Bronfenbrenner Model Are The Microsystem †Myassignmenthelp.Com

Question: Discuss About The Bronfenbrenner Model Are The Microsystem? Answer: Introducation Bronfenbrenners model outlines the interactions of genes during human development within the environment. This model is significant since it outlines the events which occur in the Childs life, and they influence their development. The five systems which form the Bronfenbrenner model are the microsystem, the mesosystem, the exosystem, the macro system, and finally, the chronosystem (Ryan, 2001). First, the microsystem is viewed as the smallest among the five systems, and it refers to the first surrounding where the child lives (Peterson Education, 2014). Children experience immediate interactions with the guardians or the immediate family. Children react based on the treatments they receive and hence their biological and genetic personality characteristics are impacted. Bronfenbrenners mesosystem outlines how the childs body parts function together. It implies that the child obtains lessons based on the actions of the caregiver hence they may be hindered from developing within other channels. The exosystem explores places and persons which may impact the development of a child though they may not interact (Rushton, 2004). For instance, if the parent delays to get money to settle the bills since they were fired from work or rather if the parent is promoted in the workplace the child may experience negative and positive impacts respectively (Sigelman, Rider, De George-Walker, 2016). The macro system is viewed as the largest system involves the wars, economy, and the national government which are great elements which may impact the development of a child. Finally, the chronosystem incorporates the element of time which relates to the surroundings of a child during development. There are factors from the external surrounding such as a guardians death timing, or from the internal surrounding such as the psychological changes which impact the development of a child. Applying Bronfenbrenner's model In applying Bronfenbrenners model, Rushtons article regarding the genetic and environmental factors which impact the individuals attitude is considered. To start with, the significant question addressed by the author is how genetics impacts the prosocial behavior (Harris, 2000). Therefore, the authors work initially shows that genes impact the measures of empathy, self-report altruism, and the individual aggression which includes the violent acts. The current research presents the results regarding the genetic, social responsibility through the consideration of the monozygotic twins. People are viewed as intelligent based on trust and factors of social responsibility in their lives (Rushton, 2004). They also have different opinions regarding the social responsibility in regarding genetics. Therefore, the author engages in the neurohormonal, adoption, as well as the twins research to respond to the question regarding the genetic changes in the antisocial and the prosocial perspective. The author incorporates other studies such as Harris et al. (2000), and Krueger et al. (2001) to support his research. The study explores various dependent variables such as 148 pairs of twins who are dizygotic, the pairs of monozygotic twins were 174; a 22-item social responsibility questionnaire was as well provided. In simple words, 322 pairs of twins which imply that 644 individuals participated in the response to the study (Rushton, 2004). The twins used were between the age gaps of 18-75 years which make an average of 32 years. Amongst the monozygotic pairs used, 73 were males and 101 females, the dizygotics were made of 28 males and 62 females, and in addition, 38 were also used in the research. The monozygotic were more than the dizygotic, and also the females were more than the males. The 22-item questionnaire based on the social responsibility was progressive, and the questions were related (Rushton, 2004). The difference between the monozygotic and the dizygotic provides the heritability of twenty-six percent for the entire sample. Fifty-eight percent was for the males and twenty percent f or the females. Therefore, the dependent variables used are outlined from a raw data which reflects the covariance and variance of the twins pairs. Based on the findings, the author suggests significant predictors of behaviors and attitudes as seen in this paper. From the findings, the genetic impact of the prosocial behaviors for both males and females accounted for forty-two percent. Krugger et al, 2001 were used in the article to support the family-environmental factors which played a great role to the genetic changes reported. Therefore, the upbringing factors estimated forty percent of the variance indicated (Krueger, Hicks McGue, 2001). The factors which concern the antisocial behaviors such as aggression and altruism were detected amongst the females and indicated a lower heritability. The factors which involve the differences in gender were viewed to have a major impact on the females than males (Rushton, 2004). The social and cultural factors also impact the genetic composition of an individual as seen in the article. However, the article realized that the similar differences for the environmental and genetic factors i mpacted the men and women in the meta-analysis. It is evident that the meta-analytic methods have been used to solidify the behavioral genetic findings within the personality traits. Moreover, a broad research is also required to explore the prosocial attitudes which the parents uphold to decide if they are socialized and if they contain a genetic architecture which is different from other characteristics. The influential factors such as the family-environmental, sex differences, anti-social behaviors factors, genetics, social, and cultural fit at the microsystem level within the Bronfenbrenners model. This is because at this level the family-environment is analyzed. The family-environmental factors portray the immediate surrounding which the child interacts (Tudge, Payir, Meron?Vargas, Cao, Liang, Li O'Brien, 2016). According to Bronfenbrenner, the child behaves depending on the interactions within the environment. For that reason, if the relations are encouraging the child will be positively nurtured, and they grow to be better (Rosa Tudge, 2013). Every child has a different biological and genetic personality characteristic hence they behave regarding how they are treated. The sex differences and the anti-social factors within the family-environment will impact the behavior of a child. Generally, within the macrosystem the factors such as ideologies and the attitudes regarding cult ure impact the behavior of a child during development. Behavior may be impacted by the other levels of Bronfenbrenner model as outlined in this paper. Factors found within the exosystem level are the mass media, neighbors, legal politics, the social services and industry which contribute to the behavior of a child. On the other hand, the factors within mesosystem which impact behavior are the peer relationships, the society, play, work, and family (Sigelman, Rider, De George-Walker, 2016). It is easy for persons to grow in the context of others than alone. For instance, families work hard to ensure their children are comfortable hence their education is not impacted regardless of the challenges (Cabrera, Fitzgerald, Bradley Roggman, 2014). Work, play, and society facilitate the individuals growth through interaction with others. Factors which impact behavior within the macrosystem are the attitudes and the cultural ideologies (Sigelman, Rider, De George-Walker, 2016). These factors impact how individuals reciprocate how they are retre ated by others (Tudge, 2016). In most cases, it impacts the individual beliefs and actions. Finally, time is viewed as the significant factor within the chronosystem which impacts the individual behavior. Some persons may have the imprinted situations regarding time which seems to provide the meaning to some life factors. In conclusion, Bronfenbrenner outlines a model which is made of different systems which are embedded to various factors such as family environment, the family gaps, and people. These factors impact the individual behaviors through various ways as outlined in this paper. References Cabrera, N. J., Fitzgerald, H. E., Bradley, R. H., Roggman, L. (2014). The ecology of father?child relationships: An expanded model.Journal of Family Theory Review,6(4), 336-354. Harris, J. R. (2000). The outcome of parenting: What do we really know?.Journal of Personality,68(3), 625-637. Krueger, R. F., Hicks, B. M., McGue, M. (2001). Altruism and antisocial behavior: Independent tendencies, unique personality correlates, distinct etiologies.Psychological Science,12(5), 397-402. Peterson, C., Education, D. (2014). Bronfenbrenner's Model of Context. Rosa, E. M., Tudge, J. (2013). Urie Bronfenbrenner's theory of human development: Its evolution from ecology to bioecology.Journal of Family Theory Review,5(4), 243-258. Rushton, J. P. (2004). Genetic and environmental contributions to pro-social attitudes: a twin study of social responsibility.Proceedings of the Royal Society of London B: Biological Sciences,271(1557), 2583-2585. Ryan, D. P. J. (2001). Bronfenbrenners ecological systems theory.Retrieved January,9, 2012. Sigelman, C.K., Rider, E.A., De George-Walker, L. (2016). Life-span human development: Australian and New Zealand Second Edition. South Melbourne, Vic: Cengage Learning Tudge, J. R. (2016). Implicit versus Explicit Ways of Using Bronfenbrenner's Bioecological Theory.Human Development,59(4), 195-199. Tudge, J. R., Payir, A., Meron?Vargas, E., Cao, H., Liang, Y., Li, J., O'Brien, L. (2016). Still Misused After All These Years? A Reevaluation of the Uses of Bronfenbrenner's Bioecological Theory of Human Development.Journal of Family Theory Review,8(4), 427-445.