Bronfenbrenner developed the Ecological systems theory. “Human development is influenced by the different types of environmental systems. The ecological systems theory holds that human development is influenced by the different types of environmental systems and that we encounter different environments throughout our lifespan that may influence our behaviour in varying degrees. These systems include the micro-system; mesosystem; exosystem; macro-system, and the chronosystem.” (Ecological Systems
neighbourhood or childcare environments. Boyd and Bee (2006) suggested another part of the microsystem is the biological context of a child, which can also be described as the genetic makeup and development stage of a child. The second level in Bronfenbrenner’s theory is the mesosystem. Bronfenbrenner(1979) defined the mesosystem as a set of interrelating between two or more settings in which the developing person becomes an active participant. The third level of Bronfenbrenner’s theory is the exosystem
Bronfenbrenner looks at children’s development within the context of the system of relationships within an environment, Micro-, Meso-, Exo-, and the Macro- system. These four systems all work concurrently within the environments children live in. Using the documentary, Deaf Teens: Hearing World, Bronfenbrenner’s ecological theory can be applied. Christiana, who is a seventeen-year old teen, is living in both the Deaf and hearing world. The people involved in her
Chapter One: Introduction Throughout a child’s education they will experience a number of transitions between each educational level. The first and most obvious transition is between pre-school and primary school. This transition represents a shift from a play based, informal structure to the structured and curriculum driven nature of primary school. Children are introduced to new ideas, subjects and style of instruction. The transition which will form the focus of this piece of documentary research
Narratives of Long-Term Street Children in Moshi, Tanzania There is an estimated 100 million street children worldwide (Office of UN High Commissioner for Human Rights, OHCHR, 2011) with a further estimate of 600 street children in Mwanza alone, Tanzania’s second largest city (Lockhart, 2002). Some attempts have been made to monitor the increase in numbers. For example, estimation of numbers sky rocketed from 200 – 300 street children in 1991 in Dar es Salaam to 3,500 in 1995 (Bamurange, 1998). These