Think about the aspects that influence children's lives today and those that have

influenced them in the past. (This is a reflection, no need to answer this part)

1. Use one example and discuss how contemporary life may enhance OR hinder

proximal processes and outcomes compared to how life influenced them in the past. (Choose one example. Explain about how this moves through each layer and affects proximal processes in the child's microsystem)

2. Frame your answer with the chosen example using the 4 levels (Microsystem, Mesosystem, Exosystem & Macrosystem) in Bronfenbrenner's Ecological Model.

*I have provided an exemplar for your viewing. 2. answer should be like this with the chosen example:*

SYSTE M MACRO EXO MESO MICRO PAST to stay at home to perform domestic duties such as taking care of the children. The government and media pushed the ideal of having a house-proud mother engaging in home duties during this time. Marriage was emphasised and the wage system was more focused on a family wage for men rather than equal pay for women. As a stay-athome mother, it could provide more time to be actively involved in the child's life. The mother at home means the child does not attend a childcare facility, this then could impact development of social skills with peers and preparedness for school. It may enhance the relationship between parent and child, having more face-to- face time with their mother. PRESENT In the 19505 it was common for mothers It is encouraged for mothers to return to work after having children. Many mothers have flexible work arrangements to balance work and family. Workforce participation for women has increased and progress is occurring with the pay gap between men and women decreasing, creating a higher household income for many families. As a working mother they may have less time to get involved with the child's school life, could hinder child's relationship between home and school. Alternatively, flexible work arrangements allow mothers to be actively involved in the partnerships echoed in the EYLF and NQS. With both parents working, the child will go to an ECEC service where qualified educators deliver child-centred, play-based programs assisting with the holistic learning and development