Case Study Bronfenbrenner 's Model Of Child Development

The purpose of this assignment is to closely observe the development of a child through an interview and apply the theories and concept of child development in his particular cultural and educational context. I selected the child who lives in my neighborhood for the interview and began with seeking the permission from his parents. The child’s name is ‘Abdullah’ and he is seven years old. He lives with his family in Terre Haute and his family consists of parents and two sisters. Abdullah goes to Sugar Grove Elementary School in the Terre Haute city along with his two sisters and he is in grade 2. The interview was conducted at his home and I ensured his convenience. He was cooperative and provided insightful responses to the questions and he provided significant detail in the interview. I was able to track his development stages and connect it to different theories of Developmental Psychology including psychoanalytical perspectives and Piaget’s stages of development. In the following paragraphs, I will explain my observations about Abdullah’s development in the light of developmental theories with special focus on cognitive, social, linguistic, and emotional development followed by making connections between his socioeconomic and cultural background and development. Lastly, I will conclude paper by highlighting that the observations during the interview can facilitate my future practice as a teacher.

The book puts in question what are the important factors to a child’s development all the way until there teenage years. When growing up there are two main group of people that make us who we are; our parents and the outside world. When we are little, before we start school we do not know anything other than our family, this is called the first stage of development. By only knowing your family members this causes you to only act the way you see. However, a few years later, when

Bronfenbrenner U. (1986). Ecology of the Family as a Context for Human Development: Research Perspectives {Electronic version]. Developmental Psychology, 22, 723-742.

No one can control what family they are born into nor what struggles are destined for them in the future. By the age of nine, my parents could no longer help me with my homework, rather they could only offer a few words of encouragement. The language barrier and cultural clash we experienced as a family put me at a disadvantage compared to other children my age.

One successful means of compromise was offered by Urie Bronfenbrenner in 1979, when he introduced the "Ecological Model" of child development. His model, which looks like a bulls-eye, has the child and his or her individual characteristics at its center. The first "ring" around the child is the microsystem, consisting of the child's immediate surroundings. The next "ring" is the mesosystem, a series of connection between elements of the microsystem. The third "ring" is the exosystem, containing the people and institutions that affect the child indirectly. The final "ring" is the macrosystem, composed of the attitudes and ideologies of society as a whole. In the model all of the layers surrounding the child interact both with each other and with the child. Bronfenbrenner's ecological model of child development can serve as an effective framework for understanding the impact of health care, homelessness, and violence on children living in poverty, and it can guide for our attempts to improve conditions for children and youth in America.

Throughout this essay I will be discussing what I experienced with my time observing my aunt. I have been observing Julie Tolbert, my aunt, for a few weeks and have gained so much information that will help me tremendously. When the eighth grade students visited I was able to get a glimpse at what students in the upper levels of school were like and was able to make a definite decision on whether or not I would stay with early childhood or move to middle grades. After discussing what I learned from my different field experiences, I will discuss the different theories and models that I observed and compare and contrast what could have been differently. I will bring up the theories that I think were used that Julie did not even

During my middle childhood the pivotal influences on my development were participation in extracurricular activities and a love of reading. During middle childhood my parents enrolled me in ballet classes, various sports, and I competed in rodeos. These activities contributed to my social identity and social development. Through my extracurricular activities, I became aware of multiple aspects of my identity. For example, I knew to behave differently in my ballet classes than I might at a rodeo. I also learned to befriend and accept different types of people through my exposure to these different environments. These processes helped me to acquire appropriate social behaviors and positive group identity (Hutchison, 2013). When I was 9 years old I moved to another school, and though my parents re-enlisted me in ballet and sports, I had a difficult time fitting in. During this transition I picked up a love for reading. I thoroughly enjoyed any book assignments at school, and I was constantly asking my parents to buy more books or to take me to the library. I believe this love for reading greatly influenced my intellectual and cognitive development, as I was put into more advanced classes at my new school and did exceedingly well on tests and assignments. I scored especially well on reading tests and could read at a high school level in 5th grade. While I had positive group identity earlier in middle childhood, I believe my reading may have been excessive concerning my social

Sabrina is a seven-year old girl. She is in Primary Two this year. Both her parents are teachers in a primary school and she has a younger sister who is two years younger than her. Sabrina’s maternal grandparents lived with her. Her grandfather passed away two years ago. Then her grandmother passed away later that same year. Sabrina was very close to her grandmother and her death affected her badly. She would still ask for her grandmother when she was in Primary One and was not able to accept her death. Sabrina was referred to the school counselor late in 2013 as her parents had to be persuaded to give their consent. The counselor started having sessions with her this year.

Children are complex, and the way a child develops differs from individual to individual. The study of children is a field that researchers, scientists, theorists and educators have been exploring for decades. CHYS 1F90 studies the foundations of childhood development and allows the students to look at the way children develop through multiple lenses. Many conclusions have been drawn, observing how, when and why children develop the way they do. Jerry and Samantha are both grade one students who are unrelated. Although these two students are both the same age, they are different on a variety of accounts. Jerry is a shy and introverted boy who quickly becomes uncomfortable while talking to adults, teachers and peers, contrariwise

As soon when the child goes outside the family in this wider world, here is where the child encounters others social institutions, schools and the media and other aspects of society, the influence the development. Thus, the parents and the caregiver gradually guide the child to interact with the new environment. The expert Bronfenbrenner (1979) hypothesize that the child experience as broadening circle of transactions that mutually influence each other and that the motivation of child is to interact with direct environments, such as home, child care center or school. the child’s individual experience of himself and others and define roles, possibilities and obtainable in his culture. Moreover, Bronfenbrenner’s ecological perspective will help

Unlike many students, my first year of schooling was undertaken at home, rather than amongst my peers. My subsequent years of schooling were spent in a normal classroom environment; however, I often felt that this year at home, which was characterized by much less interaction with peers than I would have had if I was enrolled in traditional schooling, had left me at a social disadvantage, or slightly behind other children in terms of my level of socialization. I was much shyer than the other children who had already developed groups, friendships, who were much more adept at interacting amongst each other, and generally seemed more outgoing than myself. I often felt like an outsider, with feelings of self-consciousness and a lack of

Family structure and support is known to be one of the most influential factors in a child’s life. Children learn and practice what they see around them and are willing to accept

This present chapter explores different aspects of emotional and social development in middle childhood, a crucial stage in human growth and development. The chapter allows me to reflect back to my own childhood memory, I discovered things that happened to me organically that I did not the meaning; this chapter reveals the meaning to me. Also, I found answers to certain attitudes that I have observed from other children in the past. I agree with Erik Erikson’s theory about industrious versus inferiority in regards to physical and cognitive development and challenges that are associated with this particular stage of development. The challenges involve adding new demands to a child’s role usually test whether or not the child is capable to be assigned to such demanding role. I was able to apply this particular concept to a cross-cultural

Family history is vital to knowing who you are, where you come from, and how it shapes your personal identity. As I reflected over the course of my life, and explored family’s educational past, a startling revelation was uncovered. I have a lineage of uneducated family and did not recognize this truth until the assignment. Research extended back to grandparents on my mother’s side, revealed neither one finished elementary. A lot of unanswered questions are now coming to light. Although I completed high school, college education was incomplete, which yielded a poor end result; my son dropped out of college as well.

The child I observed was a seven-year-old girl in Year 2 who sat on the second highest ability table in a mixed class. While not in school, she lived a substantial distance away meaning she travelled to and from school by car and was often the first child to arrive in the morning and the last to leave in the afternoon. I will focus on the social and emotional development of this child who, from now onwards, will be referred to as C.