psy 3

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Nov 24, 2024

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Lecture 3: Mesosystem The interrelationships among the child’s microsystems. The second of Bronfenbrenner’s layers of context. Exosystem Social systems that can affect children but in which they do not participate directly. Bronfenbrenner’s third layer of context. Macrosystem The culture or subculture in which the child lives. Bronfenbrenner’s fourth layer of context. Chronosystem Bronfenbrenner’s term for the passage of time as a context for studying human development. the macrosystem involves the culture and subculture in which the child lives. Th e mac- rosystem aff ects the child through its beliefs, attitudes, and traditions. Children living in Canada may be infl uenced, for example, by beliefs regarding democracy and equality, and perhaps human rights. In certain parts of the country, children may also be aff ected by regional attitudes regarding, say, the importance of rugged individualism, or perhaps a strong sense of community. If a child lives in an ethnic or racially concentrated neighbourhood, the values and cultural traditions of that group may add yet another source of infl uence. Th e macrosystem is generally more stable than the other systems, but it can also change as a society evolves—for example, from a liberal political era to a conservative one, from economic prosperity to depression, or from peace to war (Elder & Caspi, 1988). Not shown in the diagram is an additional factor that must be considered when studying hu- man development: the passage of time. Th e interactions that take place among the various systems in the child’s world gradually change over time and as the child grows. Th is source of infl uence, which Bronfenbrenner termed the chronosystem, adds even more complexity and richness to

the challenge of analyzing children’s development. Describe the sociocultural approach to development. 1. How do sociocultural approaches differ from cognitive-developmental approaches? 2. What does Vygotsky’s theory stress? 3. What is the focus of the ecological model? DEFINING LEARNING Behavioural psychologists believe that the changes in behaviour that occur as children develop are oft en learned, meaning they result from conditioning and learning principles. When psychologists use the term learning, they are not referring simply to what goes on in a classroom

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