Question
How can we define behaviour based on ecological theory?
Answer
“The evidence is unequivocal – children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties” (Bulotsky-Shearer, Dominguez & Bell, 2012, p. 421).
The ecological theory, particularly as it relates to behaviour, emphasizes the complex interplay between individuals and their environments. According to this theory, behaviour is not solely a product of individual traits but is significantly influenced by various environmental systems that interact with each other. These systems range from immediate settings like family and school (microsystems) to broader societal influences (macrosystems) (Garbacz et al., 2017; Kontos et al., 2002).
In the context of children who have difficulty regulating emotions, paying attention, initiating peer interactions, and sustaining engagement in learning tasks, the ecological theory suggests that these behaviours are shaped by multiple layers of environmental influences. For instance, the quality of teacher-child relationships and classroom organisation can significantly impact a child’s behavioural engagement in school (Cadima et al., 2015). Similarly, teacher support and peer relationships are crucial proximal factors that influence student engagement and behaviour (Quin, Heerde and Toumbourou, 2018; Kilday and Ryan, 2024).
Furthermore, ecological systems theory posits that a child’s development and behaviour are the result of interactions across various systems over time. This includes the influence of family management practices, peer affiliations, and community contexts, which all contribute to a child’s ability to engage and succeed in school (Quin, Heerde and Toumbourou, 2018; Garbacz et al., 2017). The theory also highlights the importance of consistent standards across different contexts, such as home and school, to promote prosocial behaviour and emotional regulation (Guerra, Boxer and Kim, 2005).
In summary, behaviour, as defined by ecological theory, is a dynamic outcome of interactions between a child and their multiple environmental contexts. These interactions can either pose risks or provide support, influencing a child’s ability to regulate emotions, pay attention, and engage in learning tasks effectively.
References
Cadima, J., Doumen, S., Verschueren, K., & Buyse, E., 2015. Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate. Early Childhood Research Quarterly, 32, pp. 1-12. https://doi.org/10.1016/J.ECRESQ.2015.01.008
Quin, D., Heerde, J., & Toumbourou, J., 2018. Teacher support within an ecological model of adolescent development: Predictors of school engagement.. Journal of school psychology, 69, pp. 1-15. https://doi.org/10.1016/j.jsp.2018.04.003
Garbacz, S., Herman, K., Thompson, A., & Reinke, W., 2017. Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes.. Journal of school psychology, 62, pp. 1-10. https://doi.org/10.1016/j.jsp.2017.04.002
Guerra, N., Boxer, P., & Kim, T., 2005. A Cognitive-Ecological Approach to Serving Students with Emotional and Behavioural Disorders: Application to Aggressive Behaviour. Behavioural Disorders, 30, pp. 277 – 288. https://doi.org/10.1177/019874290503000303
Kilday, J., & Ryan, A., 2024. The intermediary role of peer relationships between teachers and students’ classroom engagement. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2024.101649
Kontos, S., Burchinal, M., Howes, C., Wisseh, S., & Galinsky, E., 2002. An Eco-Behavioural Approach to Examining the Contextual Effects of Early Childhood Classrooms.. Early Childhood Research Quarterly, 17, pp. 239-258. https://doi.org/10.1016/S0885-2006(02)00147-3
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.Bulotsky-Shearer, Dominguez & Bell (2012). ‘Preschool Classroom Behavioural Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences.’ Journal of Educational Psychology 104(2) p. 421.
