The chronosystem, inBronfenbrenner’s bioecological systems theory, refers to the element of time and its influence on a person’s development.

This encompasses both the individual’s personal timeline, experiencing events at specific ages and stages, and the broader socio-historical context, where cultural shifts and historical events shape the environment.

A diagram of concentric circles, each of which is a different layer to bronfenbrenner’s ecological systems theory. The chronosystem, which is the outer layer is highlighted in purple while the rest of the image is in greyscale.

Levels of the chronosystem

Bronfenbrenner, in his later work, expanded the chronosystem into three distinct levels: micro-time, meso-time, and macro-time:

By integrating the chronosystem into his bioecological model, Bronfenbrenner highlighted that understanding human development requires considering not just what happens but also when it happens in the individual’s life and against the backdrop of a changing world.

Examples of the chronosystem

Technological Advancements

Historical Events

Societal Changes

Life Transitions

Strengths of the chronosystem concept

Below are some strengths of the chronosystem concept:

Limitations of the chronosystem concept

Below are some limitations of the chronosystem concept:

Practical Applications of Bronfenbrenner’s Chronosystem

Below are some ways in which Bronfenbrenner’s chronosystem concept can be applied to support child development:

Understanding the Impact of Timing on Interventions

The chronosystem’s emphasis on the importance of timing has significant implications for interventions aimed at promoting development.

Designing Age-Appropriate Policies and Programmes

The chronosystem underscores the need to consider the age and developmental stage when designing policies and programs.

Supporting Individuals Through Life Transitions

Recognizing that life transitions, both normative and non-normative, can significantly impact development is crucial for providing adequate support.

Promoting Intergenerational Understanding

By acknowledging the influence of historical time on development, the chronosystem encourages intergenerational understanding and empathy.

Conclusion

The chronosystem, while a complex concept, provides a valuable framework for understanding how time influences development.

By considering the practical implications of the chronosystem, we can design interventions, policies, and programs that are more responsive to the needs of individuals at different life stages and against the backdrop of a changing world.

References

Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualised: A bio-ecological model.Psychological Review, 10(4), 568–586.

Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.),Examining lives in context: Perspectives on the ecology of human development(pp. 619–647). American Psychological Association.https://doi.org/10.1037/10176-018

Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and operational models. In S. L. Friedman & T. D. Wachs (Eds.),Measuring environment across the life span: Emergingmethodsand concepts(pp.3-28). American Psychological Association.https://doi.org/10.1037/10317-001

Guy-Evans, O. (2024, January 17).Bronfenbrenner’s Ecological Systems Theory. Simply Psychology.https://www.simplypsychology.org/bronfenbrenner.html

McLeod, S. (2024, January 24).Vygotsky’s Theory Of Cognitive Development. Simply Psychology.https://www.simplypsychology.org/vygotsky.html

Navarro, J. L., & Tudge, J. R. (2023). Technologizing Bronfenbrenner: neo-ecological theory.Current Psychology,42(22), 19338-19354.https://doi.org/10.1007/s12144-022-02738-3

O’Regan, C., Brady, B., & Connolly, C. (2023). Building back better – using an ecological lens to argue for strengthening mesosystemic connections for young people in a post-pandemic world.Child Care in Practice, 29(4), 358–370.https://doi.org/10.1080/13575279.2022.2084364

Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s theory of human development: Its evolution from ecology to bioecology.Journal of family theory & review,5(4), 243-258.https://doi.org/10.1111/jftr.12022

Vélez-Agosto, N. M., Soto-Crespo, J. G., Vizcarrondo-Oppenheimer, M., Vega-Molina, S., & García Coll, C. (2017). Bronfenbrenner’s bioecological theory revision: Moving culture from the macro into the micro.Perspectives on psychological science,12(5), 900-910.https://doi.org/10.1177/1745691617704397

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Saul McLeod, PhD

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Olivia Guy-Evans, MSc

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.