Off-task behaviors can stem from a network of systems in a child’s environment. A child’s development is influenced by his social relationships and the environment around him (Johnson, 2008). When developing a positive classroom culture to decrease off-task behavior, the theory developed by Urie Bronfenbrenner is applicable. Bronfenbrenner developed the Ecological Systems to explain how different levels in a child’s environment affect how that child grows and develops (Onwuegbuzie, Collins, & Frels, 2013). He divided the environment into four different levels: microsystem, mesosystem, exosystem, and the macrosystem (Johnson, 2008). Microsystem The microsystem is the most immediate environment that the child has direct contact with. A microsystem …show more content…
The mesosystem applies to the interactions between the different parts of the microsystem (Johnson, 2008). Microsystems do not function independently; they are interconnected and interact with each other (Onwuegbuzie, Collins, & Frels, 2013). These interactions indirectly impact the individual. In the classroom context, a mesosystem would be the interactions between parents and teachers, affecting the child’s overall development (Johnson, 2008). This is the context for the current problem of off-task behavior in the classroom. Conflict and disagreements between mesosystems can cause conflicting messages for the child’s growth (Onwuegbuzie, Collins, & Frels, …show more content…
In the exosystem, the person is involved but not an active participant. This includes decisions that impact a person in which the person has no contribution to the decision making process: the larger social system such as parents’ workplaces, neighborhoods, or extended family (Onwuegbuzie, Collins, & Frels, 2013). For example, if a parent loses his or her job, that may have negative effects on the child (inability to provide for basic needs). If a parent receives a promotion, that may have positive effects on the child (better able to provide for basic needs) (Onwuegbuzie, Collins, & Frels, 2013). Macrosystem The fourth level is the largest and most distant from the child himself (Johnson, 2008). The macrosystem is the larger cultural context. This could involve socioeconomic status, ethnicity, living in a third world country. Additionally, this system includes freedoms permitted by the government, cultural values, the economy, or even wars (Onwuegbuzie, Collins, & Frels, 2013). All of these systems can positively or negatively affect a child’s development. Value of the
The environmental influences must be considered in order to understand the behavioral of a child. Urie Bronfenbrenner was a famous Russian American psychologist who formulated the Ecological Model Systems in 1979. He believed that as a child grow and mature, the way he/she interact with the environment become more complex. The Bronfenbrenner’s Ecological Model Systems defines how external environments and individuals affect the development of a child. It is made up of four systems that greatly influence the development of a child. The four systems are microsystem, mesosystem, exosystem, and macrosystem. My parents divorced when I was 3 years old and I grew up in a broken family. My microsystem includes immediate relationship I interact with,
This understanding that a child 's behavior is a part of their social development is crucial
Macrosystem. The macrosystem is the outer most shell of the model that shapes the exosystem. These broad forces include culture, values, structures, institutions that create the environment in which the exosystem operates.
The theories of Aristotle, Kant, and Mill have influenced how we view morality. Each philosopher has their own vision as to how their theory of morality influences one’s culture and behaviors. The philosophers sought to explain the difference of what is right and wrong in terms of morality. Aristotle characterized his theory as virtue ethics, or what virtues make a good person. According to Kraut (2014) Aristotle felt that we must go beyond learning general rules and practice deliberative, emotional, and social skills that allow us to use our understanding of well-being, and practice in ways that are appropriate to each occasion. In other words Aristotle asks
A child’s development and learning commences from the earliest days of their lives. The unique identity of each individual stems from the relationships with people who provide love, care and emotional support. These relationships can be within the home environment, school playground or with extended family members and friends. Children respond to stimuli which in turn form the ‘internal working model’ (K101, Unit 5). This can be described as how we view ourselves and others within society; it influences what we expect and how we respond to situations.
Children are products of their environment. There are several factors that determine the future outcome of the child. Bronfenbrenner’s Ecological Model breaks down the components that effect the child. This model contains several layers; the inner most layer is called the microsystem, then comes the mesosystem, the exosystem, and the macrosystem. Each layer describes different factors that explain how and why the child behaves or grows up to be a certain way.
A great deal of consideration needs to go into preparing a child for the change that occurs when going from a home/child care atmosphere into a school environment. The Teacher needs to consider the child in its entirety throughout the changeover to scholarly activities. This must include the child’s physical readiness, socio-emotional, and cognitive abilities for learning. It is equally essential to discover ways in which to involve the children's first and most important teachers, their families. The families have the most information about their child's strengths, weaknesses as well as the challenges the child faces. Being able to communicate with the families is vital to teachers in collecting in depth information about their students in order to be better equipped to meet the needs of the children.
There are numerous influences within a child’s environment that can impact their behaviour such as; economics, education, gender and religion (Morrow, 2011). All these factors combined can shape a child’s belief system and determine an individual’s acceptance and tolerance of certain behaviours. For example, if a student has a strict routine at home where they must take their shoes off before entering the house and no other students abide by this rule in the classroom, the student may take offence to this and lash out at those students. A teacher observing this behaviour may perceive the child’s emotion as misbehaving because they may not understand the student’s cultural values. It is important that caretakers and teachers are aware of the social constructs that impact students so they can be aware of the possible reasons behind student’s behaviours. Behaviours displayed by a child can be explained by looking into their ecological systems to understand why the behaviour is
When discussing the interactions within different systems which were discussed in Chapter 1 of the text, you a left with complex yet systematic avenues to which an individual’s development can be affected. In order to fully understand the interactions of individuals on a day to day basic, it is imparative that we first understand that people and everything around them are in constant change. Rather those changes are internal or external, we must be able to identify these systems, which intel will help us with the understanding of human development.
In Bronfenbrenner’s ecological theory, there are five systems that ultimately influence an individual. The first system is the microsystem, which consists of the people who have direct contact to an individual. In my own life, my immediate family consists of my mother and I. I am an only child to my mother and since my mother and my father have been separated since I was a baby, he has not been part of my microsystem. In addition, I am also a student at CCP. I have a network of friends whom I keep in close contact with. The people that I encounter at home, school, and work have direct contact with me and thus, they are part of my microsystem.
The old African proverb ‘it takes a whole village to raise a child’ (Mohamed, 1996, p. 57) rings significantly through Bronfenbrenner’s Ecological Systems Theory (Bronfenbrenner and Evans 2000); a theory which focuses on gaining insight into human development through identifying the circumstances and considering the environmental influences of which a child is raised not just the genetic components.
Andy is an only child aged 12 studying at the ‘foundation’ level of a neighbourhood school. He comes from a single parent family where his father is an odd job worker. The father does not have a stable income and is rarely home. He frequently drinks and constantly scolds Andy. Andy’s mother had left the home when he was young due to his father’s constant abuse.
Bronfenbrenner’s ecological, system’s theory describes how the child and their immediate surroundings are in an innermost layer surrounded, embedded and influenced by layers from the larger environment all impacting upon the child (Ministry of Education, 1996; Paquette, & Ryan, 2001). Of particular interest are the effects to the child of two way relationships towards and away from the child, as defined by Bronfenbrenner as bi-directional influences, these are particularly influential in the child’s inner layer. For instance: the impact to the child of attentive or non-attentive parents affects how the child reacts to a given situation, which in turn affects how the parent behaves. Notwithstanding, the impact of bi-directional influences on the child’s world continues into the outer layers, as in the example of a parent’s workplace demanding more input into the workplace, which means...
...orce the good behaviour with rewards and decrease the likelihood of negative behaviour being repeated. The structured discipline of both parents and teachers help the child to appreciate that good behaviour is much more beneficial than bad behaviour but without this structure in one or both of these settings, could lead to the child not understanding, leading to it being much more difficult to correct behaviour that isn't wanted without resorting to drastic measures of physical or psychological punishment that would do more harm than good. Further research into helping the children in these sort of circumstances would be much more beneficial to the topic of child behaviour and punishment.
Telling your child's hobbies, pets, as well as learning difficulties and strengths will provide for a more intimate school year (Spencer, 2001). One of the ways in which parents play a critical role in their children?s social development is by encouraging their interactions with other youth (Updegraff, 2001). If children are able to work in group settings, this will not only help the child get along with other students, but it will also lessen the amount of disruptions in class thereby making it easier for the teacher to teach (Barbour, 1997). Parents need to stress the importance of little things your child can do to smooth the teacher?s day and help himself learn, such as listening when classmates answer questions, writing his name on assignments, and keeping his desk and work area tidy (Spencer, 2001). Parents can help your children avoid interrupting. Teachers love enthusiasm but yelling out too often will cause unneeded disruptions. Explain the good times to speak, such as when the teacher is inviting questions and the not so good times, such as when the teacher is talking to another student or giving directions (Spencer, 2001). Practicing these classroom manners will help with less disruptions and a better teaching and learning environment. Parental involvement promotes emotional growth of a child. The attachment between a child and parent is a long-lasting, emotional, learned response. It is the attachment in a parent and child relationship that forms the basis for a child to trust or not to trust their environment (Gestwicki, 2000). This proper attachment is essential for a child to trust other adults, such as their teachers and also to trust other students and make friends.