Bioecological Theory of Human Development (original) (raw)

Bronfenbrenner Toward an experimental ecology of human development 1977

A broader approach to research in huj man development is proposed that focuses on the pro-\ gressive accommodation, throughout the life span, between the growing human organism and the changing environments in which it actually lives and grows. \ The latter include not only the immediate settings containing the developing person but also the larger social contexts, both formal and informal, in which these settings are embedded. In terms of method, the approach emphasizes the use of rigorousj^d^igned exp_erjments, both naturalistic and contrived, beginning in the early stages of the research process. The changing relation between person and environment is conceived in systems terms. These systems properties are set forth in a series of propositions, each illustrated by concrete research examples.

The Bronfenbrenner ecological systems theory of human development

2008

This article is focused on Urie Bronfenbrenner ́s ecological theory of human development and socialization. In Finland this theory has been applied in psychology and pedagogy in relation to the phenomena of development and education. In the field of early childhood education the Bronfenbrenner ecological theory has been in recurrent use for well over twenty years. In this article the light is cast specifically on the applicability of the Bronfenbrenner theory to different areas of student research activity, its degree of social orientation, its main features and the ways of its modeling. The article is a theoretical one, based on written works and the author ́s personal experience gained while tutoring student research. Societies and child development Urie Bronfenbrenner was an American psychologist. He was the son of Doctor Alexander Bronfenbrenner and Eugenia Kamenetskaja, born on April 29, 1917 in Moscow, Russia. He was 6 years old, when coming to the United States. He died on Se...

A New Perspective on Human Development

This paper takes a theoretical stance and looks at human development in terms of resources, challenges and risks instead of considering chronological age as a dominant force. Utilising a simplified ecological dynamic model the paper outlines how challenges and shifts in the human life course can act as catalysts for change, dependent upon the resources available to the individual. The paper starts by introducing the Lifespan Model of Developmental Challenge (Hendry & Kloep, 2002) with its notion of resources and challenges. It then goes on to explain how and under which circumstances meeting challenges can lead to development, while avoiding challenges carries the risk of developmental stagnation. Individuals differ in the number and kind of challenges they encounter in their life, but the processes and mechanisms leading to development are the same. The paper proceeds to introduce the notion of normative and non-normative, and illustrates these concepts with examples of potential t...

The Ecology of Human Development: Evolving Models for Cultural Psychology

Journal of Cross-Cultural Psychology, 2010

The Whiting model aimed to provide a blueprint for psychocultural research by generating testable hypotheses about the dynamic relationships of a culture with the psychology and behavior of its members. This analysis identifies reasons why the model was so effective at generating hypotheses borne out in empirical research, including its foundational insight that integrated nature and nurture, its reconceptualization of the significance of early environments, and its attention to biopsychocultural dynamics active in those environments. Implications and the evolution of the ecological paradigm are tracked through presentations of three current models (developmental niche, ecocultural theory, bioecocultural microniche) and discussion of their related empirical literatures. Findings from these literatures converge to demonstrate the power of a developmental, cultural, ecological framework for explaining within- and between-population variation in cultural psychology.

Human development, nature and nurture: Working beyond the divide

BioSocieties, 2012

In this essay, I explore what social science might contribute to building a better understanding of relations between 'nature' and 'nurture' in human development. I first outline changing scientific perspectives on the role of the environment in the developmental and behavioural sciences, beginning with a general historical view of the developmental science of human potentials in the twentieth century, and then reflecting on a call to arms against 'toxic stress' issued in 2012 by the American Academy of Pediatrics. I suggest that such post-genomic programmes of early intervention, which draw on emerging scientific theories of organismic plasticity and developmental malleability, raise significant social and ethical concerns. At the same time, such programmes challenge social scientists to move beyond critique and to contribute to new developmental models that deconstruct the old divide between nature and nurture. I conclude by describing efforts that posit new terms of reference and, simultaneously, new kinds of research interests and questions that are not founded upon, and are not efforts to resolve, the nature-nurture debate.

Human Development from Conception to Adolescence: Typical and Atypical Trends

Human development from conception to adolescence: Typical and atypical trends, 2013

Many books have been written on human development in a number of countries around the world, and so one can be prompted to ask the question ‘Why write another book on human development?’ The answer to this question is very simple; while being universal in many respects, human development is unique to each context in which it takes place. Thus, our aim in this book was to, as much as possible, discuss human development in relation to the African context. By so doing, we wanted to give teachers, parents, students, and other would be users of the book, a more contextually relevant understanding of human development. The book also addresses issues pertaining to atypical development (developmental patterns that deviate from the norms). To enhance the readers’ understanding of the material presented in the book, we present at the end of each chapter, a list of review activities. As far as human development from conception to adolescence is concerned therefore, this book offers a unique blend of theoretical and contextual relevance. There are a total of 15 chapters in the book. Chapter one, titled ‘origins of human development’, deals with conception, principles of genetic transmission, and prenatal development. This chapter lays the foundation for understanding subsequent stages in human development. Chapter two discusses development during infancy years. Three developmental aspects namely; physical, social, and emotional development, are dealt with in this chapter. Ordinarily, we should have included cognitive development, since it is one of the critical domains of human development, however, we decided to deal with the domain in a separate chapter (chapter six) in order to deal with the many aspects contained in it more adequately. Chapter three deals with development during early childhood years and also covers physical, social, and emotional aspects of development. Chapter four addresses physical, social, and emotional development during middle and late childhood years. Development during adolescent years is dealt with in chapter five. In chapter six, we discuss cognitive development beginning from infancy years to adolescence. In chapter seven, we discuss moral development aspects. Language development is discussed in chapter eight. Chapter nine discusses human intelligence. The topic human intelligence could have easily been discussed within the chapter on cognitive development, however, we decided to present the topic in a separate chapter in order to more fully address the many components in the topic. Personality development is covered in chapter ten. Theories of social development are addressed in chapter eleven. In chapter twelve, we discuss how cultural beliefs and practices in various societies, lead to violation of the rights of children and how these violations impede the optimal development of children. Chapters thirteen and fourteen focus on the different types of disabilities and their educational implications. Chapter thirteen discusses different types of developmental disorders, while chapter fourteen focuses on autistic disorders and other pervasive developmental disorders. In the final chapter, chapter fifteen, we discuss early identification, assessment, and intervention. We would like to wish our readers much success as they begin the journey of exploring human development from conception to adolescence with us.