{"id":7055,"date":"2006-10-21T18:18:32","date_gmt":"2006-10-21T18:18:32","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/10\/21\/bronfenbrenner\/"},"modified":"2006-10-21T18:18:32","modified_gmt":"2006-10-21T18:18:32","slug":"bronfenbrenner","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/10\/21\/bronfenbrenner\/","title":{"rendered":"Bronfenbrenner, The Ecology of Human Development<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>\n

Bronfenbrenner,
\n Urie. The Ecology of Human Development<\/i>. Cambridge, Mass.: Harvard
\n UP, 1979.<\/p>\n

<\/p>\n

Bronfenbrenner doesn’t do much to discuss tools explicitly as such, but he
\npresents a theoretical and analytical framework for the radical localism<\/b>
\nemphasized in activity theory. He’s not an activity theorist per se<\/i>;
\ninstead, he sets out to correct tendencies in experimental psychology
\n(particularly that line concerned with studying, through observation, the
\ndevelopment of young children) that takes the setting for granted. The
\nEcology of Human Development<\/i> argues strongly for rejuvenated attention to
\nscenic variables<\/b> when studying developmental psychology. Typical
\nlaboratory settings strip away too much of the local environment<\/b>;
\nexperimental controls meant to respond to the sheer breadth of complexity<\/b>
\nultimately undervalue the richness of "development-in-context<\/b>" (12). <\/p>\n

\n
\n\"Scrape<\/a>\n<\/p>\n

Bronfenbrenner pursues a method for psychological study that is both
\nexperimental<\/b> and descriptive<\/b>. He sets out from a concern that too
\nmuch developmental psychology attends "to the properties of the person<\/b>
\nand only the most rudimentary conception and characterization of the
\nenvironment<\/b> in which the person is found" (16). Because such studies seek to
\nimpose controls in an effort to extrapolate probabilities ("scientific status"
\nfinds that human behavior is "invariant across contexts<\/b>" (30)),
\nenvironment (and social, contextual complexity), he argues, has received too
\nlittle consideration. "From this perspective, it can be said that much of
\ndevelopmental psychology, as it now [1979] exists, is the science of the
\nstrange behavior of children in strange situations with strange adults for the
\nbriefest possible periods of time<\/i>" (19). Fix: the ecology of human
\ndevelopment<\/i>, which is concretely situated<\/b>, phenomenologically
\nastute<\/b>, longitudinal<\/b>, and immensely attentive to
\ndevelopment-in-context. <\/p>\n

Specifically, Bronfenbrenner studies (and reads studies about) scenes of
\nearly childhood development (ages 3-5): home, pre-school, day care, playground,
\netc. The book is heavily structured; lists of definitions<\/b>,
\npropositions<\/b>, and hypotheses<\/b> constituted the core structure.
\nBetween the offset list items, Bronfenbrenner explains and gives readings of
\nselected studies. In the chapter on "Interpersonal Structures," he
\nintroduces basic terms and concepts for what he calls social networks<\/b>
\n(81). The dyad<\/b> (a person-person tie) is further characterized into the
\nfollowing classes: observational dyad, joint activity dyad, and primary dyad.
\nFrom there, he discusses clusters of subjects, using N+2<\/b> (68) and N+3<\/b>
\n(71). In his discussion of roles<\/b>, Bronfenbrenner refers at length to
\nMilgram’s<\/b> Obedience to Authority<\/i> (Eichmann) experiments (92-98).\n<\/p>\n

Microsystems (22)<\/b>: "the immediate setting containing the developing
\nperson" (3); Microsystem elements: activity, role, and relation (33).
\nMesosystems (25, 209)<\/b>: looks "beyond the single settings to the relations
\nbetween them" (3)
\nExosystems (25, 237)<\/b>: "development is profoundly affected by events
\noccurring in settings in which the person is not even present" (3)
\nMacrosystems (26, 258)<\/b>: the broadest level; "a striking phenomenon
\npertaining to settings at all three levels of the ecological environment" (4)<\/p>\n

Limitations to studies of day care settings and preschools:<\/p>\n

    \n
  1. The empty setting (164) [no ecological orientation]<\/li>\n
  2. Ecologically constricted outcome measures (164)<\/li>\n
  3. Fixation on the child as the experimental subject (165)<\/li>\n<\/ol>\n

    Selected definitions, propositions, and hypotheses:<\/p>\n

      \n
    • Definition 1<\/b>: The ecology of human development involves the
      \n scientific study of the progressive, mutual accommodation between an active,
      \n growing human being and the changing properties of the immediate settings in
      \n which the developing person lives, as this process is affected by relations
      \n between these settings, and by the larger contexts in which the settings are
      \n embedded (21). [i.e., Matryoshka dolls analogy]<\/li>\n
    • Proposition A<\/b>: In ecological research, the properties of the person
      \n and of the environment, the structure of environmental settings, and the
      \n processes taking place within and between them must be viewed as
      \n interpdependent and analyzed in systems terms (41).<\/li>\n
    • Definition 12<\/b>: A molar activity<\/b> is an ongoing<\/b>
      \n behavior possessing a momentum<\/b> of its own and perceived as having
      \n meaning or intent by the participants in the setting (45).<\/li>\n
    • Proposition C<\/b>: If one member of a dyad<\/b> undergoes
      \n developmental change, the other is also likely to do so (65). <\/li>\n
    • Hypothesis 12<\/b>: The tendency to evoke behavior in accord with
      \n expectations<\/b> for a given role<\/b> is a function of the existence of
      \n other roles<\/b> in the setting that invite or inhibit behavior associated with
      \n the given role (94). <\/li>\n
    • Proposition H<\/b>: If different settings have different developmental
      \n effects, then these effects should reflect the major ecological differences<\/b>
      \n between the settings, as revealed by contrasting patterns<\/b> of
      \n activities, roles, and relations (183). <\/li>\n<\/ul>\n

      Keywords: descriptive psychology (vii), "nomothetic" psychology (ix), dyad
      \n(5, 56), ecological transitions (6), role (6), molar activities (6), microsystem
      \n(7), proximal domain (10), development-in-context (12), reciprocity (22),
      \necological environment (22), observational dyad (56), joint activity dyad (56),
      \nreciprocity (57), balance of power (57), affective relation (58), primary dyad
      \n(58), reciprocal development (65), N+2 system (68), N+3 system (71), social
      \nnetwork (81), role transition (103), multisetting participation (209),
      \nlinking dyad (210), indirect linkage (210), intersetting communications (210),
      \nintersetting knowledge (210), weak linkage (211).<\/p>\n

      Lewin’s psychological field: ongoing activity<\/b> (24), perceived
      \ninterconnections<\/b> (25), roles<\/b> (25).
      \nEcological validity<\/b> (28): "an investigation is regarded as ecologically
      \nvalid if it is carried out in a natural setting<\/b> and involves objects from
      \neveryday life<\/b>"<\/p>\n

      "Approximately one hundred years ago a number of scholars began to think that
      \nit would be possible to understand human psychological processes by conducting
      \nexperiments<\/b>, modeled on the precision and explicit, quantitative,
      \ndata-analytic techniques<\/b> that had propelled the physical sciences to such
      \nprominence in human affairs" (vii).<\/p>\n

      "All of these commonsense suggestions entail a reorientation of the way we
      \nthink about psychological processes, which must come to be treated as
      \nproperties of systems<\/b>, systems in which the individual is but one element"
      \n(x).<\/p>\n

      "Most of the building blocks in the environmental aspect of the theory are
      \nfamiliar concepts in the behavioral and social sciences: molar activity<\/b>,
      \ndyad<\/b>, role<\/b>, setting<\/b>, social network<\/b>, institution<\/b>,
      \nsub-culture<\/b>, culture<\/b>" (8). <\/p>\n

      "Development is defined as the person’s evolving conception of the
      \necological environment<\/b>, and his relation to it, as well as the person’s
      \ngrowing capacity to discover, sustain, or alter its properties" (9).<\/p>\n

      "In sum, this volume represents an attempt at theoretical integration<\/b>.
      \nIt seeks to provide a unified but highly differentiated conceptual scheme for
      \ndescribing and interrelating structures and processes in both the immediate and
      \nmore remote environment as it shapes the course of human development throughout
      \nthe life span" (11).<\/p>\n

      "First, the development involves a change in the characteristics of the
      \nperson that is neither ephemeral nor situation-bound; it implies a
      \nreorganization that has some continuity over both time and space" (28). <\/p>\n","protected":false},"excerpt":{"rendered":"

      \u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>Bronfenbrenner, Urie. The Ecology of Human Development. Cambridge, Mass.: Harvard UP, 1979.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[175],"tags":[1369,211,514,1370,398,1040,1371,1258,240,1042,1372,1373,969,1374,1375,1376,179,1377,257,1046,1378,1379,239,1380,391,515],"class_list":["post-7055","post","type-post","status-publish","format-standard","hentry","category-toolsinuse","tag-daycare","tag-description","tag-development","tag-dyad","tag-ecology","tag-environment","tag-exosystem","tag-family","tag-institution","tag-interaction","tag-laboratory","tag-linkage","tag-links","tag-macrosystem","tag-mesosystem","tag-microsystem","tag-milgram","tag-molaractivity","tag-networks","tag-phenomenology","tag-reciprocity","tag-relationships","tag-roles","tag-settings","tag-systems","tag-transition"],"yoast_head":"\nBronfenbrenner, The Ecology of Human Development - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2006\/10\/21\/bronfenbrenner\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Bronfenbrenner, The Ecology of Human Development - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 4 minsBronfenbrenner, Urie. 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Information Ecologies: Using Technology with Heart. Cambridge, Mass.: MIT Press, 1999. Nardi and O'Day make a case for the ecological metaphor as it is suited to studies of technology in situ. 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Syverson's The Wealth of Reality--revised from her dissertation, which won the Berlin and Burns awards in 1995--calls for a reconceptualization of writing activity as radically situated in the interest of moving us away from reductionism\u2026","rel":"","context":"In "Tools-in-use"","block_context":{"text":"Tools-in-use","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/toolsinuse\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7045,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/10\/02\/cooper-the-ecol\/","url_meta":{"origin":7055,"position":4},"title":"Cooper, “The Ecology of Writing”","author":"Derek Mueller","date":"October 2, 2006","format":false,"excerpt":"Cooper, Marilyn. \"The Ecology of Writing.\" College English 48.4 (1986). 364-375. Setting out from Hairston's 1982 embrace of \"a process-centered theory of teaching writing\" to \"process, not product,\" what happens when writers write has been reduced, hazardously, to a simplistic cognitive process. The cognitive process model idealizes the solitary author,\u2026","rel":"","context":"In "Tools-in-use"","block_context":{"text":"Tools-in-use","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/toolsinuse\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6665,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/12\/08\/sentencecoaster-1\/","url_meta":{"origin":7055,"position":5},"title":"Sentence-coaster Rides, Screaming Prose","author":"Derek Mueller","date":"December 8, 2006","format":false,"excerpt":"Coaster Flickr photo ReneS. I jogged out the major qualifying exam yesterday, writing one answer in a three-hour morning session and a second answer in a three-hour afternoon session. 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