Making Human Beings Human: Bioecological Perspectives on Human Development. The SAGE Program on Applied Developmental Science.

By U. Bronfenbrenner. 2004

2,862 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3a00ef3a7c3bfe7dbe63e69d14b6d824261d4ea3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. R. Lerner
2. J. Lerner
3. Ming-Te Wang
4. N. Holt
5. A. Masten
6. E. Phelps
7. Steinunn Gestsdottir
8. W. Overton

Citations in the corpus

• Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review (2015, background): “2010; Richard, Schneider, and Mallet 2012), Bronfenbrenner’s (2005) bio-ecosystemic theory of human development provides a broad framework through which bullying is understood to be influenced by the interaction between the individual and the microsystems he/she inhabits (e.g. peer group, school, ho”
• An Analysis of Bronfenbrenner’s Bio-Ecological Perspective for Early Childhood Educators: Implications for Working with Families Experiencing Stress (2006, background): “One mother noted ‘‘we keep our daily hugs going and we keep our concern for each other going all the time! (2) Assist families in becoming more empowered in their exosystem relations (Bronfenbrenner, 2005).”
• Exemplifying the Integrations of the Relational Developmental System (2008, background): “As Bronfenbrenner (2005) eloquently puts it, it is these relations that make human beings human.”
• "Black Elephant in the Room": Black Students Contextualizing Campus Racial Climate Within US Racial Climate (2018, background): “Contexts are embedded within structures (e.g., historical, political, economic, cultural, and institutional environments), and these structures contribute to the shaping of individuals’ learning and identity (Bronfenbrenner, 1979, 2005).”
• Positive Youth Development, Participation in Community Youth Development Programs, and Community Contributions of Fifth-Grade Adolescents (2005, background): “…/ February 2005 tive developmental regulation, one may hypothesize that there will be an alignment between the assets of an individual and the assets that exist in the ecology of human development (Bronfenbrenner, 2001, 2005) and that, as a result, positive human development will be promoted.”
• Riding the Wave of an Expert: A Successful Talent Development Environment in Kayaking (2011, methodology): “The two working models (presented in Henriksen et al., 2010a) were derived heuristically based on a theoretical framework of ecological psychology (Bronfenbrenner, 2005), systems theory (Bateson, 1973; Patton & McMahon, 2006) and cultural and cross-cultural psychology (Berry & Triandis, 2004;…”
• Types and Timing of Child Maltreatment and Early School Success: A Population-Based Investigation (2011, background): “This framework integrates aspects of developmental science to understand the relations of multiple risk factors, event-specific characteristics (such as timing and type), as well as the critical nature of early proximal relationships on child development (Bronfenbrenner, 2005).”
• TYPES OF SOCIAL SUPPORT PROVIDED BY PARENTS, TEACHERS, AND CLASSMATES DURING ADOLESCENCE (2012, background): “The results of our study show that the relationship of adolescents to their environment is complex and this confirms the need to analyze social support from the perspective of different sources and contexts, as suggested by systemic and ecological models (Bronfenbrenner, 2005; Levitt, 2005).”
• Motivation, Work Satisfaction, and Teacher Change Among Early Childhood Teachers (2010, background): “Bronfenbrenner's (2004 ) bioecological theory of human development, for example, provides a framework for examining how knowledge, activities, and communities emerge together as part of the process of workplace learning.”
• The Relationship Between Social Support, Loneliness, and Subjective Well-Being in a Spanish Sample from a Multidimensional Perspective (2013, background): “The different levels of analysis are also taken into account in ecological models (Bronfenbrenner 2005; Franco and Levitt 1998), which emphasize the importance of developing social relationships through key microsystems such as the family, friends and the community.”
• The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8 (2013, unknown): “Although most home interventions do not include a school-based event prior to the summer, it is critical to strengthen the home-school connection (Bronfenbrenner, 2005).”
• Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males (2013, background): “Bronfenbrenner’s ecological model of human development (Bronfenbrenner, 1979, 2005) suggests that those relationships that exist in a young person’s microsystem are the driving force for development.”
• Contextos ecológicos: promotores de resiliência, fatores de risco e de proteção (2008, background): “Por último, o macrossistema é composto pelo padrão global de ideologias, crenças, valores, religiões, formas de governo, culturas e subculturas, situações e acontecimentos históricos presentes no cotidiano das pessoas e que influenciam seu desenvolvimento (Bronfenbrenner, 1996, 2004).”
• Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. (2018, unknown): “Based on three theoretical frameworks, BEST in CLASS integrates behavioral (Skinner, 1953), transactional (Sameroff, 1983, 1995), and ecological (Bronfenbrenner, 1979, 2005) theories.”
• Using Our Understanding of Families to Strengthen Family Involvement (2008, background): “Some of these changes include: families are more diverse in structure and style, spend less time together, are poorer, need more schooling than ever in history, are more likely to be single, and have shifted their value base to be more protective of their children ( Bronfenbrenner 2005 ).”
• Exploring the foundations and functions of adolescent thriving within the 4-H Study of Positive Youth Development: A view of the issues☆ (2009, background): “Moreover, research in life-span developmental psychology (Baltes, Lindenberger, & Staudinger, 1998), bioecological developmental psychology (Bronfenbrenner, 2005), and lifecourse sociology (Elder, 1998) has demonstrated the possibility of optimizing individual and group change by altering…”