Relevant bibliographies by topics / Bronfenbrenner’s bio-ecological systems theory

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  2. Dissertations / Theses
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  4. Conference papers

Academic literature on the topic 'Bronfenbrenner’s bio-ecological systems theory'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Bronfenbrenner’s bio-ecological systems theory"

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Matas, Gordan, and Iva Donelli. "Ecological systems theory." Zbornik radova Filozofskog fakulteta u Splitu, no. 13 (2020): 111–30. http://dx.doi.org/10.38003/zrffs.13.5.

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In this paper, Toni Morrison’s novel Beloved (1987) will be considered from the point of view of developmental psychology. Morrison’s works can be seen as representing an intertwinement of social, historico-political and emotional themes which play a crucial role in the identity construction of the author’s characters. Therefore, the Ecological Systems Theory proposed by Urie Bronfenbrenner will be employed to closely examine how the identities of Morrison’s characters are being shaped in the novel. The usage of the five systems on which Bronfenbrenner’s bioecological model is based– chronosystem, macrosystem, exosystem, mesosystem and microsystem, will provide an often missing holistic approach necessary for better understanding of how and why Morrison’s characters are (un)able to complete their developmental journey of identity construction successfully.
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Mrózek, Sebastian. "A person with disability in strategies for solving social problems – analysis of records in perspective of Urie Bronfenbrenner’s theory." Men Disability Society 49, no. 3 (September 30, 2020): 95–114. http://dx.doi.org/10.5604/01.3001.0014.3578.

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The article consists of four parts. The first contains the characteristics of communal Strategies for solving social problems. It includes a discussion of the fundamental assumptions and functions of the types of strategies which play a part in social policy – with particular emphasis on the needs and situation of people with disabilities. The second part of study introduces the most important assumptions of the bioecological theory of Urie Bronfenbrenner’s systems. Through the prism of this theory, research material has been collected and ordered. The merits of the study are captured in the part three. In its scope, it includes tabular systems ordered in accordance with the assumptions of the bio-ecological system theory, containing records and the resulting activities implemented by communes for the social inclusion of people with disabilities. The whole text ends with the conclusions presented in the fourth part. The purpose of the study is a qualitative analysis of the Strategy for solving social problems of communes that are part of the Żywiec and Cieszyn counties. It will make it possible to recognize records and the resulting inclusion activities for people with disabilities. The purpose is also to consider these entries based on the bioecological theory of Urie Bronfenbrenner’s systems and recognition what levels distinguished in the theory mentioned above are present in strategies and what actions result from them. This will also allow for partial verification of the role taken by municipalities – the smallest local government units in creating a culture of inclusion and a friendly space for people with disabilities.
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Graves, Diane, and Jane P. Sheldon. "Recruiting African American Children for Research: An Ecological Systems Theory Approach." Western Journal of Nursing Research 40, no. 10 (April 24, 2017): 1489–521. http://dx.doi.org/10.1177/0193945917704856.

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With health disparities still pervasive and persistent in the United States, medical researchers and social scientists continue to develop recruitment strategies to increase the inclusion of racial/ethnic minority groups in research and interventions. Effective methods for recruiting samples of African American participants for pediatric research may be best understood when situated within an overarching conceptual model—one that serves to organize and explain effective recruitment strategies. A theoretical framework well suited for this purpose is Bronfenbrenner’s ecological systems theory, which views individuals as influencing and being influenced by (both directly and indirectly) a series of interconnected social systems. Based on the ecological systems theory and on previous research from multiple domains (e.g., medicine, psychology, public health, social work), in the current article, we review strategies for effective recruitment of African American children and adolescents for research.
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Ruppar, Andrea L., Heather Allcock, and Jean Gonsier-Gerdin. "Ecological Factors Affecting Access to General Education Content and Contexts for Students With Significant Disabilities." Remedial and Special Education 38, no. 1 (August 2, 2016): 53–63. http://dx.doi.org/10.1177/0741932516646856.

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In this review, we applied Bronfenbrenner’s ecological systems theory to examine factors that support or restrict access to the general curriculum for students with significant disabilities. We organize the literature in relationship to factors within the micro-, meso-, macro-, exo-, and chronosystems that influence decisions about access to the general curriculum for individual students. We discuss these factors in relationship to placement, instructional contexts, and instructional content. Implications for research and practice are provided.
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Lőrinc, Magdolna, Louise Ryan, Alessio D’Angelo, and Neil Kaye. "De-individualising the ‘NEET problem’: An ecological systems analysis." European Educational Research Journal 19, no. 5 (October 8, 2019): 412–27. http://dx.doi.org/10.1177/1474904119880402.

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Periods of being NEET (not in education, employment or training) can have long-term consequences for individuals’ future job opportunities, earnings, psycho-social well-being and health, all with high societal costs. Therefore, policy-makers across Europe seek interventions that successfully reduce NEET numbers. Drawing on a longitudinal qualitative study in London, this paper explores the processes and mechanisms that contribute to young people becoming NEET after leaving education. Through analysis of 53 young NEETs’ accounts of their school and transition experiences, we draw upon Bronfenbrenner’s ecological systems theory to explore the multitude of factors and structures of disadvantage that might have contributed to these young people’s marginalisation in education and employment. We discuss how unfulfilled support needs, a lack of career advice and socio-economic disadvantage can lead to educational disengagement, dropping out and, ultimately, becoming NEET. While many of these issues were presented as personal difficulties, in this article we reject the individualisation of the ‘NEET problem’. Instead, we argue that negative school experiences need to be understood in the context of structural conditions, including funding cuts in education and support services, transformations in the labour market and socio-economic deprivation.
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Oishi, Shigehiro, and Jesse Graham. "Social Ecology." Perspectives on Psychological Science 5, no. 4 (July 2010): 356–77. http://dx.doi.org/10.1177/1745691610374588.

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This article presents a socioecological approach (accounting for physical, societal, and interpersonal environments) to psychological theorizing and research. First, we demonstrate that economic systems, political systems, religious systems, climates, and geography exert a distal yet important influence on human mind and behavior. Second, we summarize the historical precedents of socioecological psychology. There have been several waves of ecological movements with distinct emphases in the history of psychological science, such as K. Lewin’s (1936, 1939) field theory and U. Bronfenbrenner’s (1977) ecological approach to human development. Environmental and community psychologies, created in the late 1960s and early 1970s, promoted social activism through basic and applied research on ecological factors and social outcomes. Most recently, the rise of cultural psychology has encouraged psychologists to pay attention to cultural factors in basic psychological processes, but note that less attention has been given to socioecological factors per se. We highlight the benefits of bringing the socioecological perspective back to mainstream psychological theorizing and research.
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Genienė, Rasa, Eglė Šumskienė, Violeta Gevorgianienė, and Jurga Mataitytė-Diržienė. "The Deinstitutionalization of Persons with Psychosocial Disabilities from the Perspective of Ecological Systems Theory." Socialinė teorija, empirija, politika ir praktika 22 (May 21, 2021): 28–43. http://dx.doi.org/10.15388/stepp.2021.27.

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The deinstitutionalization of social care in Lithuania started in 2012 after the adoption of the strategic guidelines by the Ministry of Social Security and Labour. The goal of this reform was to improve the care conditions and introduce new community-based services for persons with disabilities. Almost ten years of the reform resulted in only five percent of persons with disabilities who moved to community settings, mainly group-living homes. The slow-motion of the reform, as well as the tensions in the communities, suggests the need for a thorough analysis of the process of deinstitutionalization and its improvement. Bronfenbrenner’s ecological theory is applied as a conceptual and methodological tool for understanding the roles of deinstitutionalization agents at different levels, including the Ministry of Social Security and Labour, municipalities, non-governmental organizations, social care institutions, and local communities. All of these agents are involved and diversely interact among themselves during the transformation process of the social care system. The ecological theory provides the necessary integrated approach to the analysis of the process of deinstitutionalization of the social care system at the micro-, meso-, exo-, and macro levels. Deinstitutionalization and the trajectories of its participants reveal resilient connections with different fields of the ecological system and show that different system components not only represent different systems but become microsystems themselves that affect all elements in the ecological system. The complexity of environmental systems constitutes the basis of ecological systems theory. It serves as a lens to guide the analysis of the transformation of a particular person’s life in the context of deinstitutionalization. Herewith, it is an appropriate tool for understanding the impact of deinstitutionalization on specific local communities.
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Buser, Julie M., Carol J. Boyd, Cheryl A. Moyer, Alice Ngoma-Hazemba, Davy Zulu, Jessy Taona Mtenje, Andrew D. Jones, and Jody R. Lori. "Operationalization of the Ecological Systems Theory to Guide the Study of Cultural Practices and Beliefs of Newborn Care in Rural Zambia." Journal of Transcultural Nursing 31, no. 6 (May 14, 2020): 582–90. http://dx.doi.org/10.1177/1043659620921224.

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Introduction: A wide gap in knowledge exists about the factors associated with newborn care in rural Zambia. In this year of the nurse and midwife, the purpose of this article is to provide transcultural researchers with an example of how Bronfenbrenner’s Ecological Systems Theory (EST) can be used to guide an exploration of the cultural practices, knowledge, and beliefs of newborn care and health-seeking behaviors in rural Zambia. Methodology: Based on the EST, maternal knowledge represents the microsystem while family and community members embody the mesosystem. Health care organization denotes the exosystem with culture representing the macrosystem and health policy the chronosystem. Results: Numerous implications for transcultural nursing practice emerged from this adaptation of the ecological systems approach. Findings reveal a maternal dualism faced by Zambian mothers as they navigate the complex interplay between cultural newborn care practices and evidence-based newborn care promoted by the health care system. Discussion: Based on our proposed operationalization of the EST for a transcultural nursing study, the EST can be applied globally, further validating the theory.
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Muñoz-García, Antonio, and Mª Dolores Villena-Martínez. "Influences of Learning Approaches, Student Engagement, and Satisfaction with Learning on Measures of Sustainable Behavior in a Social Sciences Student Sample." Sustainability 13, no. 2 (January 8, 2021): 541. http://dx.doi.org/10.3390/su13020541.

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In this empirical study, we address the relationship between the dimensions of learning in higher education (i.e., student engagement, approaches to learning, and satisfaction with learning) and sustainability (i.e., austerity altruistic, pro-ecological and equitable behavior). The results demonstrate that there is a positive linear relationship between engagement with learning and deep and strategic approaches, motivation and strategies, and altruistic, equitable and pro-ecological behavior. Austerity, however, only correlated with high dedication to learning. Satisfaction with learning was associated with altruistic and equitable behavior and an overall measure of sustainability, and was independently associated with austerity and pro-ecological behavior. Engagement with learning was associated with sustainable behavior, especially with altruistic and pro-ecological behavior in its three expressions, namely, vigor, absorption and dedication. In contrast, austerity was found to be only associated with engagement with learning. As a whole, and in line with Bronfenbrenner’s theory, the results of this study suggest that the aforementioned systems are interconnected and mutually influence each other.
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Muñoz-García, Antonio, and Mª Dolores Villena-Martínez. "Influences of Learning Approaches, Student Engagement, and Satisfaction with Learning on Measures of Sustainable Behavior in a Social Sciences Student Sample." Sustainability 13, no. 2 (January 8, 2021): 541. http://dx.doi.org/10.3390/su13020541.

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In this empirical study, we address the relationship between the dimensions of learning in higher education (i.e., student engagement, approaches to learning, and satisfaction with learning) and sustainability (i.e., austerity altruistic, pro-ecological and equitable behavior). The results demonstrate that there is a positive linear relationship between engagement with learning and deep and strategic approaches, motivation and strategies, and altruistic, equitable and pro-ecological behavior. Austerity, however, only correlated with high dedication to learning. Satisfaction with learning was associated with altruistic and equitable behavior and an overall measure of sustainability, and was independently associated with austerity and pro-ecological behavior. Engagement with learning was associated with sustainable behavior, especially with altruistic and pro-ecological behavior in its three expressions, namely, vigor, absorption and dedication. In contrast, austerity was found to be only associated with engagement with learning. As a whole, and in line with Bronfenbrenner’s theory, the results of this study suggest that the aforementioned systems are interconnected and mutually influence each other.
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Dissertations / Theses on the topic "Bronfenbrenner’s bio-ecological systems theory"

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Treurnich, Janetta M. "A secondary school teacher’s experiences as a victim of cyber bullying." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45897.

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The purpose of this study was to explore and describe the experiences of a secondary school teacher from Gauteng who was a victim of learner cyber bullying. Cyber bullying of teachers is a relatively under researched phenomenon in South Africa and can be a painful event for many teachers. The ultimate goal of this study was to raise awareness about learner cyber bullying and the effect it had on the emotional and professional well-being of the participant. Awareness about this phenomenon might lead to better support and understanding by different role players such as departments of education, principals, unions, communities, learners, educational psychologists and other teachers. I followed a qualitative research approach, guided by an interpretivist epistemology. I employed a descriptive case study design and purposefully selected a single secondary school teacher as my unit of analysis. Data for this study was collected through a semi-structured interview with the participant in order to explore his experiences relating to learner cyber bullying. In addition to the semi-structured interview I used observation, field notes, audio recording and a research diary for data collection purposes. The collected data was analyzed through several phases to establish thematic categories. Twenty six sub-categories of learner cyber bullying were identified from the experiences of the participant which were grouped under six main categories that was discussed and interpreted in order to provide the findings portrayed by the study. The six main categories included: type of cyber bullying experienced, causes of cyber bullying, characteristics of cyber bullies, response to cyber bullying, outcomes after taking action, and results of protective factors. To ensure the trustworthiness and quality of the data, the study incorporated member checking, peer debriefing and literature control. Based on the findings of the study, I concluded that the teacher experienced learner cyber bulling primary as a negative and painful reality. The cyber bullying incident had a damaging impact on the participant’s emotional and professional well-being. In addition, the study also indicated that the participant, after addressing the cyber bullying incident, experienced some positive outcomes. Being able to share his experiences with the larger teaching community helped him to overcome some of the indignity he experienced due to the learner cyber bullying. An attempt was made to raise awareness of this phenomenon and to provide effective strategies to prevent and counter its impact on the teaching community. This study can be used as a platform for larger research projects to about the experiences of teachers as victims of cyber bullying.
Mini-dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
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Jantjies, Janine Chernay. "A narrative of crystal methamphetamine: a case study of a young person's experience of factors that leads to crystal methamphetamine use within a high-risk area in Cape Town." University of the Western Cape, 2010. http://hdl.handle.net/11394/3017.

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Magister Artium - MA
Recent research has indicated a significant increase in the crystal methamphetamine abuse in the Western Cape. The study aimed to provide an understanding of the interaction of the social and historical contexts in relation to the life experiences and perceptions of a young person residing in the Cape Flats. Primarily the study aimed to explore the factors that influenced the participant to use crystal methamphetamine. It adopted a social constructionist epistemological perspective and employed Bronfenbrenner’s ecological systems theory as the theoretical framework. The subsystems of the ecological systems theory include the individual who is influenced by the microsystem, the mesosystem, the exosystem, the macrosystem and the chronosystem. This was a qualitative research study that employed an intensive case study. Data was obtained through series intensive semi-structured interviews that were approximately 40 - 70 minutes in duration. The participant is a coloured female, aged 28 years from a high-risk community in the Cape Flats. Prior to the interview process, relevant permission was obtained from the participant, which allowed the interviews to be conducted and recorded. The data was then analysed using a narrative analysis. The themes that emerged from the research findings include: childhood trauma; sexual abuse during childhood; social milieu and norms; adolescent delinquency; the cycle of abuse; understanding crystal methamphetamine use and the consequences of crystal methamphetamine use. Findings with regard to the individual factors included psychological well-being, depression and negative affectivity, feelings of hopelessness, suicidal ideations, loneliness, past abuse of legal substances, adolescence, delinquency and childhood sexual abuse. The influential factors that emerged within the microsystem were lack of family support, dysfunctional family dynamics, childhood abandonment, uninvolved parents, several custodial parents, childhood disequilibrium, parental modelling and family drug use. Further findings within the microsystem included peer influence viz. direct persuasion of drug use, peer exposure of drugs, experimentation, delinquent behaviour, gang-related involvement and peer group acceptance. The mesosystemic findings included, lack of emotional support or attachments, social support, lack of structure as well as relocating to numerous schools and homes. Findings located in the exosystem were the availability and accessibility of drugs in all the communities in which the participant lived. Findings in the macrosystem included the social environment of the individual, including the social norms of the community and the home setting as well as the norm of violence, crime and gangsterism. The information and knowledge accumulated would optimistically contribute to addressing the paucity of qualitative literature and present knowledge to improve intervention and prevention strategies.
South Africa
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Pintado, Irene. "Perceptions of school climate and bullying in middle schools." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001816.

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YEHONG, LUO. "Research on the situation of deaf-mute Children of Migrant Workers in Guiyang, China." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21331.

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This report is the outcome of a Field Study project. The aim of the study was to findout how the floating deaf-mute children of migrant workers experience psychologicalproblems in Guiyang, China. Bronfenbrenner’s ecological system theory was used asa theoretical frame. Semi-structured interviews were carried out with 4 inner migrantcouples who have deaf-mute children receiving treatment in a Center for disabled inGuiyang. 12 professionals working with treating deaf-mute children are alsointerviewed as well as 5 deaf-mute children. In total together 21 informants areinterviewed. The result of this study shows that three main aspects influence thepsychological problems of floating deaf-mute children with migrant parents most:social welfare policy, family income conditions and the center of treatmentenvironment. This study explored the problems based on Brofenbreener’s ecologicalsystems approach, which for the author had a new perspective to research on thesituation of deaf-mute children of migrant workers in Guiyang, China.
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Du, Plessis Alfred Haupt. "Exploring secondary school educator experiences of school violence." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/25176.

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This study intends to explore the very relevant and current issue of violence at school level. Through this case study the experiences of an educator with regard to violence in a secondary school are explored. Data for this study was collected through observation and unstructured interviews with the participant. Data collected was analysed through several phases of establishing thematic categories. This analysis was done within the parameters of a scientific literature framework. The six main categories were discussed and interpreted in terms of literature to provide the findings portrayed by the study. To ensure the dependability and quality of the data the study incorporated member checking and literature control. An attempt was made to contribute to, and expand upon, the existing body of knowledge with regard to this very important phenomenon. The results of this study show that the educator experiences violence in school as a very serious reality. This study argues that the causes of school violence should be studied from an integrative perspective and it supports the Bio-Ecological Systems theory as a multi-dimensional approach to understanding school violence.
Dissertation (MEd)--University of Pretoria, 2008.
Educational Psychology
unrestricted
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Karlsson, Maria, and Christin Kupias. "Finns det någon som förstår mig och mitt barn? : En kvalitativ studie om vårdnadshavares upplevelser gällande undervisningssituationen för barn med särskild begåvning." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165400.

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Chapman, Domonique M. "Extended Foster Care Program Enrollment and Retention in Ohio: A Survival Analysis." Franklin University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=frank1618500463636359.

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Nilsson, Hannah, and Emil Kavhed. "Sammanbrott i familjehemsvård : En riktad kvalitativ innehållsanalys av fem olika myndighetsdokument." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43311.

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When a child for some reason can’t live with their parents it is up to the welfare system to provide a home and care for that child. In Sweden long-term foster care placements are the most common state interventions for those children. Recent studies have shown that as much as one out of four foster care placements break down in the child’s adolescent years. To experience one or a series of tough separations from important elders has shown to have negative effects on the development of the child. This does not align with the welfare systems’  responsibility to always act in favor of the child. Always acting in favor of the Child is at the core of the Convention on the rights of the Child. In the following qualitative content analysis five state documents (three from the National Board of Health and Welfare, one from The Ombudsman for Children and one governmental investigation document) have been examined. The aim of the analysis is to examine how the documents portray placement breakdowns in foster care and how much they focus on the child rights perspective in their portrayals. Previous research and two theories regarding children are used as the theoretical framework to help analyze the essay results. The two theories are Bronfenbrenner's ecological system theory of child development and the theory of childhood sociology with emphasis on children as actors. This essay comes to the conclusion that the state documents are well informed of the complex nature of placement breakdowns and the dissonance between the problem of breakdowns and the child’s right perspective. The documents also contain a number of interventions that in theory could reduce the number of breakdowns. What is revealed is that the process of acknowledging the problem, finding a solution and implementing it in the social care practice takes a lot of time and is a slow process. The discussion includes that further research of what can be done on a municipal level would be of use.
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Carels, Cassandra Z. "Evaluating the content validity of the dimensions of a questionnaire measuring factors associated with substance use in adolescents in low socio-economic status communities." Thesis, University of Western Cape, 2012. http://hdl.handle.net/11394/3305.

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Magister Psychologiae - MPsych
Substance abuse is recognised as one of the greatest health and social problems in South Africa (SA). There is a need to explore the problem of substance use in the South African context in terms of the Bio-ecological Systems Theoretical Framework. All of the reviewed local and international studies on instruments that are used to measure factors associated with adolescent substance use, while yielding useful information; do not adequately address the issues of an instrument that successfully includes all the levels of the Bio-ecological Systems Theoretical Framework at the dimension level. As a result, a need for an applicable instrument exists. The overall purpose of the current study was to evaluate the content validity of the dimensions of the proposed self-administered questionnaire in terms of the Bio-ecological Systems Theoretical Framework, which will assist the factors associated with youth at risk of substance abuse in low socio economic status communities in the South African context. The study was framed in psychometric test theory focusing specifically on the procedures for content validation. It is being increasingly recognized that the development of a valid test requires multiple procedures, which are employed sequentially, at different stages of test construction. Validity is thus built into the test development from the outset. Participants were selected by means of purposive sampling. The sampling method was appropriate since the participants were required to meet certain inclusive criteria. The participants comprised of two groups of community leaders within two different communities on the Cape Flats. An adapted version of the Nominal Group Technique method was employed to collect data. The data for aim one was collected using a self administered questionnaire (Content Validity Questionnaire) consisting of two sections. The first section was presented in the form of a ranking scale with all relevant factors associated with adolescent substance use. The second section of part 1 was in the form of open-ended questions. The second aim was collected in the form of focus groups. Data was analysed quantitatively and qualitatively in the relevant sections. Data collected from the Content Validity Questionnaire (CVQ) was analysed quantitatively by means of statistical analysis making use of frequencies, and the open-ended questions of the content validity and data from the focus groups was analysed qualitatively by means of thematic analysis. The study concluded that all factors presented in the CVQ are important factors associated with adolescent substance use in the two low socio-economic statuses communities that were analysed in both the quantitative and qualitative components of the study.
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Rolfsen, Andréia Bevilacqua. "Elaboração e avaliação de um programa de intervenção psicopedagógico para orientação de pais de crianças com dificuldades de aprendizagem PPOP." Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/2994.

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Made available in DSpace on 2016-06-02T19:46:01Z (GMT). No. of bitstreams: 1 1991.pdf: 2090923 bytes, checksum: 268a7956e70405ff540aed35df776b8a (MD5) Previous issue date: 2008-03-31
Financiadora de Estudos e Projetos
Admission at the elementary school is an important moment in the process of education. Literature has shown that to guide the family in this process, using resources from the family environment, may be fundamental in preventing school problems. In that context, this work implemented and evaluated a proposal of intervention in the form of a Programa Psicopedagógico de Orientação a Pais (PPOP) - Psychopedagogical Program of Parents Orientation -, for the parents and relatives responsible for children with learning disabilities included in the early years of elementary grades of regular public school and were attended by the itinerant service of special education, in order to provide strategies for monitoring and stimulation of their children in that stage of education. The study was developed as the ethical aspects of researches that involve human beings. The first stage of the research (Program s elaboration) tested the PPOP and the instruments in an experimental situation, whose analysis showed that the Program was able to be implemented on a larger scale and was satisfactory as the form and content, from the reports of the participants. The used instruments also were sensitive to the demand for collection. On the second stage, the implementation of the Program, participated in this research eleven parents of students who were on the early years at public elementary school and their respective children, which composed two groups experimental and control). It is relevant to mention that the content approached in the program is based on the book Como ajudar seu filho na escola ( How to help your child in school ). Besides the PPOP, the instruments used to collect data were: Home Environment Resources Scale - HERS, Roadmap, interviews with parents, Brazil s Criterion of Economic Classification, School Achievement Test, Roadmap " Situations and the Evaluation Questionnaire Course. The evaluation of the program found the effectiveness of it, from the assessment of all the steps and comparison of results of pre - and post-tests. The results allowed to assert the need for continuation of activities of that nature. The results allowed to assert the need for continuation of activities of that nature. The results showed: a) interest of mothers receive support in situations where information about the "do not know how to deal with the child" b) an increase in the repertoire of mothers of educational practices appropriate c) implementation of positive strategies on a daily basis with the children in the short term; d) the relevance of programs of this nature with parents of children with learning disability. In future studies it is suggested investment in training of ducators to use the POPP and development of strategies that extend the benefits of the program to more families.
O ingresso no Ensino Fundamental constitui um momento importante no processo de escolarização. A literatura tem revelado que orientar a família em tal processo, a partir de recursos do ambiente familiar, pode ser fundamental na prevenção de dificuldades escolares. Nesse contexto, a presente pesquisa teve por objetivo elaborar, implementar e avaliar uma proposta de intervenção na modalidade de um Programa Psicopedagógico de Orientação a Pais (PPOP), dirigido a pais e familiares responsáveis por crianças com dificuldades de aprendizagem, incluídas nos primeiros anos do Ensino Fundamental de escola pública regular e que eram atendidas pelo serviço itinerante de educação especial. Buscou-se prover estratégias para os pais acompanharem e estimularem seus filhos nessa etapa do ensino. O estudo foi desenvolvido conforme os aspectos éticos de pesquisas que envolvem seres humanos. Na primeira etapa da pesquisa elaboração do PPOP) testou-se o Programa e os instrumentos em situação experimental, cujas análises demonstraram que estes estavam aptos a serem implementados em maior escala, pois se mostraram satisfatórios quanto à forma e conteúdo. Na segunda etapa, (implementação do Programa), participaram da pesquisa onze pais de alunos do 1º ao 5º ano do Ensino Fundamental de escola pública regular de uma cidade de médio porte do interior do estado de São Paulo e seus respectivos filhos, os quais compuseram dois Grupos (experimental e controle). Cumpre destacar que o conteúdo abordado no Programa tem como base a obra Como ajudar seu filho na escola . Além do PPOP, os instrumentos utilizados para coleta de dados foram: Inventário de Recursos do Ambiente Familiar-(RAF), Roteiro de entrevista com os pais, Dados Pessoais e Critério de Classificação Econômica Brasil (CCEB), Teste de Desempenho Escolar (TDE), Roteiro de Entrevista Situações e Questionário de Avaliação do Programa. Para avaliar a eficácia do Programa foi realizada a avaliação de todas as etapas e ainda a comparação de resultados de pré e pós-testes. Os resultados evidenciaram: a) interesse das mães em receber suporte informativo acerca das situações onde não sabem como lidar com a criança ; b) um aumento no repertório das mães de práticas educativas adequadas; c) implementação de estratégias positivas no dia-a-dia com as crianças, a curto prazo; d) a pertinência de programas desta mesma natureza com pais de crianças com dificuldade de aprendizagem. Para futuros estudos sugere-se o investimento na formação de educadores para uso do POPP e o desenvolvimento de estratégias que estendam os benefícios do Programa para um número maior de famílias.
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Book chapters on the topic "Bronfenbrenner’s bio-ecological systems theory"

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Chuang, Miao-Hsien, Chin-Lung Chen, and Jui-Ping Ma. "Case Study Course on the Development of Image and Text with Bronfenbrenner’s Ecological Systems Theory." In Communications in Computer and Information Science, 233–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50729-9_33.

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Elliott, Sue, and Julie M. Davis. "Challenging Taken-for-Granted Ideas in Early Childhood Education: A Critique of Bronfenbrenner’s Ecological Systems Theory in the Age of Post-humanism." In Research Handbook on Childhoodnature, 1119–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-67286-1_60.

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Elliott, Sue, and Julie M. Davis. "Challenging Taken-for-Granted Ideas in Early Childhood Education: A Critique of Bronfenbrenner’s Ecological Systems Theory in the Age of Post-humanism." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-51949-4_60-1.

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Elliott, Sue, and Julie M. Davis. "Challenging Taken-for-Granted Ideas in Early Childhood Education: A Critique of Bronfenbrenner’s Ecological Systems Theory in the Age of Post-humanism." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-51949-4_60-2.

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Hertler, Steven C., Aurelio José Figueredo, Mateo Peñaherrera-Aguirre, Heitor B. F. Fernandes, and Michael A. Woodley of Menie. "Urie Bronfenbrenner: Toward an Evolutionary Ecological Systems Theory." In Life History Evolution, 323–39. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90125-1_19.

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Perron, Nathan C. D. "Bronfenbrenner’s Ecological Systems Theory." In College Student Development. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826118165.0018.

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Walker, Gabriela, and Elizabeth Pattison. "Using Bronfenbrenner's Ecological Framework to Design Support Systems for Education and Special Education." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 251–69. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch012.

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Principles of Bronfenbrenner's Ecological Theory were reviewed to examine potential uses for classroom teachers and re-imagine Bronfenbrenner's System's Theory into a series of novel frameworks that could be practically applied to students' lives and experiences outside of the classroom environment. This interpretive review offers educators and families novel conceptual frameworks intended to foster deep understanding of individual students and to provide practical tools to visualize and navigate the unique web of human relationships and support available outside of the classroom. Fourteen newly created “systems theories” are briefly presented here.
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Ananda Kumar, Rajalakshmi, and Sowndaram C. S. Ravi. "Rise of Strong Women." In Handbook of Research on Social and Cultural Dynamics in Indian Cinema, 113–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3511-0.ch010.

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A living being enters this world in a tabula rasa state (i.e., a clear mind without any information). It is the society that fills human nature with information, which later turns into behaviour, pattern, personality, habit, values, culture. This concept portrays in Bronfenbrenner's ecological systems theory. This theory explains how the environment is affecting a person's development, which is of five levels. Can the environment show discrimination in the process of information filling? This question is answered by the Thomson Reuters Foundation survey, which showed India as the most unsafe place for women. How India has surpassed all other countries in this genre is shown in Bollywood films. Matrubhoomi, Padmaavat, Bandit Queen, Begum Jaan, and the like have depicted various forms of violence and injustice committed against women. We cannot ignore the fact that many films listed above are real history. This chapter critically reflects women's state in Bollywood films by using Bronfenbrenner's ecological systems theory.
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Daly, Sarah E. "A Qualitative Approach to Understanding Active Shooters." In Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions, 168–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5360-2.ch008.

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This chapter examines biographical information about the shooters in the context of Bronfenbrenner's ecological systems theory. By using a qualitative approach to search for patterns and themes, this study offers a comprehensive evaluation of the presence or absence of many important factors that are found in the reporting of active and mass shooters. Rather than focusing on one major contributing factor, this chapter describes a number of factors, offers descriptive, specific accounts about individual shooters, and organizes a wealth of information from over 1200 news articles, books, and journals into a concise study for future research and evaluation.
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Shumba, Jenny, Symphorosa Rembe, Toyin Adewumi, Henry Chinhara, Sibangani Shumba, and Cosmas Maphosa. "Maintaining Safety Nets and Peace for Children and Youth at Risk." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 82–100. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch005.

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A safe school environment is conducive for learning at all levels of education. However, schools sometimes enroll children who are generally at risk due to various factors. The chapter discussed how schools and early childhood centers (ECD) can maintain safety and peace for children and youths in their care. By virtue of their age, young children are a population at risk as they depend on adults for their sustenance. A safe environment for children entails physical safety, mental health, social security, and nutrition. The chapter focused on safety nets, strategies/models of maintaining safety, peace projects for children and youths, description of children at risk, stakeholders in maintaining safety, risk factors affecting children and youths. It presents Bronfenbrenner's ecological systems theory that informs the role of systems surrounding the child in maintaining safety nets and peace. The chapter proffers a model that can be adopted to maintain safety nets and peace.
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Conference papers on the topic "Bronfenbrenner’s bio-ecological systems theory"

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Zualkernan, Imran. "DESIGNING STAR SCHEMAS FOR ASSESSMENT EDUCATIONAL ANALYTICS USING BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1681.

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