Essay child development

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Assessment Task Two: Early life experience and potential

The bioecology model was originally defined as a theoretical model of gene environment interactions in human development. However, after recognizing that the individual was overlooked in other theories of human development, which were largely focused on the context of development. The model was placed into a larger context. The bioecological model of human development can be applied to both children and maturing adults, and thus is a lifespan approach to development. the model, together with its corresponding research designs, is an evolving theoretical system for the scientific study of human development over time. In this model, development is defined as the phenomenon of continuity and change in the biopsychological characteristics of human beings, both as individuals and as groups. The phenomenon extends over the life course, across successive generations, and through historical time, both past and future. The specific profile of the bioecological model of human development is its interdisciplinary and integrative focus on the age periods of childhood and adolescence and its explicit interest in applications to policies and programs pertinent to enhancing youth and family development. According to (), the bioecological model has four defining properties: process, person, context and time.

First of all, process, which constitutes the core of the model, is viewed as the primary mechanism for development. To be more specific, this construct include particular forms of interaction between organism and environment, called proximal processes which operate over time and are posited as the primary mechanisms producing human development. Proximal processes are progressively complex reciprocal interactions between a person and his or her environment, which “must occur on a fairly regular basis over extended periods of tome”. () the process involves all sorts of transactions between the child and the immediate surroundings that are responsible for the child’s competencies and general well-being. And the proximal process is featured into two central propositions. Proposition 1: human development takes place through processes of progressively more complex reciprocal interaction between an active, evolving biopsychological human organism and the persons, objects, and symbols in its immediate external environment. To be effective, the interaction must occur on a fairly regular basis over extended periods of time. Such enduring forms of interaction in the immediate environment are referred to as proximal processes.[6]

Proximal processes are the development processes of systematic interaction between person and environment.[3] Bronfenbrenner identifies group and solitary activities such as playing with other children or reading as mechanisms through which children come to understand their world and formulate ideas about their place within it.[4] However, processes function differently depending on the person and the context.

Person: 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
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