This is an interesting question. After all, the whole point of Bronfenbrenner's model is that no one develops in a void and that multiple environmental systems influence development. Although I am not aware of it specifically mentioning physical factors such as the ones you mention, I could see how they might also impact an individual. For instance, life circumstances and interactions might be very different for a child growing up in Beijing (where the AQI reached up to 895 in 2015) than for a child in Auckland, NZ (where their AQI is usually below 50). I would imagine that not being able to leave home because of a hazard alert might have some implications for social interactions, time spent outside playing with other children, attitudes about health systems and social welfare, etc. The question perhaps would be where exactly should one take such factors into consideration? My guess would be that physical factors could be included as part of the outer layers of Bronfenbrenner's model (Exosystem, Macrosystem and Chronosystem) or perhaps even as far as the Mesosystem (when these factors have an impact on school attendance, family health, neighborhoods). It is an interesting question! Perhaps this could be a link to broader ECOsystems studies.

Hi, Mauricio. I am happy that you are also interested in this question. Fortunately, I have found a article about how to understand physical factors influences on children development in the perspective of Bronfenbrenner's model. This paper was attached. However, the introduction is not exactly, and I am not sure whether the author is the fist one to establish this model.

Dear Panpan Yang

I suggest you read the follow research papers. Maybe do not be what you looking for but can help you to understand the role of physical environment on motor development children.

Regards