The mesosystem inBronfenbrenner’s bioecological modelrepresents the connections between different microsystems in an individual’s life. It encompasses the interactions and influences between various immediate environments, such as home, school, peer groups, and neighborhood.
For instance, a child’s home life may influence their school performance, or their behavior with peers might impact family dynamics.
By examining these interactions, we gain insight into the complex web of relationships that contribute to human development.
Understanding the mesosystem is crucial for recognizing how different aspects of an individual’s life interact and collectively impact their growth and well-being across various contexts.
Examples of the Mesosystem
The mesosystem in Bronfenbrenner’s ecological systems theory focuses on the interconnections between different microsystems in a child’s life. Here are some examples:
Family and School Interactions
The relationship between a child’s family and their school is a prime example of the mesosystem.
Specific examples:
Family and Peer Group Connections
The mesosystem also encompasses the interplay between a child’s family and their peer group.
Other Mesosystem Examples
Beyond family, school, and peers, the mesosystem can also include:
It’s important to note that the mesosystem isn’t just limited to these examples. Any two microsystems in a child’s life can interact to form a mesosystem, and these interconnections highlight how experiences in one area can influence a child’s development in others.
While Bronfenbrenner’s work established the importance of the mesosystem, the rapid evolution of technology, particularly the rise of the digital world, means we should re-examine the mesosystem.
Recent research acknowledges that technology has blurred the lines between traditional microsystems, leading to new interactions and influences that Bronfenbrenner’s original framework couldn’t have anticipated.
Despite this, many researchers continue to apply outdated versions of Bronfenbrenner’s theory, which neglects the important concept of proximal processes and fails to account for the influence of technology.
This misapplication hinders a nuanced understanding of how modern mesosystems function and underscores the need for an updated theoretical framework.
Neo-Ecological Theory: A Modern Approach
Navarro & Tudge (2022)propose the neo-ecological theory, adapting Bronfenbrenner’s model to the digital age.
This introduces the concept ofvirtual microsystems(e.g., social media, online gaming communities, virtual learning environments) and recognizes that proximal processes now occur within these virtual spaces.
These virtual microsystems mean that there are more opportunities for mesosystem interactions, e.g.,
Key insights:
This modern approach is crucial for a comprehensive understanding of child development in the 21st century.
Impact of COVID-19
The COVID-19 pandemic has underscored the critical role of mesosystem connections in youth development.
O’Regan et al. (2023)highlight how the crisis disrupted traditional microsystem interactions, revealing:
The authors argue for strengthening mesosystemic connections post-pandemic, emphasizing:
This research suggests that enhancing mesosystem connections can serve as a protective factor, particularly for disadvantaged youth, and play a crucial role in post-pandemic recovery and resilience-building efforts.
Practical applications
The mesosystem, highlighting the interconnected nature of a child’s various environments, offers valuable insights for parents and educators seeking to support healthy child development.
By understanding the dynamics of the mesosystem, they can leverage these connections to create a more supportive and enriching experience for children.
For parents are caregivers:
For educators:
What are some strategies for improving mesosystem interactions?
References
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualised: A bio-ecological model.Psychological Review, 10(4), 568–586.
Navarro, J. L., & Tudge, J. R. (2022). Technologizing Bronfenbrenner: neo-ecological theory.Current Psychology, 1-17.https://doi.org/10.1007/s12144-022-02738-3
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
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
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.
