Theory Of Child Development Children And Young People Essay

Theory Of Child Development Children And Young People proveUrie Bronfenbrenner ecologic system possibleness was created to charge on the fictional character and contentment of the barbarians environment. He believed that as a kid grow and wax the representation he/she move with the environment becomes more complex. His theory was created to answer the call into question How does the environment boosters or stops the organic evolution of a peasant? (Paquette, Ryan, 2001) The Urie Bronfenbrenner bionomic system theory of nestling development has 5 systems that greatly relate the development of minorren. These systems consist of rules, norms and roles that is responsible for the defining in tiddlerrens development. The names of these systems atomic number 18 microsystem, mesosystem, exosystem, macrosystem and chronosystem. ( give instructionwork garterer- St. rosemary Educational Institution. Growth and Development Theory URIE BRONFENBRENNER (1917-2005), n.d).Micro system is define as the direct environment a small fry lives in, including the sisters moveion with any straighta authority kin or organisation. The immediate relationship allow for be family members, friction match groups, neighborhood and the immediate organisation giveing be civilize or day-c be. The agency that these groups, schools and organisation interact with the child will play a major role in the childs development. The more warming, comfortable, encouraging, and nurturing the relationship and organisation are the divulge the child will develop and grow. (Oswalt, 2008). as well the impact of the relationship occurs in two directions away from the child and toward the child. An use will be a childs kick upstairs whitethorn affect his/her doings precisely the child female genitalia also affect the deportment of the provokes. Urie Bronfenbrenner refers to this mechanism as bi-directional gos. (schoolworkhelper- St. Rosemary Educational Institution. Growt h and Development Theory URIE BRONFENBRENNER (1917-2005), n.d). An example of bi-directional influence will be A friendly, attentive child is wishly to evoke optimistic and patient reactions from parents, whereas an irritable or distractible child is more give carely to be a target of parental impatience, restriction and punishment. (Collins etal. 2000 Crockenberg Leekers, 2003a).Mesosystem is use to describes the different move of the microsystem such as home, school, neighbourhood and day-care working together for the benefit of the child (Oswalt, 2008). The way a parent and a child will interact with each other at home is likely to affect the way that child interacts with the capital care runr in child care settings and vice versa. (Brek, 2000 ). An example of mesosytem will be if a childs caregiver plays an active role in school, such as volunteering to be a dissever of activities, go steady parent teacher meetings, year level meetings, syndicate meetings and even wa tching the child play games like soccer, basketball, tennis etc will help ensure the egression and development of the child. (Oswalt, 2008). This is because a childs academic process does non only expect on what goes on in the classrooms but the involvement of the parents or caregiver (Epstein Sanders, 2002), and as long as the parents or caregiver show intimacy in what the child is doing hence the child will be involuntary to do and achieve more which will result in seemly addition and development. Another way to show how the mesosystem works in shaping the development of a child is by family-neighbourhood connections. For example a child that has an economic disadvant climb on butt joint benefit greatly from family-neighbourhood relationship. You see, rich families do not think on their immediate surroundings for kindly actualize or education. Therefore they can afford to call in their children to lessons and better quality schools in other communities. ( Elliott eta l. 1996). Now a poor family will depend on their immediate surroundings for social support and education. After school programmes that offer child care to families and art, music, sports, scouting, dancing, singing etc to the child are relate to improve the performance in school in middle age childhood and psychological adjustment.( Posner vandell,1994 Vandell posner, 1999). Religious youth groups and special interest clubs like circle K that is provided by neighbourhood organisation will help the development in adolescence, by raising their self-esteem, enhancing their performance and achievement at school and giving them the knowledge on how to behave responsibly in society. (Gonzales etal., 1996 Kerestes Youniss,2003).Exosystem refers to the casts and people that the child may not interact with regularly but plays an important role in the child maturation and development. These places and people will be the parents workplace, the neighbourhood, extended family members etc. An example of exosystem will be if a childs parent is fired or laid off from work then the household will only have one set of income or no income at all. This will result in the parent not being able to pay rent, buy groceries or even position the child to school which will negatively impact the child development and growth (Oswalt, 2008). In fact research confirms the negative impact of a break down in exosystem show an increase rates of negate and child abuse.( Emery Laumann-billings, 1998). However if that child parent receives a promotion or a raise at work, then the parent can provide a proper home, satisfy the child needs when the child is hungry and send he/she to school which will positively impact the child development (Oswalt, 2008).Macrosystem consist of all systems mention above, the cultures, the general beliefs, written and impromptu principles that governs e realone on society behaviours. These principles can either be legal, political, economic, spiritual or educational (schoolworkhelper- St. Rosemary Educational Institution. Growth and Development Theory URIE BRONFENBRENNER (1917-2005), n.d). The macrosystem can be defined as the effect of larger principles having a cascading influence throughout the interactions of all other layers (Paquette, Ryan, 2001). For example If in a concomitant culture the belief is that parents should have full office of raising their child, it is extremely unlikely that the culture will provide any resources to assist the parent. As a result the structures at which the parent functions will be affected. The parent ability or inability to handle the responsibility toward their child deep down the childs microsystem is affected (Paquette, Ryan, 2001).Chronosystem is refered to by Urie Bronfenbrenner as the temporal dimension of his model. The environment is ever changing. Important events that may occur throughout a childs life like birth of a sibling, going to school for the first time, parents being break are able to alter existing relationships between that child and the environment resulting in new conditions that can affect development. Also the timing of environmental change affects the impact. For example A toodler having a brother or babe will experience different consequence than a schhol-age child with activities and relationships beyond the family. As a child gets older they have the ability to select, neuter and create many of their own settings and experiences. This ability depends on the child physical, intellectual, person-to-person characteristics and their environmental opportunities. Children are both products and producers of their environment therefore both the child and the environment form a network of interdependent effects in ecological system theory (Brek, 2000).So far we have insinuate Urie Bronfenbrenner ecological systems theory of child development. Now we will discuss how this theory informs the assimilation agents that influence growth and deve lopment. Before we get into the discussion we will first define what a acculturation agent is. A culture agent is people like parents, family members, peers, teachers, social institutions like school, community centers and spectral institutions that assist with incorporating an mortalist with society. There are 4 major agents of socialization in society family, school, community culture and peers. The other agents will be mass media, gender and work. All the agents mentioned above are further separate into socialization groups. The groups are primary agents, secondary agents and social class.Primary agents of socialization are made up of people that are very fast to the individual like family, teachers and friends. The most important primary agent of enculturation will be the family because they help shape the life, development and behaviour of an individual with in the society.Secondary agents of socialization are institutions that assist the individual in finding their plac e within the society. Secondary socialization agents include religious instutions, schools, community centers, work places etc. Schools are responsible for improving a child social skill which helps him/ her incorporate well with the surrounding society. kindly classes will be the lower class, working middle class and high elite class. In other words social class is dividing an individual within the society (Baxamusa, 2011).Now there is a better come across of what socialization agents are we can discuss how Urie Bronfenbrenner theory informs them. However the focus will only be on the socialization agents that influence growth and development. There are family, educators, schools and community amounts.Urie Bronfenbrenner ecological theory inform educators in how to handle and analysis situation that may occur in schools whether it is pre-school, primary or secondary school. For example Akelia is sitting in an art class using markers to draw pictures. Henderson joins her at the table and begins to cut scrap wall base with a scissors. Akelia place a piece of paper in the centre of the desk, now Henderson thought that it was scrap paper and begin to cut it in pieces. Akelia looks over to what Henderson is doing, when she realise the paper Henderson was cutting was the piece she place in the centre, she jump up and shouted NO That is moms while pulling the paper out of Henderson hands. Suddenly Akelia punch Henderson in the ribs before the teacher can arrive at the desk. In this scenario an educator that is informed by Urie Bronfenbrenner ecological theory will conclude that Akelias mesosystem is aggressive or forceful and the way Akelias family members, neighbours or parents interact with her is violent or inimical resulting in Akelia development that way towards others. So instead of punishing Akelia the educator will speak to her parents about her behaviour towards other and try to come to an agreement on how to deal with the situation so Akelia can gr ow and develop in a more positive way. This approach will be better than punishment because if Akelia is punish it will only plant her more hostil. This is because Akelia thinks that her behaviour is right because that is what she knows from home and that is how she developed. Therefore she will not understand the former she is being punish and will exhibit very hostile behaviour towards the educator and nothing will be resolved. Also the educator informed by Urie Bronfenbrenner theory will reflect on her class room environment or school environment to make sure that Akelias microsystem is not interacting with her in any violent or hostile way to make her respond to the situation the way she did. If the mesosystem interaction with Akelia is violent or hostile then the educator will go to higher authorities to talking on how the school is interacting with students and how it is impacting the growth and development of students in a negative way.Urie Bronfenbrenner ecological theory informed programmes that are put in place in schools and communities centers. For exampleThe school may have sports programmes, social proletarian programmes, donation programmes and counsellor counsellors to work with students who microsystem and mesosystem is broken where the parents or family members, home and neighbourhood are very aggressive, forceful, hostile violent towards the child resulting in the child being emotional scared and growing and developing into a very angry person. When this occur the guidance counsellor of the school will interact with the child, place the child in afterschool programs like sports to help release tightness and violent energy, the guidance counsellor may also alert social workers to interact with the parents and try to make better environment for the child so the child can have great growth and development. Also students who exosystem may be broken or breaking down. For instance the mother baron lost her job or salary has been cut and the child may be not attending school for long periods of time because the parents do not have sufficient funds to send him. When the child does attend school he is in fights because of the broken exosystem the parents are constantly flake and on the verge to getting a divorce. This then leads to the child undergoing a life changing event which hinders his growth and development because he do not want to socialize or be a part of school activities or school. The school will have a guidance counsellor interact with the child and be there through the stages the help the child cope with the life changing events without hindering the growth and development. Also students who are in a particular culture that believe that parents should take full responsibility for raising their child and no resources are condition to the parent. If the parents do not have the ability to take on that responsibility because one parent is handicap and the other addicted to drugs then the school donation progra mme will be able to provide for the child so the broken macrosystem will not hinder the child growth or development or cause the child to grow and develop in a negative way.Urie Bronfenbrenner