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Human Development > bioecological theory > Flashcards

bioecological theory Flashcards

1
Q

purpose of the theory

A
  • Person develops appreciation for complex nature of environments and forces that alter behaviour while identifying self-goals
  • Person is active and changing
  • Settings are changing
  • Person is assumed to be functioning in multiple settings
  • Settings are impacted by community, cultural, and social contexts
  • expansion of ecology
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2
Q

what is ecology

A
  • The scientific study of the organism environment interaction
  • Heavily influenced by Darwin
  • Adaptation and natural selection
  • Contemporary ecology: explores diversity, distribution, population, and competition between and within organisms in a setting
  • Ecosystems suggest the need to analyze interacting features in a natural environment
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3
Q

home economics

A
  • application of current scientific and economical findings to home and household management
  • home is an ecological niche
  • AHEA and AAFCS
  • linked with agriculture
  • land grant acts allowed home economics and agriculture to be studied in post-secondary
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4
Q

history of the theory

A
  • influenced by work with neuropathologist father
  • brain functions are related with behaviour
  • environment impact development
  • influenced by peers, friends, and colleagues
  • Experimental designs and value of experimentation in hypothesis determination
  • discovered friendship and peer group patterns
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5
Q

define bioecological theory

A
  • the progressive accommodation between an active growing individual and changing factors of their immediate settings
  • Affected by relations between settings and the larger context of the setting
  • includes setting characterisitcs, behaviours across settings, cultural contexts, social policies, and practices that may influence development
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6
Q

key concepts of the theory

A
  • process
  • person
  • contexts
  • time
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7
Q

process

A
  • basic mechanisms that cause interaction between person and environment
  • must be regularly occurring over long periods of time to impact development
  • activity based
  • maturation = more complex tasks
  • process initiated by others becomes internalized and sought out
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8
Q

person

A
  • influence of process depends on individual characteristics
  • characteristics influence engagement in settings, resources, and opportunities
  • impacted by demand characteristics, disposition and resources
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9
Q

demand features

A

demand features: invite or discourage interaction depending on expectations of other subjects in the setting
- cultural, community, and family preferences
ex. age, gender, body type

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10
Q

disposition

A
  • features of a person that alter they way they engage in a setting
  • not physical
    Ex. temperament, motivation, persistence
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11
Q

resources

A

cognitive, emotional, physical, and social resources are required for effective functioning
Ex. knowledge, experiences, material resources, safe home
psychological resources: contribute to well-being (problem solving abilities)
material resources: impact engagement in activities(safe environment, good diet)

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12
Q

contexts

A

environment is made up of a set of contexts
- nested contexts

setting: any cognitive, emotional, physical, and social resources are required for effective functioning
Ex. knowledge, experiences, material resources, safe home

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13
Q

levels of context

A
  • microsystem
  • mesosystem
  • exosystem
  • macrosystem
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14
Q

microsystem

A
  • a setting with particular physical characteristics and resources
  • patterns of activities, roles, interpersonal relations
  • Defined by features of interest, perception, and role in system
  • Function in multiple microsystems
  • Maturation = choice of microsystems
  • Dispositions, resources, and demand characteristics increase bidirectional influences of persons and settings
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15
Q

mesosystem

A
  • interrelations among +2 settings in which the developing person actively participates
  • Role strain issues
  • Rewards of one setting are more desirable than another so it is neglected
  • Social networks: people are linked together through the settings they participate in
  • Understanding of norms and expectations for behaviour across settings
  • Expanded worldview, complex cognition, increased knowledge of resources/activities/expectations
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16
Q

exosystem

A
  • one or more settings that do not involve developing an active participant but may still be affected by what happens in the setting containing the developing person
  • nested systems
  • macrosystem to microsystem as well as micro to macrosystem
17
Q

macrosystem

A
  • the culture or society that frames the structures and relationships among systems
  • Laws, policies, agencies, politics, health care, economic system, education, etc
  • Any factor that creates social, political, and financial contexts for development
18
Q

time

A
  • individual, systems, and the relationship between them change over time
  • Changes can be patterned, developmental, society-initiated, reduced improvement of resources
  • Micro time - activities in microsystems
  • Meso time - activities with consistency across settings
  • Macro time - development in a historical context
19
Q

research designs

A
  • theory development and research are hand in hand
  • discovery mode: research allows successive studies in which the nature of a relationship can be studied over time
  • Nature of proximal process being studied depends on outcome of interest
  • Timing for observation depends on the particular transitions under consideration
  • Assumes proximal process is the most impactful force, depending on individual characteristics
  • Must be applicable to statistical techniques to determine interactions among levels
  • Include process contrasts across contexts, persons, and time
20
Q

modern bioecological theory

A
  • central role of specific proximal processes as a basis for developmental change
  • Examine proximal processes to understand how they interact with characteristics of a person in many contexts that allow for development
  • principles
    1. Center of the model is the person
    2. Experiences drive development
    3. Nature of relationships and experiences within and across settings
  • bidirectional effects
  • applied across the lifespan
  • focus on specific characteristics of contexts (assess each setting individually)
21
Q

key features of developmental outcomes

A
  • characterized by patterns of mental organization and content
  • inferred from a combination subjective experiences such as mental representation and objective behaviour (functional relationship between them)
  • implies change over time and emerging stability (must be demonstrated in research)
  • clarified by
    1. contrast between +2 groups of people in +2 settings
    2. developmental outcomes over +2 points in time
    3. measurement between subjective and behavioural outcomes and their relationship
22
Q

directions of change

A
  • more complex reciprocal interactions between active developing people and what the person experiences in immediate environment
  • Changes occur as new skills are developed and engagement with varied environments
  • Connect with network of diverse and socially demanding relationships
  • Larger societal level have cultural rules and expectations encourage development
23
Q

use of bioecological model

A
  • valid if at least 3 elements
  • Social categories are not as impactful as processes experienced regularly
  • Different processes lead to optimal and dysfunctional outcomes
  • Processes operate in distinct ways depending on stage of life and characteristics
24
Q

mechanisms that account for growth

A

proximal processes which are associated to activities and interactions

25
Q

testable hypotheses

A
  • To be effective, activity must reoccur over and extended period of time
  • To drive development, activities and related proximal processes must continue long enough to become increasingly more complex
26
Q

relevance of early experiences on later development

A
  • family is first context that proximal process takes place
  • Caregiver presence promotes processes and provides security and motivation to engage in activities with them
  • Secure attachment relationships allow children to confidently explore environments and establish complex learning and problem-solving strategies
27
Q

environment and social contexts that affect development

A
  • Context influences development
  • Diverse settings and interconnections among settings
  • Cultural, community, and societal contexts
  • Microsystem, mesosystem, exosystem, and macrosystem
28
Q

risk factors

A
  • Dysfunction: repeated occurrence of challenges that prevent a developing person from managing and coordinating behaviour in different situations
  • Risk limits capacity to develop cognitive, physical, and socioemotional skills
  • Chaotic systems: disruptive environments with intensive activity, lack of structure, unpredictability, and background stimulation
  • Disrupt proximal processes
29
Q

strengths

A
  • New perspective of context and nested environments
  • Proximal process: importance of interactions of individuals and environmental features
  • Simple yet complex model
  • Description of proximal processes
  • Value of observing behaviour in natural settings
  • Longitudinal studies of development shaped by context
    Intervention and training design in many fields
  • Integrates many fields
  • Ideas stated as testable hypotheses
  • Framework of research in human development
30
Q

weaknesses

A
  • Construct of person lacks elaboration (individuals vary in motivation, emotion, goals, etc)
  • No direction of development in cognition, reasoning, and self-understanding
  • No specification about proximal processes that support developmental outcomes
  • Time lacks specificity
  • Time in relation to gaining abilities (how long it takes)
  • Time needed for experiences to have impact
  • Fails to incorporate ideas from biological and psychological ecology that assist in characterizing the nature of events
  • No way of evaluating importance of one setting over others in mesosystems
  • Few studies examine full model and interaction among factors

Human Development (8 decks)

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