The
Great Educator
Urie Bronfenbrenner addresses the
deterioration of family values and how it affected child development. Because families are continuously faced with
stressors while rearing children, Urie Bronfenbrenner’s bio-ecological
perspective helps to offer support and strategies. Homelessness, violence, and chemical
dependence are factors tearing at the very core of families. His model gives insight to positive development
through communicative and progressive process.
Bronfenbrenner is quoted as saying, “It is critical that as
professionals, we reach out to help families and to base this help on
understandings that are research based and of value to enhance families.” (Swick, 2001, p.292).
In brief,
Bronfenbrenner’s theory defines the construct of development and the multi-system layers of the
environment that influence child development. Bronfenbrenner’s bio-ecological
theory provides a framework for identifying the multi-system factors that
influence development. It considers an
individual’s topology or setting. The context of a child is
understood by knowing factors affecting the child. “Human development is nurtured by the various
environmental systems, building upon the layers surrounding the environment of
the child.” (Bronfenbrenner, 1992, p.124).
The development of the child depends on its core family, relatives and
friends, and community.
Additional theorists focused
on finding more factors or paths influencing the development of thinking in
individuals. Humans possess few innate
abilities. Dependent on a number of
factors such as internal events, expectations, self-perception, goals,
intentions, sensory and neural systems, and the external environment, the
development of individuals is a daily learning exploration (Bandura, 1992).
Often,
we are affected by events in history and society. For example,
entire generations were affected by the Great Depression, the Holocaust during
World War II, and the civil rights movement. Comparing children from poor families from
the Great Depression, it was found that they placed a greater value on their
elders and family members and less on formal education (Kohn, 1976).
As our society
becomes more complex, the division of labor allows for other adults to come in
contact with children. Bronfenbrenner
urges establishing schools to teach skills, values, and attitudes. Children need to be exposed to cooperation,
conformity, innovation, rewards, respect for authority, personal hygiene, and
organizational skills. Peers teach
sharing, teamwork, and acceptable behavior.
Peer groups also praise, give attention, and provide social rewards for
conforming.
Because great
teachers continue to teach their students long after graduation, it is
imperative that they instill values, goal setting, and prepare their students
to become problem-solvers. In addition
to world events, teachers must reach the families of their students. This new relationship method can be through incorporating
cultural curricula, embracing diversity through peer interaction and
intervention exercises, being an example of tolerance, and encouraging students
to own their differences. Teachers need
to be partners. Their communication with
parents should reflect a genuine concern.
Because the family values are so influential in a child’s development,
more policies regarding home environment should be mandated. I am still surprised at how easily I checked
out of the hospital with two tiny newborns.
No one offered advice, expressed a desire to find out where the girls
were going, or gave me a guide to their first few months. I remember thinking then about all of the
babies who are discharged from the hospital only to have to survive and figure
things out on their own.
My dream is to one
day see hospitals and schools forming a relationship. Teachers and hospital staff work together
from day one and become instrumental in the lives of children from birth.
References
Bandura, A. (1992). Social
Cognitive Theory. In R. Vasta (Ed.), Six theories of child
development (pp. 1-60).
Philadelphia: Jessica Kingsley Publishers.
Bronfenbrenner, U. (1992).
Ecological Systems Theory. In R. Vasta (Ed.), Six theories of child
development (pp. 187-250).
Philadelphia: Jessica Kingsley Publishers.
Hueter, C. (2012). Urie Bronfenbrenner: An Advocate for Children. Scholarly paper for the
requirements of
Texas A&M University at Commerce. (entered as a visual for personal goal)
Kohn, Melvin L. (1976). “Social
Class and Parental Values: Another Confirmation of the
Relationship.” American
Sociological Review 41: 538-45.
Swick, K. (2001). Nurturing decency
through caring and serving during the early childhood
years. Early Childhood Education Journal, 29(2),
131-138.
