The ecological model by Urie Bronfenbrenner

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1) Apply the ecological model by Urie Bronfenbrenner to yourself. Describe, in detail, each of the
components of the system. The more details you provide relative to your own life, for each system, the
better.
2) Discuss some examples of dominant-recessive patterns (i.e., physical characteristics) that are evident in
your expressed phenotype. Be detailed.
3) Describe your temperament in infancy. This will require you to ask someone who cared for you when you
were an infant. Make sure to address the 3 dimensions of temperament discussed on page 129-131.
Additionally, which temperamental style described by Thomas and Chess do you believe fits your
temperamental style as an infant? Justify your answer. Do you see continuity in your temperament as an
adult, as compared to your temperament in infancy?
4) Apply each of the psychosocial stages of development, according to Erickson, that you have passed
through by this point in your life. Make sure to address how you believe you resolved the crisis and justify
your answer. For the period of adolescence, please relate James Marcia’s theory on the ways young people
cope with identity crisis to your own life course. Additionally, discuss the four arenas of identity formation
according to Erikson with regard to your own identity formation development. Finally, consider how you
think you will solve the remaining psychosocial tasks articulated by Erickson.
5) Conduct an interview with someone that is 65+ years old. Write at least 1 (1/2) pages (double spaced)
where you examine how their environment and experiences have shaped their personality. Based on your
interview, is your interviewee aging successfully as outlined in the text? Justify your answer. Some areas of
focus include Erikson’s integrity versus despair, the life review process, and does the person fit more with
the activity theory of aging or disengagement theory of aging. Support your conclusion? Also address
cognitive and physical changes that have occurred in their later adult years. From what you gathered in the
interview, does the pattern of cognitive and physical changes typify the normal progression of aging as
discussed in the text? Provide as much details as possible to support your conclusions.

Sample Solution

The National Curriculum expresses that everybody ought to be remembered for the homeroom, regardless of their ‘race, incapacity, sex, religion or conviction, sexual direction, pregnancy and maternity, and sex reassignment.’ (National Curriculum, 2014). It makes reference to that instructors must consider each understudy’s needs, which may incorporate their language. It says that educators must screen advance and offer help for those understudies who don’t communicate in English as a first language. Notwithstanding, in spite of referencing bilingual students, the National Curriculum gives no genuine direction with respect to how educators should bolster them.

The educational plan in England is one of the main ones (just as Italy) in Europe where it isn’t necessary for students to examine an unknown dialect at GCSE (Kenner and Hickey, 2008). This persuades unknown dialects aren’t as significant as their own, and it urges educators to focus on English proficiency, which is currently fundamental over all subjects.

A few instructors feel excessively limited by the educational program – which organizes English – which makes it hard for them to possess energy for different dialects (O’Rourke, 2011). The National Curriculum limits network language learning, understudies just have the decision of one language, which implies that if they somehow managed to pick their first language, they would not have the option to examine a language they don’t have the foggiest idea, and the other way around (Mitchell and Brumfit, 1997). The educational program has likewise restricted the dialects that understudies can learn, minority dialects are impossible, and for some, the main time students will get the chance to examine their first language at school will be the point at which they pick it for their locale language GCSE.

Notwithstanding little direction on the most proficient method to do as such, one thing the National Curriculum does is guarantee that EAL understudies are educated nearby English understudies. It ensures that every single understudy is incorporated, regardless of their language level. It ensures that every understudy isn’t denied access to the standard educational program (Leung, 2005). The National Curriculum has guaranteed that EAL understudies approach similar training as English-talking understudies, therefore ensuring that they will be incorporated into the educational system, and not separated from their companions.

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