Bronfenbrenner Bioecological Model

Parent needs to have better understanding of the developmental stages of their children from birth to adolescent; from Sensory-Motor to Formal stage (Abstract Thinking) by Piaget’s Stage of Cognitive development. Knowing how to have open conversation with teens, not to be forceful, rather, handling situation with care, support, and encouragement.

Many families of color tend to rely on each member to help with those who have health or mental health complications. They tend to take care of that member in a home setting. Mesosystems is the connection of two microsystems, a network. Examples of a person with mental illness possible mesosystem would have to look at the neighborhood, and how the person with the condition is perceive by the community can affect their level of denial and acknowledgment in their illness. If the neighborhood in which a person who suffers from a mental illness perceives mental illness negatively, families will rely more on each other or extend family to help. The location of communities mental health resources or lack of exposure to people with mental illness and treatment; can indicate how willing a person would be to seek help or if it’s possible to receive services close to home. To explain the exosystem the social workers have to look at policies or larger institution that have influence or control between microsystems. Expanding with already said factors examples of people with mental illness exosystems would be neighbors, health services, family member’s workplace and religious connections/services (church). Where the family works affect the neighborhood in which we live, how many hours we work and how much we are paid all affect the environment in which we are able to live. Macrosystems explains cultural value and

His views of how children and young people’s minds work and develop have been enormously influential particularly in educational theory. His particular insight was the role of maturation and increasing the capacity to understand their world, they can’t undertake certain tasks until they are psychologically mature enough to do so. The research has spawned a great deal more, much of which has undermined the detail of his own, but like many other original investigations his importance comes from his overall vision. Today Piaget’s theories have helped to change how people viewed the child or young person’s world and the way they study them he has inspired many theorist to improve on his studies. Piaget’s ideas have been of practical use in understanding and communicating, particularly in education. What he didn’t consider was the effect in the

His studies showed that at any stage of life, thinking skills of individuals are similar.” (pg.142) The first stage of Piaget’s theory is based on infancy years. This stage is the sensorimotor stage. This age range is from birth to two years of age. In this stage, infants begin to learn about their surroundings and the world by using their senses. At the beginning, they rely on their reflexes to learn, but then use more purposeful movement to enhance their learning. The second stage is the preoperational stage. This age range is from two years to seven years of age. In this stage, toddlers and younger children begin to communicate by using language. They need to be given hands-on experiences and imaginative play. These are key for a child’s development. The third stage is the concrete operational stage. This age range for this stage is from seven years to eleven years of age. When children are at this stage they are beginning to think logically about things. They are beginning to make generalizations, classify different objects, and are suggesting solutions to their own problems or their peers’ problems. The final stage is the formal stage. This age range is from 11 years of age and older. During this stage children and young teenagers are beginning to ask “what if” questions. They are starting to make predictions about certain things. Children that

During adolescents, huge changes take place physically, mentally and socially. Physically, adolescents are experiencing puberty and their bodies are changing from that of a child to an adult. Cognitively, adolescents become increasingly egocentric and are developing from Piaget’s concrete operational stage to the formal operational stage of development. In this stage, teenagers are able to grasp abstract concepts and think logically and systematically (Berger, 2001). The greatest change that occurs during adolescents is socially. During this time there is a shift from a teenager’s dependence on their parents for advice and support to forming new and deeper relationships with peers.

Bronfenbrenner’s four systems of the ecological model and the risk and protective factors of growing up with a brother who is special needs has impacted the decisions this student has made in her life. Based on her microsystems, she has made the decision to make every single day count. She has chosen to become involved in her church and local community. Although she is unable to see her friends from college on a daily basis, she has made the decision to connect with them at least a couple times a week through social media. When it comes to her mesosystems, she has chosen to have healthy relationships with her friends, family, and church family. The close relationships she has with her friends, family, and church and the relationships

The last stage of Piaget’s cognitive development is known as the Formal Operational Stage, which occurs between the ages of eleven and sixteen. Adolescents have now gained the ability to think in an abstract matter, and can now understand things such as science and algebra. The most distinct difference between the

The first of the four systems, and most central to the child is the Microsystem. The microsystem is the small immediate environment the child lives in. Children’s Microsystems will include any immediate relationships they interact with such as, immediate family or caregivers. Groups or organization such as school or daycare that interact with the child will also have an effect on how the child grows (Bronfenbrenner, 1979). Many children will have complexities within their Microsystem such as having two immediate families in scenarios of divorce. Regardless of the complexities, the more

Each system affects and is affected by the other systems and it is all connected and interconnected. Each system contains risks and opportunities for child’s development and more strong, positive connections between systems the better for kids. The microsystem is the system closest to the person and the one in which they have direct contact. The first part of his microsystem refers to his grandparent’s home, as Ben does not return to Malaysia frequent and stays with the grandparents most of the time. Which also includes his interactions with his parents and grandparents. Ben’s school is also part of his microsystem and his regular school interactions are with his kindergarten teacher, Mrs. Lim and the best friend Johnny in his class. Next, the mesosystem refers the interactions between the different parts of a person's microsystem. The mesosystem is where a person's individual microsystems do not function independently, but are interconnected and assert influence upon one another. These interactions have an indirect impact on the individual. Ben’s mesosystem refers to the relationship between his parents and grandparents, his grandparents and his teachers in school. As both his grandparents maintain a positive relationship, it has a positive impact to Ben because the different elements are working together. The exosystem refers to a setting that does not involve the person as

According to Jean Piaget’s theories , He state that when an adolescents enter this stage, they’ll be able to think in an abstract manner, they will be able to combine and classify items in a more sophisticated way, and the capacity for higher-order reasoning. During age 11+ years, the children started to manipulate ideas in its head, without any dependence on concrete manipulation; it has entered the formal operational stage. He/she can do mathematical calculations, think creatively, use abstract reasoning, and imagine the outcome of particular actions. Based on the interviewing session, Madam Syukriah , A 29 years-old teacher run an online business besides being a teacher . In the mean time, she also manage to be a beautician .

The television drama known as Grey’s Anatomy follows several doctors on their joint and individual journeys from surgical interns to residents and then to attendings. The main character is Doctor Meredith Grey, the daughter of famous heart surgeon Ellis Grey. Meredith’s time on the show reveals her constant struggle to reconcile her own abilities with her mother’s legacy and explores how the past continues to affect the present long after its conclusion.

\Feldman (2017) shows that the Bronfenbrenner model is the first five levels of the environment that work together to influence not only children but human beings. By breaking down this model you are able to get a greater understanding of the way society can impact a child’s development. The beginning stage is the microsystem, this system describes that everyday life from which the child lives has an influence on their development. In addition to the people in the child’s day to day life, from mom and dad, to other family and friends, to childcare teachers (Feldman, 2017). If a single mother is working and going to school while a toddler attends daycare, it can be likely that the mother is not able to pick up that child often. By having inconsistency

Jean Piaget’s cognitive developmental theory is one the most influential theory of cognition in social work and psychology. In his cognitive theory, our capacity for reasoning develops in stages, from infancy through adolescence and early adulthood. Piaget used four different stages; sensorimotor state, preoperational stage, concrete operations stage and formal operations stage. According to Hutchison, Piaget saw these four stages as sequential and interdependent, evolving from activity without thought, to thought with less emphasis on activity- from doing, to doing knowingly, and finally to conceptualizing.

When a person has moved through adolescence into early adulthood there is a significant change in intellect. Moreover this development moves a young adult from relying on the use of logic to solve problems as Feldman (2104) explains as Piaget’s theory known as formal operations, to what more recent developmental psychologists acknowledge as postformal thought. Postformal thought is a type of insight perceiving that dilemmas occurring amid adulthood should be settled in a relativistic way, taking real-world knowledge, faithful resolutions and principles into consideration. Moreover, Feldman (2014) claims a teenager’s thought process is relying on logic and as the change into early adult hood occurs there is a transition to postformal thought in which equips a young adult the ability to deal with societal challenges in a more effective manner. Consequently, this maturing intellect is a benefit for young adults when it comes to making a decision under pressure.

According to Piaget and his stages of development, formal operational thinking allows adolescents to think, reason, and problem solve at more complex levels than they could before. When adolescents reach this stage of development, they develop the capacity to think abstractly about concepts and reason more logically about multiple complex issues. With the onset of this stage, new skills emerge such as hypothetical deductive reasoning. Hypothetical deductive reasoning is a key characteristic that makes teens so good at arguing and debating with others. It is because of this specific skill that adolescents can develop an answer and defend, debate, and logically explain that answer.