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Urie Bronfenbrenner Biography

Urie Bronfenbrenner (April 29, 1917 – September 25, 2005) was a Russian-born American developmental psychologist who is most known for his ecological systems theory of child development. His scientific work and his assistance to the United States government helped in the formation of the Head Start program in 1965. Bronfenbrenner's research and his theory was key in changing the perspective of developmental psychology by calling attention to the large number of environmental and societal influences on child development.

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Urie Bronfenbrenner Quotes

One of the most significant effects of age-segregation in our society has been the isolation of children from the world of work. Whereas in the past children not only saw what their parents did for a living but even shared substantially in the task, many children nowadays have only a vague notion of the nature of the parent's job, and have had little or no opportunity to observe the parent, or for that matter any other adult, when he is fully engaged in his work.

Children, Engaged, Jobs, Opportunity, Vague

If the children and youth of a nation are afforded opportunity to develop their capacities to the fullest, if they are given the knowledge to understand the world and the wisdom to change it, then the prospects for the future are bright. In contrast, a society which neglects its children, however well it may function in other respects, risks eventual disorganization and demise.

Children, Education, Opportunity, Respects, World, Youth

If the Russians have gone too far in subjecting the child and his peer group to conformity to a single set of values imposed by the adult society, perhaps we have reached the point of diminishing returns in allowing excessive autonomy and in failing to utilize the constructive potential of the peer group in developing social responsibility and consideration for others.

Children, Developing, Responsibility, Return, Social, Values

Children need people in order to become human. . . . It is primarily through observing, playing, and working with others older and younger than himself that a child discovers both what he can do and who he can become--that he develops both his ability and his identity. . . . Hence to relegate children to a world of their own is to deprive them of their humanity, and ourselves as well.

Become, Children, Human, Identity, Order, People

Witness the American ideal: the Self-Made Man. But there is no such person. If we can stand on our own two feet, it is because others have raised us up. If, as adults, we can lay claim to competence and compassion, it only means that other human beings have been willing and enabled to commit their competence and compassion to us--through infancy, childhood, and adolescence, right up to this very moment.

Compassion, Competence, Mean, Men, Witness

No society can long sustain itself unless its members have learned the sensitivities, motivations and skills involved in assisting and caring for other human beings.

Assisting, Caring, Character, Human, Motivation, Motivations

Like the sorcerer of old, the television set casts its magic spell, freezing speech and action, turning the living into silent statues so long as the enchantment lasts. The primary danger of the television screen lies not so much in the behavior it produces, although there is danger there, as in the behavior it prevents: the talks, the games, the family festivities. . . through which much of the child's learning takes place and through which his character is formed. Turning on the television set can turn off the process that transforms children into people.

Children, Communication, Lying, Speech, Statues, Takes

Particular attention should be given to the opportunities which the environment presents or precludes for involvement of children with persons both older and younger than themselves.

Attention, Children, Involvement, Opportunity, Urban Renewal

In today's world parents find themselves at the mercy of a society which imposes pressures and priorities that allow neither timenor place for meaningful activities and relations between children and adults, which downgrade the role of parents and the functions of parenthood, and which prevent the parent from doing things he wants to do as a guide, friend, and companion to his children.

Children, Imposes, Meaningful, Mercy, Parent, Prevent

Every child needs at least one adult who is irrationally crazy about him or her.

Adult, Adults, Child, Children, Crazy, Irrationally

Thus if we know a child has had sufficient opportunity to observe and acquire a behavioral sequence, and we know he is physically capable of performing the act but does not do so, then it is reasonable to assume that it is motivation which is lacking. The appropriate countermeasure then involves increasing the subjective value of the desired act relative to any competing response tendencies he might have, rather than having the model senselessly repeat an already redundant sequence of behavior.

Children, Competing, Motivation, Observe, Opportunity, Repeat

We as a nation need to be reeducated about the necessary and sufficient conditions for making human beings human. We need to be reeducated not as parents--but as workers, neighbors, and friends; and as members of the organizations, committees, boards--and, especially, the informal networks that control our social institutions and thereby determine the conditions of life for our families and their children.

Children, Conditions, Education, Friends, Members, Organization

In the planning and designing of new communities, housing projects, and urban renewal, the planners both private and public, need to give explicit consideration to the kind of world that is being created for the children who will be growing up in these settings. Particular attention should be given to the opportunities which the environment presents or precludes for involvement of children both older and younger than themselves.

Children, Growing Up, Involvement, Opportunity, Planning, Settings

In order to develop normally, a child requires progressively more complex joint activity with one or more adults who have an irrational emotional relationship with the child. Somebody's got to be crazy about that kid. That's number one. First, last and always.

Adults, Children, Complex, Crazy, Kids, Normally

There is no more critical indicator of the future of a society than the character, competence, and integrity of its youth.

Character, Future, Integrity, Society, Youth

The primary danger of the television screen lies not so much in the behavior it produces as the behavior it prevents-the talks, the games, the family activities and the arguments through which much of the child's learning takes place and his character is formed.

Arguments, Character, Children, Family, Lying

Development, it turns out, occurs through this process of progressively more complex exchange between a child and somebody else- especially somebody who’s crazy about that child

Children, Crazy, Development, Occurs, Progressively

In the United States, it is now possible for a person eighteen years of age, female as well as male, to graduate from high school, college, or university without ever having cared for, or even held, a baby; without ever having comforted or assisted another human being who really needed help. . . . No society can long sustain itself unless its members have learned the sensitivities, motivations, and skills involved in assisting and caring for other human beings.

Assisted, Assisting, Baby, Motivation, School, University

Thus if we know a child has had sufficient opportunity to observe and acquire a behavioural sequence, and we know he is physically capable of performng the act but does not do so, tehn it is reasonable to assume that it is motivation which is lacking

Acquire, Behavioural, Children, Motivation, Opportunity, Performng