[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:01.48,0:00:05.68,Default,,0000,0000,0000,,Hey folks, this is Brad Stucki, and\NI'm excited to be here to share
Dialogue: 0,0:00:05.68,0:00:09.17,Default,,0000,0000,0000,,with you a little bit of the things\Nthat I've learned from this particular
Dialogue: 0,0:00:09.17,0:00:13.35,Default,,0000,0000,0000,,theorist. I signed up for Urie \NBronfenbrenner and his
Dialogue: 0,0:00:13.35,0:00:16.53,Default,,0000,0000,0000,,bioecological theory of child\Ndevelopment, and we've talked
Dialogue: 0,0:00:16.53,0:00:19.45,Default,,0000,0000,0000,,about this a little bit already\Nin class, and so I'm excited to
Dialogue: 0,0:00:19.45,0:00:23.11,Default,,0000,0000,0000,,build on what we've already\Ntalked about. So here we go.
Dialogue: 0,0:00:23.11,0:00:27.22,Default,,0000,0000,0000,,I'd like to start by sharing a little\Nbit of the overview of what
Dialogue: 0,0:00:27.22,0:00:31.05,Default,,0000,0000,0000,,Bronfenbrenner taught and \Nwhat he studied. His work focuses
Dialogue: 0,0:00:31.05,0:00:35.26,Default,,0000,0000,0000,,on the development of the child\Nwith their environment, and so
Dialogue: 0,0:00:35.26,0:00:39.46,Default,,0000,0000,0000,,it shows how the child interacts\Nwith different systems and different
Dialogue: 0,0:00:39.46,0:00:44.95,Default,,0000,0000,0000,,people, and how it affects them to\Nbecome who they end up being--
Dialogue: 0,0:00:44.95,0:00:48.55,Default,,0000,0000,0000,,who their individual person is.\NSo we'll go ahead and we'll just
Dialogue: 0,0:00:48.55,0:00:53.71,Default,,0000,0000,0000,,jump right into it. Okay, so the \Nfirst system is the microsystem.
Dialogue: 0,0:00:53.71,0:00:58.48,Default,,0000,0000,0000,,This is the most simple. It is the\Nchild interactions with their family,
Dialogue: 0,0:00:58.48,0:01:03.90,Default,,0000,0000,0000,,with their peers, it is their individual,\Npersonal relationships that they have
Dialogue: 0,0:01:03.90,0:01:10.74,Default,,0000,0000,0000,,with one another that shape them\Ninto who they are and who they become.
Dialogue: 0,0:01:10.74,0:01:15.63,Default,,0000,0000,0000,,And so an example of this would be\Nthe child learning from their parents
Dialogue: 0,0:01:15.63,0:01:19.93,Default,,0000,0000,0000,,or from their teachers. It may be them\Npicking up their different social cues,
Dialogue: 0,0:01:19.93,0:01:26.69,Default,,0000,0000,0000,,their laugh. It could be just observing \Nthe parent, or listening to what they say
Dialogue: 0,0:01:26.69,0:01:31.11,Default,,0000,0000,0000,,and copying those same standards\Nand so it's just the interaction
Dialogue: 0,0:01:31.11,0:01:33.80,Default,,0000,0000,0000,,between those two-- the child \Nand the parent, or the child and
Dialogue: 0,0:01:33.80,0:01:36.64,Default,,0000,0000,0000,,their teacher, the child and their\Nfriends-- that helps them develop
Dialogue: 0,0:01:36.64,0:01:43.64,Default,,0000,0000,0000,,into their individual person.\NOkay, so the next one-- oh, so actually,
Dialogue: 0,0:01:43.64,0:01:48.18,Default,,0000,0000,0000,,every time we talk about a system\NI'm just gonna lay down a line that
Dialogue: 0,0:01:48.18,0:01:53.71,Default,,0000,0000,0000,,has the definition of it, and I'll just\Nreiterate what it says, and so the
Dialogue: 0,0:01:53.71,0:01:57.88,Default,,0000,0000,0000,,microsystem is just an interaction\Nor support between the individual
Dialogue: 0,0:01:57.88,0:02:00.38,Default,,0000,0000,0000,,and their direct relationship,\Nlike their parents.
Dialogue: 0,0:02:00.38,0:02:04.72,Default,,0000,0000,0000,,So the next system is the \Nmesosystem, and this one
Dialogue: 0,0:02:04.72,0:02:10.20,Default,,0000,0000,0000,,is a system of microsystems.\NSo a microsystem that's
Dialogue: 0,0:02:10.20,0:02:15.86,Default,,0000,0000,0000,,like the parents, the friends,\Nthe teachers, and the mesosystem
Dialogue: 0,0:02:15.86,0:02:20.74,Default,,0000,0000,0000,,is the interaction between these\Ntwo microsystems. And the results
Dialogue: 0,0:02:20.74,0:02:25.18,Default,,0000,0000,0000,,of those affects the child positively\Nor negatively. So here's an example
Dialogue: 0,0:02:25.18,0:02:30.84,Default,,0000,0000,0000,,of the mesosystem. In this post,\Nyou see that there are friends, and you
Dialogue: 0,0:02:30.84,0:02:33.76,Default,,0000,0000,0000,,put them together with the parents,\Nlike maybe they come over, and if they
Dialogue: 0,0:02:33.76,0:02:37.76,Default,,0000,0000,0000,,have a negative reaction-- if they\Ndisapprove of the friends, results in
Dialogue: 0,0:02:37.76,0:02:41.62,Default,,0000,0000,0000,,the top part, where the child will\Nbe sad, they may have a negative
Dialogue: 0,0:02:41.62,0:02:46.66,Default,,0000,0000,0000,,development. They're pushing\Nagainst the parents, maybe have
Dialogue: 0,0:02:46.66,0:02:49.34,Default,,0000,0000,0000,,negative feelings towards the \Nparents, whereas the bottom,
Dialogue: 0,0:02:49.34,0:02:52.89,Default,,0000,0000,0000,,if the parents approve of the friends,\Nthere's a positive development
Dialogue: 0,0:02:52.89,0:02:55.92,Default,,0000,0000,0000,,where the child trusts the parents\Nmore, trusts the friends more,
Dialogue: 0,0:02:55.92,0:02:59.64,Default,,0000,0000,0000,,and this is positive all together.\NAnd so that's an example of the
Dialogue: 0,0:02:59.64,0:03:07.09,Default,,0000,0000,0000,,mesosystem and how the different \Nmicrosystems interact to affect the child.
Dialogue: 0,0:03:07.09,0:03:10.87,Default,,0000,0000,0000,,And so that's the mesosystem, it's the\Ninteraction between different microsystems
Dialogue: 0,0:03:10.87,0:03:19.72,Default,,0000,0000,0000,,that affect the child. The exosystem\Nis the next step up from being further
Dialogue: 0,0:03:19.72,0:03:24.09,Default,,0000,0000,0000,,away from the child. And so if you look\Nat the second line, it describes what the
Dialogue: 0,0:03:24.09,0:03:28.14,Default,,0000,0000,0000,,exosystem is. It is people or places\Nthat children may not directly interact
Dialogue: 0,0:03:28.14,0:03:33.34,Default,,0000,0000,0000,,with, but still impact their lives.\NAnd so, an example of this is the
Dialogue: 0,0:03:33.34,0:03:36.46,Default,,0000,0000,0000,,community or the neighborhood\Nthey grow up in, the government,
Dialogue: 0,0:03:36.46,0:03:40.51,Default,,0000,0000,0000,,the church, their parents' workplace.\NAnd certain examples.
Dialogue: 0,0:03:40.51,0:03:46.66,Default,,0000,0000,0000,,And so the example of an exosystem,\Nthe top one is a great example.
Dialogue: 0,0:03:46.66,0:03:52.44,Default,,0000,0000,0000,,It's a father who is continually\Npassed up for a promotion by
Dialogue: 0,0:03:52.44,0:03:57.16,Default,,0000,0000,0000,,an indifferent boss at the workplace,\Nwho may take it out on his child and
Dialogue: 0,0:03:57.16,0:04:01.86,Default,,0000,0000,0000,,mistreat them at home. And so the \Nchild never interacted with the parent's
Dialogue: 0,0:04:01.86,0:04:06.87,Default,,0000,0000,0000,,workplace, but received the results\Nof the stress and anger from the parent,
Dialogue: 0,0:04:06.87,0:04:10.41,Default,,0000,0000,0000,,and so that's what an exosystem is. \NAnd the bottom one talks about a
Dialogue: 0,0:04:10.41,0:04:14.10,Default,,0000,0000,0000,,mother who leaves to go to the \Nmilitary and the child develops
Dialogue: 0,0:04:14.10,0:04:19.00,Default,,0000,0000,0000,,anxiety, even though she's never\Nbeen to her parent's workplace,
Dialogue: 0,0:04:19.00,0:04:23.66,Default,,0000,0000,0000,,doesn't know why their parents are\Nleaving. And so that's the result of
Dialogue: 0,0:04:23.66,0:04:29.07,Default,,0000,0000,0000,,the exosystem. And so the exosystem\Nis something-- an interaction, setting,
Dialogue: 0,0:04:29.07,0:04:32.47,Default,,0000,0000,0000,,that does not involve the child but\Nstill affects them.
Dialogue: 0,0:04:32.47,0:04:36.76,Default,,0000,0000,0000,,Okay, and so the next one is the\Nmacrosystem, and is described
Dialogue: 0,0:04:36.76,0:04:41.14,Default,,0000,0000,0000,,as the effects of larger principles\Ndefined by the macrosystem.
Dialogue: 0,0:04:41.14,0:04:46.14,Default,,0000,0000,0000,,And so that's like cultural values,\Nreligious values, customs, and laws,
Dialogue: 0,0:04:46.14,0:04:50.09,Default,,0000,0000,0000,,and I guess also it includes the\Nmass media.
Dialogue: 0,0:04:50.09,0:04:53.79,Default,,0000,0000,0000,,And so an example of that is culture--\Nculture's a collection of beliefs,
Dialogue: 0,0:04:53.79,0:04:58.62,Default,,0000,0000,0000,,customs, and art, and people who\Nlive in those customs are expected
Dialogue: 0,0:04:58.62,0:05:05.00,Default,,0000,0000,0000,,to live certain ways. And so the \Nmacrosystem affects the child
Dialogue: 0,0:05:05.00,0:05:08.47,Default,,0000,0000,0000,,because of those cultures,\Nbecause of what they're
Dialogue: 0,0:05:08.47,0:05:11.59,Default,,0000,0000,0000,,expected to live, and that \Naffects who they become
Dialogue: 0,0:05:11.59,0:05:15.84,Default,,0000,0000,0000,,and the development of that\Nchild. So like an example I use
Dialogue: 0,0:05:15.84,0:05:19.82,Default,,0000,0000,0000,,is the societal culture where\Nthe father's the breadwinner,
Dialogue: 0,0:05:19.82,0:05:24.44,Default,,0000,0000,0000,,when that's not really the case\Nit is now, but it still affects the
Dialogue: 0,0:05:24.44,0:05:28.87,Default,,0000,0000,0000,,child to maybe want to be \Nthat breadwinner and to
Dialogue: 0,0:05:28.87,0:05:33.79,Default,,0000,0000,0000,,not allow his wife to provide\Nfor their family.
Dialogue: 0,0:05:33.79,0:05:37.69,Default,,0000,0000,0000,,And so macrosystem is just the \Neffects of culture, religious beliefs,
Dialogue: 0,0:05:37.69,0:05:42.94,Default,,0000,0000,0000,,their views and lifestyle of a child,\Nand so it helps develop that child
Dialogue: 0,0:05:42.94,0:05:45.99,Default,,0000,0000,0000,,to become who they are.
Dialogue: 0,0:05:45.99,0:05:50.95,Default,,0000,0000,0000,,The last one is the chronosystem,\Nand this one relates to time,
Dialogue: 0,0:05:50.95,0:05:54.79,Default,,0000,0000,0000,,and so it's the passage of time\Nor the time and era that they live in
Dialogue: 0,0:05:54.79,0:06:00.32,Default,,0000,0000,0000,,that affects the child. Like war-time,\Ndepression, being a 'baby boomer'--
Dialogue: 0,0:06:00.32,0:06:07.74,Default,,0000,0000,0000,,quote, unquote-- to the gen-Z,\Nmillennials, and that depiction
Dialogue: 0,0:06:07.74,0:06:11.75,Default,,0000,0000,0000,,affects how the child is seen and\Nalso how they live.
Dialogue: 0,0:06:11.75,0:06:17.88,Default,,0000,0000,0000,,And like an example of that is\Nthe Great Depression. My grandmother
Dialogue: 0,0:06:17.88,0:06:21.07,Default,,0000,0000,0000,,lived around the time of the \NGreat Depression, right after,
Dialogue: 0,0:06:21.07,0:06:28.96,Default,,0000,0000,0000,,and she grew up never throwing anything\Naway, that she'd find every little use
Dialogue: 0,0:06:28.96,0:06:34.70,Default,,0000,0000,0000,,of every single item that she bought\Nto use and use until it wore out.
Dialogue: 0,0:06:34.70,0:06:42.61,Default,,0000,0000,0000,,So that is an example of the chronosystem\Nand how the time and era that you live in
Dialogue: 0,0:06:42.61,0:06:47.43,Default,,0000,0000,0000,,affects who you are and what you\Nbecome. And so that's a chronosystem,
Dialogue: 0,0:06:47.43,0:06:51.76,Default,,0000,0000,0000,,is the effect of time on the child, the \Ninfluence of time. And so now that we
Dialogue: 0,0:06:51.76,0:06:56.08,Default,,0000,0000,0000,,understand all this, how does it affect\Nour teaching? And one of the articles
Dialogue: 0,0:06:56.08,0:07:02.11,Default,,0000,0000,0000,,I found, it says, 'by studying the various\Necological systems, Bronfenbrenner's
Dialogue: 0,0:07:02.11,0:07:06.93,Default,,0000,0000,0000,,ecological systems theory is able to \Ndemonstrate the diversity of interrelated
Dialogue: 0,0:07:06.93,0:07:11.30,Default,,0000,0000,0000,,influences on children's development. \NAwareness of the contexts that children
Dialogue: 0,0:07:11.30,0:07:16.81,Default,,0000,0000,0000,,are in can sensitize us to variations\Nin the way children may act in
Dialogue: 0,0:07:16.81,0:07:21.73,Default,,0000,0000,0000,,different settings.' So as a teacher,\Nas we're aware of how the child's
Dialogue: 0,0:07:21.73,0:07:26.54,Default,,0000,0000,0000,,development may be influenced\Nby these different systems, we can
Dialogue: 0,0:07:26.54,0:07:30.47,Default,,0000,0000,0000,,do a better job in teaching and \Nbeing aware of our students
Dialogue: 0,0:07:30.47,0:07:34.24,Default,,0000,0000,0000,,so that we can be the best teacher\Nthat we can. That we can give them
Dialogue: 0,0:07:34.24,0:07:37.72,Default,,0000,0000,0000,,individualized teaching that will \Nhelp the student.
Dialogue: 0,0:07:37.72,0:07:42.17,Default,,0000,0000,0000,,And so that's what I got from \NBronfenbrenner's theory,
Dialogue: 0,0:07:42.17,0:07:48.01,Default,,0000,0000,0000,,and hopefully it helps you as well\Nin helping to individualize your
Dialogue: 0,0:07:48.01,0:07:52.87,Default,,0000,0000,0000,,students' teaching to help them\Nto have the best education and
Dialogue: 0,0:07:52.87,0:07:54.92,Default,,0000,0000,0000,,development that they can have.
Dialogue: 0,0:07:54.92,0:07:59.54,Default,,0000,0000,0000,,So here is the bibliography, and\NI'm excited to hear what you guys
Dialogue: 0,0:07:59.54,0:08:01.74,Default,,0000,0000,0000,,have to say, so thank you.