Seeing the whole child

When we think about how children grow, we often start with what’s close—families, educators, everyday routines. But what if we stepped back? What if we looked at the whole ecology that surrounds a child, not just the individual moments?

That’s exactly what Urie Bronfenbrenner encouraged us to do. His ecological systems theory, which has shaped early childhood education globally, reminds us that children don’t develop in isolation. They grow within overlapping systems—family, community, culture, policy—all interacting in complex, dynamic ways.

As Bronfenbrenner put it, “In order to develop normally, a child requires progressively more complex joint activity with one or more adults strongly devoted to that child.” His theory places the child at the centre of a set of nested systems: the microsystem (immediate relationships), mesosystem (connections between settings), exosystem (indirect environments like parents’ workplaces), macrosystem (cultural beliefs and policies), and chronosystem (time and change). Each of these systems shapes, influences, and responds to the child.

At ECMS, we see this every day. From a child exploring nature with an educator to a family engaging in transition conversations with a teaching team—each moment is part of a broader context. That’s why we anchor our pedagogy in place, relationship, and equity. It’s also why Bronfenbrenner’s legacy continues to guide how we plan, reflect, and connect.

Bronfenbrenner meets ECMS: The ecology of the child

Our Pedagogical Framework draws directly from Bronfenbrenner’s ideas, positioning children not as isolated learners but as deeply embedded in community and culture. This approach is what we call the “ecology of the child” and it lives in how we welcome children and families, how we structure programs, and how we respond to diverse developmental trajectories.

We begin by seeing each child as “unique, active, and engaged in learning shaped by their family, culture, and experiences” (Stonehouse, 2022). From this foundation, our educators build relationships with caregivers and communities, forming the mesosystem that Bronfenbrenner described—rich in trust, collaboration, and shared intention.

In action, this means understanding that a child's development is shaped not only by what happens when they’re at an ECMS service, but also by what’s happening at home, in community networks, in cultural narratives, and through systems like health and education.

Linking theory to framework: The VEYLDF and place-based practice

The Victorian Early Years Learning and Development Framework (VEYLDF) is steeped in the same ecological thinking. It calls on educators to “collaborate with families, professionals and communities to plan for children’s learning and wellbeing” and to recognise that learning is inseparable from cultural and social context.

At ECMS, we take that invitation seriously.

Our place-based pedagogy means we adapt our teaching not only to each child but to the social, historical, and geographic context in which they learn. Whether it’s embedding Indigenous perspectives at Lang Lang, supporting first-time kindergarteners in Clyde North, or co-developing curriculum with families in Doncaster Park, we recognise what the VEYLDF affirms: “Children thrive when families, educators and communities work together in partnership to support learning and development.”

What this means for educators

Applying Bronfenbrenner’s theory isn’t about ticking off systems—it’s about holding complexity with care. It’s asking, “What’s shaping this child’s world today?” and “How can we respond with empathy, not expectation?”

This is one of the ways we use our evidence-based approach to support better outcomes for all children. As our Head of Pedagogy Emma Forsyth reminds us, “We’re not only talking about children with a diagnosis, or children who have experienced trauma. We’re talking about every single child who may need something a little different to enter into learning”.

That’s why we differentiate. That’s why we foster relationships. And that’s why Bronfenbrenner still matters—not as a theory on a page, but as a lens for daily practice. In every birdwatching moment, shared Acknowledgement of Country, or hesitant first goodbye at the gate, we see the ecology of the child. And we respond—with place, with people, with purpose.