Bioecological & Neo-Ecological Theory
At the heart of my scholarly identity is my passion for theory, particularly Bronfenbrenner’s bioecological model and my own adaptation, neo-ecological theory. For me, theory isn’t superfluous or an abstraction; it’s a powerful tool for understanding the complexities of the world around us. I find real joy in this work, and it’s an integral part of who I am as a scholar. Sharing this enthusiasm with others—whether through my research or teaching—fuels my commitment to helping students and colleagues alike see the practical value and transformative potential of a strong theoretical foundation.
My interest in Bronfenbrenner’s bioecological theory continues to evolve, shaping much of my research and teaching. Recently, my neo-ecological theorizing has expanded to explore new dimensions of this framework, including the incorporation of artificial intelligence (this paper is under review, but contact me if you’re interested!). I enjoy teaching about bioecological and neo-ecological theory, using these frameworks as the foundation for a wide range of undergraduate courses—from research methods to first-year seminars. My mentor, Jonathan Tudge, and I are currently writing a book about teaching Bronfenbrenner’s theories; this will hopefully support instructors world-wide in moving beyond the concentric rings to a holistic and process-centered approach. The cross-disciplinary applications of the PPCT model are particularly fascinating to me, and I love collaborating with colleagues to help them apply this framework to better understand the complexity within their own fields. In addition to my academic work, I also offer consulting for those interested in applying Bronfenbrenner’s models and/or neo-ecological theory to their own research or practice. Whether you're seeking to deepen your understanding of these frameworks, looking to implement them in your own work, or would like someone to speak at your organization or conference, I’m excited to collaborate and provide guidance (see the Consult/Speak tab above for more information).
Navarro, J. & Tudge, J. R. H. (2022). Technologizing Bronfenbrenner: Neo-ecological theory. Current Psychology. https://doi.org/10.1007/s12144-022-02738-3
Navarro, J., Stephens, C., Rodrigues, B. C., Walker, I. A., Cooke, O., O’Toole, L., Hayes, N., & Tudge, J. R. H. (2022). Bored of the rings: Methodological and analytic approaches to operationalizing Bronfenbrenner's PPCT model in research practice. Journal of Family Theory & Review, 14(2), 233-253. https://doi.org/10.1111/jftr.12459
Tudge, J. R. H., Navarro, J. L., Payir, A., Merçon-Vargas, E. A., Cao, H., Zhou, N., Liang, Y., & Mendonca, S. (2021). Using cultural-ecological theory to construct a mid-range theory for the development of gratitude as a virtue. Journal of Family Theory and Review. https://doi.org/10.1111/jftr.12432
Tudge, J. R. H., Navarro, J. L., Merçon-Vargas, E. A., & Payir, A. (2020). The promise and the practice of early childhood educare in the writings of Urie Bronfenbrenner. Early Child Development and Care, 191(7-8), 1079-1088. https://doi-org.libproxy.uncg.edu/10.1080/03004430.2020.1844193
Navarro, J., Doucet, F., & Tudge, J. R. H. (2020). The bioecological theory of Urie Bronfenbrenner. In D. F. Gullo & M. E. Graue (Eds.), Scientific influences on early childhood education: From diverse perspectives to common practices (pp. 55–68). New York, NY: Routledge.
Digital Technology and the Family
My current line of research focuses on a ubiquitous presence in modern families—technology. Digital and social technologies are changing the way children, adolescents, and parents develop, communicate, socialize, work, and play. Understanding the longitudinal impact of the proximal processes occurring within these virtual worlds is crucial to understanding child development, parent–child relations, and modern family systems. Further, I believe that such perspectives are necessary for the development of evidence-based education and interventions for parents and practitioners. As part of my dissertation research, I developed a measure of parental mediation of digital technology. This measure was developed to address a lacuna of quantitative and longitudinal research in this area, and as a result, a lack of evidence-based recommendations for parents and educators about how to best support children’s and adolescents’ technology use.
Jensen, M., Navarro, J. L., Chase, G. E., Wyman, K., & Lippold, M. A. (2024). Parenting Styles in Emerging Adulthood. Youth, 4(2), 509-524. https://doi.org/10.3390/youth4020035
Chase, G. E., Brown, M. T., Navarro, J. L., Lippold, M. A., & Jensen, M. (2024). Digital location tracking in the parent/caregiver–college student dyad. Journal of Adolescence. https://doi.org/10.1002/jad.12300
Jensen, M., Navarro, J. L., Brown, M., & Hussong, A. (2023). Dyadic parent-college student interaction styles. Journal of Family Psychology, 37(6), 864-874. https://psycnet.apa.org/doi/10.1037/fam0001117
Navarro, J. L., Fletcher, A., & Jensen, M. (2022). A bifactor model of US Parents’ attitudes regarding mediation for the digital age. Journal of Children and Media. https://doi.org/10.1080/17482798.2022.2123012
Navarro, J. (2022). Fortnite: A context for child development during COVID-19 (and beyond). In V. Katz & B. Bond (Eds.) Children and Media Research and Practice during the Crises of 2020. Routledge.
Jensen, M., Weinstein, M., Brown, M., & Navarro, J. (2022). The role of digital media in health risk and externalizing behaviors in adolescence. In J. Nesi, E.H. Telzer, & M.J. Prinstein (Eds.), Handbook of adolescent digital media use and mental health. Cambridge University Press.
Navarro, J. (2021). Fortnite: A context for child development during COVID-19 (and beyond) (USA). Journal of Children and Media, 15(1), 13-16. https://doi.org/10.1080/17482798.2020.1858435
Verlyck, R. & Navarro, J. (2021). Families and new technologies: Focus Group. International Federation for Family Development. https://familyperspective.org/2021/04/27/focus-group-families-and-new-technologies/
Navarro, J., & Helms, H. (2020). After-hours remote work and family life: The impact of work-extending technology. Work and Family Research Network Encyclopedia. https://wfrn.org/encyclopedia/after-hours-remote-work-and-family-life-the-impact-of-work-extending-technology/
Gratitude
One of my lines of research has been the development of gratitude in children, and how teachers can encourage the development of this important virtue. In my research, gratitude is conceptualized as a character trait that can be developed across time and involves an element of reciprocity—it is more than a positive feeling. I developed a school-based intervention to encourage the development of gratitude as a virtue. The gratitude intervention prompted a closer examination of the field of gratitude, and how it is defined across the social sciences. This systematic review (presented at a 2018 SRCD Special Topic Meeting) of the definition of gratitude spurred a theoretical publication. Using the lens of ingratitude, I articulated that the construct of gratitude must involve an element of reciprocity; feeling good or even saying “thank you” is not enough.
Navarro, J., & Tudge, J. R. H. (2020). What is gratitude? Ingratitude provides the answer. Human Development, 64, 83-96. https://doi.org/10.1159/000511185