Reflective Task: Application of Bronfenbrenner's Theory in Education

This assignment presents a student's reflective task on Bronfenbrenner's bio-ecological model of child development. The student discusses the relevance of the theory, emphasizing the importance of interaction between a child and other individuals, such as parents or teachers, in fostering cognitive abilities. The reflection highlights how the theory applies to early childhood settings and the teacher-student relationship, suggesting that teachers can influence a student's interest in academics through effective communication and interaction. The student also references Vygotsky's sociocultural theory, particularly the zone of proximal development (ZPD), and its significance in education. The assignment is based on the context of the provided assignment brief which is a journal article on innovative behavior, focusing on the application of social-cognitive theory and its implications for understanding how employees become motivated to generate and implement new ideas.

Running head: REFLECTIVE TASK
REFLECTIVE TASK
Name of the student
Name of the university
Author Note

1REFLECTIVE TASK
According to the Bronfenbrenner bio-ecological model of development, it has been
stated that the cognitive development of a child takes place through a progressive process
between the child and the person. In order to make things effective, it is equally important to
increase the duration of interaction between the child and the person (Bronfenbrenner & Morris,
1998). Bronfenbrenner, a Russian American developmental psychologist was the personality in
the world of American psychology who modeled bioecological model that had been taken up by
America for the curriculum of its kindergarten schools and institutions for the toddlers and the
children who were pre-primary students (Bronfenbrenner & Morris, 1998).
I believe, that this theory is absolutely relevant as I have seen many instances where a
child seems to have better cognitive ability if the student has been in a progressive process with
another person. For instance, a child who stays with their parents would have better cognitive
ability than the one staying in foster care. Similarly, it can be said that if a child is found to be
more interactive with a particular person, say for example, his father than that of any other
person, it is most likely that the child would develop better understanding with the one he has
spent more time or interacted.
Considering the early childhood setting, it can be said that as far as teacher-student
relationship is concerned, Bronfenbrenner’s theory of child development must enable a teacher
to observe, work upon and influence the nature of interaction he/she is performing with the
student in order to influence the student to get interest in academics and other fields of study that
enhances his/her cognition to a certain extent (Woolfolk & Margetts, 2013, p. 25). The teacher
should make proper communication and interaction with the student to make him/her feel at ease
according to the theory that states human development takes place through complex interactions.

2REFLECTIVE TASK
Therefore, a proper teacher-student relationship can be built if such theory and approach is
followed in the classroom.

3REFLECTIVE TASK
References:
Bronfenbrenner, U., & Morris, P. A. (1998).The ecology of developmental processes. In W.
Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1:
Theoretical models of human development (pp. 993-1028).New York: Wiley.
Woolfolk, A., & Margetts, K. (2013). Educational Psychology EBook. P. Ed Australia.