1 Supporting unique transitions

Figure 1 The ‘ecological systems approach’ (Penn, 2014, p. 51)

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The diagram shows a series of 4 concentric circles with an image of a child in the centre circle. The outermost layer is labelled as the ‘macrosystem’ and contains the words ‘dominant beliefs and ideologies’. The second circle in from the outside is labelled ‘exosystems’ and around the circle are the words ‘local industry’, ‘school board’, ‘local government’, ‘parents’ workplace and ‘mass media’. There are bi-directional arrows between these first two concentric circles indicating the influences each has on the other.

The third circle from the outside is labelled ‘mesosystems’ and around the circle are the words ‘home’, ‘religious setting’, ‘neighbourhood’ and ‘school’. There are bi-directional arrows within this circle between the words, showing interaction, for example between home and school. There are also bi-directional arrows between this layer and the next most outer layer, labelled ‘exosystems’ indicating the influences each has on the other.

The inner most circle is labelled ‘microsystems’ and contains an image of a child, and 4 smaller circles. Each of the smaller circles is labelled. The first is labelled ‘home’ and contains the words ‘child’, ‘siblings’ and ‘parents’ with bi-directional arrows between the words indicating a relationship. The next circle is labelled ‘religious setting’ and contains the words ‘child’, ‘peers’ and ‘adults’ again bi-directional arrows between them demonstrates a relationship. The next circle is labelled ‘neighbourhood’ and contains the words ‘child’, ‘adults’ and ‘peers’ again connected with arrows. The final circle is labelled ‘school’ and has connected words ‘child’, ‘peers’ and ‘teachers’.

Figure 1 The ‘ecological systems approach’ (Penn, 2014, p. 51)

The diagram above, conceived by eminent psychologist Urie Bronfenbrenner in 1979, represents a way of understanding children’s development and experiences. It illustrates the complexity and range of transitions that a child might encounter on a daily basis as they move between different situations or environments. The model also highlights the value of listening to different people’s perspectives in order to support the child as they encounter such transitions. For example:

• A child operates in a number of microsystems such as home, neighbourhood and nursery, in which they have different roles and relationships. Children can develop shared understandings about new microsystems, in dialogue with others who listen and respond.
• Parts of a child’s microsystems interact within the wider mesosystem. Parents or carers and nursery workers sharing information by talking or passing on written documentation is an example of such interaction. Such sharing of information and dialogue can help children to experience a smooth transition as they move between microsystems.
• The exosystem consists of environments in which the child has no direct involvement but which might influence their experiences. A change in a parent’s working hours, for example, might require a child to move into different childcare settings. Listening to children and their carers can highlight the impact of such changes.
• The macrosystem refers to the wider cultural values, laws and customs that filter through the other layers to impact on the child. Children who move between different countries, for example refugee children, may experience such significant cultural shifts and transitions.