Reference no: EM132838404

Discussion: Bioecological Systems

You have been learning about the ways children are continually influenced by the world in which they live, particularly the microsystem: families, schools, teachers, and communities. You have also learned that microsystems are not the only source of influence on children's development. Sometimes changes in the larger world, the chronosystem, impact macrosystems, exosystems, mesosystems, and microsystems as well.

As the world entered the 21st century, a number of events and tragedies have greatly impacted the lives of children and families throughout the world. In the United States, acts of terrorism and natural disasters in particular have brought about dramatic changes in the chronosystem, with possibly long-¬-term effects on the lives of children. For example, the onslaught of Hurricane Katrina in August 2005 most probably caused the young children of New Orleans and southern Mississippi to experience lasting physical and emotional distress. It impacted their lives in many areas including school readiness. Their distress hasbeen further exacerbated by the Katrina-¬-related challenges faced by their families, such as ;finding employment, affordable housing, health care, and care for the elderly population, which may include children's extended families.

Consider the following scenario:

Imagine you are a teacher in a Head Start program that has reopened eight weeks after Katrina hit. Your students and their families have all been displaced, and your classroom and their homes are set up in a temporary trailer park.

1. Post two ways you can support children's needs with respect to any of the components of their microsystem, including

• The children themselves

• Their families

• The current school situation

• Their peers

• The children's sense of community

• The children's exposure to the media

2. Identify one way you might positively impact children's mesosystem, exosystem, OR microsystem.