1 University of Puerto Rico.
2 Albizu University.
Perspect Psychol Sci. 2017 Sep;12(5):900-910. doi: 10.1177/1745691617704397.
Bronfenbrenner's bioecological theory of human development is one of the most widely known theoretical frameworks in human development. In spite of its popularity, the notion of culture within the macrosystem, as a separate entity of everyday practices and therefore microsystems, is problematic. Using the theoretical and empirical work of Rogoff and Weisner, and influenced as they are by Vygotsky's sociocultural perspective, we reconceptualize Bronfenbrenner's model by placing culture as an intricate part of proximal development processes. In our model, culture has the role of defining and organizing microsystems and therefore becomes part of the central processes of human development. Culture is an ever changing system composed of the daily practices of social communities (families, schools, neighborhoods, etc.) and the interpretation of those practices through language and communication. It also comprises tools and signs that are part of the historical legacy of those communities, and thus diversity is an integral part of the child's microsystems, leading to culturally defined acceptable developmental processes and outcomes.
布朗芬布伦纳的人类发展生物生态理论是人类发展中最广为人知的理论框架之一。尽管它很受欢迎，但作为日常实践和因此微系统的单独实体的文化概念在巨系统中是有问题的。我们使用罗戈夫和魏斯纳的理论和实证工作，并且受到维果茨基的社会文化观点的影响，通过将文化作为近端发展过程的一个复杂部分，重新构想了布朗芬布伦纳的模型。在我们的模型中，文化起着定义和组织微系统的作用，因此成为人类发展的核心过程的一部分。文化是一个不断变化的系统，由社会群体（家庭、学校、社区等）的日常实践以及通过语言和交流对这些实践的解释组成。它还包括作为这些社区历史遗产一部分的工具和符号，因此多样性是儿童微系统的一个组成部分，导致文化定义可接受的发展过程和结果。
