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Urie Bronfenbrenner's Theory of Human Development: Its Evolution From Ecology to Bioecology
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We describe the evolution, over three phases, of Bronfenbrenner's theory from an ecological to a bioecological theory. Phase 1 (1973–1979) culminated in the publication of The Ecology of Human Development (1979). Phase 2 (1980–1993) saw almost immediate modifications to the theory, with more attention paid to the role of the individual and greater concern with developmental processes. In Phase 3 (1993–2006), proximal processes were defined and placed at the heart of bioecological theory, and from 1998, the Process‐Person‐Context‐Time ( PPCT ) model was described as the theory's appropriate research design. Given the extent of these changes, and to avoid theoretical incoherence, scholars should be cautious about stating that their research is based on Bronfenbrenner's theory without specifying which version they are using .
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“These iterations were developed across three distinct phases: (a) 1973-1979, (b) 1983-1993, and (c) 1993-2006 (Rosa & Tudge, 2013).”
From Technologizing Bronfenbrenner: Neo-ecological Theory. (2023) · cites this paper as Rosa & Tudge, 2013
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“Bronfenbrenner’s theory, being fully developed by the turn of the century (Rosa & Tudge, 2013), did not consider the impact of developing in the digital age.”
From Technologizing Bronfenbrenner: Neo-ecological Theory. (2023) · cites this paper as Rosa & Tudge, 2013
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Cites
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“…process indicated that he considered them as almost always acting in a positive way on developmental outcomes, whether by promoting outcomes of competence or by diminishing the possibility of dysfunctional outcomes (1994; Bronfenbrenner & Ceci, 1993, 1994; Bronfenbrenner & Morris, 1998, 2006).”
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Peng, T.-T. (2023) · International journal of social sciences and humanities · doi:10.18178/ijssh.2023.v13.1139
“The theory of Bioecology (Bronfenbrenner, 2005; Bronfenbrenner & Morris, 1998) [2] suggests that the effects of human psychology and behavior are influenced by macroscopic, outer, intermediate, and microsystems (Rosa & Tudge, 2013) [3].”
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Asyhar, A. N., & Hastuti, D. (2023) · Journal of Child Family and Consumer Studies · doi:10.29244/jcfcs.2.3.179-189
“Bronfenbrenner's Ecological Theory states that family and school are part of the microsystem, which is the layer of the environment closest to the child (Rosa & Tudge, 2013), so both play a big role in individual development, one of which is instilling disciplinary character.”
BackgroundSalva, R. S. (2023) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1537-46612023009
Moza, B., & Yudiarso, A. (2023) · Jurnal Psikologi Udayana · doi:10.24843//jpu.2023.v10.i02.p03
“…dalam lingkungan eksternal terdekatnya; proses proksimal mempengaruhi lingkungan dan orang yang berkembang; konteks melibatkan empat sistem yang berhubungan; dan waktu merupakan hal penting karena model PPCT dapat dilihat dari istilah yang relatif konstan maupun berubah (Rosa & Tudge, 2013).”
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“This theory was chosen because of the role that social surroundings have on the developing child (Rosa and Tudge, 2013) and the role that social engagement plays in one’s development and interaction.”
Backgroundالغامدي, س. ب. ع., الرحمن, ا. ب. ع. ا. ع., فلمبان, ه. ب. ص., النمري, ف. ب. م., مــراد, ع. ب. أ., & الـودعـانـي, ه. ب. ن. (2024) · مجلة التربية الخاصة والتأهيل · doi:10.21608/sero.2024.340718
Dempsey, N. M., Wood, S., Chapman, R., Roberts, S. J., & Cronin, C. (2024) · Sports Coaching Review · doi:10.1080/21640629.2024.2343575
“Bronfenbrenner’s later work elaborated on how the individual interacts within and between these systems including the Person-Process-Context-Time (PPCT) model (Bronfenbrenner & Morris, 2006; Rosa & Tudge, 2013).”
BackgroundPhysical well-being of four-year-old learners and their readiness for Grade R.
Pewa, N. P. I. (2022) · ResearchSpace (University of KwaZulu-Natal) · doi:10.29086/10413/22899
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“Bronfrenbrenner’s (Bronfenbrenner & Ceci, 1994) bio-ecological framework proposes that individuals such as youth workers reside within layers of environments, including the microsystem, mesosystem, exosystem, macro-system, and chronosystem (Forrester, 2021b; Rosa & Tudge, 2013).”
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“…which envelops all of the other contexts and represents the greater cultural and ideological characteristics that a ff ect the contexts it subsumes (Rosa & Tudge, 2013) – includes sociocultural di ff erences between urban and rural locations, but these di ff erences are not directly captured within…”
Martino, S. D., & Scarpa, M. P. (2024) · Cambridge University Press eBooks · doi:10.1017/9781009308953.009
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“Bronfenbrenner ’ s bioecological theory was utilised as the empirical studies ’ theoretical framework (Koller et al., 2019; Rosa & Tudge, 2013).”
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Harwood, D., Barratt, J., Donison, L., & Frizelle, C. (2025) · Journal of Outdoor and Environmental Education · doi:10.1007/s42322-024-00182-4 · Cited by 1
“Bronfenbrenner viewed the exosystem as all other formal and informal structures that indirectly influence the microsystems, for example, policy decisions about ECEC or playgrounds (Rosa & Tudge, 2013).”
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Liu, X. (2024) · SWS International Scientific Conference on Social Sciences · doi:10.35603/sws.iscss.2024/vs08/65
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“…the personal characteristics of the individual (and those with whom he/she typically interacts), both developments over time and the historical context in which these individuals live, and the individual’s proximal processes’ all influence one’s growth and development (Rosa & Tudge, 2013, p. 244).”
Crofford, E., Oosthuysen, C., & Fouché, A. (2025) · European Journal of Social Work · doi:10.1080/13691457.2025.2482119
“As in numerous social work studies (Boonzaaier et al., 2021; Rosa & Tudge, 2013), this study applied the socio-ecological model (SEM) (McLeroy et al., 1988) as its theoretical framework.”
Daño, M. J. A., Butalid, A. B., & Padillo, G. G. (2025) · International Journal of Economics Business and Management Research · doi:10.51505/ijebmr.2025.9303
“A child's growth is influenced by a variety of environmental influences, as explained by Bronfenbrenner's Ecological Systems Theory (2000) as cited by Rosa and Tudge (2013).”
Gal, A. (2025) · Journal of Outdoor and Environmental Education · doi:10.1007/s42322-024-00179-z
“The decision to concentrate on the ecological systems theory stems from the understanding that this theory gave attention and concern to the processes of individual development while examining the role of the individual in these processes (Rosa & Tudge, 2013 ).”
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“This theoretical gap makes the application of Bronfenbrenner ’ s framework to the specific intricacies of trust formation challenging (Rosa & Tudge, 2013).”
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Wisize, C. (2025) · Journal of Humanities and Education Development · doi:10.22161/jhed.7.4.9
“In this theory, Bronfenbrenner presents an environment as an arrangement of connected structures with those closer to the developing individual being enclosed within those further afield (Rosa & Tudge, 2013).”
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“…environments: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem (Bronfenbrenner, 1974 , 1975, 2005, Bronfenbrenner, 1977 , 1979a , b , 1986, 1990 , 1993, 1994 , 2001 ; Bronfenbrenner and Morris, 1998 ; Eriks-son et al., 2018 ; Rosa & Tudge, 2013; Vélez-Agosto et al., 2017).”
Peng, Y., & Ishak, Z. (2025) · Adversity and Resilience Science · doi:10.1007/s42844-025-00182-3
“Ecological systems theory complements this perspective by emphasizing the interplay of environmental systems, such as peer relationships, in shaping individual development (Bronfenbrenner, 1979; Rosa & Tudge, 2013).”
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“…the macrosystem consists of the major settings of daily life (e.g., one’s workplace, community, or school) and considers how these settings influence the values held by the individual and the ways they interact with the society in which they reside (Bronfenbrenner, 1979, 1994; Rosa & Tudge, 2013).”
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“Drawing on the works of Rosa and Tudge (2013) and Navarro et al (2022), in this article, we draw on the bioecological model of human development as an overarching perspective rather than as an operational model guiding data analysis.”
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“…phases: the initial ecological approach to human development (Phase 1: 1973–1979), an expanded focus on individual characteristics and developmental processes (Phase 2: 1980–1993), and the final introduction of the Process-Person-Context-Time (PPCT) model (Phase 3: 1993–2006) (Rosa & Tudge, 2013).”
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“14 Building on this theory, Navarro and Tudge (2022) introduced the concept of virtual microsystems - digital environments such as the health smart home sensors that co-exist with physical settings and are embedded within the micro-system layer (e.g., the persons home).”
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“…interactions within everyday activity set-tings—whose effects are shaped by adolescents’ individual characteristics (Person) and the contextual conditions of those settings (Context) and accumulate through repeated engagement over time (Time) (Bronfenbrenner & Morris, 2007; Rosa & Tudge, 2013 ).”
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“To that end, ecological systems theories propose that well-being emerges from the interaction between individual characteristics and contextual factors (Rosa & Tudge, 2013).”
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“According to the bioecologi-cal principle of person‒context interaction (Rosa & Tudge, 2013), robust personal resources can mitigate constraints at higher systemic levels.”
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Metadata
- Authors
- Rosa, E. M., & Tudge, J.
- Affiliations
- University of North Carolina at Greensboro (US)
- ORCID
- Tudge, Jonathan
- Venue
- Journal of Family Theory & Review
- Publisher
- Wiley
- Published
- 2013-12
- Volume
- 5
- Issue
- 4
- Pages
- 243-258
- ISSN
- 1756-2570 (ISSN-L)
- 1756-2589
- OpenAlex
- W1675192189
- Semantic Scholar
- 5ad78d042a25ab1c40f7ad12f034e7f019951c62
- Cited by
- 775
- References
- 42
- Citations by year
- 2026: 127 · 2025: 99 · 2024: 82 · 2023: 65 · 2022: 76 · 2021: 86 · 2020: 67 · 2019: 48 · 2018: 39 · 2017: 28 · 2016: 24 · 2015: 23 · 2014: 10 · 2013: 1
- FWCI
- 39.97
- Type
- journal article
- Language
- en
- Open access
- green
- libres.uncg.edu
- Locations
- Journal of Family Theory & Review (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Funders
- Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
- Universidade Federal do Rio Grande do Sul
- University of North Carolina at Greensboro
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- Bronfenbrenner, bioecological model, ecological systems theory, human development theory, proximal processes, Process-Person-Context-Time model, developmental processes
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