Bronfenbrenner’s Analysis

This root word analyzes and evaluates how Bronfenbrenners levels influenced my decision to attend graduate school and how they may repair career goals within my area of specialization. Bronfenbrenner develops a multi-level hierarchy of influences from the closest and nigh personal to the most abstract and societal. The purpose of my paper is to discuss, analyze, and evaluate Bronfenbrenners Ecological System Theory in relation to sufficeman culture In the early 1970s Urie Bronfenbrenner developed an ecological theory of human development.Bronfenbrenners book, The Ecology of Human Development Experiments by Nature and goal (Bronfenbrenner, 1997) discusses in depth the ecological systems levels as the micro-meso-exo-macro- and the fifth system, the chrono-system layer. Bronfenbrenner summarized his theory utilizing concentric spheres in where the kid begins his or her development in the rivet of the spheres. equivalence each sphere as a set of nested structures, each intern al the next, like a set of Russian dolls (Bronfenbrenner,1979. p. 3). Researchers found that a trace factor in parents outcomeiveness was engaging in the sisters activities and environment.Darling (2007), asserts that parental monitoring of their nestlingrens activities reduced the levels of fashional problems and lead to higher levels of adult approved activities (Darling, 2007). at that placefore, competence among kidskinren willing depend on the quality of their environment (Bronfenbrenner, 1999). Children from negative, deprived, disorganized backgrounds display more than frequent and severe dysfunctional behavior in order to work parental attention. On the other hand, parents providing attentive, stable and appointed environments provide scented and positive reinforcement in aid of the tikerens growth. Bronfenbrenner, 1999). Bronfenbrenner posited that the greatest effect on positive outcomes in environments with the greatest resources and for an individual who had the greatest talent to take advant fester of those resources (Darling, 2007). Microsystem Bronfenbrenner described his models as the micro-system layer originating in the center of the sphere, involving the childs interactions and activities within the context of family, school, daycare, and school, peer groups and how these interactions shape his or her development in a particular setting.A setting is where the child engages in particular activities in particular roles for particular times (Bronfenbrenner,1979). For example, Bronfenbrenner ascertained parents emphasizing the importance of socially acceptable behaviors, exposed their child to positive activities, became involved in their childs school, friends, thus producing children that were secure in new development experiences. Mesosystem The mesosystem layer relates to the people in a childs microsystem. It consists of the interactions between two or more settings which involve the growth child.For example, childs parents and teachers may be interacting in discussions about the childs progress. Bronfenbrenner found when parents take an active interest in the childs early academic progress, that child has a greater run a risk of success upon entrance high school (Oswalt, 2008). Exosystem The exosystem is comprised of the involvement and progression that takes aspire between the dyad setting, but it does non contain the underdeveloped child (Bronfenbrenner, 1994). They are occurrences that indirectly influence processes within the immediate setting in which the developing child lives (Bronfenbrenner, 1994).For example, the childs parents moving to a antithetical plead will directly affect the childs interconnections with area friends and teachers. As an example, the child knows he has lost his best friend, and may neer find a nonher. Thus, the child may meet this change with fear or dissatisfaction (Bronfenbrenner, 1994). The exosystem level includes the positive and negative structures found in the national government, ethnic values, the economy, other macro influences. For example, Anglo-Saxon societies nervous strain individual accomplishments, whereas Asian societies stress consensus and conformity.Cronosystem The chronosystem is the outermost shell that Bronfenbrenner displays. This is a temporal continuum that encompasses a persons life experiences throughout their lives. A major example of the operation of this continuum is the daze of a parental death and the resulting behavioral change in the developing individual. The micro, meso, exo, and macro levels all impacted my individual development and career goals in obtaining a masters degree in Human go with a specialization in Social and Community Services.In the micro level, my earliest experiences were affected by the negative parental influences. As a child, I can remember my brothers and I were mainly spoken to when we did several(prenominal)thing wrong. In turn, these negative experiences affected my acad emic performance in school as considerably as my behavior. In the mesosystem, the only times my parents became involved in school were when they were called by the school principal to discuss my inappropriate behavior and my inattentiveness in learning.In the first grade, I was held back from entering the second grade because I could not speak English well or even Spanish. Again, this was a result of not having positive learning experience during childhood. It was not until the sixth grade that my principal decided I might succeed if I skipped the seventh grade to the eighth grade. Thats when my negative experiences turn to be positive and enlightening. I flourished that year and received a small scholarship to attend a school for girls. There I also flourished and began to have teachers and friends that were positive role-models.An example in the exosystem, I had a young brother with Downs syndrome who at the age of 3 left our home to live in a state mental hospital. I was 13 yea rs when my mother received a ph nonpareil call from the hospital stating my brother had died from choking on some food. From that day on, my mother became distant and suffered from alcoholism. This experience saddened me greatly, but I was providential to have the support of my older sister, and grand teachers and friends that kept me succeeding in school. This success continued through college.However, when I was 16 years old, my mother was diagnosed with depression. Though I appeared happy with my school experience on the outside, inside, I felt depressed and longed for my mothers love. All during this time, my father was physically present, but emotional absent due to the traumatic experiences at home. In the macro system, I grew up in a Hispanic culture, though my parents emigrated from Mexico to the US, my mothers alien status became problematic as she could not speak English and inevitably could not take the test to gravel an American citizen.As a result, my mother felt she was a misadventure to herself and to my father who became a citizen at age 18. At the age of 47 years, I was able to complete my education at a womens college. It was finally thither I was fortunate to pursue my love of art. Upon graduation, I also found a new love of being of service to others less fortunate. I found that I obtained jobs not completely fulfilling, and when thinking upon this, I realized I could improve the fortuity of reaching that fulfillment through graduate school to obtain an modern degree in order to better serve the people I will work with.In conclusion, I dont affliction my experiences during my childhood. I learned a great deal about how one can attribute their success to resiliency. No matter how dismal matters were, there was always someone or something over the rainbow. I had a wonderful caring and nurturing older sister who loved me unconditionally. I had teachers who believed I was a worthwhile, intelligent and loving human being. With this nurtur ing, I was finally able to saddle horse over the wall only to look back at my stumbling blocks as experiences one takes to traverse their journey.