Documenti di Didattica
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Documenti di Cultura
Mona M. Bonaparte
EDU 145-0001
1 March 2010
People see the Military Child and do not think of all the particular circumstances and
conditions that make the child who he or she is today. Often what is taken for granted is the
child being able to grow and develop on her own terms with the typical assistance of family,
teachers, neighbors, and such. That is where theorist like Urie Bronfenbrenner entered the scene
and say the child does not merely exist and cannot thrive without help and guidance. Rather, the
child’s existence determines the degree the rest of her immediate environment will become
Born in Moscow, Russia, on April 29, 1917, his family immigrated to the United States
when he was 6. He was not familiar with the way children were reared and educated in his
native land (Bronfenbrenner 1970). Yet, his inspiration on the ways society viewed children
came from his father’s work as a physician in a New York institution for the developmentally
disabled. The court system sent sound juvenile delinquents to the institution causing much
frustration in the elder Bronfenbrenner (Brendktro 2006). Out of this daily childhood scene the
seeds were sown that combined the unique streams all other social sciences had to offer---
value of the child, and a new field of study was born (Brendtro 2006, Lang 2005).
The field of ecological theory of human development was the literal ‘brainchild of Urie
Bronfenbrenner. Not only did he developed a concept that earned him a place with such notable
theorists in child development as Erik Erickson, Jean Piaget, Lev Vygotsky, and Sigmund Freud;
he laid the groundwork for policies to be established in the United Nations for the benefit of
children, as well as programs such as Head Start (which he co-founded). In other words, he took
his theories and made them practical for all to use, engage in, and benefit from (Lang 2005). It is
to this groundwork that laid out the basic principles to enhance the development of the military
child that this research paper will declare the virtues this theorist has established. It is to Urie
Bronfenbrenner and his unseen hand that we, the ‘military brat’, owe a debt of gratitude.
The bioecological approach, which had been renamed the ecological systems theory,
simply states that outside forces directly affects the development of the child. Like a rock or a
stone thrown in a pond producing a rippling effect, five ripples, or systems surround the child.
Each one are directly interconnected with the others, no one system is less potent or stands out
above the others. We will take this theory and look at each system closely to see how they have
The military child (we will refer to her as Shelley) has in her immediate circle of
influence her parents, her teachers, her neighbors in the stairwell or cul-de-sac, the children in
the local playground or even at the school or daycare center. These people make up the
microsystem, the ones who are in a close relationship and spend a great deal of time with
Shelley. Her parents and teachers will be a permanent feature in her life. Early in her life,
Shelley must become aware of the hard truth, that everyone else will be around for awhile, about
the length of a tour of duty (three to four years, depending on the service her sponsor is a part
of).
It is important in this immediate setting for Shelley that one principle Bronfenbrenner
As Shelley grows older, her world intersects not only with other people, other entities
become part of her world. She is gradually introduced in her cognitive state to the mesosystem.
Interactions with different entities become the norm, even if they do not affect the child directly.
In this system are the extracurricular activities Shelley may become involved with that helps
make her a well-rounded child. The local chapel or other religious groups and activities play a
part of her family life. She is mature enough to run errands, so she knows the stores in the area,
and perhaps the proprietors and workers by name. In this system these various scenarios can
play out: Shelley created a disturbance at school, so her teacher calls her sponsor (the
servicemember) at work, who may in turn, contact the other parent, and that parent leaves home
or the workplace to show up at school. Mother has a hard day at work, so she comes home in a
sour mood and a headache, so she takes a nap before she can start fixing dinner, which will be a
bit late.
There is a larger system that does not affect Shelley directly, but as the adults have to
deal with these entities directly, they will eventually affect her. This is the exosystem, where the
parents workplace, the schools, the housing area coordinators, the sponsors units and base/post
commands, family programs, extended family, etc. come into play. All of these could be
employed like clockwork, or a well-run machinery the minute the sponsor receives orders to go
downrange. For the most part, Shelley gets directly involved with the exosystem the minute this
All of this in encased in the macrosystem. Various cultures, norms and laws support the
military child, her family, and the military community at large. As Shelley grows older and
approaches the critical stages of school-age levels, her parents will stress to her how they expect
her to behave while she is at school, at the YA (Youth Activities Center), and in the streets---
either by herself, or with her peers. Her actions may affect her sponsor, that is why she must be
aware of the laws and regulations that exist in the book for minors in the military, as well as what
local laws state and how the local authorities may play in the scheme of things.
Finally, the chronosystem envelops all of the above and dictates for a great length of time
how the military family functions in and out of the continental United States. The major issue
that helped developed the world of the military child and family was the Cold War that lasted for
more than five decades. Naturally, other factors may have colored and highlighted Shelley’s
First, the political atmosphere, though unstable and constantly in a flux, have the ability
to hold the military in its grip. Next, regional and local attitudes toward foreigners in general
and Americans in particular may have dictated the limitation of exposure and the chance to make
good on enhancing one’s way of life. Finally (or next to it), worldwide events (weather, social
and political unrest, special highlights) brought home the awesome concept to Shelley’s young
mind: we all live here, and we’re all in this together. And, at long last (this is finally), the
unique experiences once played out overseas would not only expand and make complex
Shelley’s worldview, but would forever alter the outlook of her immediate surroundings. In
other words, if she had been living in a town the size of Fayetteville, she would expect to see a
decent transportation system, a much-needed sewer system, and a recycle system that would
By observing how the system was not working in the best interest of children, Urie
Bronfenbrenner worked tirelessly to insure the system will work for children. His bioecological
approach provided the means to guarantee children like Shelley an understanding of the world
around her. She will know she does not just exist to go through the motions; her life is
intricately designed to follow a pattern and an order which, with or without her full knowledge,
governs her every move in the direction of total fulfillment. She did not know at the tender age
of six how involved in her world she would be. Neither would she have any degree of hindsight
how this lifestyle would dictate the rest of her life; she just knows she is a better human being.
She is knowledgeable, well-rounded because of her exposure to the world and the times she lived
in and she knows now it’s all nurture, not nature, that made her who she is today.
The legacy Urie Bronfenbrenner left behind are generations of TCKs (Third-Culture
Kids) who would not trade their lives for the world, because his unspoken pattern played a huge
part in shaping their world and their outlook on life. I should know…but I don’t want to expose
myself….
WORKS CITED
Boemmel, Jennifer and Joan Briscoe. “Web Quest Project Theory Fact Sheet of Urie
Bronfenbrenner. National-Louis University, 9 May 2001. Web. 4 September 2009.
Brendtro, Larry K. “The Vision of Urie Bronfenbrenner: Adults Who Are Crazy About Kids.”
Reclaiming Children & Youth 15.3 (2006): 162-166. Academic Search Premier. EBSCO. Web.
8 Oct. 2009.
Bronfenbrenner, Urie. “Two Worlds of Childhood: U.S. and U.S.S.R.” New York: Russell Sage
Publication, 1970. Print.
Lang, Susan. “Urie Bronfenbrenner, father of Head Start program and pre-eminent ‘human
ecologist’, dies at age 88.” Cornell New Service. Ithaca, New York: Cornell University. 26
September 2005. Web. 4 September 2009.
Salkind, Neil J. “An Introduction to Theories of Human Development.” 35-38. Thousand Oaks,
CA: Sage Publication, Inc., 2004. Print.