Ecological Approaches
Lewin (1935) & Bronfenbrenner (1992).
Lewin’s (1935) model focuses on the influence of systems and subsystems on learning and behaviour. Systemic factors have effects on groups as well as individuals. Schools are multi-level and multi-factorial systems. The ethos of the school is seen as having an independent influence on the school as a system. Emphasis is placed on the social networks and physical environment. Environmental perceptions and subjective responses play a significant role in this model as identical systems and environments can be perceived differently depending on attitudes and expectations.
Difficulties with learning or behaviour should not be considered in isolation from systems or the environment, as problems inevitably vary across different contexts and different systems. Learning difficulties and/ or problem behaviours may arise in some subjects, with some teachers, but not others. Personal variables can interact reciprocally with environmental variables to produce and influence learning difficulties. Ecological intervention focuses on systemic change as well as individual change and regards both as inextricably linked.
Bronfenbrenner (1992) proposed an ecological theory of development which emphasises the broad environmental and interpersonal context of development. Bronfenbrenner has proposed a nested model of the environment which emphasises that development does not occur in isolation but is influenced by the whole context of a person’s life. Development is rooted in multiple contexts. The way human development is enmeshed within a variety of contexts is referred to as embeddedness. Bronfenbrenner emphasises the breadth of cultural influences at a range of levels. He also emphasises the role of social interpersonal relationships in mediating development. There is a dynamic interaction between the individual and the various environments experienced by the person which together leads to development of the person throughout their life. As the child develops they are able to exercise more influence upon their own development through the decisions they make. The approach emphasises that there is no single or ideal developmental pathway for any person but the dynamic interactions that occur will be unique for each person. Like Vygotsky therefore, this approach emphasises the impact of culture on development. The approach taken by Bronfenbrenner can be referred to as developmental contexualism. It does have particular implications for lifecycle psychology.
References:
Bronfenbrenner, U. (1992). Ecological Systems Theory. As cited in, R. Vasta (ed), Six Theories of Child Development. Jessica Kingsley.
Lewin, K. (1935). A Dynamic Theory of Personality. McGraw-Hill.
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