A social ecological model (SEM) is the idea that an individual’s thoughts, ideas and behaviours are shaped through a variety of different factors. Learning guide 3 discusses Urie Bronfenbrenner’s (1979) theory and the impact it has had on child development, he places the child at the centre and shows us the web of relationships that spread across the theoretical perspective (Open University, 2016a). The outer rings surrounding the individual are different environmental levels; family, community and society. As well as the impact on children’s inner self, this also determines aspects of their future, such as their learning, aspirations and achievements. The essay will explore the advantages of practitioners using a social ecological perspective …show more content…
The My World Triangle highlights the impact of outer influences and gathers information on all areas of children’s lives. “When working with children or young people, the My World Triangle is used at every stage to think about the whole world of the child or young person…” (The Scottish Government, 2012). Like the ecological model it shows the factors around the individual. The triangle is formed from three key areas; how a child grows and develops as well as the responsibilities of those significant people in the child’s life and even aspects from the wider world. This can support the practitioners in the same ways discussed throughout this …show more content…
It extends the idea of child development and highlights the importance of relationships, the environment and society’s expectations. The model has had a significant impact on practice today; it has seen the development of frameworks (the BEM) and initiatives (The FAST programme), bought new ecological factors to light and has motivated schools to succeed. However, as discussed it also has its limitations. It can only be used if the practitioner understands the model and applies it appropriately to their practice with children and young
The Early Years Foundation Stage (EYFS) was implemented in England in 2008 and applies to all children aged 0-5. This new curriculum combined existing government ideas regarding the care of under 5s including the 'Every Child Matters' (ECM) policy: children's services have to respond to 5 outcomes for all children from birth to 18: being healthy, being protected from harm and neglect, being enabled to enjoy and achieve, making a positive contribution to society, and contributing to economic well-being. The statutory EYFS document stated a need for a 'coherent and flexible approach to care and learning' (DfES - Department for Education and Skills 2007; cited in Palaiologou, 2010, p.11 ), and ensures a quality experience for children regardless of the pre-school setting. EYFS and its direct predecessors were introduced based on the realisation that quality of teaching and management of schools play a central role in children's quality of learning, not socio-economic and educational background, as was previously thought. Pre-school education was seen as a method of helping children 'break the cycle of deprivation' (Baldock, 2009, p.20). However, research by Potter immediately prior to the inception of the EYFS concluded that due to 'insufficiently rigorous conceptual underpinnings, particularly in the area of language and communicatio...
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
Bronfenbrenner theorised that there are many different influences that affect a child’s development, forming 5 systems to categorise certain events, or environments into. This theory helps me to understand the theme of Nature Vs Nurture, as it gives some context as to what environments can affect a child's development. From this, we can work out solutions for each child's situation, to ensure that their development is still progressing.
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 in this stage (aged 4 to 8) understand the world by perceiving it, being influenced by it, and acting on it. In turn, the surrounding world shapes the child. This demonstrates the role of nurture within the child’s
The current framework is the EYFS which support children’s mathematical and literacy development. One of the EYFS principle in the Development Matters is the “unique child” concept which means that “every child is a competent learner from birth who can be resilient, capable and self-assured.”- Development Matters (www.foundationyears.org.uk) This means that every child are different but have many different skills and learning styles. The government initiative of a unique child is over the death and case study of Victoria Climbié which had an impact on the practice of Early Years practitioners. The aim of this initiative is that practitioners have to make sure that children are being supported to overcome hardship or to support those who are being neglected, “reduce their level of
It is essential that a child’s development is viewed in a holistic manner, so that practitioners can identify a child’s physical, personal, social, emotional and spiritual wellbeing- not just focusing on their intellectual
ACEs are a social problem that interconnect and affect communities and families. The Social Ecological Model (SEM) considers the multifaceted interaction between various influences and has been used by the CDC to prevent child maltreatment. Child maltreatment includes several categories of ACEs and is an example of toxic stress. Therefore, the SEM prevention model would be appropriate for Washington County, as the prevention of ACEs requires understanding all the potential conditions and factors that cause them. The CDC uses a four level social ecological model to better understand potential strategies for prevention. The SEM studies the interchange between individual, relationship, community and societal elements (Middlebrooks & Audage, 2008).
While all societies acknowledge that children are different from adults, how they are different, changes, both generationally and across cultures. “The essence of childhood studies is that childhood is a social and cultural phenomenon” (James, 1998). Evident that there are in fact multiple childhoods, a unifying theme of childhood studies is that childhood is a social construction and aims to explore the major implications on future outcomes and adulthood. Recognizing childhood as a social construction guides exploration through themes to a better understanding of multiple childhoods, particularly differences influencing individual perception and experience of childhood. Childhood is socially constructed according to parenting style by parents’ ability to create a secure parent-child relationship, embrace love in attitudes towards the child through acceptance in a prepared environment, fostering healthy development which results in evidence based, major impacts on the experience of childhood as well as for the child’s resiliency and ability to overcome any adversity in the environment to reach positive future outcomes and succeed.
Behaviour is a socio cultural construct. An individual’s behaviour and their level of acceptance of certain behaviours will vary based on their reality, which is shaped through their societal constructs, environments and rules (Morrow, 2011). The care and guidance an adult provides a child directly impact the child’s behavioural development (Porter, 2008). An adult’s beliefs and perceptions about children’s behaviour relate directly to the quality of care that is delivered to children (Porter, 2008). The argument of this essay is that children’s behaviour is impacted by the care, guidance and influences from their ecological systems. This essay will discuss different behaviours identified by children in learning environments and formulate
Since being developed by Bronfenbrenner in 1979 social ecological perspectives have been widely used to formulate practice guidelines and government policies when planning service needs for children, young people and their families. This essay will discuss what a social ecological perspective consists of, what limitations it may incur and how it can assist us in developing best practice and understanding when working with children, young people and families. It will draw on examples from K218 for illustrative purposes.
Bronfenbrenner’s approach was to study children in their natural environments to explore how a child experiences and interprets their world within a complex system of relationships (Berk, 2009, p. 26). His theory regards the environment of a child; taking into account the practices within that environment and how they might influence development and of the child’s individual connections to show the way in which external forces and the child interrelate to influence their development (Paquette and Ryan, n.d.). It is important to recognise how the interaction of the systems with bidirectional (adults affect children’s behaviour but children’s behaviour can also affect adults’ behaviour [Berk, 2009]) influences within and between the systems can strengthen or interrupt healthy child development as each system contains roles, norms, values, beliefs and rules that can effectively shape their development.
Human development issues have remained critical in understanding how and why people behave the way they do. Several human development theories exist to explain human development from birth through to death. Some of these have focused on the psychological aspects of human development while others on the cognitive aspect (Piaget, 1971; Lerner, 2001; Swick and Williams, 2006). Other human development theories have also focused on the social and environmental aspects (Bronfenbrenner & Bronfenbrenner, 2009; Swick, 2004). This current essay examines one of the major social theories relating to child development. The theory to be examined is the Bronfenbrenner’s ecological theory of human development. The essay will further examine the applicability of the Bronfenbrenner’s ecological theory to my personal development, growing up as a child between the ages of 4 years and 12 years. In the first instance, the essay will focus on explaining the – Bronfenbrenner’s theory including the four types of systems described by the theory. Subsequently, the essay will examine how these systems apply to my life in relation to the social systems in which I grew in South Sudan in Africa. It will be seen that the Bronfenbrenner’s ecological theory
CHAPTER TWO: THEORATICAL FRAMEWORK OF THE STUDY The theory backing up this study is from the Social Ecological Model/Theory, which suggest that creating an environment conducive to change is important to making it easier to adopt healthy behaviors (McLeroy, Bibeau, Steckler 1988). The Model is used in this study to analyze the practices, perception of nurses, teachers and the health care teams in promoting the reproductive health education, counselling as well as to analyze the challenges faced in implementing the reproductive health policy in schools and at health centers. The theory further argues that, all these is influenced by factors at multiple levels, including Individual, Interpersonal, Organizational, Community and Policy /enabling
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and