What would Bronfenbrenner think about the approach to 'School Readiness' in Early Years Education?

Urie Bronfenbrenner, known for his Ecological Systems Theory, would likely have a critical and nuanced perspective on the school readiness agenda in early years education. His theory emphasises the complex interactions between a child and their environment, which suggests he would view school readiness as more than just academic preparation. Here’s how he might critique or support aspects of the school readiness agenda as my interpretation of researching his theory:

Readiness is a Multi-System Process

Bronfenbrenner’s theory highlights the microsystem, mesosystem, exosystem, and macrosystem, which influence child development. From this perspective:

• Microsystem - Direct influences like family, teachers, and peers. He would likely emphasise the role of family and early educators in shaping a child's readiness. Rather than expecting children to "fit" into school, he would argue for strong support systems that adapt to each child’s individual needs.

  
  

• Mesosystem - Connections between environments, e.g., home and school relationships. He would likely have advocated for collaborative partnerships between parents and educators, ensuring that readiness is not seen as the child’s sole responsibility but as a shared effort.

  
  

• Exosystem - Indirect influences like parental work policies, access to quality early education. He might critique how socioeconomic disparities impact access to quality early education, making some children "less ready" due to external systemic inequalities rather than their own abilities.

  
  

• Macrosystem - Wider cultural and policy influences. If school readiness is narrowly focused on academic skills (like early literacy and numeracy), he would argue that this reflects cultural and policy biases that may overlook play-based, holistic learning approaches.

A Holistic View of Readiness

Rather than focusing solely on cognitive skills, Bronfenbrenner may have stressed that social, emotional, and physical development are equally important for school success. He would likely support play pedagogy, relationships, and social interaction as key indicators of readiness.

Bronfenbrenner may have challenged the idea of a universal "readiness checklist." Given his belief in individual development shaped by context, he would have likely argued that:

• Readiness should be flexible and responsive to each child’s background.

• Rigid academic expectations might lead to pressure on young children, teachers, and families.

• Policy should focus more on creating environments that support children's natural development, rather than expecting children to meet predefined standards.

The Role of Policy in School Readiness

He would have likely pushed for policies that:

• Provide equitable access to quality early years education.

• Recognise the role of families and communities in preparing children for school.

• Move away from narrow academic measures towards well-being and developmentally appropriate learning.

Child in the Now Model taken from Love and Nurture Rating Scale Bradbury and Grimmer 2024

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It was Bronfenbrenner’s Ecological Systems Theory which was the driving force behind our thinking and we believe it aligns well with the Child in the NOW model by myself and Tamsin Grimmer (2024). Let’s break it down using his five environmental systems and apply them to this framework.

Microsystem - Immediate Relationships & Interactions

The microsystem consists of direct influences on the child, such as family, educators, and peers. In the "Child in the NOW" model, this relates to Relationships and Love & Nurture. The model emphasises secure, respectful, and reciprocal relationships, which align with Bronfenbrenner’s belief that children’s development depends on their direct interactions with caregivers and teachers. Emotional support, love, and secure attachment, as highlighted in "Love & Nurture," are critical for children to feel safe and thrive which is a key idea in Bronfenbrenner’s theory.

2. Mesosystem - Connections Between Microsystems

The mesosystem refers to the interaction between key microsystems, like the home-school connection or relationships between parents and teachers. In this model, "Early Years Practices" reflect the mesosystem because it stresses a holistic and interconnected approach. The model highlights play pedagogy learning and culturally sensitive pedagogy, which mirrors Bronfenbrenner’s emphasis on the importance of consistent, supportive environments across different contexts.

3. Exosystem - Indirect Influences

The exosystem includes external factors that affect children indirectly, such as parental work schedules, policies, or community services. The model touches on this within "Early Years Practices" by emphasising respecting diversity, inclusion, and equity. Policies and societal attitudes toward early years education influence how educators observe, assess, and support children which is a key aspect of this framework. Bronfenbrenner's theory supports the idea that external environments (like government policies or parental working conditions) shape children's daily experiences.

4. Macrosystem - Cultural & Societal Influences

The macrosystem includes overarching cultural values, beliefs, and norms that shape early years education. The "Learning Outcomes" section relates to the macrosystem because it discusses identity, confidence, and communication skills which are all shaped by the broader culture’s expectations for children’s learning. The model promotes a child centred approach rather than rigid academic approach, which aligns with Bronfenbrenner’s belief that children should develop in culturally relevant, meaningful ways.

5. Chronosystem - Time & Developmental Changes

The chronosystem refers to how time-related factors (such as life transitions, societal changes, or policy shifts) affect development. The "Child in the NOW" model implicitly acknowledges the chronosystem by focusing on what children need in the present moment rather than just preparing them for the future. I believe that Bronfenbrenner would appreciate this focus on children’s current wellbeing, as his theory stresses that development is dynamic and influenced by life changes over time.

Bronfenbrenner’s perspective would likely challenge the school readiness agenda if it is too rigid, academically driven, or inequitable. Instead, as suggested that he would promote an ecosystem approach, ensuring that children, families, educators, and policymakers work together to create supportive, responsive environments that nurture all aspects of early development.

This Child in the Now model strongly aligns with Bronfenbrenner’s ecological approach by recognising that a child’s development is shaped by interconnected systems. Instead of a narrow focus on academic readiness, it highlights:

1. Secure relationships (Microsystem)

2. Play-based and holistic early years practices (Mesosystem)

3. Equitable policies and community support (Exosystem)

4. Cultural and identity formation (Macrosystem)

5. The importance of living in the present moment (Chronosystem)

Bronfenbrenner would likely support this framework, as it shifts the focus from "Is the child ready for school?" to "Is the environment ready for the child?" which is a perspective deeply rooted in his developmental systems theory.