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Introduction
Bronfenbrenners ecological theory of development is one of the approaches toward explaining the factors that influence adolescents in their pre-school period of life. In this respect, observers should look at the peculiarities of systems existing around a childs space. The thing is that the developmental processes in a child can be easily explained through the ecological aspects. It also means that different contextual factors concerning living systems in which a child is placed can provide an advantage as well as disturbance to him/her. Hence, it is better to shape the theoretical grounds stated by Bronfenbrenner in terms of an individuals personal development throughout the life span. Thus, the identification of applicability of Broffenbrenners theoretical base is the subject for the discussion within the analysis.
Analysis
First of all, one should bear in mind that a human being is a biosocial creature experiencing different impacts on the part of the environment. In this respect, it is vital to point out such factors as the natural and the human ones. It is better to take more glimpses at the human factor as a decisive one in many points as concerned with a child. Communication, care, education, nutrition, everything that surrounds a child during the pre-school period can be combined into various systems.
These systems Bronfenbrenner outlined in terms of their extent of influence. On an ascending scale, this researcher marked, first, four main systems: microsystem, mesosystem, exosystem, and macrosystem (Zhao & Frank, 2003). Later Bronfenbrenner included one more system impacting childrens development, i.e. chronosystem (Coleman, 2004). All in all, each of these systems should be taken as a given, for they explain the psychological processes in a child due to different disturbances (impacts) from the outside.
It is about time to analyze each system, in particular. First of all, the microsystem is the smallest but close to a child system of influence. It can be related to parents, nannies, relatives, classmates who are always near a child. This system provides the first experience in developing the consciousness of a child. Everything is reflected in the imagination and definite attitudes of a child during this period. As for me, I was highly impressed when communicating with my parents who usually stimulated me to ask for more in life. Thus, I tried to work hard in my classes and while visiting different circles. The pivotal motivation to study and to achieve the top of the societal life was incorporated in me due to the influence of the microsystem.
Second, mesosystem can be interpreted as the space for the interrelation between systems focused on a child. In other words, it is the point, for instance, at which parents take care of anticipating with a teacher on a childs progress at school. Biotic (teachers, parents, mates, etc.) and abiotic (location, subject taught, physical background) components should be taken into consideration as per this system of relationships (Zhao & Frank, 2003). Hence, such interaction between the main actors providing impacts on a child should be reasonable. Moreover, it might be well-balanced urging for positive age and psychological development. In my mind, this systematic unity of relationships and parts that were arranged among my parents and teachers determined my talents subsequently. Communicating well with peers and people around, I had understood that human studies are for me and counseling children, particularly.
Third, exosystem relates to the field of external features that are considered to be of mere impact on a child. The most applicable example is the place where parents are working at the moment. According to this aspect of Bronfenbrenners theoretical approach children are likely to think of them positively or negatively through the profession or occupation of their parents. It also can be concerned with the external occupations of people closely related to a child. It motivates children to follow the most fascinating examples of living among relatives. The question is that my parents are representatives of the middle class. They were working in different positions. However, my father did his job well. There are lots of gratitude and honorary deeds referred to him. I knew that sometimes I would do my best to continue the way of parents and the whole family (along with uncles, aunts, etc.). Moreover, the provision of relationships in this very system serves as a predictor (Liddel & Rae, 2001).
Macrosystem is considered with a larger scope of disturbances that impact a child. At large, one may presume it with economic, social, political, or even financial relations going on throughout the society and across the country, in particular. This aspect should be treated in a combination of the social and cultural outlook of the society at the moment. It should also run the gamut of social and historically grounded processes that are challenging at a definite period.
Bronfenbrenner was motivated to impose this system by cultural, ethnic, and other factors being paramount for the emotional state of a child. Moreover, realities of the macrosystem (e.g., oppression, discrimination, enforced migration) may trigger the emotional disturbance (Coleman, 2004, p. 56). I feel that this kind of influence on me was crucial at the point when I had understood the cruelty of people and life. Social and economical conflicts turned me to the pathway of reason. It was a challenge for me to decide to be the best in my area of professional interests. To date, I am very thankful to all people who directed me in going along the right way. As a result, now I am highly motivated to obtain a Masters degree to complete my qualification and keep going on in career prospects.
Finally, the chronosystem can be shaped in terms of volatility of time and the set of rules, norms, and principles apparent in it. The external influences may change easily with the sequential change of generations along with systems of rules that characterize, for instance, contemporary youth and adults. The past can teach modern individuals in their attempts to improve their life and life in society as well. In this respect, each epoch can serve as a reminder for contemporaries. Historical analysis is extra significant for decision-making. Looking at the living of my parents and the reality which they were living in, I feel responsible to admit an overall look at how social affairs have been changing since the beginning of the twentieth century. Thereupon, I have got different examples to compare. Thus, I can be more accurate in improving my educational background as well as my living on the whole.
Conclusion
To conclude, the ecological theory of development by Urie Bronfenbrenner is applicable in explaining developmental changes in the psyche of a child. Five systems were analyzed regarding their applicability to my background. All of them have found logical approvals to be used generally by therapists and psychologists. Moreover, in the combination of all five systems discussed I feel convinced for achieving a Masters degree in the near future.
Reference
Coleman, H. L. K. (2004). Multicultural Counseling Competencies in a Pluralistic Society. Journal of Mental Health Counseling. 26(1): 56-66.
Liddell, C. & Rae, C. G. (2001). Predicting early grade retention: A longitudinal investigation of primary school progress in a sample rural South African children. British Journal of Educational Psychology. 71(3): 413-429.
Zhao, Y. & Frank, K. A. (2003). Factors Affecting Technology Uses in Schools: An Ecological Perspective. American Educational Research Journal. 40(4): 807-841.
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