Ecological Systems Slides Ecological Systems
Mapping the Contexts of Development
Childhood Development • Lesson 1
The Essential Question
"Is development a product of the individual or the environment?"
Urie Bronfenbrenner argued it is neither—it is the dynamic interaction between the two across multiple layers of influence.
A Child's Universe
Meet Sam . A 6-year-old starting first grade in a low-income urban district.
In your groups, list 50 factors that will influence Sam's success this year.
Parent's work schedule
State education budget
Peer relationships
How deep can you go?
Proximal Influences
The Microsystem
Immediate environments (family, school, peers). Direct bidirectional interactions.
"The child doesn't just react; they shape the environment."
The Mesosystem
Interconnections between microsystems (e.g., relationship between parent and teacher).
"When home and school conflict, the child feels the stress."
Distal Influences
The Exosystem
Settings that impact the child indirectly (e.g., a parent's workplace policies, neighborhood safety).
The Macrosystem
The overarching cultural values, laws, ideologies, and economic systems.
Example: COVID-19
A global macro-event changing every micro-interaction for millions of children.
The Chronosystem
The dimension of time.
Life Transitions
Divorce, moving house, the birth of a sibling.
Historical Context
Growing up during a recession vs. a boom; the digital revolution.
Ecosystem Mapper Worksheet Ecosystem Mapper
Bronfenbrenner Analysis Tool
Student:
Date:
Case Profile: Sam (Age 6)
Sam lives in a small apartment with his grandmother and older brother. His mother works two jobs, including night shifts. Sam is starting first grade at Jefferson Elementary, where school budgets have been recently cut by 15%. His neighborhood has limited green space but a very active community center.
Challenge:
Map 5 factors for each system level that will directly or indirectly shape Sam's developmental trajectory this year.
1. Microsystem
Direct environments & proximal interactions
2. Mesosystem
Interactions between microsystems
3. Exosystem
Indirect environments (parent's boss, school board)
4. Macrosystem
Cultural values, laws, economic climate
Analysis: The Ripple Effect
Select one factor from the Macrosystem and trace its path through the Exosystem and Mesosystem until it reaches Sam's Microsystem. How does a law or cultural value change Sam's actual day-to-day experience?
Poverty Brain Slides Poverty & The Brain
Biological Mechanisms of Inequity
Psychology • Neurology • Sociology
Environmental Sculpture
Crucial Data
Neural development is not a fixed blueprint; it is experience-dependent.
The Discovery:
Children from households at the 20th percentile of income have significantly less gray matter in the hippocampus and frontal lobe compared to those at the 80th percentile.
Cortisol Overload
Toxic stress literally shrinks the brain's "memory center."
The Word Gap
Hart & Risley (1995)
Professional
45M
Total words heard by age 4
Working Class
26M
Total words heard by age 4
Welfare
13M
Total words heard by age 4
"This gap predicts 3rd grade reading level better than IQ."
How Poverty Becomes Biology
1
Environmental Stress
Housing instability, noise, food scarcity.
2
HPA Activation
Hypothalamic-Pituitary-Adrenal axis stays "on."
3
Neurotoxicity
Chronic high cortisol inhibits neurogenesis.
Chronic Stress is a
Scarcity Mechanism Worksheet LABORATORY ANALYSIS 02
The Scarcity Mechanism
Inquiry into SES and Neurodevelopment
Researcher ID
Session Date
Status
ACTIVE ANALYSIS
Part I: Grey Matter Volume
Context: Research by Kimberly Noble (2015) indicates that the relationship between family income and brain surface area is logarithmic. The greatest changes occur at the lowest end of the income spectrum.
Prompt: Why does a $10,000 increase in annual income have a larger impact on a family earning $20,000 than a family earning $150,000?
Part II: Semantic Density
Observe the following data points regarding word exposure (per hour) in 3-year-olds:
Professional: 2,153 words
Working Class: 1,251 words
Low-Income: 616 words
Identify 3 "Exosystem" factors (Lesson 1) that might cause these differences in the "Microsystem" of the home.
Systemic Reflection
The "30 Million Word Gap" has been criticized for being a deficit-based model that ignores cultural linguistics.
Challenge: How can an educator support language development without implying that a child's home culture is "lacking"?
Part III: The HPA Response
Describe the biological pathway from Environmental Instability to Reduced Executive Function (Working memory, impulse control). Use the following terms: Amygdala, Hippocampus, Cortisol.
Toxic Stress Slides Toxic Stress
ACEs & Developmental Trauma
Bio-Behavioral Analysis
The ACE Study
The Adverse Childhood Experiences study (Felitti & Anda, 1998) was a landmark epidemiologic study.
3 Core Categories:
ABUSE (Physical, Emotional, Sexual)
NEGLECT (Physical, Emotional)
HOUSEHOLD DYSFUNCTION
67%
Of the study population had at least one ACE.
Trauma is not rare. It is endemic.
The Impact Pyramid
Early Death
Disease & Disability
Health-Risk Behaviors
Social & Emotional Impairment
Adverse Childhood Experiences
"Adversity in childhood literally changes the trajectory of adult biology."
Not All Stress is Equal
Positive
Brief increases in heart rate, mild elevations in hormones.
Example: First day of school.
Tolerable
Serious, temporary stress responses, buffered by supportive relationships.
Example: Death of a relative.
Toxic
Prolonged activation of stress response systems in the absence of protective support.
Example: Abuse, neglect.
The Survival Brain
The Biology of Hyper-Vigilance
When the "Smoke Detector" (Amygdala) is constantly firing, the "Watchtower" (Prefrontal Cortex) goes offline.
Impaired impulse control
Difficulty with social cues
Constant "fight or flight" mode
Trauma Impact Case Study Case Study: The Echoes of Trauma
Patient File: #882-C
Confidential / Educational Use
Subject: Leo (Age 9)
Leo was referred to the school psychologist for "aggressive outbursts" and "frequent defiance." His teacher reports that Leo often "blows up over nothing," such as being asked to transition from recess to math. He has difficulty making eye contact and often seems "spaced out" during lessons.
History:
Multiple foster placements between ages 2 and 5. Significant early neglect recorded. Currently living with a stable kinship guardian (Aunt).
Physiological Markers:
Frequent complaints of stomach aches. Sleep disturbances reported. High resting heart rate observed during clinic intake.
ACE Attribution
Based on Leo's history, identify which ACE categories are likely present and describe the biological "Toxic Stress" response currently happening in his brain.
Intervention Plan: From Deficit to Trauma-Informed
Traditional View (Deficit)
"He is being bad. He needs more discipline/consequences."
Assumes behaviors are intentional choices.
Triggers the flight/fight response further.
Trauma-Informed View
"He is scared. He needs safety and co-regulation."
Assumes behaviors are survival adaptations.
Focuses on building the "Watchtower" (PFC).
Design a "Safe Transition" protocol for Leo:
Psychology & Development / Sequence 03
Neurodiversity Fit Slides Neurodiversity
REFRAMING THE SPECTRUM
ADHD • AUTISM • VARIATION
The Paradigm Shift
The Medical Model
Disability is an internal "defect."
Goal: Cure, treat, or "normalize."
The Neurodiversity Model
Disability is a product of mismatch between brain and environment.
Goal: Accessibility and acceptance.
Developmental Trajectories
ADHD
A delay in the maturation of the prefrontal cortex (up to 3 years).
Development isn't "broken"—it's on a different schedule.
Autism (ASD)
High local connectivity, lower long-range connectivity.
Intense focus and pattern recognition vs. global social processing.
The "Fit" Principle
"A child who is a 'disaster' in a traditional classroom might be a genius in a project-based lab or a nature trail."
Structure
Sensory
Pacing
Sensory Audit Activity Sensory Audit & Design
Environment Modification Lab
PROJECT: ROOM_FIT_04
AUDITOR:
DATE:
The Sensory Landscape
A "sensory trigger" is any environmental stimulus that causes a neurodivergent individual to experience overload, leading to shutdown or meltdown. Below is a floor plan description of a standard elementary classroom.
Room Specifications:
• Fluorescent lighting with a visible 60Hz flicker.
• Open-plan cubbies near the main hallway.
• Air conditioner with a loud, rhythmic hum.
• Brightly colored posters covering 80% of wall space.
• Metal chairs that screech on tile floors.
• Strong smell of cleaning supplies and cafeteria food.
Part I: Identification
Identify 3 triggers that would most impact a child with ASD (Sensory Sensitivity).
Trigger 1:
Trigger 2:
Trigger 3:
Part II: Modification
Propose 3 "low-cost/no-cost" changes to improve the person-environment fit.
Design Change 1:
Design Change 2:
Design Change 3:
Systemic Reflection: The "Average" Trap
If a classroom is designed for the "average" child, for whom is it actually designed? Discuss how "standardized" environments can become disabling contexts.
Ordinary Magic Slides Ordinary Magic
THE SCIENCE OF RESILIENCE
Sequence Conclusion: Lesson 5
What is Resilience?
"Resilience does not come from extraordinary qualities, but from ordinary human systems."
— Ann Masten, PhD
Common Misconceptions:
It's a fixed "personality trait."
You either have it or you don't.
Reality: It is a process.
The Kauai Study
Emmy Werner (40-Year Longitudinal)
The Cohort
698 children born in 1955. 1/3 were "High Risk" (Poverty, birth complications, family instability).
The Discovery
One-third of the high-risk children grew up to be "competent, confident, and caring" adults.
The Secret?
"A stable relationship with at least one caring adult."
The Protective Buffer
Individual
• Problem-solving skills
• Self-efficacy
• "Easy" temperament
Relational
• Effective parenting
• Pro-social peers
• Adult mentors (teachers)
Community
• Safe neighborhoods
• Effective schools
• Faith/Cultural links
Resilience Project Proposal The Resilience Project
Intervention Planning Workshop
Final Sequence Submission
PRJ_CODE: Masten_2026
Throughout this sequence, we have examined how context, trauma, and neurological difference shape development. Your final task is to design a targeted intervention using the "Protective Factors" framework.
Scenario: The "Bridge" Initiative
"You are working with a local community center in a neighborhood with high rates of ACEs and low SES. High school graduation rates are dropping. However, the neighborhood has a strong tradition of local 'street festivals' and a very active youth sports league."
Target Risk Factors:
• High neighborhood stress (Cortisol exposure)
• Lack of formal mentorship pathways
• Systemic educational under-funding
Identified Assets:
• Cultural cohesion (Macrosystem values)
• Engaged informal networks (Sports/Festivals)
1. The Core Relationship (Relational Protective Factor)
Design one specific way to foster a stable, caring relationship for the youth in this initiative.
2. Systemic Change (Exo/Macrosystem Buffer)
How will you change a distal influencer (e.g., policy, community structure) to reduce stress at the proximal level?
3. Addressing Neurodiversity
How will this initiative accommodate children with trauma-induced hyper-vigilance or neurodivergent profiles (ADHD/ASD)?
Student Name:
SEQ_FINAL_RESILIENCE_DOC
