The Relevancy of Bronfenbrenner’s Ecological Systems Theory in Early Childhood Education

Abstract

The purpose of this article is to describe the relevancy of Bronfenbrenner’s ecological system theory in early childhood education. Early childhood is depicted as a vital period in any individual development and learning whether cognitive, social, emotional or moral. Different theorists also recognized early childhood as a critical period for development and learning and that,  children are born with physical, social and psychological gifts which allow them to communicate and learn; therefore, these gifts should be cultivated for their future participation in their society. The article also defines early childhood care and education in its holistic nature as education which includes children’s survival and growth, development and learning, health, nutrition and hygiene, cognitive, social and emotional development opportunities that ranges from birth to primary school entry in formal and informal setting. Therefore, Bronfenbrenner’s ecological system theory is used to describe how learning of young children is influenced by different system in her /his environment. These systems are mentioned as microsystem (family, peers, schools and neighbourhoods) mesosystem (religious institutions, health and medical institutions, other community agencies) exosystem (government policies and laws, political ideologies) and macrosystem (spiritual beliefs and cultural beliefs). It is concluded that since the interactions of these subsystem has great influence on child’s development and learning, they should work together towards child care, development and learning to bring about  the solid nation in terms of social and moral skills .