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Developmental Systems Theory

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Research has typically focused on one aspect of development, such as risk factors or school performance, and has attributed those behaviors to one of two opposing developmental theories: organismic or environmental (Lerner & Castellino, 2002). Neither of these approaches takes the other into consideration, and those that have tried have seemingly failed. “Theories of this type often treat nature and nurture variables as separable entities and view their connection in manners analogous to the interaction term in an analysis of variance” (Lerner & Castellino, 2002). In response to this gap in knowledge, Developmental Systems Theory (DST) seeks to explain the multi-level, dynamic, and constantly fluctuating system of development that affects youth. …show more content…

These two concepts can enact change within the multi-systems that influence child and adolescent development, and can potentially impact the quality of a democratically civil society (Lerner & Castellino, 2002). Until recently the gold standard for research was explanatory, experimental studies in which theories were either confirmed or denied and scant application of findings occurred. These were the types of studies that were receiving funding by major government-sponsored research institutions, and this was detracting from the original intent of the research, which should be the application of results to those populations in need. It is becoming clear that simple knowledge is not enough, and that applied science is also necessary to move from externally valid to ecologically valid findings. However, this shift was slow and the predominant, univariate theories are insufficient to explain the innumerable factors that influence the development of children and …show more content…

Briefly they are the individual, social-relational, natural/designed physical, and historical/temporal levels (Lerner & Castellino, 2002). Each accounts for the micro, macro, and temporal relations of the child and the interaction between and within those levels. This approach is the only way to get a complete picture of all of the potential factors and their effects on the child, the environment of the child, and the time period in which these two are interacting (Lerner & Castellino, 2002). Furthermore, ADS serves as the mechanism through which researchers can explore these inter-related systems. Ideally through the engagement and cooperation of these four levels of society, and keeping in mind the effects of the fifth level (time), interventions can be designed to improve the quality of life, and to minimize the risks of children and adolescents (Lerner & Castellino, 2002). It is worth noting, however, that I did not say all children and adolescents. Although that is the ultimate goal, it is evident that Lerner, Fisher, and Weinberg (2000) believe that not all interventions are universally applicable. This is a very reasonable expectation when individual differences, and the reactions they provoke from their context, are accounted for (Lerner, Fisher, &

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wafic Dabbous 201102323 Throughout their development, children are influenced by numerous experiences. As they are growing, their growth will include both physical and emotional development. Factors such as their family, education as well as their entourage will play a big role in that development. Other factors include the nature of the environment they are exposed to, whether it is facilitative or not.

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One of the theories that can explain this is Bronfenbrenner’s ecological theory. This theory states that development reflects the influence of several environmental systems. There are five environmental systems that are identified within the theory. The microsystem is the setting of an individual, the mesosystem involves relationships and connections between the microsystem and contexts, the exosystem includes links between the social setting in which the individual does not have an active role and the immediate context, the macrosystem involves culture, and the chronosystem consists of patterns and transitions during the life course (Santrock

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For the purpose of gathering data to link human development to several of the developmental theories we are learning about in this course I chose to observe a three-year-old child named Henry Mason. I am changing names to protect privacy. I meet Henry’s mother, Susan, at their modest three-bedroom, two-bathroom home in Saint Augustine, Florida to observe the “context and environment” of Henry’s home life, (AOTA, 2014, p. S28). Susan, 34, greets me with Henry, chasing quickly behind her with their pet border collie, Cordie. Her other two children are an eight and a ten-year-old girl.

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Developmental theories are different from integrated theories because they focus on individual development (Bohm & Vogel, 2011). Developmental theorists believe that certain factors in a person’s life will lead them to commit crime at different points in their life, regardless of their upbringing. As a child, coming from a family with strong morals and values, they will have the strong upbringing that will more than likely keep them from delinquency. As a person grows from a child to adolescence, peers play a major factor in if a person chooses delinquency and even drug use. As a person grows into adulthood, their livelihood and relationship with a significant other are contributing factors in determining if a person chooses to act in delinquent ways.

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Reflection Paper 8 – Arkangel How can parents encourage their child’s social and emotional development? The ideal way for parents to encourage theirs child’s development both socially and emotionally is to allow them to experience the world as it is. Allow them to make mistakes and learn instead of protecting them to the point where they are unable to. Creating an environment for children’s development is different however, taking them to the park to socialize with other children is forcing them to do anything but it can promote social development.

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Childhood is a developmental process, discussing the basic theory of Urie Bronfenbrenner 's ecological systems. He is most famous for his theory of ecological systems on child development. Ecological systems theory states that human development is influenced by the type of environmental systems. Indeed, his theory was in developmental psychology perspective with regard to the influence of the environmental and social impact on children 's development. The process of human development is shaped by the interaction between the individual and the environment.

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Lifespan Development is Essential to Understanding Development An important feature to the lifespan perspective in the study of developmental psychology is that recognition is given not only to changes (these being physical, cognitive and emotional) that can and do occur at all ages (the entire life-span) - from birth to childhood, adolescence, adulthood (including late adulthood), up until death it also recognises the importance of social setting, historical situation and ideological set of circumstances. Urie Bronfenbrenner’s theory of ecological development offers insights into the role of the individual in development - the individual is a proactive feature of the environment and the influence of environments or systems in development.

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Children look to their parent’s guidance and development. Parents are the first example and if the family environment is not healthy, the children could be subjected to a lacking strong physical development. “Effective parenting skills are fundamental to child development” (The Chief Public Health Officer 's Report, 2008). Children learn from their environment, if a child’s parent is not in the picture, children will learn from what surrounds them. For example, Genie did not speak because she was never spoken to as a child.

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According to his theory, individuals are born without built-in knowledge. Everybody learns through experience, perception and parental guidance. One answer to providing more effective circumstances to children could be a much more self-critical, reflective and differentiated strategies of instruction developed through meaningful observations, noticing and recognizing what is important, influencing and significant to the child and about the child, and reacting in a supportive way. This kind of healthy interaction between individual child’s genes and the environmental context in which they develop would mean a good initial start. Moreover, chances of positive pathways in life seem to be enhanced by heredity vulnerabilities and complex behaviors.

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“Human social environments encompass the immediate physical surroundings, social relationships, and cultural milieus within which defined groups of people function and interact (Casper & Barnett, 2001, para. 3). The impact of the social environment in the home on early childhood development Vygotsky’s sociocultural theory encompasses the view that values, beliefs, skills and traditions are transmitted from one generation to the next. He, unlike behaviorist theorists, emphasized that family, social interaction, and play are primary influences in a child’s life (Gordon & Browne, 2013). The social environment at home has a profound impact on how children develop.

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This ecological systems theory shows that a child develops through his surroundings and his environment Bronfenbrenner’s theory states that there are many complex layers of environments which each have an effect on a child’s development. This ecological theory is also known as bioecological systems

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Preschoolers are at risk for negative influences that the environment has on role perceptions because of inaccurate portrayals of male and female roles in society. School-age children that will only play by themselves or who do not show emotions toward anyone may have sensory or developmental issues. The school-age child is at risk for problems if the caregivers do not carefully and deliberately engage in limit setting by defining expected behavior. School-age children may find spending time with friends more satisfying that spending time with the family.

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Our textbook states that each relationship is more likely to support a child's development when there are links between home and child care, in the form of visits and cooperative exchanges of information. To sum, we learned this week that a child's environment is not a static force that affects children in a uniform way (Berk, 2012, pg. 27). Life changing events such as going to a new school, or a new brother or sister, all affects how a child develops. We might spend some time examining each of the systems in Urie Bronfenbrenner's Bioecological Model in hopes of finding a specific circumstance that has encouraged this child to act out, and not share his

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