本文发表在 rolia.net 枫下论坛就是 paraphrase wiki 的这些,
Bronfenbrenner further developed the model by adding the chronosystem, which refers to how the person and environments change over time. He also placed a greater emphasis on processes and the role of the biological person. The Process-Person-Context-Time Model (PPCT) has since become the bedrock of the bioecological model. PPCT includes four concepts. The interactions between the concepts form the basis for the theory.[5]
1. Process - Bronfenbrenner viewed proximal processes as the primary mechanism for development, featuring them in two central propositions of the bioecological model.
这一段写好了.
2. Person – Bronfenbrenner acknowledged the role that personal characteristics of individuals play in social interactions.[6] He identified three personal characteristics that can significantly influence proximal processes across the lifespan. Demand characteristics such as age, gender or physical appearance set processes in motion, acting as “personal stimulus” characteristics.[4] Resource characteristics are not as immediately recognizable and include mental and emotional resources such as past experiences, intelligence, and skills as well as material resources such as access to housing, education, and responsive caregivers.[6] Force characteristics are related to variations in motivation, persistence and temperament. Bronfenbrenner notes that even when children have equivalent access to resources, their developmental courses may differ as a function of characteristics such as drive to succeed and persistence in the face of hardship. In doing this, Bronfenbrenner provides a rationale for how environments (i.e., the systems mentioned above under “The Original Model: Ecological Systems Theory”) influence personal characteristics, yet also suggests personal characteristics can change environments.[4]
3. Context - Context involves five interconnected systems, which are based on Bronfenbrenner’s original model, ecological systems theory. The microsystem describes environments such as home or school in which children spend significant time interacting. Mesosystems are interrelations between microsystems. The exosystem describes events that have important indirect influence on development (e.g., a parent consistently working late).[3] The macrosystem is a feature of any group (culture, subculture) that share values and belief systems. The chronosystem describes historical circumstances that affect contexts at all other levels.[6]
4. Time – Time has a prominent place in this developmental model. It is constituted at three levels: micro, meso, and macro. Micro-time refers to what is happening during specific episodes of proximal processes. Meso-time refers to the extent to which the processes occur in the person’s environment, such as over the course of days, weeks or years.[4] Macro-time (or the chronosystem) focuses on the shifting expectancies in wider culture. This functions both within and across generations and affects proximal processes across the lifespan.[5]
Thus, the bioecological model highlights the importance of understanding a person’s development within environmental systems. It further explains that both the person and the environment affect one another bidirectionally. Although even Bronfenbrenner himself critiqued the falsifiability of the model,[3] the bioecological model has real world applications for developmental research, practice, and policies (as demonstrated below).更多精彩文章及讨论，请光临枫下论坛 rolia.net
Bronfenbrenner further developed the model by adding the chronosystem, which refers to how the person and environments change over time. He also placed a greater emphasis on processes and the role of the biological person. The Process-Person-Context-Time Model (PPCT) has since become the bedrock of the bioecological model. PPCT includes four concepts. The interactions between the concepts form the basis for the theory.[5]
1. Process - Bronfenbrenner viewed proximal processes as the primary mechanism for development, featuring them in two central propositions of the bioecological model.
这一段写好了.
2. Person – Bronfenbrenner acknowledged the role that personal characteristics of individuals play in social interactions.[6] He identified three personal characteristics that can significantly influence proximal processes across the lifespan. Demand characteristics such as age, gender or physical appearance set processes in motion, acting as “personal stimulus” characteristics.[4] Resource characteristics are not as immediately recognizable and include mental and emotional resources such as past experiences, intelligence, and skills as well as material resources such as access to housing, education, and responsive caregivers.[6] Force characteristics are related to variations in motivation, persistence and temperament. Bronfenbrenner notes that even when children have equivalent access to resources, their developmental courses may differ as a function of characteristics such as drive to succeed and persistence in the face of hardship. In doing this, Bronfenbrenner provides a rationale for how environments (i.e., the systems mentioned above under “The Original Model: Ecological Systems Theory”) influence personal characteristics, yet also suggests personal characteristics can change environments.[4]
3. Context - Context involves five interconnected systems, which are based on Bronfenbrenner’s original model, ecological systems theory. The microsystem describes environments such as home or school in which children spend significant time interacting. Mesosystems are interrelations between microsystems. The exosystem describes events that have important indirect influence on development (e.g., a parent consistently working late).[3] The macrosystem is a feature of any group (culture, subculture) that share values and belief systems. The chronosystem describes historical circumstances that affect contexts at all other levels.[6]
4. Time – Time has a prominent place in this developmental model. It is constituted at three levels: micro, meso, and macro. Micro-time refers to what is happening during specific episodes of proximal processes. Meso-time refers to the extent to which the processes occur in the person’s environment, such as over the course of days, weeks or years.[4] Macro-time (or the chronosystem) focuses on the shifting expectancies in wider culture. This functions both within and across generations and affects proximal processes across the lifespan.[5]
Thus, the bioecological model highlights the importance of understanding a person’s development within environmental systems. It further explains that both the person and the environment affect one another bidirectionally. Although even Bronfenbrenner himself critiqued the falsifiability of the model,[3] the bioecological model has real world applications for developmental research, practice, and policies (as demonstrated below).更多精彩文章及讨论，请光临枫下论坛 rolia.net