Bronfenbrenner & COVID-19 Flashcards
1
Q
What is Bronfenbrenner’s Bioecological Systems Theory?
A
- Bronfenbrenner’s bioecological model of human development is instrumental in elucidating the dynamics of a child’s social environment, showcasing the impact of distal factors on a child’s development.
- This model places the child at the center, recognizing the child’s own biology as a primary influence on their development, a refinement made in later years.
- Acknowledging that the child is an active agent in their environment, the model identifies five layers or systems within the environment that interact and influence each other.
- These five layers are the microsystem, mesosystem, exosystem, macrosystem, and chronosystem.
- Changes or conflicts in one layer have a ripple effect across the other layers, illustrating the interconnected nature of the bioecological system.
- Can be supported by Bandura’s Social Learning Theory.
2
Q
Bronfenbrenner’s Bioecological Systems Theory
Microsystem
A
- The microsystem, the layer closest to the child in Bronfenbrenner’s bioecological model, encompasses direct interactions with elements like the family, school, neighborhood, and child care environments.
- Within this layer, there is a bidirectional influence, emphasizing that parents influence the child, but the child also influences the parents. This bidirectional influence is the strongest and has the most significant impact on the child’s development.
- For example, if a child develops maladjusted behaviors due to peer influence, these behaviors can influence the parenting experience and contribute to variations in the development of siblings raised in the same home conditions.
3
Q
Bronfenbrenner’s Bioecological Systems Theory
Mesosystem
A
- Establishes connections between the structures within the child’s microsystem.
- An example is the interaction between the teacher and the parent.
4
Q
Bronfenbrenner’s Bioecological Systems Theory
Exosystem
A
- Comprises a larger social system with which the child doesn’t directly interact.
- Structures in this system indirectly influence the child by interacting with structures in the microsystem.
- An example is the parent’s workplace affecting parent-to-child or parent-to-parent communication.
5
Q
Bronfenbrenner’s Bioecological Systems Theory
Macrosystem
A
- Contains intangible structures like cultural values, norms, and laws. These structures impact the child and naturally influence the other systems in the bioecological model.
6
Q
Bronfenbrenner’s Bioecological Systems Theory
Chronosystem
A
- Involves the dimension of time. It considers the timing of significant events, such as the death of a parent or the onset of puberty.
- Over time, as the child develops, they may react differently to these events and gain the ability to understand how changes impact them.
7
Q
Bronfenbrenner & COVID-19
Microsystem
A
- The COVID-19 pandemic had a direct and bidirectional impact on both the child and parent.
- Parents faced challenges in providing resources for themselves and their children during the pandemic.
- Many children transitioned to online learning during the pandemic, necessitating access to internet, computers, or handheld devices.
- The availability of these resources became crucial for continued education during this period.
- Parents who were unable to provide these necessities or afford internet services faced financial constraints during this time.
- Financial limitations of parents had a direct impact on the child’s ability to participate in online classes.
- The inability to access online classes due to a lack of resources or internet connectivity heavily affected the education of these children.
- Educational disruptions resulting from these limitations could have lasting consequences on the children’s development during the pandemic.
8
Q
Bronfenbrenner & COVID-19
Mesosystem
A
- Effective communication and collaboration between parents and schools become crucial during periods of remote learning or hybrid models. The quality of this collaboration directly influences a child’s educational experiences.
- Challenges in communication may arise if there is a lack of clarity in expectations, inadequate feedback on the child’s progress, or if parents struggle to support their child’s learning at home.
- Disruptions in community services, closure of recreational facilities, and limited access to extracurricular activities can impact a child’s socialization and overall development.
- The connections between a child’s peer group and other microsystems, such as family and school, are vital for social development. Reduced face-to-face interactions with peers due to social distancing measures may lead to feelings of isolation.
- Virtual platforms may serve as an alternative means of maintaining peer connections, but the shift away from in-person interactions can still affect the richness and depth of social experiences.
- With the increased reliance on technology for education and communication, the mesosystem also includes the integration of digital platforms into the child’s learning environment.
- Issues such as the availability of devices, internet connectivity, and the digital literacy of parents and educators can influence the effectiveness of remote learning and communication within the mesosystem.
9
Q
Bronfenbrenner & COVID-19
Exosystem
A
- Lockdowns at the exosystem level led to businesses adopting remote work, increasing family interaction.
- The increased presence of parents at home affected the microsystem, altering the bidirectional relationship between parents and children.
- Work-from-home situations may have led to issues of neglect, as parents juggled work responsibilities while being consistently at home.
- Burnout from work-related stress might have affected the parents’ ability to engage positively with their children.
- Parents experiencing work-related issues may have taken out their anger on the child, negatively impacting the child’s emotional well-being.
- Pre-existing problems, such as neglect or abuse, may have been exacerbated as families were consistently in the same space.
- The intensification of existing issues could have further strained the parent-child relationship.
- The combination of neglect, potential parental anger, burnout, and aggravated pre-existing problems would likely worsen the child’s development.
- Educational experiences may have suffered as a result of the challenging home environment, hindering the child’s ability to learn and thrive.
- The challenging dynamics emphasize the importance of support systems, interventions, and resources to address the well-being of both parents and children during extended periods of close family interaction.
10
Q
Bronfenbrenner & COVID-19
Macrosystem
A
- The financial impact at the microsystem level influenced the bidirectional relationship between parents and children.
- Children had fewer resources during this time, affecting their daily lives and interactions with parents
- Financial instability could have affected resources required for online learning, potentially hindering the child’s educational development.
- The child’s access to necessary tools for remote education may have been compromised.
- Financial constraints might have affected the ability of parents to afford basic necessities, impacting the child’s health and well-being.
- Lack of resources for essential needs may have had lasting effects on the child’s overall health during this challenging period.
- At a later stage of the pandemic, governments implemented grants for those in lower economic brackets at the macrosystem level.
- At a later stage of the pandemic, governments implemented grants for those in lower economic brackets at the macrosystem level.
- The limited reach of government grants affected the microsystem level, particularly poorer families seeking financial assistance.
- Poorer families may not have received the necessary assistance, or the support provided might not have been sufficient to meet their needs.
- Insufficient financial support at the microsystem level affected children’s access to basic resources and educational opportunities.
- Children in these families may have faced challenges that could lead to dropping out of education due to a lack of necessary support.
- The lack of financial assistance may have widened educational disparities, as children from economically disadvantaged families struggled to access resources essential for learning.
- The inadequacy of financial support during the pandemic could have long-term consequences for the affected children, potentially hindering their educational attainment and overall well-being.
11
Q
Bronfenbrenner & COVID-19
Chronosystem
A
- The extended duration of the pandemic at the chronosystem level significantly impacted the development of children.
- Parents faced prolonged difficulties dealing with financial instability, work-related issues, and challenges at home due to the extended pandemic conditions.
- At the microsystem level, parents’ challenges in providing for their children resulted in increased drop-outs, lower educational standing, and heightened stress due to isolation.
- The cumulative impact of parental struggles and the microsystem challenges during the prolonged pandemic likely worsened the development of children over time.
