Week 4 Resource 2: Developmental Theories Reading

What is a theory?
Students sometimes feel intimidated by theory; even the phrase, “Now we are going to look at some
theories…” is met with blank stares and other indications that the audience is now lost. But theories are
valuable tools for understanding human behavior; in fact they are proposed explanations for the “how” and
“whys” of development. Have you ever wondered, “Why is my 3 year old so inquisitive?” or “Why are some
fifth graders rejected by their classmates?” Theories can help explain these and other occurrences.
Developmental theories offer explanations about how we develop, why we change over time and the kinds of
influences that impact development.

A theory guides and helps us interpret research findings as well. It provides the researcher with a blueprint or
model to be used to help piece together various studies. Think of theories as guidelines much like directions
that come with an appliance or other object that requires assembly. The instructions can help one piece
together smaller parts more easily than if trial and error are used.

Theories can be developed using induction in which a number of single cases are observed and after patterns
or similarities are noted, the theorist develops ideas based on these examples. Established theories are then
tested through research; however, not all theories are equally suited to scientific investigation. Some theories
are difficult to test but are still useful in stimulating debate or providing concepts that have practical
application. Keep in mind that theories are not facts; they are guidelines for investigation and practice, and
they gain credibility through research that fails to disprove them. 1

Throughout this course, we will focus on the following perspectives:

The Psychoanalytic Theory (see p. 2-6)
Learning Theories (see p. 7-11)
Cognitive Theories (see p. 12-15)
Ecological Theory (see p. 16-18)
Evolutionary Theories (not covered in this resource, see Resource 1)

This week, is just an introduction to the theories. You don’t need to know everything about them right now—
we will revisit these theories throughout the course!

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Introduction to Developmental Theories by Lumen Learning is licensed under CC BY 4.0
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 Psychoanalytic Theories: Freud and Erikson:
Sigmund Freud’s Psychosexual Theory
We begin with the often controversial figure, Sigmund Freud (1856-1939). Freud has been a very influential
figure in the area of development; his view of development and psychopathology dominated the field of
psychiatry until the growth of behaviorism in the 1950s. His assumptions that personality forms during the
first few years of life and that the ways in which parents or other caregivers interact with children have a long-
lasting impact on children’s emotional states have guided parents, educators, clinicians, and policy-makers for
many years. We have only recently begun to recognize that early childhood experiences do not always result
in certain personality traits or emotional states. There is a growing body of literature addressing resilience in
children who come from harsh backgrounds and yet develop without damaging emotional scars (O’Grady and
Metz, 1987). Freud has stimulated an enormous amount of research and generated many ideas. Agreeing with
Freud’s theory in its entirety is hardly necessary for appreciating the contribution he has made to the field of
development.

Figure 1.11 - Sigmund Freud.2

Freud’s theory of self suggests that there are three parts of the self.

The id is the part of the self that is inborn. It responds to biological urges without pause and is guided by the
principle of pleasure: if it feels good, it is the thing to do. A newborn is all id. The newborn cries when hungry,
defecates when the urge strikes.

The ego develops through interaction with others and is guided by logic or the reality principle. It has the
ability to delay gratification. It knows that urges have to be managed. It mediates between the id and
superego using logic and reality to calm the other parts of the self.
The superego represents society’s demands for its members. It is guided by a sense of guilt. Values, morals,
and the conscience are all part of the superego.
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Image is in the public domain
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The personality is thought to develop in response to the child’s ability to learn to manage biological urges.
Parenting is important here. If the parent is either overly punitive or lax, the child may not progress to the next
stage. Here is a brief introduction to Freud’s stages.

Table 1.2 - Sigmund Freud’s Psychosexual Theory

Name of
Descriptions of Stage
Stage
The oral stage lasts from birth until around age 2. The infant is all id. At this
stage, all stimulation and comfort is focused on the mouth and is based on the
Oral Stage
reflex of sucking. Too much indulgence or too little stimulation may lead to
fixation.
The anal stage coincides with potty training or learning to manage biological
urges. The ego is beginning to develop in this stage. Anal fixation may result in
Anal Stage
a person who is compulsively clean and organized or one who is sloppy and
lacks self-control.

The phallic stage occurs in early childhood and marks the development of the
Phallic Stage
superego and a sense of masculinity or femininity as culture dictates.

Latency occurs during middle childhood when a child’s urges quiet down and
Latency friendships become the focus. The ego and superego can be refined as the child
learns how to cooperate and negotiate with others.

The genital stage begins with puberty and continues through adulthood. Now
Genital Stage
the preoccupation is that of sex and reproduction.

Strengths and Weaknesses of Freud’s Theory

Freud’s theory has been heavily criticized for several reasons. One is that it is very difficult to test scientifically.
How can parenting in infancy be traced to personality in adulthood? Are there other variables that might
better explain development? The theory is also considered to be sexist in suggesting that women who do not
accept an inferior position in society are somehow psychologically flawed. Freud focuses on the darker side of
human nature and suggests that much of what determines our actions is unknown to us. So why do we study
Freud? As mentioned above, despite the criticisms, Freud’s assumptions about the importance of early
childhood experiences in shaping our psychological selves have found their way into child development,
education, and parenting practices. Freud’s theory has heuristic value in providing a framework from which to
elaborate and modify subsequent theories of development. Many later theories, particularly behaviorism and
humanism, were challenges to Freud’s views.3

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Psychodynamic Theory by Lumen Learning is licensed under CC BY 4.0; Lecture Transcript: Developmental Theories by Lumen
Learning is licensed under CC BY 4.0
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 Main Points to Note About Freud’s Psychosexual Theory

Freud believed that:

 Development in the early years has a lasting impact.
 There are three parts of the self: the id, the ego, and the superego
 People go through five stages of psychosexual development: the oral stage, the anal
stage, the phallic stage, latency, and the genital stage

We study Freud because his assumptions the importance of early childhood experience
provide a framework for later theories (the both elaborated and contradicted/challenged his
work).

Erik Erikson’s Psychosocial Theory

Now, let’s turn to a less controversial theorist, Erik Erikson. Erikson (1902-1994) suggested that our
relationships and society’s expectations motivate much of our behavior in his theory of psychosocial
development. Erikson was a student of Freud’s but emphasized the importance of the ego, or conscious
thought, in determining our actions. In other words, he believed that we are not driven by unconscious urges.
We know what motivates us and we consciously think about how to achieve our goals. He is considered the
father of developmental psychology because his model gives us a guideline for the entire life span and
suggests certain primary psychological and social concerns throughout life.

Figure 1.12 - Erik Erikson.4

Erikson expanded on his Freud’s by emphasizing the importance of culture in parenting practices and
motivations and adding three stages of adult development (Erikson, 1950; 1968). He believed that we are
aware of what motivates us throughout life and the ego has greater importance in guiding our actions than
does the id. We make conscious choices in life and these choices focus on meeting certain social and cultural
needs rather than purely biological ones. Humans are motivated, for instance, by the need to feel that the
world is a trustworthy place, that we are capable individuals, that we can make a contribution to society, and
that we have lived a meaningful life. These are all psychosocial problems.

Erikson divided the lifespan into eight stages. In each stage, we have a major psychosocial task to accomplish
or crisis to overcome. Erikson believed that our personality continues to take shape throughout our lifespan
as we face these challenges in living. Here is a brief overview of the eight stages:

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 Table 1.3 - Erik Erikson’s Psychosocial Theory

Name of Stage Description of Stage

The infant must have basic needs met in a consistent way in

Trust vs. mistrust (0-1)
order to feel that the world is a trustworthy place.

Mobile toddlers have newfound freedom they like to exercise

Autonomy vs. shame and
and by being allowed to do so, they learn some basic
doubt (1-2)
independence.

Preschoolers like to initiate activities and emphasize doing

Initiative vs. Guilt (3-5)
things “all by myself.”

Industry vs. inferiority (6- School aged children focus on accomplishments and begin
11) making comparisons between themselves and their classmates

Identity vs. role confusion Teenagers are trying to gain a sense of identity as they
(adolescence) experiment with various roles, beliefs, and ideas.

Intimacy vs. Isolation In our 20s and 30s we are making some of our first long-term
(young adulthood) commitments in intimate relationships.

The 40s through the early 60s we focus on being productive at

Generativity vs. stagnation
work and home and are motivated by wanting to feel that
(middle adulthood)
we’ve made a contribution to society.
We look back on our lives and hope to like what we see-that
Integrity vs. Despair (late
we have lived well and have a sense of integrity because we
adulthood)
lived according to our beliefs.
These eight stages form a foundation for discussions on emotional and social development during the life
span. Keep in mind, however, that these stages or crises can occur more than once. For instance, a person
may struggle with a lack of trust beyond infancy under certain circumstances. Erikson’s theory has been
criticized for focusing so heavily on stages and assuming that the completion of one stage is prerequisite for
the next crisis of development. His theory also focuses on the social expectations that are found in certain
cultures, but not in all. For instance, the idea that adolescence is a time of searching for identity might
translate well in the middle-class culture of the United States, but not as well in cultures where the transition
into adulthood coincides with puberty through rites of passage and where adult roles offer fewer choices. 5

Main Points to Note About Erikson’s Psychosocial Theory

Erikson was a student of Freud but focused on conscious thought.

 His stages of psychosocial development address the entire lifespan and suggest
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Psychosocial Theory by Lumen Learning is licensed under CC BY 4.0
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Main Points to Note About Erikson’s Psychosocial Theory
primary psychosocial crisis in some cultures that adults can use to understand how to
support children’s social and emotional development.
 The stages include: trust vs. mistrust, autonomy vs. shame and doubt, initiative vs.
guilt, industry vs. inferiority, identity vs. role confusion, intimacy vs. isolation,
generativity vs. stagnation, and integrity vs. despair.

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 The Learning Theories:

Behaviorism
While Freud and Erikson looked at what was going on in the mind, behaviorism rejected any reference to mind
and viewed overt and observable behavior as the proper subject matter of psychology. Through the scientific
study of behavior, it was hoped that laws of learning could be derived that would promote the prediction and
control of behavior.6

Ivan Pavlov
Ivan Pavlov (1880-1937) was a Russian physiologist interested in studying digestion. As he recorded the
amount of salivation his laboratory dogs produced as they ate, he noticed that they actually began to salivate
before the food arrived as the researcher walked down the hall and toward the cage. “This,” he thought, “is
not natural!” One would expect a dog to automatically salivate when food hit their palate, but BEFORE the
food comes? Of course, what had happened was . . . you tell me. That’s right! The dogs knew that the food
was coming because they had learned to associate the footsteps with the food. The key word here is
“learned”. A learned response is called a “conditioned” response.

Figure 1.13 - Ivan Pavlov.7

Pavlov began to experiment with this concept of classical conditioning. He began to ring a bell, for instance,
prior to introducing the food. Sure enough, after making this connection several times, the dogs could be
made to salivate to the sound of a bell. Once the bell had become an event to which the dogs had learned to
salivate, it was called a conditioned stimulus. The act of salivating to a bell was a response that had also been
learned, now termed in Pavlov’s jargon, a conditioned response. Notice that the response, salivation, is the
same whether it is conditioned or unconditioned (unlearned or natural). What changed is the stimulus to
which the dog salivates. One is natural (unconditioned) and one is learned (conditioned).

Let’s think about how classical conditioning is used on us. One of the most widespread applications of classical
conditioning principles was brought to us by the psychologist, John B. Watson.

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History of Psychology by David B. Baker and Heather Sperry is licensed under CC BY-NC-SA 4.0
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Image is in the public domain
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John B. Watson
John B. Watson (1878-1958) believed that most of our fears and other emotional responses are classically
conditioned. He had gained a good deal of popularity in the 1920s with his expert advice on parenting offered
to the public.

Figure 1.14 - John B. Watson.8

He tried to demonstrate the power of classical conditioning with his famous experiment with an 18 month old
boy named “Little Albert”. Watson sat Albert down and introduced a variety of seemingly scary objects to him:
a burning piece of newspaper, a white rat, etc. But Albert remained curious and reached for all of these things.
Watson knew that one of our only inborn fears is the fear of loud noises so he proceeded to make a loud noise
each time he introduced one of Albert’s favorites, a white rat. After hearing the loud noise several times
paired with the rat, Albert soon came to fear the rat and began to cry when it was introduced. Watson filmed
this experiment for posterity and used it to demonstrate that he could help parents achieve any outcomes
they desired, if they would only follow his advice. Watson wrote columns in newspapers and in magazines and
gained a lot of popularity among parents eager to apply science to household order.

Operant conditioning, on the other hand, looks at the way the consequences of a behavior increase or
decrease the likelihood of a behavior occurring again. So let’s look at this a bit more.

B.F. Skinner and Operant Conditioning

B. F. Skinner (1904-1990), who brought us the principles of operant conditioning, suggested that
reinforcement is a more effective means of encouraging a behavior than is criticism or punishment. By
focusing on strengthening desirable behavior, we have a greater impact than if we emphasize what is
undesirable. Reinforcement is anything that an organism desires and is motivated to obtain.

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 Figure 1.15 - B. F. Skinner.9

A reinforcer is something that encourages or promotes a behavior. Some things are natural rewards. They are
considered intrinsic or primary because their value is easily understood. Think of what kinds of things babies
or animals such as puppies find rewarding.

Extrinsic or secondary reinforcers are things that have a value not immediately understood. Their value is
indirect. They can be traded in for what is ultimately desired.

The use of positive reinforcement involves adding something to a situation in order to encourage a behavior.
For example, if I give a child a cookie for cleaning a room, the addition of the cookie makes cleaning more
likely in the future. Think of ways in which you positively reinforce others.

Negative reinforcement occurs when taking something unpleasant away from a situation encourages
behavior. For example, I have an alarm clock that makes a very unpleasant, loud sound when it goes off in the
morning. As a result, I get up and turn it off. By removing the noise, I am reinforced for getting up. How do you
negatively reinforce others?

Punishment is an effort to stop a behavior. It means to follow an action with something unpleasant or painful.
Punishment is often less effective than reinforcement for several reasons. It doesn’t indicate the desired
behavior, it may result in suppressing rather than stopping a behavior, (in other words, the person may not do
what is being punished when you’re around, but may do it often when you leave), and a focus on punishment
can result in not noticing when the person does well.
Not all behaviors are learned through association or reinforcement. Many of the things we do are learned by
watching others. This is addressed in social learning theory.

Social Learning Theory

Albert Bandura (1925-) is a leading contributor to social learning theory. He calls our attention to the ways in
which many of our actions are not learned through conditioning; rather, they are learned by watching others
(1977). Young children frequently learn behaviors through imitation

Figure 1.16 - Albert Bandura.10

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Image is in the public domain
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Image by Albert Bandura is licensed under CC BY-SA 4.0
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Sometimes, particularly when we do not know what else to do, we learn by modeling or copying the behavior
of others. A kindergartner on his or her first day of school might eagerly look at how others are acting and try
to act the same way to fit in more quickly. Adolescents struggling with their identity rely heavily on their peers
to act as role-models. Sometimes we do things because we’ve seen it pay off for someone else. They were
operantly conditioned, but we engage in the behavior because we hope it will pay off for us as well. This is
referred to as vicarious reinforcement (Bandura, Ross and Ross, 1963).

Bandura (1986) suggests that there is interplay between the environment and the individual. We are not just
the product of our surroundings, rather we influence our surroundings. Parents not only influence their child’s
environment, perhaps intentionally through the use of reinforcement, etc., but children influence parents as
well. Parents may respond differently with their first child than with their fourth. Perhaps they try to be the
perfect parents with their firstborn, but by the time their last child comes along they have very different
expectations both of themselves and their child. Our environment creates us and we create our
environment.11

Bandura and the Bobo Doll Experiment & Today’s

Children and the Media
Other social influences: TV or not TV? Bandura (et als. 1963) began a series of studies to look
at the impact of television, particularly commercials, on the behavior of children. Are children
more likely to act out aggressively when they see this behavior modeled? What if they see it
being reinforced? Bandura began by conducting an experiment in which he showed children
a film of a woman hitting an inflatable clown or “bobo” doll. Then the children were allowed
in the room where they found the doll and immediately began to hit it. This was without any
reinforcement whatsoever. Not only that, but they found new ways to behave aggressively.
It’s as if they learned an aggressive role.

Children view far more television today than in the 1960s; so much, in fact, that they have
been referred to as Generation M (media). The amount of screen time varies by age. As of
2017, children 0-8 spend an average of 2 hours and 19 minutes. Children 8-12 years of age
spend almost 6 hours a day on screen media. And 13- to 18-year-olds spend an average of
just under 9 hours a day in entertainment media use.

The prevalence of violence, sexual content, and messages promoting foods high in fat and
sugar in the media are certainly cause for concern and the subjects of ongoing research and
policy review. Many children spend even more time on the computer viewing content from
the internet. The amount of time spent connected to the internet continues to increase with
the use of smartphones that essentially serve as mini-computers. And the ways children and
adolescents interact with the media continues to change. The popularity of YouTube and the
various social media platforms are examples of this. What might be the implications of this? 12

11
Exploring Behavior by Lumen Learning is licensed under CC BY 4.0; Lecture Transcript: Developmental Theories by Lumen Learning
is licensed under CC BY 4.0
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Exploring Behavior by Lumen Learning is licensed under CC BY 4.0
Rasmussen, Eric (2017, Oct 19). Screen Time and Kids: Insights from a New Report. Retrieved from
[Link]
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 Main Points to Note About Behaviorism
Behaviorists look at observable behavior and how it can be predicted and controlled.

 Pavlov experimented with classical conditioning, the process of conditioning a

response to stimulus (the dog’s salivating to the bell).
 Watson offered advice to parents to show them how classical conditioning can be
used. His most famous experiment was conditioning Little Albert to fear a white rate.
 Skinner believed that reinforcing behavior is the most effective way of increasing
desirable behavior. This is done through operant conditioning.
 Bandura noted that many behaviors are not learned through any type of conditioning,
but rather through imitation. And he believed that people are not only influenced by
their surroundings, but that they also have an impact on their surroundings.

Theories also explore cognitive development and how mental processes change over time.

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 Cognitive Theories:

Jean Piaget’s Theory of Cognitive Development

Jean Piaget (1896-1980) is one of the most influential cognitive theorists. Piaget was inspired to explore
children’s ability to think and reason by watching his own children’s development. He was one of the first to
recognize and map out the ways in which children’s thought differs from that of adults. His interest in this area
began when he was asked to test the IQ of children and began to notice that there was a pattern in their
wrong answers. He believed that children’s intellectual skills change over time through maturation. Children of
differing ages interpret the world differently.

Figure 1.17 – Jean Piaget.13

Piaget believed our desire to understand the world comes from a need for cognitive equilibrium. This is an
agreement or balance between what we sense in the outside world and what we know in our minds. If we
experience something that we cannot understand, we try to restore the balance by either changing our
thoughts or by altering the experience to fit into what we do understand. Perhaps you meet someone who is
very different from anyone you know. How do you make sense of this person? You might use them to
establish a new category of people in your mind or you might think about how they are similar to someone
else.

A schema or schemes are categories of knowledge. They are like mental boxes of concepts. A child has to
learn many concepts. They may have a scheme for “under” and “soft” or “running” and “sour”. All of these are
schema. Our efforts to understand the world around us lead us to develop new schema and to modify old
ones.

One way to make sense of new experiences is to focus on how they are similar to what we already know. This
is assimilation. So the person we meet who is very different may be understood as being “sort of like my
brother” or “his voice sounds a lot like yours.” Or a new food may be assimilated when we determine that it
tastes like chicken!

Another way to make sense of the world is to change our mind. We can make a cognitive accommodation to
this new experience by adding new schema. This food is unlike anything I’ve tasted before. I now have a new
category of foods that are bitter-sweet in flavor, for instance. This is accommodation. Do you accommodate or
assimilate more frequently? Children accommodate more frequently as they build new schema. Adults tend to
look for similarity in their experience and assimilate. They may be less inclined to think “outside the box.”

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Image is in the public domain
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Piaget suggested different ways of understanding that are associated with maturation. He divided this into
four stages:

Table 1.4 - Jean Piaget’s Theory of Cognitive Development

Name of
Description of Stage
Stage
During the sensorimotor stage children rely on use of the senses and motor
Sensorimotor skills. From birth until about age 2, the infant knows by tasting, smelling,
Stage touching, hearing, and moving objects around. This is a real hands on type
of knowledge.
In the preoperational stage, children from ages 2 to 7, become able to
think about the world using symbols. A symbol is something that stands for
something else. The use of language, whether it is in the form of words or
gestures, facilitates knowing and communicating about the world. This is
Preoperational
the hallmark of preoperational intelligence and occurs in early childhood.
Stage
However, these children are preoperational or pre-logical. They still do not
understand how the physical world operates. They may, for instance, fear
that they will go down the drain if they sit at the front of the bathtub, even
though they are too big.
Children in the concrete operational stage, ages 7 to 11, develop the ability
to think logically about the physical world. Middle childhood is a time of
Concrete understanding concepts such as size, distance, and constancy of matter,
Operational and cause and effect relationships. A child knows that a scrambled egg is
still an egg and that 8 ounces of water is still 8 ounces no matter what
shape of glass contains it.
During the formal operational stage children, at about age 12, acquire the
ability to think logically about concrete and abstract events. The teenager
who has reached this stage is able to consider possibilities and to
Formal
contemplate ideas about situations that have never been directly
Operational
encountered. More abstract understanding of religious ideas or morals or
ethics and abstract principles such as freedom and dignity can be
considered.

Criticisms of Piaget’s Theory

Piaget has been criticized for overemphasizing the role that physical maturation plays in cognitive
development and in underestimating the role that culture and interaction (or experience) plays in cognitive
development. Looking across cultures reveals considerable variation in what children are able to do at various
ages. Piaget may have underestimated what children are capable of given the right circumstances. 14

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Lecture Transcript: Developmental Theories by Lumen Learning is licensed under CC BY 4.0 (modified by Jennifer Paris)
Exploring Cognition by Lumen Learning is licensed under CC BY 4.0
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 Main Points To Note About Piaget’s Theory of Cognitive
Development
Piaget, one of the most influential cognitive theorists, believed that
 Understanding is motivated by trying to balance what we sense in the world and what
we know in our minds.
 Understanding is organized through creating categories of knowledge. When
presented with new knowledge we may add new schema or modify existing ones.

Children’s understanding of the world of the world changes are their cognitive skills mature
through 4 stages: sensorimotor stage, preoperational stage, concreate operational stage, and
formal operational stage.

Lev Vygotsky’s Sociocultural Theory

Lev Vygotsky (1896-1934) was a Russian psychologist who wrote in the early 1900s but whose work was
discovered in the United States in the 1960s but became more widely known in the 1980s. Vygotsky differed
with Piaget in that he believed that a person not only has a set of abilities, but also a set of potential abilities
that can be realized if given the proper guidance from others. His sociocultural theory emphasizes the
importance of culture and interaction in the development of cognitive abilities. He believed that through
guided participation known as scaffolding, with a teacher or capable peer, a child can learn cognitive skills
within a certain range known as the zone of proximal development.15 His belief was that development
occurred first through children’s immediate social interactions, and then moved to the individual level as they
began to internalize their learning.16

Figure 1.18- Lev Vygotsky.17

Have you ever taught a child to perform a task? Maybe it was brushing their teeth or preparing food. Chances
are you spoke to them and described what you were doing while you demonstrated the skill and let them
work along with you all through the process. You gave them assistance when they seemed to need it, but once
they knew what to do-you stood back and let them go. This is scaffolding and can be seen demonstrated
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Exploring Cognition by Lumen Learning is licensed under CC BY 4.0
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Children’s Development by Ana R. Leon is licensed under CC BY 4.0
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Image by The Vigotsky Project is licensed under CC BY-SA 3.0
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throughout the world. This approach to teaching has also been adopted by educators. Rather than assessing
students on what they are doing, they should be understood in terms of what they are capable of doing with
the proper guidance. You can see how Vygotsky would be very popular with modern day educators. 18

Main Points to Note About Vygotsky’s Sociocultural

Theory
Vygotsky concentrated on the child’s interactions with peers and adults. He believed that the
child was an apprentice, learning through sensitive social interactions with more skilled peers
and adults.
Comparing Piaget and Vygotsky
Vygotsky concentrated more on the child’s immediate social and cultural environment and his or her
interactions with adults and peers. While Piaget saw the child as actively discovering the world through
individual interactions with it, Vygotsky saw the child as more of an apprentice, learning through a social
environment of others who had more experience and were sensitive to the child’s needs and abilities. 19

Like Vygotsky’s, Bronfenbrenner looked at the social influences on learning and development.

18
Exploring Cognition by Lumen Learning is licensed under CC BY 4.0
19
Children’s Development by Ana R. Leon is licensed under CC BY 4.0
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 The Ecological Theory:

Urie Bronfenbrenner’s Ecological Systems Model

Urie Bronfenbrenner (1917-2005) offers us one of the most comprehensive theories of human development.
Bronfenbrenner studied Freud, Erikson, Piaget, and learning theorists and believed that all of those theories
could be enhanced by adding the dimension of context. What is being taught and how society interprets
situations depends on who is involved in the life of a child and on when and where a child lives.

Figure 1.19 - Urie Bronfenbrenner.20

Bronfenbrenner’s ecological systems model explains the direct and indirect influences on an individual’s
development.

Table 1.5 - Urie Bronfenbrenner’s Ecological Systems Model

Name of
Description of System
System
Microsystems impact a child directly. These are the people with whom the
child interacts such as parents, peers, and teachers. The relationship between
Microsystems individuals and those around them need to be considered. For example, to
appreciate what is going on with a student in math, the relationship between
the student and teacher should be known.
Mesosystems are interactions between those surrounding the individual. The
Mesosystems relationship between parents and schools, for example will indirectly affect the
child.

Larger institutions such as the mass media or the healthcare system are
Exosystem referred to as the exosystem. These have an impact on families and peers and
schools who operate under policies and regulations found in these institutions.

We find cultural values and beliefs at the level of macrosystems. These larger
Macrosystems ideals and expectations inform institutions that will ultimately impact the
individual.
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Image by Marco Vicente González is licensed under CC BY-SA 4.0
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 Name of
Description of System
System
All of this happens in an historical context referred to as the chronosystem.
Cultural values change over time, as do policies of educational institutions or
Chronosystem
governments in certain political climates. Development occurs at a point in
time.

For example, in order to understand a student in math, we can’t simply look at that individual and what
challenges they face directly with the subject. We have to look at the interactions that occur between teacher
and child. Perhaps the teacher needs to make modifications as well. The teacher may be responding to
regulations made by the school, such as new expectations for students in math or constraints on time that
interfere with the teacher’s ability to instruct. These new demands may be a response to national efforts to
promote math and science deemed important by political leaders in response to relations with other countries
at a particular time in history.

Figure 1.20 - Bronfenbrenner's ecological systems theory.21

Bronfenbrenner’s ecological systems model challenges us to go beyond the individual if we want to

understand human development and promote improvements.22

Main Points to Note About Bronfenbrenner’s Ecological

Model
After studying all of the prior theories, Bronfenbrenner added an important element of
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Image by Ian Joslin is licensed under CC BY 4.0
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Children’s Development by Ana R. Leon is licensed under CC BY 4.0
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 Main Points to Note About Bronfenbrenner’s Ecological
Model
context to the discussion of influences on human development.

 He believed that the people involved in children’s lives and when and where they live
are important considerations.
 He created a model of nested systems that influence the child (and are influenced by
the child) that include: microsystems, mesosystems, the exosystem, macrosystems,
and chronosystems.

Modified from "Understanding the Whole Child: Prenatal Development Through Adolescence" by Jennifer
Paris, Antoinette Ricardo, and Dawn Rymond, College of the Canyons is licensed under CC BY 4.0 / A derivative
from the original work” at the bottom of your pages.

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