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According to Brofenbrenner, a child's microsystem is the direct environment they have in their lives. This includes their family, friends, classmates, teachers, neighbors, and any other people who have direct contact and relationships with the child.

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A child's mesosystem is the connection between their microsystems. For example, a connection between a child's parents and their teacher. If a parent shows effective communication to teachers, educational attainment amongst the child would increase. However, if a parent showed a poor attitude torwads education, a child educational attainment would decrease.

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A child's exosytem is the larger social system where the child does not directly have an active role in. For example, a parent's work schedule. This child does not directly affect this; however, they still will feel some kind of positive or negative affects because of it.

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According to Brofenbrenner, a child'd macrosystem is their culture. This includes a child's socioeconomic status, their ethnicity or race, values, customs, religion, and laws.

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According to Brofenbrenner, a child's chronosystem is all the child's experiences across their lifetime, and how this affect the child. This can include things like puberty and the way that affects the child, a death of a close family member, or maybe parents divorcing.

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This is the first part of Brofenbrenner's new model. This enconpassed the intereactions between the organism and its envioronment. Brofenbrennar reffered to these intetactions as proximal processes, and also thought they were the 'engines of development. These interactions could be found in parent to child, child to child activities, solitary play, reaading, learning news skills, sports, and performing complex tasks.

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This is the second part of Brofenbrenner's new model. For this part, he considered the impacts of a chilld's characteristics on interactions. These include their gender, age, and apperance.

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The third part of Brofenbrennar's new model was called "Context." This incorporates the microsystem, mesosystem, exosytem, and macrosytem from his original model. He felt these all had to do with the context of a child's life.

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The last part of Brofenbrennars new model was called "Time." This part was similar to the chronosytem of his first model. He believed time is an essential component in any theory of human development. He also believed devloepmental processses are most likely to vary according to specific time-bound events in ones life.

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Aubrey, K., & Riley, A. (2022). Understanding and using educational theories. SAGE.

An ecological model of Mexican immigration a dissertation ... - core. (n.d.). Retrieved October 17, 2022, from https://core.ac.uk/download/pdf/98353201.pdf

Journal #8: Urie Bronfenbrenner's ecological systems theory . Study of the Mind. (n.d.). Retrieved October 17, 2022, from http://psychologydos.weebly.com/psych-journal/journal-8-urie-bronfenbrenners-ecological-systems-theory