Bronfenbrenner created an ecological systems theory to explain how everything within a child and the child's environment affects how a child grows and develops. He labelled different aspects or levels of the environment that influence children's development, including the microsystem, the mesosystem, the exosystem, and the macrosystem.
The microsystem is the immediate environment the child lives in.
This includes family, friends, school and other organizations they interact with, this is the most influential level. The next level is the
mesosystem, which involves the interactions between the different parts of a person’s mesosystem. This may involve parent teacher relationships and the impact that will have on that child. The
exosystem is the next level, and this system involves any external impact that may affect the child. This could be a parent getting a promotion or even loosing their job. This is something they have no control over yet it can still affect the child’s learning and development.
The last system is the macrosystem, this encompasses the cultural environment and any other systems that may affect them. This includes, the economy, media and the political system. For example living in a poor socioeconomic area can affect the way in which the child learns and develops due to numerous factors.
Children learn through social interactions with others and through their environments. This theory shows the clear link on the affect this may have on the child.

How could I use this in my own pedagogical practice...
As an early childhood professional, it is my job to be able to understand the way in which children learn and develop. I recognise that children learn through their environments and through social interactions with others . My philosophy is based upon providing children with an enriched learning environment that is derived from their own identities and interests. I also believe by building strong, positive relationships with families it enables a holistic approach to teaching. If early childhood educators and families work together there is more of an impact in the child's life. Families influence their children’s attitudes about learning, and support learning at home, they are a vital link between the home and school. My curriculum program will involve family input as well as our wider community for optimal outcomes. Children can then be engaged and connected when developing their identity and a sense belonging.

Maria Montessori had six principles that she believed were key to achieving optimal outcomes for children. These include: independence, observations, following the child, correcting the child, prepared environment and absorbent mind.
Independence: “Never help a child with a task at which he feels he can succeed” – Maria Montessori
If we give children the opportunities for self growth and independence it can increase their self confidence and esteem. We need to provide children with opportunities to move, to dress themselves, to choose what they want to do, and to help the adults with tasks.
Observations: Observing children has numerous benefits as you can gather a sense of identity, interests and abilities. By simply just watching, without preconceived ideas we can then develop materials based upon their already known knowledge and interests.
Following the child: “Follow the child, they will show you what they need to do, what they need to develop in themselves and what area they need to be challenged in. The aim of the children who persevere in their work with an object is certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.” – Maria Montessori.
Correcting the child: Children make mistakes, instead of raising your voice and outlining what they have done wrong we need to take a positive approach. We need to teach children ways of addressing their mistakes. For example; cleaning up their spills. This gives them life long skills.
Prepared environment: The environment is another teacher for children. Rooms are child sized with activities set up for success and allow freedom of movement and choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the children so it invites them to work.
Absorbent mind: Without specifically teaching children things they are still learning and absorbing their environment by experiencing it, being apart of it.

How could I use this in my own pedagogical practice...
My personal philosophy emphasises the importance of a positive approach to teaching. I can relate to Maria Montessori’s principles, as I have used these approaches throughout my practice already. I believe some people often under estimate the abilities of children and often interfere in their learning by providing to much help. Children need space to explore and need opportunities for trial and error for their personal growth. In my classroom, I would ensure that children have an environment where they are able to be independent to enhance their self help skills. I would also continue to observe children without interfering or predicting. This will ensure I see the child for who they are and their strengths and areas for improvement. I can then use this as a foundation to creating a play-based, child initiated program. The environment will allow for open ended exploration and growth as they can make their own choices. I will ensure I am a significant role model for children as they are continuously absorbing their environments and their interactions with others.

Vygotsky's theories stress the fundamental role of social interaction in the development of cognition. He believes children learn through social relationships with others.
Through social interactions with others children can share knowledge, build positive relationships and develop a sense of belonging and comfort in their environment.
Vygotsky also uses the term ‘scaffolding’ as a way of helping children achieve optimal outcomes. It is important to know not only where a child is functioning now and where that child will be tomorrow, but also how best to assist that child in mastering more advanced skills and concepts.
The Zone of Proximal development is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.

How could I use this in my own pedagogical practice...
As an early childhood professional, I recognise the importance of positive social interactions with others. Children need to gain relationships with their peers and teachers to be able to develop a sense of belonging and comfort in their environment.
Children learn and bounce ideas off each other scaffolding their own learning together. What one child may know another child might not, they extend each others knowledge positively.
I believe by teaching and role modelling respect for others, children can then use this to build life long social skills. This will then help in all other areas of their learning and development. My program will provide opportunities for growth being able to enhance their zone of proximal development.