Essay: Child Development in Claymore and Bronfenbrenner's Model

This essay examines the impact of poverty on child development, focusing on the experiences of children in Claymore, Australia, a disadvantaged community. The paper begins with an introduction to the challenges faced by children growing up in low-income families, highlighting the significance of their environment. The essay then summarizes a video featuring five children, detailing their socioeconomic backgrounds and the hardships they endure. A key element of the analysis is Bronfenbrenner's bio-ecological model, with each of the five environmental systems (microsystem, mesosystem, exosystem, macrosystem, and chronosystem) explored in detail. The essay discusses how factors within these systems, such as family dynamics, school environments, community influences, and cultural norms, shape the children's development and wellbeing. The analysis emphasizes how poverty affects children's cognitive function, health, and emotional development. The conclusion summarizes the key findings, reinforcing the impact of poverty on child development and the relevance of Bronfenbrenner's model in understanding these complex influences.

Running head: CHILD DEVELOPMENT
Name of the student:
Name of the University:
Author’s note

1
CHILD DEVELOPMENT
Introduction:
In order to shape a child to be a responsible and healthy adult, the environment of
children plays a crucial role. Children who are growing up in low-income families face many
challenges compared to the children belong to the middle to high-income families (Sampson,
2017). These children who are growing up poor are more likely to experience multiple family
transitions, move frequently and changes schools (Hietanen et al., 2016). The schools they
attend are less refunded and the parents of these children have few resources to invest in their
educations (Sudfeld et al., 201. Consequently, it affects up bring and wellbeing of the children.
This paper will provide an in-depth analysis of children who were interviewed, observation ,
brief summary and Bronfenbrenner’s Ecological System in the following paragraphs.
Background:
The video emphasized the point of five children (Jessica, Jayda, Jacob, Damian, Dale), of
the claymore who are suffering from poverty and associated consequences. Claymore is outer
Sydney community and it is one of the most disadvantaged suburbs in Australia (Ferguson,
2019). Majority of the children and adolescents are school going and grow up under single
parents. The children who were interviewed for their perspectives are Jessica, Jayda, Jacob,
Damian, Dale. Considering the socioeconomic status of these children and adolescents, each of
them belongs to the below poverty level which shaped their perception of viewing world and
survival (Ferguson, 2019). Jessica is 12 years and did not go to school because she was hurt and
lost her school bag, indicating she has trouble schooling. Jessica has an older brother and a little
sister and parents in a public house. Neither of her parent's works and their only income source
is the central link. Jessica’s brother Hayden is 14. He's having his own troubles at school. Vicky

2
CHILD DEVELOPMENT
is the best friend of Jessica and classmate. Jada is 8 years old and he is in primary school and
he rarely misses his school (Ferguson, 2019). He usually rarely do homework because of the
lack of pencils. Jada has two other siblings and a single mother (Jorden is 7 years old and
Cheyenne is 15 years old). Jacob is 11 years old and has friends from the claymore public
school. Jacob lives with his brothers, sisters and his mum. Twelve-year-old Damian is the eldest
of the family (Ferguson, 2019). Dale is also 12 years old. Dale lives with his parents and he is
school going (Ferguson, 2019). He usually stays in his friend’s plays due to domestic violence
that he experienced every day (Ferguson, 2019).
A brief summary of the observations from the video:
The video provided an idea of the poverty level in suburban of New South Wales
Australia, claymore and how it affected the up bring and wellbeing of the children who are living
there. From the video, it was observed that Claymore is one of the most disadvantaged
suburban community in Australia and also has the highest proportion of young children who are
experiencing poverty compared to other places across the world (Ferguson, 2019). The majority
of the children are living with their single parents and siblings, except a few of them are living
with both the parents. The schooling of the children is irregular here, one of the examples of this
is Jessica who did not go to school due to lack of adequate resources they have (Ferguson, 2019).
They parents invested less amount of resources in the education and they have very limited
cognitive stimulating materials for limitation. The social and economic deprivation is common in
claymore where the majority of the children have unemployed parents, the central link is being
the prime source of the income (Ferguson, 2019). The children are living in public housing and
usually experienced incidents such as bully and domestic violence. The video captured in point
of view of other children apart from the children who were the prime focus of the children.

3
CHILD DEVELOPMENT
Considering the conversation with the parents of the children, the parents of children were
mostly single parents and find it difficult to end meet due to lack of employment (Ferguson,
2019). Consequently, the children may experience Compromised cognitive function, health
issues, and emotional problem.
Discussion:
Bronfenbrenner bio-ecological model is a theory of educational psychology which
provides a framework to the researchers to examine the individual relationship of human with the
immediate environment, community, and wider society (Ashiabi & O’Neal, 2015). This
ecological framework is developed by Urie Bronfenbrenner, Russian-American developmental
psychologist and his bio-ecological model have become an integral part of the American
kindergarten programs. The model identifies five different environmental systems with which
an individual interacts (Vélez-Agosto et al., 2017). These five different levels of the environment
include Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem (Ashiabi &
O’Neal, 2015). These five environments influenced the personal and the social development of
the children which further shape them as adults.
Considering Microsystem of theory, this environment is referred to the groups of people
that directly and immediately influence the development of children such as family and siblings,
neighbor’s school and peers. In this current context, the beliefs and behavior of parents influence
the children and children will develop the values and behavior of their parents and peers (Brown
& Sumner, 2019). The children will be more inclined to be either stressed, vulnerable or may
exhibit anger, aggression, and violence. They will have poor self-esteem, lack of empowerment,
low confidence.

4
CHILD DEVELOPMENT
Compared to mesosystem, the macro system provides a broader view of society.
Considering mesosystems, it is the second layer of the environment with which the individuals
and encompasses the interaction between different microenvironment. As discussed by Gottfried
and Gee (2017), it is refers to the in the relationship between the individual’s family and their
school teachers. The positive relationship between family members and teachers facilitate
academic performance by providing them a safe and comfortable environment and
encouragement (Brown & Sumner, 2019). In this current context, majority of the children are
irregular to go to school and their parents are not able to communicate with their children due to
the fact that they are struggling to do their end meets. Consequently, the parents failed to develop
a positive relationship with the teachers and it will affect the cognitive and social development of
the children (Brown & Sumner, 2019). They will have poor values, they will be vulnerable,
subjected to psychological distress and experience bully (Brown & Sumner, 2019). They will be
absent frequently for school.
Compared to the second environmental layer, Exosystem is the environment which
indirectly interacts the individuals and has a positive or negative influence on the development of
the children. Considering the exosystem, Eriksson, Ghazinour, M and Hammarström (2018),
stated that this environment involves the link between a social setting where individuals do not
have an active role and the immediate context of the individuals. For example, the experience of
a child and relationship with parents is influenced by the experience of a parent at work. In this
current context, if parents are unemployed and financially struggling which will affect the child
and their up bring along with their wellbeing (Brown & Sumner, 2019). The children experience
bully, domestic violence and abuse and they develop values and behaviors according to it.

5
CHILD DEVELOPMENT
Compared to the third level of environment, Macrosystem is referred to the culture in
which individuals live. Gottfried and Gee (2017), suggested that the Macro system include
cultural norms of the community industrialized countries, socio-demographic status, cultural
rituals, identity, heritage, and values. In the current context, the children belong to the suburban
of Australia where the population belongs to the low socio-demographic status which further
influences the development of the children. The children have compromised emotional, physical
and behavioral development. They will develop values of gender stereotypes, cultural biases and
will be culturally incompetent.
Considering Chronosystem, Vélez-Agosto et al. (2017) suggested the environmental
events or transitions over the life course, and it influences the children development. One of the
examples of this transition is divorce. In this current, physiological changes that occur with the
aging of a child due to living with single parents. It will affect their point of view of forming a
long-lasting relationship.
Conclusion:
Thus it can be concluded that Children who are growing up in low-income family face
many challenges compared to the children belong to the middle to high-income families. The
paper explored a video which is emphasized on the point of five children and how poverty
affected their wellbeing. This paper explored the Bronfenbrenner bio-ecological model which is
a theory of educational psychology for examining the individual relationship of human with the
immediate environment, community, and wider society. The effect of these environments would
be they will have poor values, they will be vulnerable, subjected to psychological distress and
experience bully.

6
CHILD DEVELOPMENT

7
CHILD DEVELOPMENT
References:
Ashiabi, G. S., & O’Neal, K. K. (2015). Child social development in context: An examination of
some propositions in Bronfenbrenner’s bioecological theory. Sage Open, 5(2),
2158244015590840. https://journals.sagepub.com/doi/pdf/10.1177/2158244015590840
Brown, T. J., & Sumner, K. E. (2019). Cross-National Examination of Work-Family in Parents
of Children with Disabilities Using a Bioecological Model. In Child & Youth Care
Forum (pp. 1-16). Springer US.https://link.springer.com/article/10.1007/s10566-019-
09501-z
Eriksson, M., Ghazinour, M., & Hammarström, A. (2018). Different uses of Bronfenbrenner’s
ecological theory in public mental health research: what is their value for guiding public
mental health policy and practice?. Social Theory & Health, 16(4), 414-
433.https://link.springer.com/article/10.1057/s41285-018-0065-6
Ferguson, S. (2019). Growing Up Poor. [online] Four Corners. Available at:
http://www.abc.net.au/4corners/growing-up-poor/4279854 [Accessed 9 Jul. 2019].
Gottfried, M. A., & Gee, K. A. (2017). Identifying the Determinants of Chronic Absenteeism: A
Bioecological Systems Approach. Teachers College Record, 119(7),
n7.https://eric.ed.gov/?id=EJ1144259
Hietanen, J. K., Glerean, E., Hari, R., & Nummenmaa, L. (2016). Bodily maps of emotions
across child development. Developmental science, 19(6), 1111-1118.
https://eglerean.github.io/files/Hietanen_et_al_DevSci_15.pdf

8
CHILD DEVELOPMENT
Sampson, R. J. (2017). Family management and child development: Insights from social
disorganization theory. In Facts, frameworks, and forecasts (pp. 63-94). Routledge.
https://www.taylorfrancis.com/books/e/9780203792452/chapters/10.4324/978020379245
2-5
Sudfeld, C. R., McCoy, D. C., Danaei, G., Fink, G., Ezzati, M., Andrews, K. G., & Fawzi, W.
W. (2015). Linear growth and child development in low-and middle-income countries: a
meta-analysis. Pediatrics, 135(5), e1266-e1275.
https://pediatrics.aappublications.org/content/pediatrics/135/5/e1266.full.pdf
Tudge, J. R., Payir, A., Merçon‐Vargas, E., Cao, H., Liang, Y., Li, J., & O'Brien, L. (2016). Still
misused after all these years? A reevaluation of the uses of Bronfenbrenner's
bioecological theory of human development. Journal of Family Theory & Review, 8(4),
427-445. https://www.semanticscholar.org/paper/Still-Misused-After-All-These-Years-
A-Reevaluation-Tudge-Payir/2e5fad39aaed436bcbedb8f6596406b34ff5325b
Vélez-Agosto, N. M., Soto-Crespo, J. G., Vizcarrondo-Oppenheimer, M., Vega-Molina, S., &
García Coll, C. (2017). Bronfenbrenner’s bioecological theory revision: Moving culture
from the macro into the micro. Perspectives on Psychological Science, 12(5), 900-910.
https://www.researchgate.net/profile/Monica_Vizcarrondo_Oppenheimer/publication/
321012999_Bronfenbrenner's_Bioecological_Theory_Revision/links/
5a078f57a6fdcc65eab3ada3/Bronfenbrenners-Bioecological-Theory-Revision.pdf