Assignment Human Development || Bronfenbrenner’s Model
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Added on 2020-02-23
Assignment Human Development || Bronfenbrenner’s Model
Added on 2020-02-23
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Running head: LIFE SPAN AND HUMAN DEVELOPMENT1Life Span and Human DevelopmentName:Institution:
Life Span and Human Development2Part A: Revise Bronfenbrenner’s modelBronfenbrenner’s model outlines the interactions of genes during human development within the environment. This model is significant since it outlines the events which occur in the Child’s life, and they influence their development. The five systems which form the Bronfenbrenner model are the microsystem, the mesosystem, the exosystem, the macro system, and finally, the chronosystem (Ryan, 2001). First, the microsystem is viewed as the smallest among the five systems, and it refers to the first surrounding where the child lives (Peterson & Education, 2014). Children experience immediate interactions with the guardians or the immediate family. Children react based on the treatments they receive and hence their biological and genetic personality characteristics are impacted. Bronfenbrenner’s mesosystem outlines how the child’s body parts function together. It implies that the child obtains lessons based on the actions of the caregiver hence they may be hindered from developing within other channels. The exosystem explores places and persons which may impact the development of a child though they may not interact (Rushton, 2004). For instance, if the parent delays to get money to settle the bills since they were fired from work or rather if the parent is promoted in the workplace the child may experience negative and positive impacts respectively (Sigelman, Rider, & De George-Walker, 2016). The macro system is viewed as the largest system involves the wars, economy, and the national government which are great elements which may impact the development of a child. Finally, the chronosystem incorporates the element of time which relates
Life Span and Human Development3to the surroundings of a child during development. There are factors from the external surrounding such as a guardian’s death timing, or from the internal surrounding such as the psychological changes which impact the development of a child.Part 2: Applying Bronfenbrenner's modelIn applying Bronfenbrenner’s model, Rushton’s article regarding the genetic and environmental factors which impact the individual’s attitude is considered. To start with, the significant question addressed by the author is how genetics impacts the prosocial behavior (Harris, 2000). Therefore, the author’s work initially shows that genes impact the measures of empathy, self-report altruism, and the individual aggression which includes the violent acts. The current research presents the results regarding the genetic, social responsibility through the consideration of the monozygotic twins. People are viewed as intelligent based on trust and factors of social responsibility in their lives (Rushton, 2004). They also have different opinions regarding the social responsibility in regarding genetics. Therefore, the author engages in the neurohormonal, adoption, as well as the twin’s research to respond to the question regarding the genetic changes in the antisocial and the prosocial perspective. The author incorporates other studies such as Harris et al. (2000), and Krueger et al. (2001) to support his research.The study explores various dependent variables such as 148 pairs of twins who are dizygotic, the pairs of monozygotic twins were 174; a 22-item social responsibility questionnairewas as well provided. In simple words, 322 pairs of twins which imply that 644 individuals participated in the response to the study (Rushton, 2004). The twins used were between the age gaps of 18-75 years which make an average of 32 years. Amongst the monozygotic pairs used, 73 were males and 101 females, the dizygotics were made of 28 males and 62 females, and in
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