Table Of ContentI love this book and wish I’d written it! The authors describe Bronfenbren-
ner’s theory in its most up-to-date version, and do so in very accessible lan-
guage. They clearly explain the theory’s relevance for early childhood scholars
and educators, and do so using a wealth of examples drawn from their own
observations in classrooms and from research. Children’s typically occurring
activities and interactions with peers and teachers feature throughout, and
the authors show how the children’s own characteristics and the environ-
ment (including the classroom setup, the children’s home background, and
the broader sociocultural context) influence those activities and interactions.
The authors also invite their readers to reflect on their own experiences in
light of the relevant theoretical concepts, and at the end of all but the first and
last chapters appear carefully considered “implications” and “key concepts”
for practice.
Jonathan Tudge, Department of Human Development and
Family Studies, University of North Carolina–Greensboro, USA
Although Bronfenbrenner was one of our great public intellectuals, his legacy
has been understood in terms of a static systems model which explains, rather
than challenges, inequality and disadvantage. In this new book, this legacy is
revealed instead as a complex and dynamic account of relationships and inter-
actions. The authors explore how Bronfenbrenner developed his description
of the network of influences which shape children’s lives, emphasising the
processes, rather than the contexts, within which development takes place.
In unravelling this interplay between people and places they show how trans-
formative processes can be set in motion by early childhood practitioners in
their daily work with young children and their families.
Liz Brooker, Emeritus Reader, University College
London Institute of Education, UK
In a necessarily short endorsement it is hard to capture the wealth of thinking
in this highly readable book. Far from static, Bronfenbrenner’s work is pre-
sented as dynamic, evolving and rich. Powerful concepts which the authors
present accessibly but accompanied by provocative and reflective questions
for early years practitioners will be a call to make linkages to practice. In pro-
moting the applications of a bioecological approach to early years, the authors
are encouraging a form of practitioner-activism, which sees small children as
active in their own learning and development in collaboration with others
around them and together in the environments in which they spend their
lives. A great contribution to the early years field.
Professor Aline-Wendy Dunlop, University of Strathclyde, UK
INTRODUCING BRONFENBRENNER
The influence of Urie Bronfenbrenner’s model of development has been extensive
in different areas of developmental science and education, and it continues to inform
contemporary research and practice in many fields, including early childhood edu-
cation. This book presents a comprehensive introduction to Bronfenbrenner’s
model of development in reference to early childhood education. It draws on prac-
tice-based research to identify and animate key elements of the model impacting
early educational pedagogy and practice.
This new and revised second edition identifies and explores the key elements of
Bronfenbrenner’s model by referring to contemporary understandings of how chil-
dren learn. It also includes a new chapter which considers repositioning early child-
hood education settings as interactive, relational spaces and provides a broader focus
on the concept of transitional experiences in children’s daily lives. Along with new
content on leadership and associated roles and practices in early childhood educa-
tion, this book illustrates how Bronfenbrenner’s model can help bring quality to
early learning environments and show how it can be incorporated into daily work
with young children through vignettes, case studies and examples of good practice.
Introducing Bronfenbrenner serves as an ideal read for professionals around the
world working with children in early childhood settings, and students training to
become early childhood professionals at degree level on undergraduate programmes,
as part of vocational training or as part of continuous professional development.
Nóirín Hayes is Visiting Academic at the School of Education, Trinity College
Dublin and Professor Emerita, Technological University Dublin, Ireland.
Leah O’Toole is Lecturer/Assistant Professor in Early Childhood Education in the
Froebel Department of Primary and Early Childhood Education, Maynooth
University, Ireland.
Ann Marie Halpenny is Lecturer in Psychology and Child Development in the
School of Languages, Law and Social Sciences at the Technological University
Dublin, Ireland.
Introducing Early Years Thinkers
Series editor: Sandra Smidt, writer and consultant in early years education.
Sandra Smidt’s insightful series focuses on the seminal work of early childhood
writers who have heavily influenced thinking and practice in this field. The titles
are guides for both practitioners and students in early years education and care and
are written in everyday language to make complex ideas accessible. The authors
helpfully draw on a range of illustrative and relevant case studies and maintain a
global rather than a local or national perspective, with examples of thinking and
practice from around the world.
Introducing Piaget
A Guide for Practitioners and Students in Early Years Education
Ann Marie Halpenny and Jan Pettersen
Introducing Freire
A Guide for Practitioners and Students in Early Years Education
Sandra Smith
Introducing Bronfenbrenner
A Guide for Practitioners and Students in Early Years Education
Nóirín Hayes, Leah O’Toole and Ann Marie Halpenny
Introducing Trevarthen
A Guide for Practitioners and Students in Early Years Education
Sandra Smidt
Introducing Bronfenbrenner, Second Edition
A Guide for Practitioners and Students in Early Years Education
Nóirín Hayes, Leah O’Toole and Ann Marie Halpenny
For more information about this series please visit: https://www.routledge.com/
Introducing-Early-Years-Thinkers/book-series/IEYT
INTRODUCING
BRONFENBRENNER
A Guide for Practitioners and
Students in Early Years Education
Second Edition
Nóirín Hayes, Leah O’Toole and
Ann Marie Halpenny
Cover image: Saidbhín Lou O’Toole
Second edition published 2023
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 Nóirín Hayes, Leah O’Toole and Ann Marie Halpenny
The right of Nóirín Hayes, Leah O’Toole and Ann Marie Halpenny to be
identified as authors of this work has been asserted in accordance with sections
77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent
to infringe.
First edition published by Routledge 2017
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-032-16260-7 (hbk)
ISBN: 978-1-032-16259-1 (pbk)
ISBN: 978-1-003-24776-0 (ebk)
DOI: 10.4324/9781003247760
Typeset in Bembo
by SPi Technologies India Pvt Ltd (Straive)
CONTENTS
Preface ix
1 Introducing Bronfenbrenner 1
2 The bioecological model of human development 12
3 Proximal processes and relationships 28
4 Understanding development in context 46
5 A bioecological perspective on transitions 59
6 Locating the child at the centre of practice 77
7 Creating rich learning environments 91
8 Early education as a dynamic process 111
9 Nurturing children’s learning and development 127
10 Relational spaces linking people, places and resources:
Positioning early childhood settings 144
11 Reflecting the bioecological in early years practice 159
viii Contents
Glossary 171
Abbreviations 174
References 175
Index 193
PREFACE
Since the publication of the first edition of Introducing Bronfenbrenner in 2017 a great
deal has changed in the world and in early childhood education. In particular, the
impact of the COVID-19 pandemic has had a profound effect on early childhood
services, highlighting the central role of early childhood education and care in the
lives of young children and their families. The experience has also made visible the
crucial role of early childhood professionals and their flexibility and adaptability to
changing contexts. With these changes have come new challenges and new oppor-
tunities presenting us with an opportunity to revisit and review our book, update
references, make changes to some chapters and add one full new chapter. This
edition provides those working in early childhood with a comprehensive intro-
duction to the work of Bronfenbrenner and its relevance to contemporary early
educational practice. It illustrates how the model acts as a responsive framework
within which the quality of early educational pedagogy can be understood and
enhanced. The chapters are presented in two sections. The first section, Chapters
1 through 5, introduces the bioecological model and discusses different theoretical
aspects of the model. The second section, Chapters 6 through 11, focuses more on
the practical application of the model in early years settings. The reader should note
that male and female pronouns are used in alternate chapters in order to facilitate a
gender-balanced approach.
Chapter 1 remains largely unchanged and provides an overview of
Bronfenbrenner’s life, highlighting key biographical details of relevance to his work
and drawing attention to his many achievements within the field of developmental
psychology, early education and in the wider social context.
In exploring the development of the bioecological model Chapter 2 discusses
Bronfenbrenner’s well-known concepts of microsystem, mesosystem, exosystem,
macrosystem and chronosystem, as well as elaborating on the more up-to-date ver-
sion of the model which emphasises the interaction of ‘process’, ‘person’, ‘context’
