{"id":81,"date":"2022-11-20T22:11:40","date_gmt":"2022-11-20T22:11:40","guid":{"rendered":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/chapter\/chapter-7-bioecological-model-of-human-development-2\/"},"modified":"2024-01-17T19:08:48","modified_gmt":"2024-01-17T19:08:48","slug":"chapter-7-bioecological-model-of-human-development-2","status":"publish","type":"chapter","link":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/chapter\/chapter-7-bioecological-model-of-human-development-2\/","title":{"raw":"Bioecological Model of Human Development","rendered":"Bioecological Model of Human Development"},"content":{"raw":"<p class=\"c0\"><span class=\"c2\">At the end of this chapter, you will be able to: <\/span><\/p>\n\n<ul class=\"c25 lst-kix_hrm057nnmju5-0 start\">\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Identify key elements of bioecological model<\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Explain strategies utilized to implement bioecological model <\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Summarize the criticisms of bioecological model and educational implications<\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Explain how equity is impacted by bioecological model <\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Identify classroom strategies to support the use of bioecological model <\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Select strategies to support student success utilizing bioecological model <\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Develop a plan to implement the use of bioecological model<\/span><\/li>\n<\/ul>\n<h6 class=\"c22\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 512.00px;height: 351.50px\"><img style=\"width: 512.00px;height: 351.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2022\/11\/image1-7.png\" alt=\"\"> <\/span><span class=\"c7\">Image 7.1<\/span><\/h6>\n&nbsp;\n<p class=\"c0\"><em><strong><span class=\"c4 c11\">SCENARIO:<\/span><\/strong><\/em><\/p>\n<p class=\"c0\"><em><span class=\"c16 c4\">Luca had gotten into a fight again and as a result, Mrs. Hughes reached out to request an interpreter to meet with Luca\u2019s parents. Luca was a quiet boy in her fifth grade class but he seemed to get into frequent trouble on the playground. Mrs. Hughes knew that there are often multiple possibilities for a child\u2019s behavior and that she needed more information about the child. Naturally, she had her own observations about Luca in her classroom. But, what was his family like? Where did he live? Did his parents work a lot or were they around to support him? She knew Luca was the son of immigrants and she had met them briefly through an interpreter. She knew she needed to set up another meeting with them before making any decisions about how to proceed with Luca. <\/span><\/em><\/p>\n<p class=\"c0\"><span class=\"c4\">Mrs. Hughes understands that there are often multiple reasons for human behavior and that a number of factors are involved. As you learn about Brofenbrenner\u2019s Bioecological Model of Human Development<\/span><span class=\"c7\">, <\/span><span class=\"c16 c4\">consider the contexts or layers which may be impacting Luca on the playground.<\/span><\/p>\n<p class=\"c0\"><span class=\"c2\">Take a moment to watch these videos:<\/span><\/p>\n\n<h6 class=\"c0\"><span class=\"c7\">Video 7.1: <\/span><span class=\"c18 c9 c7\">\"Bronfenbrenner's ecological theory\"\u00a0<\/span><\/h6>\n[embed]https:\/\/www.youtube.com\/watch?v=HV4E05BnoI8[\/embed]\n<h2 class=\"c0 c19\"><strong><span class=\"c2\">INTRODUCTION<\/span><\/strong><\/h2>\n<p class=\"c0\"><span class=\"c1\">Urie Bronfenbrenner (1917-2005), was a Russian-American psychologist. At the age of 6, his family relocated to the United States. Bronfenbrenner attended Cornell University, where he completed his double major in psychology and music. He completed his MA at Harvard University then received his Ph.D. from the University of Michigan. Shortly after that, he was hired as a psychologist in the army doing many assignments for the Office of Strategic Services and the Army Air Corps. In administration and research, he worked as an assistant chief psychologist before he accepted the offer from the University of Michigan to work as an assistant professor in psychology. In 1948, he accepted an offer from Cornell University as a professor in Human Development, Family Studies and Psychology. Urie is world renowned for developing the innate relationship between research and policy on child development. <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\"><strong>Human development<\/strong> refers to change over time, and time is typically characterized as chronological age. Age is not the cause of development; it is just a frame of reference. More specifically, development comprises interactions among various levels of functioning, from the genetic, physiological, and neurological to the behavioral, social, and environmental. Human development is a permanent exchange among these levels. And the older the person, the more influence and control the person has over these interactions.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Human developmental science attributes the driving force of development to so-called <\/span><span class=\"c4 c20\">proximal processes: <\/span><span class=\"c1\">stimulating, regular face-to-face interactions over extended periods with people, objects, or symbols, which promote effective biological, psychological, and social development. For example, parents influence and shape their children through parenting behaviors, role modeling, and encouraging certain behaviors and activities for their children.<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Bronfenbrenner's bioecological model (Figure 7.1) is well suited to illustrate some important dimensions of these human developmental processes, as it captures the complexity of human development as an intricate web of interrelated systems and processes. A basic tenet of the bioecological systems' theories of development (Bronfenbrenner &amp; Morris, 2006) is that child and youth development is influenced by many different \"contexts,\" \"settings,\" or \"ecologies\" (for example, family, peers, schools, communities, sociocultural belief systems, policy regimes, and, of course, the economy). <\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">The model includes the following <\/span><span class=\"c4\">contexts, ecologies <\/span><span class=\"c7\">or <\/span><span class=\"c4\">settings, <\/span><span class=\"c1\">within the life of the individual:<\/span><\/p>\n\n<ul class=\"c25 lst-kix_r8qla7wapbfm-0 start\">\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">individual <\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c7 c20\">microsystem- <\/span><span class=\"c7\">immediate environment which <\/span><span class=\"c1\">includes family, school, peers<\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c7 c20\">mesosystem <\/span><span class=\"c1\">- relationships between microsystems, can affect what happens within an individual<\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c7 c20\">exo- and macrosystem: <\/span><span class=\"c1\">the belief systems, bodies of knowledge, material resources, customs, lifestyles<\/span><\/li>\n<\/ul>\n<h6 class=\"c0\"><span class=\"c1\">Figure 7.1 Bioecological Model of Human Development<\/span><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 570.50px;height: 482.73px\"><img style=\"width: 570.50px;height: 482.73px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image3.jpg\" alt=\"A diagram of the bioecological model of human development. It is represented by a series of six nested circles. The innermost circle represents the individual, and traits like age, gender, race, SES, personality, IQ, etc. The next circle is the microsystem, which contains peers, church, playground, family\/household, and school. The next circle is the mesosystem, which is simply the relationships between elements in the mesosystem. The next circle is the exosystem, which contains parent's social networks, mass media, parent's workplace, social welfare system, and neighborhood. The next circle is the macrosystem, which contains culture, economy\/markets, policy, political economy, and laws and regulations. The last circle is the chronosystem, which simply extends the previous systems throughout time\/lifecourse.\"> <\/span><\/h6>\n<h6 class=\"c0\"><span class=\"c4\">Note: <\/span><span class=\"c1\">SES = socioeconomic status.<\/span><\/h6>\n<p class=\"c0\"><span class=\"c1\">Remember Luca in the beginning of the chapter? Here is how this model helped Luca\u2019s teacher Mrs. Hughes consider all the factors of the situation.<\/span><\/p>\n\n<table class=\"grid\">\n<tbody>\n<tr class=\"c14\">\n<td class=\"c3 c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Context or Setting<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3 c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Description<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3 c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Example regarding Luca at the front of the chapter<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c21\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Individual<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">the person involved<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">Luca<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Microsystem<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">immediate environment<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">the impact of \u00a0his school, family, US peers<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Mesosystem<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">relationship between micros<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">the relationship between the family\/school or Luca and the teacher<\/span><\/p>\n<p class=\"c0\"><span class=\"c2\">Does the family trust the teacher, the school?<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Exosystem<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">People involved with whom you may not have any contact<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">People who could impact but they may not have contact with (school board for example). Someone who has created a code of conduct for the district.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Macrosystem<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">cultural groups: could include language, race, gender, religion, class, etc<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">Speakers of other languages, \u00a0different relationship with teachers in their country of origin<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Chronosystem<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">role of time, when this happened<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">When did this family come to the US? How familiar are they with the US system of education? How old is Luca?<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c0 c5\"><span class=\"c2 c13\">\u00a0<\/span><span class=\"c1\">This model is integrative and interdisciplinary, drawing on and relating concepts and hypotheses from disciplines as diverse as biology, behavioral genetics and neurobiology, psychology, sociology, cultural anthropology, history, and economics-focusing on and highlighting processes and links that shape human development through the life course (Bronfenbrenner, 1995).<\/span><\/p>\n\n<h2>Aspects of the Bioecological Model<\/h2>\n<p class=\"c0\"><strong><span class=\"c2\">Processes<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c1\">Put very simply, children's development is the result of proximal processes; of participating in increasingly complex reciprocal interactions with people, objects, and symbols in their immediate environments (their microsystem contexts) over extended periods of time (represented by the chronosystem) (Bronfenbrenner, 1994a).<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Microsystem<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c1\">According to Bronfenbrenner's definition, \"a microsystem is a pattern of activities, social roles, and interpersonal relations experienced by the developing person in a given face-to-face setting with particular physical, social, and symbolic features that invite, permit, or inhibit engagement in sustained, progressively more complex interaction with, and activity in, the immediate environment\" (Bronfenbrenner, 1994b, p. 39). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Examples of settings within the microsystem are families, neighborhoods, day care centers, schools, playgrounds, and so on within which activities, roles, and interpersonal relations set the stage for proximal processes as crucial mechanisms for human development.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Context and the Interplay of Systems and Settings<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">In the bioecological model, contextual effects are manifested in a complex interplay of the micro-, meso-, exo-, and macrosystems. The ways these systems interact and influence each other can contribute to an understanding of how shocks to the macrosystem, such as a financial crisis, can disrupt the developmental process as it is transmitted to various settings in a child's <\/span><span class=\"c4\">microsystem. <\/span>\n<span class=\"c1\">Household socioeconomic status, neighborhood characteristics, and school environments, just to mention a few, will determine the quality, frequency, and intensity of proximal processes. There is a significant body of literature that looks at how household poverty and hardship affect child development (see, for example, Duncan &amp; Brooks-Gunn, 1997). Neighborhood and community contexts and their influence on children have also been studied extensively (see, for example, Brooks-Gunn, Duncan, &amp; Aber, 1997). <\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">For instance, although family socioeconomic status is correlated with well-being and human development, it is not clear if socioeconomic status <\/span><span class=\"c4\">causes <\/span><span class=\"c1\">variations in health and well-being or if personal characteristics and dispositions of individuals influence both their socioeconomic status and their future socioemotional well-being and behavior (Conger, Conger, &amp; Martin, 2010, p. 687; Mayer, 1997). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">In addition, studies have started to unravel the pathways through which poverty affects child and youth development, ranging from the availability of quality prenatal and perinatal care, exposure to environmental toxins such as lead, less cognitive stimulation at home, harsh and inconsistent parenting, to lower teacher quality (McLoyd, 1998). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Furthermore, various studies have compared the implications of temporary versus chronic deprivation and how the impact differs according to the life stage of the developing person (Elder, 1999; McLoyd, 1998; McLoyd et al., 2009). In other words, a temporary drop in socioeconomic status during a crisis may have markedly different long-term implications depending on the age of the child. <\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Mesosystem<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">A <\/span><span class=\"c4 c20\">mesosystem<\/span><span class=\"c4\">, <\/span><span class=\"c1\">according to Bronfenbrenner, \"comprises the linkages and processes taking place between two or more settings containing the developing person\" (1994b, p. 40), such as the relations between home and school. He notes that \"it is formed or extended whenever the developing person moves into a new setting\" (1979, p. 25). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The main distinction between the meso- and the microsystem is that in the microsystem activities, social roles, and interpersonal relations are confined to one setting, whereas the mesosystem incorporates the interactions across the boundaries of at least two settings (Bronfenbrenner, 1979, p. 209). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Settings in the mesosystem can enhance (or diminish) people's developmental potential when:<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">(1) a transition is made together with a group of others that they have engaged with in previous settings (versus alone) (for example, transition with a group of peers from kindergarten to first grade)<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">(2) when roles and activities between two settings are compatible (or incompatible) and encourage (or discourage) trust, positive orientation, and consensus on goals, as well as a balance of power in favor of the developing person <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">(3) when the number of structurally different settings is increased (or decreased) and others are more (or less) mature or experienced <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">(4) when cultural or subcultural contexts differ from each other <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">(Bronfenbrenner, 1979, pp. 209-223).<\/span><\/p>\n<p class=\"c0 c5\"><strong><span class=\"c2\">Exosystem<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">An <\/span><span class=\"c4 c20\">exosystem <\/span><span class=\"c1\">refers to \"the linkages and processes taking place between two or more settings, at least one of which does not contain the developing person, but in which events occur that indirectly influence processes within the immediate setting in which the developing person lives\" (Bronfenbrenner, 1994b, p. 40). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">An example of such an exosystem setting would be the parent's workplace, in which the child does not interact directly, but which could indirectly, through parental stress, job loss, or the like, influence family dynamics and thus the developing child. Consequently, a causal sequence of at least two steps is required to qualify as an exosystem. <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The first step is to establish a connection between events in the external setting, or exosystem, which does not include the developing person, to processes in the microsystem, which does include the person, and, second, to link these processes to developmental changes in the developing person (Bronfenbrenner, 1979). Important to note in this context is the ability of the child to influence parents just as much as parents influence the child, and this influence can reach far beyond the family into settings of the child's exosystem (Bronfenbrenner, 1979).<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Research to date has focused on three prominent exosystems that are particularly likely to influence the developmental processes of children and youth through their influence on the family, school, and peers: <\/span><\/p>\n\n<ol class=\"c25 lst-kix_lgq3xje5kcl0-0 start\" start=\"1\">\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c1\">parents' workplaces, <\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c1\">family social networks, <\/span><\/li>\n \t<li class=\"c0 c12 c15 li-bullet-0\"><span class=\"c1\">neighborhood-community contexts (Bronfenbrenner, 1994b). <\/span><\/li>\n<\/ol>\n<p class=\"c0\"><strong><span class=\"c2\">Macrosystem<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">The <\/span><span class=\"c4 c20\">macrosystem <\/span><span class=\"c1\">captures \"the overarching pattern of micro-, meso-, and exosystems characteristic of a given culture or subculture, with particular reference to the belief systems, bodies of knowledge, material resources, customs, lifestyles, opportunity structures, hazards, and lifecourse options that are embedded in each of these broader systems\" (Bronfenbrenner, 1994b, p. 40). These include the laws and regulations, political economy, economic markets, and public policies of the societies within which the developing person is embedded.<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The macrosystem can be interpreted as \"space\" that Lefebvre (1991) defined as an \"unavoidably social product created from a mix of legal, political, economic, and social practices and structures\" (p. 190). Individuals draw on these cultural tools that their environment puts at their disposal, or that they choose to make sense of challenges and imagine effective solutions. They also find strategies for action by observing the behaviors of those around them and the consequences of their actions.<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The bioecological model is flexible enough to accommodate cross-national variations in the weight given to various aspects of human development influenced by the local culture (for instance, the greater emphasis on self-esteem, self-actualization, and individualization characteristic of the American upper-middle class; see Markus, 2004). It also takes into consideration meso- and macro level conditions for collective human development, including shared myths and narratives that buttress the individual sense of self and capabilities (see, for example, Hall &amp; Lamont, 2009).<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The bioecological model is capable of capturing \"experiences.\" Proximal processes and other interactions are \"experienced by the developing person,\" which is meant to indicate, \"that the scientifically relevant features of any environment include not only its objective properties but also the way in which these properties are perceived by the persons in that environment\" (Bronfenbrenner, 1979, p. 22). Experiences in this sense are individual (and collective) constructs of the \"objective,\" which determines an individual's (and a group's) capacity for making meaning and for self-representation (Hall &amp; Lamont, 2009). Experiences, while in part determined by the individual's personality, are embedded in local culture and customs; thus, understanding the cultural frameworks and narratives that shape the relationships and processes within and between settings and systems is crucial to recognizing factors that enhance or weaken the resilience of a developing person.<\/span><\/p>\n\n<h2 class=\"c0\"><span class=\"c2\">Educational Implications<\/span><\/h2>\n<p class=\"c0\"><span class=\"c7\">The Bioecological Model by<\/span><a class=\"c17\" href=\"https:\/\/en.wikipedia.org\/wiki\/Urie_Bronfenbrenner\">\u00a0Bronfenbrenner <\/a><span class=\"c1\">looked at patterns of development across time as well as the interactions between the development of the child and the environment. <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The implications of the model include the social and political policies and practices affecting children, families, and parenting. The Bioecological Model as depicted in Figure 7.1 serves as a visual organizer to both summarize and unpack key concepts and themes as they relate to individual development, teaching and learning, and educational practices. <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">As teachers and educators strive to become evidence-based practitioners, the goal of learning this model is to understand the theoretical and research foundations that inform the work in supporting students' well-being, teaching and learning and identify and use other factors\/resources such as parents, family, peers, to provide positive influence on students' learning and development.<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">In that regard, Bronfenbrenner's Bioecological Model encourages much consideration of what constitutes supportive interactions in fostering development. It goes beyond identifying what might influence development, and, more importantly, assists in considering how and why it influences development. Furthermore, Bronfenbrenner's theory also assists in considering how an interaction might be added or taken away or improved to foster development and, especially, how a face-to-face interaction between a developing individual and an agent within his or her environment might be changed. Although Bronfenbrenner's multi-system model has value in identifying the resources that influence development, it is likely of most value in assisting consideration of how the resource might be used. Inherent within this idea is the emphasis Bronfenbrenner places on proximal processes, those interactions nearest to the individual have the greatest influence on the development of the individual.<\/span><\/p>\n\n<h2 class=\"c0\"><span class=\"c2\">Criticisms of the Bioecological Model<\/span><\/h2>\n<p class=\"c0\"><span class=\"c1\">A criticism of Bronfenbrenner has been that the model focuses too much on the biological and cognitive aspects of human development, but not much on the socioemotional aspect of human development. A more comprehensive view of human development with the 3 domains of human development in the center is suggested (Integrated Ecological Systems and Framework, n.d.). This ecological model is called the Integrated Ecological Systems Framework (Figure 7.2).<\/span><\/p>\n<p class=\"c0 c5\"><span class=\"c1\">\u00a0<\/span><\/p>\n\n<h6 class=\"c22\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 414.87px;height: 298.27px\">\n<img style=\"width: 414.87px;height: 298.27px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image4-1.jpg\" alt=\"A diagram of the integrated ecological systems. The diagram consists of five nested circles. The innermost circle contains cognitive, biological, and socioemotional factors. The next circle is the microsystem, and contains school, peers, recreation and facilities, social and community groups, and family. The next layer is the mesosystem, which is the interactions between elements in the microsystem. The next circle is the exosystem, which contains neighbours, social services, legal services, health services, education, and media. The outermost layer is the macrosystem, which represents the attitudes and ideologies of the culture. The circles lie in the enveloping chronosystem, which represents socio-historical conditions, environmental events, transitions over life, and the general course over time.\"> <\/span><\/h6>\n<h6 class=\"c22\"><span class=\"c1\">Figure 7.2 Integrated Ecological Systems Framework<\/span><\/h6>\n<p class=\"c0\"><span class=\"c7\">Developmentalists often refer to the three domains as overlapping circles that represent the intricately interwoven relationship between each of the following aspects of an individual's experience (Figure 7.3). <\/span>\n<strong><span class=\"c4\">Biological Processes: <\/span><\/strong><span class=\"c7\">the physical changes in an individual's body. <\/span>\n<strong><span class=\"c4\">Cognitive Processes: <\/span><\/strong><span class=\"c7\">the changes in an individual's thinking and intelligence. <\/span>\n<strong><span class=\"c4\">Socioemotional Processes: <\/span><\/strong><span class=\"c1\">the changes in an individual's relationship with other people in emotions, in personality and in the role of social contexts in development.<\/span><\/p>\n\n<h6 class=\"c22\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 390.87px;height: 276.00px\">\n<img class=\"alignnone\" style=\"width: 390.87px;height: 276.00px;margin-left: 0.00px;margin-top: 0.00px\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image2-1.jpg\" alt=\"A diagram of the processes of human development. Three overlapping circles, similar to a Venn diagram, represent biological processes, socioemotional processes, and cognition and learning. Biological processes include physical growth and brain development. Socioemotional processes include emotional, self and identity, and moral\/character development. Cognition and learning includes developmental cognitive, learning approaches, as well as behavioral, social, and cognitive information processing.\" width=\"813\" height=\"576\"> <\/span><\/h6>\n<h6 class=\"c22\"><span class=\"c1\">Figure 7.3: Processes of Human Development<\/span><\/h6>\n<p class=\"c0\"><strong><span class=\"c2\">Chapter Discussion Questions: <\/span><\/strong><\/p>\n\n<ul class=\"c25 lst-kix_iew1pld0w9ax-0 start\">\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">How do the systems interact to support student success? \u00a0<\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">How would you summarize the bioecological model? <\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">How would you use the specifics of the bioecological model to support your students? <\/span><\/li>\n \t<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">How is equity related to the bioecological model?<\/span><\/li>\n<\/ul>\n<h2 class=\"c0\"><strong><span class=\"c2\">ATTRIBUTIONS<\/span><\/strong><\/h2>\n<p class=\"c0\"><span class=\"c7\">Image 7.1: <\/span><span class=\"c18 c9 c7\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=https:\/\/commons.wikimedia.org\/wiki\/File:Child_Development_Stages_Graphic_-_Blue_-_48412252121.jpg&amp;sa=D&amp;source=editors&amp;ust=1668985804806958&amp;usg=AOvVaw2RtIJgg3SM_WrGIHxtzYSt\">\"Child Development Stages Graphic\" <\/a><\/span><span class=\"c7 c10\">by <\/span><span class=\"c9 c7\">Wikimedia Commons <\/span><span class=\"c7 c10\">is licensed under <\/span><span class=\"c18 c9 c7\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/2.0&amp;sa=D&amp;source=editors&amp;ust=1668985804807261&amp;usg=AOvVaw0qzJu5uX8CLgT_CEtoVTLy\">CC BY 2.0<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Video 7.1: <\/span><span class=\"c9 c7 c18\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DHV4E05BnoI8&amp;sa=D&amp;source=editors&amp;ust=1668985804807635&amp;usg=AOvVaw3uQ-XAze7FYywG0sMKVDD0\">\"Bronfenbrenner's ecological theory\" <\/a><\/span><span class=\"c7 c10\">by <\/span><span class=\"c9 c7\">Rachelle Tannenbaum<\/span><\/p>\n\n<h2 class=\"c0 c19\"><span class=\"c2\">REFERENCES<\/span><\/h2>\n<p class=\"c0\"><span class=\"c7\">Alkire, S. (2002). Dimensions of human development. <\/span><span class=\"c4\"><em>World Development<\/em>, <\/span><span class=\"c1\">30(2), 181-205. UK: Elsevier Science.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Baumrind, D. (1989). Rearing competent children. In W. Damon (Ed.), <\/span><em><span class=\"c4\">Child development today and tomorrow <\/span><\/em><span class=\"c1\">(pp. 349378). San Francisco, CA: Jossey-Bass.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (1979). <\/span><span class=\"c4\"><em>The ecology of human development: Experiments by nature and design<\/em>. <\/span><span class=\"c1\">Cambridge, MA: Harvard University Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (1994). Nature-Nurture reconceptualized in developmental perspective: A bioecological model. <\/span><span class=\"c4\"><em>Psychological Review<\/em>, <\/span><span class=\"c1\">101(4), 568-86.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. Elder, &amp; K. Lusher (Eds.), <\/span><span class=\"c4\"><em>Examining lives in context: Perspectives on the ecology of human development<\/em> <\/span><span class=\"c1\">(pp. 619-647). Washington, DC: American Psychological Association.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U., &amp; Morris, P. A. (2006). The biological model of human development. In W. Damon &amp; R. M. Lerner (Eds.), <\/span><em><span class=\"c4\">Handbook of child psychology: Theoretical models of human development <\/span><\/em><span class=\"c1\">(6th ed., Vol. 1, pp. 793-828). New <\/span><span class=\"c1\">York, NY: Wiley.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Carter, P. (2007). <\/span><span class=\"c4\"><em>Keeping it real: School success beyond black and white<\/em>. <\/span><span class=\"c1\">New York, NY: Oxford University Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Conger, R., K. Conger, &amp; Martin, M. (2010). Socioeconomic status, family processes, and individual development. <\/span><span class=\"c4\"><em>Journal of Marriage and Family<\/em>, 72, <\/span><span class=\"c1\">685-704.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Corrales, K., &amp; Utter, S. (2005). Growth failure. In P. Q. Samour &amp; K. King, <\/span><em><span class=\"c4\">Handbook of pediatric nutrition <\/span><\/em><span class=\"c1\">(3rd ed.). Sudbury, MA: Jones and Bartlett Publishers.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Damon, W., &amp; Lerner, R. M. (1998). <\/span><em><span class=\"c4\">Handbook of child psychology: Theoretical models of human development. <\/span><\/em><span class=\"c1\">New <\/span><span class=\"c1\">York, NY: Wiley.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Duncan, G., &amp; Brooks-Gunn, J. (Eds.). (1997). <\/span><span class=\"c4\"><em>Consequences of growing up poor<\/em>. <\/span><span class=\"c1\">New York, NY: Russell Sage Foundation.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Elder, G., &amp; Caspi, A. (1988). Economic stress in lives: Developmental perspectives. <\/span><span class=\"c4\"><em>Journal of Social Issues<\/em>, 44 <\/span><span class=\"c1\">(4), 2545.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Florsheim, P., Tolan P. H., &amp; Gorman-Smith, D. (1996). Family processes and risk for externalizing behavior problems among African American and Hispanic boys. <\/span><span class=\"c4\"><em>Journal of Consulting and Clinical Psychology<\/em>, 64 <\/span><span class=\"c1\">(6), 1222-1230.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Furstenburg, F. F., Cook, T., Eccles, J., Elder, G. H., &amp; Sameroff, A. (1999). <\/span>\n<em><span class=\"c4\">Managing to make it: Urban families in high-risk neighborhoods<\/span><\/em><span class=\"c1\"><em>.<\/em> Chicago, IL: University of Chicago Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Garcia-Coll, C., Lamberty, G., Jenkins, R., Mc Adoo, H. P., Crnic, P., Wasik, B. H., &amp; Vazquez, H. G. (1996). An integrative model for the study of developmental competencies in minority children. <\/span><span class=\"c4\"><em>Child Development<\/em>, <\/span><span class=\"c1\">67(5), 18911914.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Gottlieb, G., Wahlsten, D., &amp; Lickliter, R. (1998). The significance of biology for human development: A developmental psychobiological systems view.\" In R Lerner (Ed.), <\/span><em><span class=\"c4\">Handbook of child psychology <\/span><\/em><span class=\"c1\">(6th ed., Vol. 1). New York, NY: <\/span><span class=\"c1\">Wiley.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Hall, P., &amp; Lamont, M. (Eds.). (2009). <\/span><span class=\"c4\"><em>Successful societies: How institutions and culture affect health<\/em>. <\/span><span class=\"c1\">Cambridge, UK: Cambridge University Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Integrated ecological systems and framework. (n.d.). Retrieved from <\/span><span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=https:\/\/sites.google.com\/site\/humandevelopmentlearning\/integrated-framework&amp;sa=D&amp;source=editors&amp;ust=1668985804812092&amp;usg=AOvVaw2yU9vD9srzhFl3zODujmTt\">https:\/\/sites.google.com\/site\/humandevelopmentlearning\/integrated-framework<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Lefebvre, H. (1991). <\/span><span class=\"c4\"><em>The production of space<\/em>. <\/span><span class=\"c1\">Hoboken, NJ: Blackwell Publishing.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Markus, H. R. (2004). Culture and personality: Brief for an arranged marriage. <\/span><span class=\"c4\"><em>Journal of Research in Personality<\/em>, 38, <\/span><span class=\"c1\">7583.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Martin, D., McCann, E., &amp; Purcell, M. (2003). Space, scale, governance, and representation: Contemporary geographical perspectives on urban politics and policy. <\/span><span class=\"c4\"><em>Journal of Urban Affairs<\/em>, <\/span><span class=\"c1\">25(2), 113-121.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">McLoyd, V. C. (1990). The impact of economic hardship on black families and children: Psychological distress, parenting, and socioemotional development. <\/span><span class=\"c4\"><em>Child Development<\/em>, <\/span><span class=\"c1\">61(2), 311-346.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Pearlin, L., &amp; Kohn, M. (2009). Social class, occupation, and parental values: A cross-national study. In A. Grey (Ed.), <\/span><em><span class=\"c4\">Class and personality in society <\/span><\/em><span class=\"c1\">(pp. 161-184). New Brunswick, NJ: Transaction Publishers.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Rodriguez, M. L., &amp; Walden, N. J. (2010). Socializing relationships. In D. P. Swanson, C. M. Edwards, &amp; M. B. Spencer (Eds.), <\/span><em><span class=\"c4\">Adolescence: Development during a global era <\/span><\/em><span class=\"c1\">(pp. 299-340). Burlington, MA: Academic Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Thelen, E., &amp; Smith, L. (1998). Dynamic systems theories. In R. Lerner (Ed.), <\/span><em><span class=\"c4\">Handbook of child psychology <\/span><\/em><span class=\"c7\">(6th <\/span><span class=\"c16 c4\">ed.). <\/span><span class=\"c1\">New York, NY: Wiley.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Warikoo, N. (2010). <\/span><span class=\"c4\"><em>Balancing act: Youth culture in the global city<\/em>. <\/span><span class=\"c1\">Berkeley, CA: University of California Press.<\/span><\/p>\n\n<h2 class=\"c0 c19\"><strong><span class=\"c2\">ADDITIONAL READING <\/span><\/strong><\/h2>\n<p class=\"c0\"><span class=\"c7\">Boemmel, J., &amp; Briscoe, J. (2001). Web Quest project theory fact sheet on Urie Bronfenbrenner. Retrieved from <\/span><span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/ruby.fgcu.edu\/courses\/twimberley\/EnviroPol\/EnviroPhilo\/FactSheet.pdf&amp;sa=D&amp;source=editors&amp;ust=1668985804813949&amp;usg=AOvVaw1BUxGcWKussCdr65ATm6Oy\">http:\/\/ruby.fgcu.edu\/courses\/twimberley\/EnviroPol\/EnviroPhilo\/FactSheet.pdf<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (2007). The bioecological model of human development. Retrieved from <\/span>\n<span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/9780470147658.chpsy0114\/abstract&amp;sa=D&amp;source=editors&amp;ust=1668985804814315&amp;usg=AOvVaw2HuHhNg_mORkePHgQ3Fdtx\">http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/9780470147658.chpsy0114\/abstract<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (n.d.). Ecological models of human development. Retrieved from<\/span>\n<span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.psy.cmu.edu\/~siegler\/35bronfebrenner94.pdf&amp;sa=D&amp;source=editors&amp;ust=1668985804814635&amp;usg=AOvVaw3oIs0KJPrDiYtLIzAbywrs\">http:\/\/www.psy.cmu.edu\/~siegler\/35bronfebrenner94.pdf<\/a>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (1977.) Toward an experimental ecology of human development. Retrieved from <\/span>\n<span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download?doi%3D10.1.1.458.7039%26rep%3Drep1%26type%3Dpdf&amp;sa=D&amp;source=editors&amp;ust=1668985804814971&amp;usg=AOvVaw1lPV6TW4n_vChwMZaB2y-h\">http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download?doi=10.1.1.458.7039&amp;rep=rep1&amp;type=pdf<\/a>\n<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Peer-Reviewed Journal Articles:<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">Brendtro, L. K. (2006). The vision of Urie Bronfenbrenner: Adults who are crazy about kids. <\/span>\n<span class=\"c4\"><em>Reclaiming Children and Youth<\/em>, <\/span><span class=\"c1\">15(3), 162-166.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. <\/span><span class=\"c4\"><em>American Psychologist<\/em>, 32, <\/span><span class=\"c7\">513530. Retrieved from <\/span><span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www2.humboldt.edu\/cdblog\/CD350-Hansen\/wp-&amp;sa=D&amp;source=editors&amp;ust=1668985804815556&amp;usg=AOvVaw1MKFG2FkUGKD9eXgIOo2Zg\">http:\/\/www2.humboldt.edu\/cdblog\/CD350-Hansen\/wp-<\/a>\n<\/span><span class=\"c1\">content\/uploads\/sites\/28\/2014\/08\/Bronfenbrenner.pdf<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Guhn, M., &amp; Goelman, H. (2011). Bioecological theory, early child development and the validation of the population level early development instrument. <\/span><span class=\"c4\"><em>Social Indicators Research<\/em>, <\/span><span class=\"c1\">103(2), 193-217.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Lang, S. S. (2005). Renowned bioecologist addresses the future of human development. <\/span>\n<span class=\"c4\"><em>Human Ecology<\/em>, <\/span><span class=\"c1\">32(3), 24-24.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Rosa, E. M., &amp; Tudge, J. (2013). Urie Bronfenbrenner's theory of human development: Its evolution from ecology to bioecology. <\/span><span class=\"c4\"><em>Journal of Family Theory &amp; Review<\/em>, <\/span><span class=\"c1\">5(4), 243-258.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Stolzer, J. (2005). ADHD in America: A bioecological analysis. <\/span><span class=\"c4\"><em>Ethical Human Psychology and Psychiatry<\/em>, <\/span><span class=\"c1\">7(1), 65-75, <\/span><span class=\"c1\">103.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Taylor, E. (2003). Practice methods for working with children who have biologically based mental disorders: A bioecological model. <\/span><span class=\"c4\"><em>Families in Society<\/em>, 84(1), <\/span><span class=\"c1\">39-50.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Wertsch, J. V. (2005). Making human beings human: Bioecological perspectives on human development. <\/span><span class=\"c4\"><em>The British Journal of Developmental Psychology<\/em>, 23, <\/span><span class=\"c1\">143-151.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Books at Dalton State College Library:<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c1\">Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Friedman, S. L., &amp; Wachs, T. D. (1999). Measuring environment across the life span: Emerging methods and concepts. Washington, DC: American Psychological Association.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Videos and Tutorials:<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">History of parenting practices: Child development theories. (2006). Retrieved from <\/span><span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/digital.films.com.transcoder.daltonstate.edu\/PortalPlaylists.aspx?aid%3D8691%26xtid%3D41180&amp;sa=D&amp;source=editors&amp;ust=1668985804817157&amp;usg=AOvVaw3UYgFEj176VM_uU0NTz2zZ\">Films <\/a><\/span><span class=\"c7\">on Demand database.<\/span><\/p>","rendered":"<p class=\"c0\"><span class=\"c2\">At the end of this chapter, you will be able to: <\/span><\/p>\n<ul class=\"c25 lst-kix_hrm057nnmju5-0 start\">\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Identify key elements of bioecological model<\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Explain strategies utilized to implement bioecological model <\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Summarize the criticisms of bioecological model and educational implications<\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Explain how equity is impacted by bioecological model <\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Identify classroom strategies to support the use of bioecological model <\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Select strategies to support student success utilizing bioecological model <\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">Develop a plan to implement the use of bioecological model<\/span><\/li>\n<\/ul>\n<h6 class=\"c22\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 512.00px;height: 351.50px\"><img decoding=\"async\" style=\"width: 512.00px;height: 351.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2022\/11\/image1-7.png\" alt=\"\" \/> <\/span><span class=\"c7\">Image 7.1<\/span><\/h6>\n<p>&nbsp;<\/p>\n<p class=\"c0\"><em><strong><span class=\"c4 c11\">SCENARIO:<\/span><\/strong><\/em><\/p>\n<p class=\"c0\"><em><span class=\"c16 c4\">Luca had gotten into a fight again and as a result, Mrs. Hughes reached out to request an interpreter to meet with Luca\u2019s parents. Luca was a quiet boy in her fifth grade class but he seemed to get into frequent trouble on the playground. Mrs. Hughes knew that there are often multiple possibilities for a child\u2019s behavior and that she needed more information about the child. Naturally, she had her own observations about Luca in her classroom. But, what was his family like? Where did he live? Did his parents work a lot or were they around to support him? She knew Luca was the son of immigrants and she had met them briefly through an interpreter. She knew she needed to set up another meeting with them before making any decisions about how to proceed with Luca. <\/span><\/em><\/p>\n<p class=\"c0\"><span class=\"c4\">Mrs. Hughes understands that there are often multiple reasons for human behavior and that a number of factors are involved. As you learn about Brofenbrenner\u2019s Bioecological Model of Human Development<\/span><span class=\"c7\">, <\/span><span class=\"c16 c4\">consider the contexts or layers which may be impacting Luca on the playground.<\/span><\/p>\n<p class=\"c0\"><span class=\"c2\">Take a moment to watch these videos:<\/span><\/p>\n<h6 class=\"c0\"><span class=\"c7\">Video 7.1: <\/span><span class=\"c18 c9 c7\">&#8220;Bronfenbrenner&#8217;s ecological theory&#8221;\u00a0<\/span><\/h6>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Bronfenbrenner&#39;s ecological theory\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/HV4E05BnoI8?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h2 class=\"c0 c19\"><strong><span class=\"c2\">INTRODUCTION<\/span><\/strong><\/h2>\n<p class=\"c0\"><span class=\"c1\">Urie Bronfenbrenner (1917-2005), was a Russian-American psychologist. At the age of 6, his family relocated to the United States. Bronfenbrenner attended Cornell University, where he completed his double major in psychology and music. He completed his MA at Harvard University then received his Ph.D. from the University of Michigan. Shortly after that, he was hired as a psychologist in the army doing many assignments for the Office of Strategic Services and the Army Air Corps. In administration and research, he worked as an assistant chief psychologist before he accepted the offer from the University of Michigan to work as an assistant professor in psychology. In 1948, he accepted an offer from Cornell University as a professor in Human Development, Family Studies and Psychology. Urie is world renowned for developing the innate relationship between research and policy on child development. <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\"><strong>Human development<\/strong> refers to change over time, and time is typically characterized as chronological age. Age is not the cause of development; it is just a frame of reference. More specifically, development comprises interactions among various levels of functioning, from the genetic, physiological, and neurological to the behavioral, social, and environmental. Human development is a permanent exchange among these levels. And the older the person, the more influence and control the person has over these interactions.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Human developmental science attributes the driving force of development to so-called <\/span><span class=\"c4 c20\">proximal processes: <\/span><span class=\"c1\">stimulating, regular face-to-face interactions over extended periods with people, objects, or symbols, which promote effective biological, psychological, and social development. For example, parents influence and shape their children through parenting behaviors, role modeling, and encouraging certain behaviors and activities for their children.<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Bronfenbrenner&#8217;s bioecological model (Figure 7.1) is well suited to illustrate some important dimensions of these human developmental processes, as it captures the complexity of human development as an intricate web of interrelated systems and processes. A basic tenet of the bioecological systems&#8217; theories of development (Bronfenbrenner &amp; Morris, 2006) is that child and youth development is influenced by many different &#8220;contexts,&#8221; &#8220;settings,&#8221; or &#8220;ecologies&#8221; (for example, family, peers, schools, communities, sociocultural belief systems, policy regimes, and, of course, the economy). <\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">The model includes the following <\/span><span class=\"c4\">contexts, ecologies <\/span><span class=\"c7\">or <\/span><span class=\"c4\">settings, <\/span><span class=\"c1\">within the life of the individual:<\/span><\/p>\n<ul class=\"c25 lst-kix_r8qla7wapbfm-0 start\">\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">individual <\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c7 c20\">microsystem- <\/span><span class=\"c7\">immediate environment which <\/span><span class=\"c1\">includes family, school, peers<\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c7 c20\">mesosystem <\/span><span class=\"c1\">&#8211; relationships between microsystems, can affect what happens within an individual<\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c7 c20\">exo- and macrosystem: <\/span><span class=\"c1\">the belief systems, bodies of knowledge, material resources, customs, lifestyles<\/span><\/li>\n<\/ul>\n<h6 class=\"c0\"><span class=\"c1\">Figure 7.1 Bioecological Model of Human Development<\/span><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 570.50px;height: 482.73px\"><img decoding=\"async\" style=\"width: 570.50px;height: 482.73px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image3.jpg\" alt=\"A diagram of the bioecological model of human development. It is represented by a series of six nested circles. The innermost circle represents the individual, and traits like age, gender, race, SES, personality, IQ, etc. The next circle is the microsystem, which contains peers, church, playground, family\/household, and school. The next circle is the mesosystem, which is simply the relationships between elements in the mesosystem. The next circle is the exosystem, which contains parent's social networks, mass media, parent's workplace, social welfare system, and neighborhood. The next circle is the macrosystem, which contains culture, economy\/markets, policy, political economy, and laws and regulations. The last circle is the chronosystem, which simply extends the previous systems throughout time\/lifecourse.\" \/> <\/span><\/h6>\n<h6 class=\"c0\"><span class=\"c4\">Note: <\/span><span class=\"c1\">SES = socioeconomic status.<\/span><\/h6>\n<p class=\"c0\"><span class=\"c1\">Remember Luca in the beginning of the chapter? Here is how this model helped Luca\u2019s teacher Mrs. Hughes consider all the factors of the situation.<\/span><\/p>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c14\">\n<td class=\"c3 c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Context or Setting<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3 c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Description<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3 c26\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Example regarding Luca at the front of the chapter<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c21\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Individual<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">the person involved<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">Luca<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Microsystem<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">immediate environment<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">the impact of \u00a0his school, family, US peers<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Mesosystem<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">relationship between micros<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">the relationship between the family\/school or Luca and the teacher<\/span><\/p>\n<p class=\"c0\"><span class=\"c2\">Does the family trust the teacher, the school?<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Exosystem<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">People involved with whom you may not have any contact<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">People who could impact but they may not have contact with (school board for example). Someone who has created a code of conduct for the district.<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Macrosystem<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">cultural groups: could include language, race, gender, religion, class, etc<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">Speakers of other languages, \u00a0different relationship with teachers in their country of origin<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\">\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><strong><span class=\"c2\">Chronosystem<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">role of time, when this happened<\/span><\/p>\n<\/td>\n<td class=\"c3\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c0\"><span class=\"c2\">When did this family come to the US? How familiar are they with the US system of education? How old is Luca?<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c0 c5\"><span class=\"c2 c13\">\u00a0<\/span><span class=\"c1\">This model is integrative and interdisciplinary, drawing on and relating concepts and hypotheses from disciplines as diverse as biology, behavioral genetics and neurobiology, psychology, sociology, cultural anthropology, history, and economics-focusing on and highlighting processes and links that shape human development through the life course (Bronfenbrenner, 1995).<\/span><\/p>\n<h2>Aspects of the Bioecological Model<\/h2>\n<p class=\"c0\"><strong><span class=\"c2\">Processes<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c1\">Put very simply, children&#8217;s development is the result of proximal processes; of participating in increasingly complex reciprocal interactions with people, objects, and symbols in their immediate environments (their microsystem contexts) over extended periods of time (represented by the chronosystem) (Bronfenbrenner, 1994a).<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Microsystem<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c1\">According to Bronfenbrenner&#8217;s definition, &#8220;a microsystem is a pattern of activities, social roles, and interpersonal relations experienced by the developing person in a given face-to-face setting with particular physical, social, and symbolic features that invite, permit, or inhibit engagement in sustained, progressively more complex interaction with, and activity in, the immediate environment&#8221; (Bronfenbrenner, 1994b, p. 39). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Examples of settings within the microsystem are families, neighborhoods, day care centers, schools, playgrounds, and so on within which activities, roles, and interpersonal relations set the stage for proximal processes as crucial mechanisms for human development.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Context and the Interplay of Systems and Settings<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">In the bioecological model, contextual effects are manifested in a complex interplay of the micro-, meso-, exo-, and macrosystems. The ways these systems interact and influence each other can contribute to an understanding of how shocks to the macrosystem, such as a financial crisis, can disrupt the developmental process as it is transmitted to various settings in a child&#8217;s <\/span><span class=\"c4\">microsystem. <\/span><br \/>\n<span class=\"c1\">Household socioeconomic status, neighborhood characteristics, and school environments, just to mention a few, will determine the quality, frequency, and intensity of proximal processes. There is a significant body of literature that looks at how household poverty and hardship affect child development (see, for example, Duncan &amp; Brooks-Gunn, 1997). Neighborhood and community contexts and their influence on children have also been studied extensively (see, for example, Brooks-Gunn, Duncan, &amp; Aber, 1997). <\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">For instance, although family socioeconomic status is correlated with well-being and human development, it is not clear if socioeconomic status <\/span><span class=\"c4\">causes <\/span><span class=\"c1\">variations in health and well-being or if personal characteristics and dispositions of individuals influence both their socioeconomic status and their future socioemotional well-being and behavior (Conger, Conger, &amp; Martin, 2010, p. 687; Mayer, 1997). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">In addition, studies have started to unravel the pathways through which poverty affects child and youth development, ranging from the availability of quality prenatal and perinatal care, exposure to environmental toxins such as lead, less cognitive stimulation at home, harsh and inconsistent parenting, to lower teacher quality (McLoyd, 1998). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Furthermore, various studies have compared the implications of temporary versus chronic deprivation and how the impact differs according to the life stage of the developing person (Elder, 1999; McLoyd, 1998; McLoyd et al., 2009). In other words, a temporary drop in socioeconomic status during a crisis may have markedly different long-term implications depending on the age of the child. <\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Mesosystem<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">A <\/span><span class=\"c4 c20\">mesosystem<\/span><span class=\"c4\">, <\/span><span class=\"c1\">according to Bronfenbrenner, &#8220;comprises the linkages and processes taking place between two or more settings containing the developing person&#8221; (1994b, p. 40), such as the relations between home and school. He notes that &#8220;it is formed or extended whenever the developing person moves into a new setting&#8221; (1979, p. 25). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The main distinction between the meso- and the microsystem is that in the microsystem activities, social roles, and interpersonal relations are confined to one setting, whereas the mesosystem incorporates the interactions across the boundaries of at least two settings (Bronfenbrenner, 1979, p. 209). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Settings in the mesosystem can enhance (or diminish) people&#8217;s developmental potential when:<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">(1) a transition is made together with a group of others that they have engaged with in previous settings (versus alone) (for example, transition with a group of peers from kindergarten to first grade)<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">(2) when roles and activities between two settings are compatible (or incompatible) and encourage (or discourage) trust, positive orientation, and consensus on goals, as well as a balance of power in favor of the developing person <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">(3) when the number of structurally different settings is increased (or decreased) and others are more (or less) mature or experienced <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">(4) when cultural or subcultural contexts differ from each other <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">(Bronfenbrenner, 1979, pp. 209-223).<\/span><\/p>\n<p class=\"c0 c5\"><strong><span class=\"c2\">Exosystem<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">An <\/span><span class=\"c4 c20\">exosystem <\/span><span class=\"c1\">refers to &#8220;the linkages and processes taking place between two or more settings, at least one of which does not contain the developing person, but in which events occur that indirectly influence processes within the immediate setting in which the developing person lives&#8221; (Bronfenbrenner, 1994b, p. 40). <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">An example of such an exosystem setting would be the parent&#8217;s workplace, in which the child does not interact directly, but which could indirectly, through parental stress, job loss, or the like, influence family dynamics and thus the developing child. Consequently, a causal sequence of at least two steps is required to qualify as an exosystem. <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The first step is to establish a connection between events in the external setting, or exosystem, which does not include the developing person, to processes in the microsystem, which does include the person, and, second, to link these processes to developmental changes in the developing person (Bronfenbrenner, 1979). Important to note in this context is the ability of the child to influence parents just as much as parents influence the child, and this influence can reach far beyond the family into settings of the child&#8217;s exosystem (Bronfenbrenner, 1979).<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Research to date has focused on three prominent exosystems that are particularly likely to influence the developmental processes of children and youth through their influence on the family, school, and peers: <\/span><\/p>\n<ol class=\"c25 lst-kix_lgq3xje5kcl0-0 start\" start=\"1\">\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c1\">parents&#8217; workplaces, <\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c1\">family social networks, <\/span><\/li>\n<li class=\"c0 c12 c15 li-bullet-0\"><span class=\"c1\">neighborhood-community contexts (Bronfenbrenner, 1994b). <\/span><\/li>\n<\/ol>\n<p class=\"c0\"><strong><span class=\"c2\">Macrosystem<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">The <\/span><span class=\"c4 c20\">macrosystem <\/span><span class=\"c1\">captures &#8220;the overarching pattern of micro-, meso-, and exosystems characteristic of a given culture or subculture, with particular reference to the belief systems, bodies of knowledge, material resources, customs, lifestyles, opportunity structures, hazards, and lifecourse options that are embedded in each of these broader systems&#8221; (Bronfenbrenner, 1994b, p. 40). These include the laws and regulations, political economy, economic markets, and public policies of the societies within which the developing person is embedded.<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The macrosystem can be interpreted as &#8220;space&#8221; that Lefebvre (1991) defined as an &#8220;unavoidably social product created from a mix of legal, political, economic, and social practices and structures&#8221; (p. 190). Individuals draw on these cultural tools that their environment puts at their disposal, or that they choose to make sense of challenges and imagine effective solutions. They also find strategies for action by observing the behaviors of those around them and the consequences of their actions.<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The bioecological model is flexible enough to accommodate cross-national variations in the weight given to various aspects of human development influenced by the local culture (for instance, the greater emphasis on self-esteem, self-actualization, and individualization characteristic of the American upper-middle class; see Markus, 2004). It also takes into consideration meso- and macro level conditions for collective human development, including shared myths and narratives that buttress the individual sense of self and capabilities (see, for example, Hall &amp; Lamont, 2009).<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The bioecological model is capable of capturing &#8220;experiences.&#8221; Proximal processes and other interactions are &#8220;experienced by the developing person,&#8221; which is meant to indicate, &#8220;that the scientifically relevant features of any environment include not only its objective properties but also the way in which these properties are perceived by the persons in that environment&#8221; (Bronfenbrenner, 1979, p. 22). Experiences in this sense are individual (and collective) constructs of the &#8220;objective,&#8221; which determines an individual&#8217;s (and a group&#8217;s) capacity for making meaning and for self-representation (Hall &amp; Lamont, 2009). Experiences, while in part determined by the individual&#8217;s personality, are embedded in local culture and customs; thus, understanding the cultural frameworks and narratives that shape the relationships and processes within and between settings and systems is crucial to recognizing factors that enhance or weaken the resilience of a developing person.<\/span><\/p>\n<h2 class=\"c0\"><span class=\"c2\">Educational Implications<\/span><\/h2>\n<p class=\"c0\"><span class=\"c7\">The Bioecological Model by<\/span><a class=\"c17\" href=\"https:\/\/en.wikipedia.org\/wiki\/Urie_Bronfenbrenner\">\u00a0Bronfenbrenner <\/a><span class=\"c1\">looked at patterns of development across time as well as the interactions between the development of the child and the environment. <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">The implications of the model include the social and political policies and practices affecting children, families, and parenting. The Bioecological Model as depicted in Figure 7.1 serves as a visual organizer to both summarize and unpack key concepts and themes as they relate to individual development, teaching and learning, and educational practices. <\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">As teachers and educators strive to become evidence-based practitioners, the goal of learning this model is to understand the theoretical and research foundations that inform the work in supporting students&#8217; well-being, teaching and learning and identify and use other factors\/resources such as parents, family, peers, to provide positive influence on students&#8217; learning and development.<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">In that regard, Bronfenbrenner&#8217;s Bioecological Model encourages much consideration of what constitutes supportive interactions in fostering development. It goes beyond identifying what might influence development, and, more importantly, assists in considering how and why it influences development. Furthermore, Bronfenbrenner&#8217;s theory also assists in considering how an interaction might be added or taken away or improved to foster development and, especially, how a face-to-face interaction between a developing individual and an agent within his or her environment might be changed. Although Bronfenbrenner&#8217;s multi-system model has value in identifying the resources that influence development, it is likely of most value in assisting consideration of how the resource might be used. Inherent within this idea is the emphasis Bronfenbrenner places on proximal processes, those interactions nearest to the individual have the greatest influence on the development of the individual.<\/span><\/p>\n<h2 class=\"c0\"><span class=\"c2\">Criticisms of the Bioecological Model<\/span><\/h2>\n<p class=\"c0\"><span class=\"c1\">A criticism of Bronfenbrenner has been that the model focuses too much on the biological and cognitive aspects of human development, but not much on the socioemotional aspect of human development. A more comprehensive view of human development with the 3 domains of human development in the center is suggested (Integrated Ecological Systems and Framework, n.d.). This ecological model is called the Integrated Ecological Systems Framework (Figure 7.2).<\/span><\/p>\n<p class=\"c0 c5\"><span class=\"c1\">\u00a0<\/span><\/p>\n<h6 class=\"c22\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 414.87px;height: 298.27px\"><br \/>\n<img decoding=\"async\" style=\"width: 414.87px;height: 298.27px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image4-1.jpg\" alt=\"A diagram of the integrated ecological systems. The diagram consists of five nested circles. The innermost circle contains cognitive, biological, and socioemotional factors. The next circle is the microsystem, and contains school, peers, recreation and facilities, social and community groups, and family. The next layer is the mesosystem, which is the interactions between elements in the microsystem. The next circle is the exosystem, which contains neighbours, social services, legal services, health services, education, and media. The outermost layer is the macrosystem, which represents the attitudes and ideologies of the culture. The circles lie in the enveloping chronosystem, which represents socio-historical conditions, environmental events, transitions over life, and the general course over time.\" \/> <\/span><\/h6>\n<h6 class=\"c22\"><span class=\"c1\">Figure 7.2 Integrated Ecological Systems Framework<\/span><\/h6>\n<p class=\"c0\"><span class=\"c7\">Developmentalists often refer to the three domains as overlapping circles that represent the intricately interwoven relationship between each of the following aspects of an individual&#8217;s experience (Figure 7.3). <\/span><br \/>\n<strong><span class=\"c4\">Biological Processes: <\/span><\/strong><span class=\"c7\">the physical changes in an individual&#8217;s body. <\/span><br \/>\n<strong><span class=\"c4\">Cognitive Processes: <\/span><\/strong><span class=\"c7\">the changes in an individual&#8217;s thinking and intelligence. <\/span><br \/>\n<strong><span class=\"c4\">Socioemotional Processes: <\/span><\/strong><span class=\"c1\">the changes in an individual&#8217;s relationship with other people in emotions, in personality and in the role of social contexts in development.<\/span><\/p>\n<h6 class=\"c22\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 390.87px;height: 276.00px\"><br \/>\n<img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"width: 390.87px;height: 276.00px;margin-left: 0.00px;margin-top: 0.00px\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image2-1.jpg\" alt=\"A diagram of the processes of human development. Three overlapping circles, similar to a Venn diagram, represent biological processes, socioemotional processes, and cognition and learning. Biological processes include physical growth and brain development. Socioemotional processes include emotional, self and identity, and moral\/character development. Cognition and learning includes developmental cognitive, learning approaches, as well as behavioral, social, and cognitive information processing.\" width=\"813\" height=\"576\" \/> <\/span><\/h6>\n<h6 class=\"c22\"><span class=\"c1\">Figure 7.3: Processes of Human Development<\/span><\/h6>\n<p class=\"c0\"><strong><span class=\"c2\">Chapter Discussion Questions: <\/span><\/strong><\/p>\n<ul class=\"c25 lst-kix_iew1pld0w9ax-0 start\">\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">How do the systems interact to support student success? \u00a0<\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">How would you summarize the bioecological model? <\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">How would you use the specifics of the bioecological model to support your students? <\/span><\/li>\n<li class=\"c0 c15 c12 li-bullet-0\"><span class=\"c2\">How is equity related to the bioecological model?<\/span><\/li>\n<\/ul>\n<h2 class=\"c0\"><strong><span class=\"c2\">ATTRIBUTIONS<\/span><\/strong><\/h2>\n<p class=\"c0\"><span class=\"c7\">Image 7.1: <\/span><span class=\"c18 c9 c7\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=https:\/\/commons.wikimedia.org\/wiki\/File:Child_Development_Stages_Graphic_-_Blue_-_48412252121.jpg&amp;sa=D&amp;source=editors&amp;ust=1668985804806958&amp;usg=AOvVaw2RtIJgg3SM_WrGIHxtzYSt\">&#8220;Child Development Stages Graphic&#8221; <\/a><\/span><span class=\"c7 c10\">by <\/span><span class=\"c9 c7\">Wikimedia Commons <\/span><span class=\"c7 c10\">is licensed under <\/span><span class=\"c18 c9 c7\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/2.0&amp;sa=D&amp;source=editors&amp;ust=1668985804807261&amp;usg=AOvVaw0qzJu5uX8CLgT_CEtoVTLy\">CC BY 2.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Video 7.1: <\/span><span class=\"c9 c7 c18\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DHV4E05BnoI8&amp;sa=D&amp;source=editors&amp;ust=1668985804807635&amp;usg=AOvVaw3uQ-XAze7FYywG0sMKVDD0\">&#8220;Bronfenbrenner&#8217;s ecological theory&#8221; <\/a><\/span><span class=\"c7 c10\">by <\/span><span class=\"c9 c7\">Rachelle Tannenbaum<\/span><\/p>\n<h2 class=\"c0 c19\"><span class=\"c2\">REFERENCES<\/span><\/h2>\n<p class=\"c0\"><span class=\"c7\">Alkire, S. (2002). Dimensions of human development. <\/span><span class=\"c4\"><em>World Development<\/em>, <\/span><span class=\"c1\">30(2), 181-205. UK: Elsevier Science.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Baumrind, D. (1989). Rearing competent children. In W. Damon (Ed.), <\/span><em><span class=\"c4\">Child development today and tomorrow <\/span><\/em><span class=\"c1\">(pp. 349378). San Francisco, CA: Jossey-Bass.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (1979). <\/span><span class=\"c4\"><em>The ecology of human development: Experiments by nature and design<\/em>. <\/span><span class=\"c1\">Cambridge, MA: Harvard University Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (1994). Nature-Nurture reconceptualized in developmental perspective: A bioecological model. <\/span><span class=\"c4\"><em>Psychological Review<\/em>, <\/span><span class=\"c1\">101(4), 568-86.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. Elder, &amp; K. Lusher (Eds.), <\/span><span class=\"c4\"><em>Examining lives in context: Perspectives on the ecology of human development<\/em> <\/span><span class=\"c1\">(pp. 619-647). Washington, DC: American Psychological Association.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U., &amp; Morris, P. A. (2006). The biological model of human development. In W. Damon &amp; R. M. Lerner (Eds.), <\/span><em><span class=\"c4\">Handbook of child psychology: Theoretical models of human development <\/span><\/em><span class=\"c1\">(6th ed., Vol. 1, pp. 793-828). New <\/span><span class=\"c1\">York, NY: Wiley.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Carter, P. (2007). <\/span><span class=\"c4\"><em>Keeping it real: School success beyond black and white<\/em>. <\/span><span class=\"c1\">New York, NY: Oxford University Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Conger, R., K. Conger, &amp; Martin, M. (2010). Socioeconomic status, family processes, and individual development. <\/span><span class=\"c4\"><em>Journal of Marriage and Family<\/em>, 72, <\/span><span class=\"c1\">685-704.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Corrales, K., &amp; Utter, S. (2005). Growth failure. In P. Q. Samour &amp; K. King, <\/span><em><span class=\"c4\">Handbook of pediatric nutrition <\/span><\/em><span class=\"c1\">(3rd ed.). Sudbury, MA: Jones and Bartlett Publishers.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Damon, W., &amp; Lerner, R. M. (1998). <\/span><em><span class=\"c4\">Handbook of child psychology: Theoretical models of human development. <\/span><\/em><span class=\"c1\">New <\/span><span class=\"c1\">York, NY: Wiley.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Duncan, G., &amp; Brooks-Gunn, J. (Eds.). (1997). <\/span><span class=\"c4\"><em>Consequences of growing up poor<\/em>. <\/span><span class=\"c1\">New York, NY: Russell Sage Foundation.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Elder, G., &amp; Caspi, A. (1988). Economic stress in lives: Developmental perspectives. <\/span><span class=\"c4\"><em>Journal of Social Issues<\/em>, 44 <\/span><span class=\"c1\">(4), 2545.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Florsheim, P., Tolan P. H., &amp; Gorman-Smith, D. (1996). Family processes and risk for externalizing behavior problems among African American and Hispanic boys. <\/span><span class=\"c4\"><em>Journal of Consulting and Clinical Psychology<\/em>, 64 <\/span><span class=\"c1\">(6), 1222-1230.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Furstenburg, F. F., Cook, T., Eccles, J., Elder, G. H., &amp; Sameroff, A. (1999). <\/span><br \/>\n<em><span class=\"c4\">Managing to make it: Urban families in high-risk neighborhoods<\/span><\/em><span class=\"c1\"><em>.<\/em> Chicago, IL: University of Chicago Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Garcia-Coll, C., Lamberty, G., Jenkins, R., Mc Adoo, H. P., Crnic, P., Wasik, B. H., &amp; Vazquez, H. G. (1996). An integrative model for the study of developmental competencies in minority children. <\/span><span class=\"c4\"><em>Child Development<\/em>, <\/span><span class=\"c1\">67(5), 18911914.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Gottlieb, G., Wahlsten, D., &amp; Lickliter, R. (1998). The significance of biology for human development: A developmental psychobiological systems view.&#8221; In R Lerner (Ed.), <\/span><em><span class=\"c4\">Handbook of child psychology <\/span><\/em><span class=\"c1\">(6th ed., Vol. 1). New York, NY: <\/span><span class=\"c1\">Wiley.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Hall, P., &amp; Lamont, M. (Eds.). (2009). <\/span><span class=\"c4\"><em>Successful societies: How institutions and culture affect health<\/em>. <\/span><span class=\"c1\">Cambridge, UK: Cambridge University Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Integrated ecological systems and framework. (n.d.). Retrieved from <\/span><span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=https:\/\/sites.google.com\/site\/humandevelopmentlearning\/integrated-framework&amp;sa=D&amp;source=editors&amp;ust=1668985804812092&amp;usg=AOvVaw2yU9vD9srzhFl3zODujmTt\">https:\/\/sites.google.com\/site\/humandevelopmentlearning\/integrated-framework<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Lefebvre, H. (1991). <\/span><span class=\"c4\"><em>The production of space<\/em>. <\/span><span class=\"c1\">Hoboken, NJ: Blackwell Publishing.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Markus, H. R. (2004). Culture and personality: Brief for an arranged marriage. <\/span><span class=\"c4\"><em>Journal of Research in Personality<\/em>, 38, <\/span><span class=\"c1\">7583.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Martin, D., McCann, E., &amp; Purcell, M. (2003). Space, scale, governance, and representation: Contemporary geographical perspectives on urban politics and policy. <\/span><span class=\"c4\"><em>Journal of Urban Affairs<\/em>, <\/span><span class=\"c1\">25(2), 113-121.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">McLoyd, V. C. (1990). The impact of economic hardship on black families and children: Psychological distress, parenting, and socioemotional development. <\/span><span class=\"c4\"><em>Child Development<\/em>, <\/span><span class=\"c1\">61(2), 311-346.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Pearlin, L., &amp; Kohn, M. (2009). Social class, occupation, and parental values: A cross-national study. In A. Grey (Ed.), <\/span><em><span class=\"c4\">Class and personality in society <\/span><\/em><span class=\"c1\">(pp. 161-184). New Brunswick, NJ: Transaction Publishers.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Rodriguez, M. L., &amp; Walden, N. J. (2010). Socializing relationships. In D. P. Swanson, C. M. Edwards, &amp; M. B. Spencer (Eds.), <\/span><em><span class=\"c4\">Adolescence: Development during a global era <\/span><\/em><span class=\"c1\">(pp. 299-340). Burlington, MA: Academic Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Thelen, E., &amp; Smith, L. (1998). Dynamic systems theories. In R. Lerner (Ed.), <\/span><em><span class=\"c4\">Handbook of child psychology <\/span><\/em><span class=\"c7\">(6th <\/span><span class=\"c16 c4\">ed.). <\/span><span class=\"c1\">New York, NY: Wiley.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Warikoo, N. (2010). <\/span><span class=\"c4\"><em>Balancing act: Youth culture in the global city<\/em>. <\/span><span class=\"c1\">Berkeley, CA: University of California Press.<\/span><\/p>\n<h2 class=\"c0 c19\"><strong><span class=\"c2\">ADDITIONAL READING <\/span><\/strong><\/h2>\n<p class=\"c0\"><span class=\"c7\">Boemmel, J., &amp; Briscoe, J. (2001). Web Quest project theory fact sheet on Urie Bronfenbrenner. Retrieved from <\/span><span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/ruby.fgcu.edu\/courses\/twimberley\/EnviroPol\/EnviroPhilo\/FactSheet.pdf&amp;sa=D&amp;source=editors&amp;ust=1668985804813949&amp;usg=AOvVaw1BUxGcWKussCdr65ATm6Oy\">http:\/\/ruby.fgcu.edu\/courses\/twimberley\/EnviroPol\/EnviroPhilo\/FactSheet.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (2007). The bioecological model of human development. Retrieved from <\/span><br \/>\n<span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/9780470147658.chpsy0114\/abstract&amp;sa=D&amp;source=editors&amp;ust=1668985804814315&amp;usg=AOvVaw2HuHhNg_mORkePHgQ3Fdtx\">http:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/9780470147658.chpsy0114\/abstract<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (n.d.). Ecological models of human development. Retrieved from<\/span><br \/>\n<span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.psy.cmu.edu\/~siegler\/35bronfebrenner94.pdf&amp;sa=D&amp;source=editors&amp;ust=1668985804814635&amp;usg=AOvVaw3oIs0KJPrDiYtLIzAbywrs\">http:\/\/www.psy.cmu.edu\/~siegler\/35bronfebrenner94.pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (1977.) Toward an experimental ecology of human development. Retrieved from <\/span><br \/>\n<span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download?doi%3D10.1.1.458.7039%26rep%3Drep1%26type%3Dpdf&amp;sa=D&amp;source=editors&amp;ust=1668985804814971&amp;usg=AOvVaw1lPV6TW4n_vChwMZaB2y-h\">http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download?doi=10.1.1.458.7039&amp;rep=rep1&amp;type=pdf<\/a><br \/>\n<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Peer-Reviewed Journal Articles:<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">Brendtro, L. K. (2006). The vision of Urie Bronfenbrenner: Adults who are crazy about kids. <\/span><br \/>\n<span class=\"c4\"><em>Reclaiming Children and Youth<\/em>, <\/span><span class=\"c1\">15(3), 162-166.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. <\/span><span class=\"c4\"><em>American Psychologist<\/em>, 32, <\/span><span class=\"c7\">513530. Retrieved from <\/span><span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www2.humboldt.edu\/cdblog\/CD350-Hansen\/wp-&amp;sa=D&amp;source=editors&amp;ust=1668985804815556&amp;usg=AOvVaw1MKFG2FkUGKD9eXgIOo2Zg\">http:\/\/www2.humboldt.edu\/cdblog\/CD350-Hansen\/wp-<\/a><br \/>\n<\/span><span class=\"c1\">content\/uploads\/sites\/28\/2014\/08\/Bronfenbrenner.pdf<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Guhn, M., &amp; Goelman, H. (2011). Bioecological theory, early child development and the validation of the population level early development instrument. <\/span><span class=\"c4\"><em>Social Indicators Research<\/em>, <\/span><span class=\"c1\">103(2), 193-217.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Lang, S. S. (2005). Renowned bioecologist addresses the future of human development. <\/span><br \/>\n<span class=\"c4\"><em>Human Ecology<\/em>, <\/span><span class=\"c1\">32(3), 24-24.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Rosa, E. M., &amp; Tudge, J. (2013). Urie Bronfenbrenner&#8217;s theory of human development: Its evolution from ecology to bioecology. <\/span><span class=\"c4\"><em>Journal of Family Theory &amp; Review<\/em>, <\/span><span class=\"c1\">5(4), 243-258.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Stolzer, J. (2005). ADHD in America: A bioecological analysis. <\/span><span class=\"c4\"><em>Ethical Human Psychology and Psychiatry<\/em>, <\/span><span class=\"c1\">7(1), 65-75, <\/span><span class=\"c1\">103.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Taylor, E. (2003). Practice methods for working with children who have biologically based mental disorders: A bioecological model. <\/span><span class=\"c4\"><em>Families in Society<\/em>, 84(1), <\/span><span class=\"c1\">39-50.<\/span><\/p>\n<p class=\"c0\"><span class=\"c7\">Wertsch, J. V. (2005). Making human beings human: Bioecological perspectives on human development. <\/span><span class=\"c4\"><em>The British Journal of Developmental Psychology<\/em>, 23, <\/span><span class=\"c1\">143-151.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Books at Dalton State College Library:<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c1\">Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.<\/span><\/p>\n<p class=\"c0\"><span class=\"c1\">Friedman, S. L., &amp; Wachs, T. D. (1999). Measuring environment across the life span: Emerging methods and concepts. Washington, DC: American Psychological Association.<\/span><\/p>\n<p class=\"c0\"><strong><span class=\"c2\">Videos and Tutorials:<\/span><\/strong><\/p>\n<p class=\"c0\"><span class=\"c7\">History of parenting practices: Child development theories. (2006). Retrieved from <\/span><span class=\"c18 c7 c27\"><a class=\"c17\" href=\"https:\/\/www.google.com\/url?q=http:\/\/digital.films.com.transcoder.daltonstate.edu\/PortalPlaylists.aspx?aid%3D8691%26xtid%3D41180&amp;sa=D&amp;source=editors&amp;ust=1668985804817157&amp;usg=AOvVaw3UYgFEj176VM_uU0NTz2zZ\">Films <\/a><\/span><span class=\"c7\">on Demand database.<\/span><\/p>\n","protected":false},"author":29,"menu_order":10,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-81","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/81","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/users\/29"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/81\/revisions"}],"predecessor-version":[{"id":82,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/81\/revisions\/82"}],"part":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/81\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/media?parent=81"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapter-type?post=81"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/contributor?post=81"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/license?post=81"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}