这re have been many different approaches to explaining development, but one especially has tried to deal with the importance of the environment without ignoring the uniqueness of the individual. Urie Bronfenbrenner, and more recently along with Pamela Morris, has developed what is called an experimental ecology of human development or an ecological theory of human development. Within this model he stresses the importance of the developing person in his or her surrounding environment. He defines the phrase ecology of human development as the study of “the progressive, mutual accommodation, throughout the life span, between a growing human organism and the changing immediate environments in which it lives.”
他的基本论点是,人类发展方面的传统研究非常严格且受到严格控制。尽管这可能是一个好处,但研究的范围也非常有限,因为其中许多实验都是在参与者不熟悉的环境中进行的,并且在其构建中进行了人工。换句话说,它们并不能很好地代表现实世界的意义。用布朗芬布伦纳(Bronfenbrenner)的早期和自己的话来说,发展研究是“在最短时间的时间里,对奇怪情况下儿童的奇怪行为的研究”。
Because he is so concerned with the qualities and characteristics of the environment, part of his ecological model defines a series of structures that are “nested” within one another. In his earliest works, he described four such structures. These structures nest or “fit” within each other, beginning with the microsystem (as he points out much like the stacking Russian dolls that disappear within one another).
这微系统reflects the immediate setting that contains the person. Keeping in mind how our immediate setting changes throughout the day, the microsystem in which we find ourselves changes as well. Although the library might be the microsystem in which we found ourselves late at night, our office or classroom might be the parallel microsystem during the day.
All microsystems have three different dimensions. The first is the物理空间和活动在微型系统中,例如在我们的桌子上的照明或测试期间的教室温度。第二个是people and their roles谁是微型系统的一部分,例如我们的室友或我们的课堂老师。最后,第三是interaction between the peoplein the microsystem and the person. At one time, for example, we might be angry with a roommate who does not do his or her assigned tasks. At another time, we might act like best friends.
这second level, called the介质系统,专注于该人在开发的不同时期处于不同设置之间的关系。介质系统着重于微系统之间的相互关系。例如,大学新生的介绍系统可能包括餐厅,教室,家庭和壁内垒球场。
这third element is theexosystem. Bronfenbrenner believes that the exosystem is a set of specific social structures that do not directly contain the individual, but still have an impact on the person’s development. These structures “influence, delimit, or even determine what goes on” in the microsystem of the developing individual. The individual does not participate in these settings, but they do have a direct impact on his or her behavior. For example, an exosystem might be the doctor’s office, the teacher’s lounge, or grandma’s house. These are all places with an indirect impact on the person’s development.
这last element or structure in his model is called themacrosystem. It consists of all the elements contained in the micro-, meso-, and exosystems, plus the general underlying philosophy or cultural orientation within which the person lives. As Bronfenbrenner says, these are the “overarching institutional patterns of the culture or subculture, such as the economic, social, educational, legal, and political systems of which local micro, meso, and exosystems are the concrete manifestations” (p. 8).
This early model of the ecology of human development helps us in two primary ways as far as understanding human development. First, it places the interaction between nature and nurture in a very clear and easily definable context of one of the four systems discussed above. Second, it encourages us to move away from laboratory-based settings and begins to examine development in the “natural stream” of when and where it occurs. More and more scientists who study human development are emphasizing the qualitative nature of changes and using such methods that reflect that emphasis—away from the more tightly controlled laboratory study.
但是,与所有优秀的科学家一样,布朗芬布伦纳也继续前进。在莫里斯的帮助下,他采取了下一步,进一步发展了他们的想法,重点是几个新的和免费的想法。大约20年前提出的思想的主要变化,现在被称为生物生物学模型的一部分,涉及近端过程(或直接环境中的相互作用)。
- 为了使人发展,他或她需要成为环境的积极贡献者。
- 这些活动和贡献必须定期进行,并在很长一段时间内进行。
- 随着时间的流逝,这些活动也需要变得更加复杂 - 与以前相同的事情不会充当布朗芬布伦纳和莫里斯强调的发展的“引擎”。
- 发展过程是一个相互的过程,其中二元组或组的每个成员相互影响彼此。
- While interactions with people are very important, interactions with objects are important as well.
- 这importance and role of proximal processes change over time as the individual and environment change as well.
Bronfenbrenner’s original model has clearly expanded to further emphasize the importance of the environment and the interaction between the individual and his or her environment. It is a rich display of ideas and the importance of the role of our social world and its influence upon us.
参考:
- Bronfenbrenner,(1977)。致力于人类发展的实验心理学。American Psychologist, 32,513–531。
- Bronfenbrenner, , & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. Lerner (Eds.),儿童心理学手册(第五版)。纽约:威利。Urie Bronfenbrenner。(n.d.). Retrieved from http://people.cornell.edu/pages/ub11/index.html