not verbalized, for only science can attempt to breakdown and rationalize the poetry of God.

References

Parke, R. D., & Gauvain, M. (2009). Child Psychology. A Contemporary Viewpoint (7th ed.). :

McGraw-Hill.