Bronfenbrenner’s Ecological Model - Doc
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Added on 2021-06-15
Bronfenbrenner’s Ecological Model - Doc
Added on 2021-06-15
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SECTION 1Childs Personal DetailsBirthdate: 12/5/2016Age: 24 MonthsGender: FemaleCultural background: AboriginePlace of birth: Western AustraliaHealth status: Normal, healthy, no allergies, no systemic illnessVital Signs: Normal Blood Pressure, Pulse per min and body temperatureChilds Centre participation: Active 3 hours per day, 5 days a weekSiblings: Three ( two sisters and a brother)Family type: Single parent ( headed by the mother)Neighborhood: Low income levelLanguage: learning to speakSECTION 2Family Background in a wider community in context As the playgroup teacher, I used the diagram below to create a summary of the background information. This is a contemporary environment with factors influencing the child’s learning and development[ CITATION Osw15 \l 1033 ].
Bronfenbrenner’s Ecological ModelWith a goal to understand the child’s capabilities and potential, I collected data by checking the child’s family background for information. The findings are discussed using the ecological model.Figure 1: Illustration of the Bronfenbrenner’s ecological modelChronosystem (Changes over time)The child has a concrete family history and social background. These are experiences and events in the society such as family, teachers and role models (Anderson, 2014). The child comes from a single parent family in which her mother is the backbone of the family. The child showed signsof withdrawal on discussions about the family. She has poor memory of a father and social responsibility but has an idea about domestic violence. This is a single parent child with an experience of juvenile delinquency in the neighborhood and she does not like fairy tale stories onIndividual ChildMicrosystems ( Immediate Environment )Exosystem ( Indirect Environment)Macrosystems ( Social and Cultural ValuesChronosystem ( Changes over time)
marriage and family [ CITATION Sou13 \l 1033 ]. Though she has a poor social perception of her social environment, she has role models like her mum and teacher who give positive impression of feminine roles. She shares thoughts in drawings showing her mother as good, caring and fun. She speaks about her mother warmly, with laughter. Macrosystsem (Social and Cultural values)An interview about the child’s cultural values, beliefs and practices reveals that she overcomes fears of the unknown by differentiating the good from bad based on caregiver reinforcement. Shehas developed values such as sharing, apologizing and appreciating from her mother. She goes tochurch every Sunday and her teacher speaks about loving others and being honest. In her opinion, the dos, don’ts, come from cultural values. She believes that people who do bad things are punished by God while those who do good find happiness [ CITATION Sig14 \l 1033 ]. She does not understand cross-cultural differences in her community but she respects her neighborhood. Inher opinion, the police often arrest wrong doers. She is optimistic and shows concerns about her siblings. The child spends less time watching TV but she plays a lot with her mother and friends. Some of her friends own toys and video games. She has an idea about lifestyle choices such as dressing, food, religion and music from people around. She remembers global celebrations like Christmas, Easter, Birthdays and New Year celebrations. She is not aware of cultural or traditional events in her home environment. Exosystem (Indirect Environment)The child has learned from role models like carers and those in the neighborhood. Her negative encounter with nanny as caregiver makes her to dislike strangers. She does not refer to the extended family. She has one home, feels connected to the caregiver, and responds to relationships (both negative and positive). She links people to human voices and sounds to things
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