Our Lady of the Pillar College-San Manuel, Inc.

San Manuel, Isabela

College Department
S.Y 2022-2023

PRELIM MODULE
IN

good
manners
and right
conductGMRC Prepared By:
MS. ERNELEIGH RHEYN M. MIRANDA
+639756833373
FB: Leigh Mateo Miranda
Gmail: lghmrnd@gmail.com

NAME

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 OUR LADY OF THE PILLAR COLLEGE- SAN MANUEL, INC.
PHILOSOPHY, VISION, AND MISSION

PHILOSOPHY

Pillarican Education is a lifelong journey towards total human trans-

formation through integral evangelization in order that everyone becomes
a pillar of peace, justice, love of humanity which preferences for the poor
and deep concern for the environment.

VISION

OLPC-SMI, a Catholic educational institution, envisions the formation

of a Christ-centered community for social transformation through the
evangelical mission of the local church.

MISSION

Thus, OLPC-SMI commits to:

Provide equal access to Catholic Education through integrating Gospel

and Filipino ethical values.

Create in the school community opportunities that solidify individual’s

transformation where peace, justice, equality, and culture of excellence
are observed and practiced.

Reach out to people enriching their faith-life experience needed in build-

ing a just and humane society.

Provide opportunities/avenues for the stakeholders to be stewards of cre-

ation.

Equip learners with life-long learning skills needed in a globally competi-

tive world.

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 OLPC-SMI COLLEGE OF TEACHER EDUCATION
PHILOSOPHY, VISION, AND MISSION

PHILOSOPHY

Guided by the institutional Pillarican philosophy of education, the

College of Teacher Education believes that the holistic development of
any learner is the interplay of the school, the home, and the community.
Thus, the learner needs to be nurtured by these three entities in order to be
transformed into a Christian person who can contribute to the realization
of the institutional and national goals of education including the perpetua-
tion of Filipino and cultural heritage.

VISION

Anchored from the vision of the institution, the College of Teacher

Education envisions itself to be a catalyst in transforming students into
competent, proficient, and innovative teachers imbued with Pillarican
core values.

MISSION

The College of Teacher Education commits to:

Provide fruitful, meaning and productive learning opportunities to pro-

spective pre-service teachers in order to make them competent, profi-
cient, innovative and morally upright teachers.

A. Create in the school and larger community opportunities in order for

students to apply theories in the actual field.

B. Provide extension services relevant to their chosen field of specializa-

tion in order to alleviate the life status of the depressed, deprived and un-
der privileged people and environmental challenges.

C. Conduct researches and studies related to their field of specialization

to resolve educational issues and problems of the society.

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 LEARNING OBJECTIVES

COURSE NAME

Good Manners and Right Conduct (Edukasyon sa Pagpapakatao)

COURSE CREDIT

Three ( 3 ) Units

COURSE DESCRIPTION

Anchored on the essential component of personhood that deals with intra/

interpersonal relationships which allow harmony with oneself, with others and the
environment, this course will highlight the fundamental rules of good manners
and appropriate conduct or behavior of each learner which are necessary of
the formation of character that embraces the core values of maka-Dios, Maka-
Tao, Maka-Bansa and Maka-kalikasan.

CONTACT HOURS/WEEK

Three ( 3 ) Hours/Week

COURSE OUTCOMES

In the context of the specific field of specialization, the students will be able to:
1. Increase awareness of oneself and other significant factors around him/
her;
2. Describe the development of values formation in the Philippines;
3. Articulate the rootedness of education in psychological theories in val
ues development context;
4. Show the alignment of the intended outcomes, the key stage
standards, grade level standards and scope of the teaching of ESP.

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 MODULE MAP

Increase awareness
of oneself and other
significant factors
around him/her

SELF-DEVELOPMENT

SELF

SELF-CONCEPT

THE PERCEIVED SELF

SELF-ESTEEM

BECOMING MORE SELF-AWARE

I AM WHOLE AND STEADY

ASPECT OF HOLISTIC DEVELOPMENT

THOUGHTS, FEELINGS AND BEHAVIORS

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 ALL ABOUT ME ACTIVITY

ENGAGE

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 EXPLORE
Based on the diagram below, for you what is the meaning of the word “SELF”?

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 EXPLAIN

The self is an individual as the object of its own reflective con-

sciousness. Since the self is a reference by a subject to the same
subject, this reference is necessarily subjective. The sense of hav-
ing a self—or selfhood—should, however, not be confused with
subjectivity itself.

Personal development or self

improvement consists of ac-
tivities that develop a per-
son's capabilities and poten-
tial, build human capital, fa-
cilitate employability, and en-
hance quality of life and the
realization of dreams and as-
pirations.

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 What Is Self-Concept?

Self-concept is the image

we have of ourselves. This image
develops in a number of ways,
including through our interaction
with important people in our
lives. Learn more about self-
concept, including whether it
can be changed and a few the-
ories related to self-identity and
self-perception.
Self-concept is how we
perceive our behaviors, abilities,
and unique characteristics.1 For
example, beliefs such as "I am a good friend" or "I am a kind person" are part of an
overall self-concept.
Our self-perception is important because it affects our motivations, attitudes, and
behaviors. It also affects how we feel about the person we think we are, including
whether we are competent or if we have self-worth.2
Self-concept tends to be more malleable when we're younger and still going
through the process of self-discovery and identity formation. As we age and learn who
we are and what's important to us, these self-perceptions become much more de-
tailed and organized.

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 Other Self-Concept Theories
Social Identity

Social psychologist Henri Tajfel developed social identity theory, which states that self-
concept is composed of two key parts:

• Personal identity: The traits and other characteristics that make you unique
• Social identity: Who you are based on your membership in social groups, such as
sports teams, religions, political parties, or social class

Multiple Dimensions

Psychologist Bruce A. Bracken had a slightly different theory and believed that self-
concept was multidimensional, consisting of six independent traits:

• Academic: Success or failure in school

Affect: Awareness of emotional states
• Competence: Ability to meet basic needs

• Family: How well you work in your family unit

• Physical: How you feel about your looks, health, physical condition, and overall ap-
pearance

• Social: Ability to interact with others

In 1992, Bracken developed the Multidimensional Self-Concept Scale, a comprehen-

sive assessment that evaluates each of these six elements of self-concept in children
and adolescents.

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 Rogers' Three Parts of Self-Concept
Humanist psychologist Carl Rogers believed that self-concept is made up of three dif-
ferent parts:

Ideal self: The ideal self is the person you want to be. This person has the attributes or
qualities you are either working toward or want to possess. It's who you envision your-
self to be if you were exactly as you wanted.
Self-image: Self-image refers to how you see yourself at this moment in time. Attributes
like physical characteristics, personality traits, and social roles all play a role in your self
-image.
Self-esteem: How much you like, accept, and value yourself all contribute to your self-
concept. Self-esteem can be affected by a number of factors—including how others
see you, how you think you compare to others, and your role in society.

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 ELABORATE

The Cognitive Self: The Self-Concept

Some nonhuman animals,

including chimpanzees,
orangutans, and perhaps
dolphins, have at least a
primitive sense of self
(Boysen & Himes, 1999). We
know this because of some
interesting experiments that
have been done with ani-
mals. In one study (Gallup,
1970), researchers painted
a red dot on the forehead
of anesthetized chimpan-
zees and then placed the
animals in a cage with a
Figure 3.2 A simple test of self-awareness is the ability to recognize oneself in a mirror. When the chimps
mirror. Humans and chimpanzees can pass the test; dogs never do.
woke up and looked in the
mirror, they touched the dot on their faces, not the dot on the faces in the
mirror. This action suggests that the chimps understood that they were look-

Infants who have similar red dots painted on their foreheads recog-
nize themselves in a mirror in the same way that chimps do, and they do this
by about 18 months of age (Asendorpf, Warkentin, & Baudonnière, 1996;
Povinelli, Landau, & Perilloux, 1996). The child’s knowledge about the self
continues to develop as the child grows. By two years of age, the infant be-
comes aware of his or her gender as a boy or a girl. At age four, the child’s
self-descriptions are likely to be based on physical features, such as hair col-
or, and by about age six, the child is able to understand basic emotions
and the concepts of traits, being able to make statements such as “I am a
nice person” (Harter, 1998).

By the time children are in grade school, they have learned that they
are unique individuals, and they can think about and analyze their own be-
havior. They also begin to show awareness of the social situation—they un-
derstand that other people are looking at and judging them the same way
that they are looking at and judging others (Doherty, 2009).

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 The Cognitive Self:
The Self-Concept

Development and Characteristics of the Self-Concept

Part of what is developing in children as they grow is the fundamental cogni-

tive part of the self, known as the self-concept. The self-concept is a
knowledge representation that contains knowledge about us, including our
beliefs about our personality traits, physical characteristics, abilities, values,
goals, and roles, as well as the knowledge that we exist as individuals. Through-
out childhood and adolescence, the self-concept becomes more abstract
and complex and is organized into a variety of different cognitive aspects of
the self, known as self-schemas.Children have self-schemas about their pro-
gress in school, their appearance, their skills at sports and other activities, and
many other aspects. In turn, these self-schemas direct and inform their pro-
cessing of self-relevant information (Harter, 1999), much as we saw schemas in
general affecting our social cognition.

These self-schemas can be studied using the methods that we would use to
study any other schema. One approach is to use neuroimaging to directly
study the self in the brain. As you can see in Figure 3.3, neuroimaging studies
have shown that information about the self is stored in the prefrontal cortex,
the same place that other information about people is stored (Barrios et al.,
2008).

Figure 3.3 This figure shows the areas of the human brain that are known to be important in pro-
cessing information about the self. They include primarily areas of the prefrontal cortex (areas 1, 2, 4,
and 5). Data are from Lieberman (2010)

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 The Cognitive Self:
The Self-Concept

The finding that information that is processed in relationship to the self is

particularly well remembered, known as the self-reference effect, is powerful
evidence that the self-concept helps us organize and remember information.
The next time you are studying, you might try relating the material to your own
experiences—the self-reference effect suggests that doing so will help you bet-
ter remember the information.

The specific content of our self-concept powerfully affects the way that
we process information relating to ourselves. But how can we measure that
specific content? One way is by using self-report tests. One of these is a de-
ceptively simple fill-in-the-blank measure that has been widely used by many
scientists to get a picture of the self-concept (Rees & Nicholson, 1994). All of
the 20 items in the measure are exactly the same, but the person is asked to fill
in a different response for each statement. This self-report measure, known as
the Twenty Statements Test (TST), can reveal a lot about a person because it is
designed to measure the most accessible—and thus the most important—
parts of a person’s self-concept. Try it for yourself, at least five times:

• I am (please fill in the blank) __________________________________

• I am (please fill in the blank) __________________________________
• I am (please fill in the blank) __________________________________
• I am (please fill in the blank) __________________________________
• I am (please fill in the blank) __________________________________

Although each person has a unique self-concept, we can identify some

characteristics that are common across the responses given by different peo-
ple on the measure. Physical characteristics are an important component of
the self-concept, and they are mentioned by many people when they de-
scribe themselves. If you’ve been concerned lately that you’ve been gaining
weight, you might write, “I am overweight.” If you think you’re particularly
good looking (“I am attractive”), or if you think you’re too short (“I am too
short”), those things might have been reflected in your responses. Our physical
characteristics are important to our self-concept because we realize that oth-
er people use them to judge us. People often list the physical characteristics
that make them different from others in either positive or negative ways (“I
am blond,” “I am short”), in part because they understand that these charac-
teristics are salient and thus likely to be used by others when judging them
(McGuire, McGuire, Child, & Fujioka, 1978).

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 The Cognitive Self:
The Self-Concept

A second aspect of the self-concept

relating to personal characteristics is made up
of personality traits—the specific and stable
personality characteristics that describe an
individual (“I am friendly,” “I am shy,” “I
am persistent”). These individual differences
are important determinants of behavior, and
this aspect of the self-concept varies
among people.

The remainder of the self-concept re-

flects its more external, social components; for
example, memberships in the social groups
that we belong to and care about. Common
responses for this component may include “I
am an artist,” “I am Jewish,” and “I am a
mother, sister, daughter.” As we will see later in this chapter, group member-
ships form an important part of the self-concept because they provide us with
our social identity—the sense of our self that involves our memberships in so-
cial groups.

The Perceived Self

a person’s view of his or her self or of any of the mental or physical attributes
that constitute the self. Such a view may involve genuine self-knowledge or
varying degrees of distortion. Also called self-percept. See also perceived
self; self-concept.

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 Self-Esteem
Your Sense of Your Personal Worth or Value

Having healthy self-esteem

can influence your motiva-
tion, your mental well-being,
and your overall quality of
life. However, having self-
esteem that is either too
high or too low can be
problematic. Better under-
standing what your unique
level of self-esteem is can
help you strike a balance
that is just right for you.

This article discusses how self-esteem is defined, why it is important, and the factors
that affect self-esteem. It also covers what you can do to help improve your self-
esteem.

What Is Self-Esteem?

Self-esteem tends to be low-

est in childhood and increases dur-
ing adolescence, as well as adult-
hood, eventually reaching a fairly
stable and enduring level. This
makes self-esteem similar to the sta-
bility of personality traits over time.

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 Self-Esteem
Your Sense of Your Personal Worth or Value

Why Self-Esteem Is Important

Self-esteem impacts your decision-making process, your relationships, your

emotional health, and your overall well-being. It also influences motivation, as peo-
ple with a healthy, positive view of themselves understand their potential and may
feel inspired to take on new challenges.

Four key characteristics of healthy self-esteem are:

1. A firm understanding of one's skills

2. The ability to maintain healthy relationships with others as a result of having a
healthy relationship with oneself
3. Realistic and appropriate personal expectations
4. An understanding of one's needs and the ability to express those needs

Theories of Self-Esteem

Many theorists have written about the dynamics involved in the development
of self-esteem. The concept of self-esteem plays an important role in psychologist
Abraham Maslow's hierarchy of needs, which depicts esteem as one of the basic
human motivations.

Maslow suggested that individuals need both appreciation from other people
and inner self-respect to build esteem. Both of these needs must be fulfilled in order
for an individual to grow as a person and reach self-actualization.

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 Self-Esteem
Your Sense of Your Personal Worth or Value
Healthy Self-Esteem

There are some simple ways to tell if you have healthy self-esteem. You probably
have healthy self-esteem if you:

Avoid dwelling on past negative experiences

• Believe you are equal to everyone else, no better and no worse
• Express your needs
• Feel confident

See your overall strengths and weaknesses and accept them

Having healthy self-esteem can help motivate you to reach your goals, because
you are able to navigate life knowing that you are capable of accomplishing what
you set your mind to. Additionally, when you have healthy self-esteem, you are
able to set appropriate boundaries in relationships and maintain a healthy relation-
ship with yourself and others.

Low Self-Esteem

May manifest in a variety of ways. If you have low self-esteem:

• You may believe that others are better than you.

• You may find expressing your needs difficult.
• You may focus on your weaknesses.
• You may frequently experience fear, self-doubt, and worry.
• You may have a negative outlook on life and feel a lack of control.4
• You may have an intense fear of failure.
• You may have trouble accepting positive feedback.
• You may have trouble saying no and setting boundaries.
• You may put other people's needs before your own.
You may struggle with confidence.

Low self-esteem has the potential to lead to a variety of mental health disorders,
including anxiety disorders and depressive disorders. You may also find it difficult to
pursue your goals and maintain healthy relationships. Having low self-esteem can
seriously impact your quality of life and increases your risk for experiencing suicidal
thoughts.

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 Self-Esteem
Your Sense of Your Personal Worth or Value

Excessive Self-Esteem

Overly high self-esteem is often mislabeled as narcissism, however there are

some distinct traits that differentiate these terms. Individuals with narcissistic traits
may appear to have high self-esteem, but their self-esteem may be high or low
and is unstable, constantly shifting depending on the given situation. 6 Those with
excessive self-esteem:

• May be preoccupied with being perfect

• May focus on always being right
• May believe they cannot fail
• May believe they are more skilled or better than others
• May express grandiose ideas
May grossly overestimate their skills and abilities

How to Improve Self-Esteem

Fortunately, there are steps that you can take to address problems with your per-
ceptions of yourself and faith in your abilities. How do you build self-esteem? Some
actions that you can take to help improve your self-esteem include:

Become more aware of negative thoughts. Learn to identify the distorted

thoughts that are impacting your self-worth.
Challenge negative thinking patterns. When you find yourself engaging in negative
thinking, try countering those thoughts with more realistic and/or positive ones.

Use positive self-talk. Practice reciting positive affirmations to yourself.7

Practice self-compassion. Practice forgiving yourself for past mistakes and move
forward by accepting all parts of yourself.

Low self-esteem can contribute to or be a symptom of mental health disorders, I

cluding anxiety and depression. Consider speaking with a doctor or therapist about
available treatment options, which may include psychotherapy (in-person
or online), medications, or a combination of both.

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 Self-Awareness
Human beings are complex and diverse. To become more self-aware, we should
develop an understanding of ourselves in many areas. Key areas for self-awareness
include our personality traits, personal values, habits, emotions, and the psychologi-
cal needs that drive our behaviors.

Personality. We don't normally change our personalities, values and needs

based on what we learn about ourselves. But, an understanding of our personalities
can help us find situations in which we will thrive, and help us avoid situations in
which we will experience too much stress. For instance, if you are a highly introvert-
ed person, you are likely to experience more stress in a sales position than a highly
extroverted person would. So, if you are highly introverted, you should either learn
skills to cope with the demands of a sales position that requires extravert-type be-
havior patterns, or you should find a position that is more compatible with your per-
sonality. Awareness of your personality helps you analyze such a decision.

Values. It's important that we each know and focus on our personal val-
ues. For instance, if your first priority is "being there for your children" or "your relation-
ship with God," it's very easy to lose sight of those priorities on a day-to-day, moment
-by-moment basis. During the workday, so many problems and opportunities arise
that our lists of "things to do" can easily exceed the time we have to do them. Since
few (if any) of those things pertain to what we value most, it's easy to spend too
much time on lower priority activities. When we focus on our values, we are more
likely to accomplish what we consider most important.

Habits. Our habits are the behaviors that we repeat routinely and often auto-
matically. Although we would like to possess the habits that help us interact effec-
tively with and manage others, we can probably all identify at least one of our hab-
its that decreases our effectiveness. For example, if you are a manager who never
consults your staff before making decisions, that habit may interfere with your ability
to build your staff members' commitment to the decisions and their decision-making
skills as well.

Needs. One of the advantages of knowing which needs exert the strongest in-
fluence on our own behaviors is the ability to understand how they affect our inter-
personal relationships. For instance, most of us have probably known people who
have a high need for status. They're attracted to high status occupations, and they
seek high status positions within their organizations. Such people also want the
things that symbolize their status. They insist that they be shown respect, and they
want privileges and perks that people of lower status can't have. Sometimes these
people fight for things that others see as inconsequential--like a bigger of-
fice. Needs cause motivation; and when needs aren't satisfied, they can cause frus-
tration, conflict and stress.

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 Self-Awareness
Emotions. Emotional self-awareness has become a hot topic of discussion re-
cently because it's one of the five facets of emotional intelligence. Understanding
your own feelings, what causes them, and how they impact your thoughts and ac-
tions is emotional self-awareness. If you were once excited about your job but not
excited now, can you get excited again? To answer that question, it helps to un-
derstand the internal processes associated with getting excited. That sounds simpler
than it is. A person with high emotional self-awareness understands the internal pro-
cess associated with emotional experiences and, therefore, has greater control
over them.

How Self-Awareness Makes You More Effective

Self-awareness helps managers identify gaps in their management skills, which
promotes skill development. But self-awareness also helps managers find situations
in which they will be most effective, assists with intuitive decision making, and aids
stress management and motivation of oneself and others.
Skill development. Improvement projects should normally begin with an assess-
ment of the gap between the current situation and the desired future situation.
Knowing your strengths and weaknesses. Self-awareness helps you exploit your
strengths and cope with your weaknesses. Cooperation between big-picture-
oriented decision makers and detail-oriented decision makers can produce high
quality decisions.
Developing intuitive decision-making skills. Leaders with well-developed emo-
tional self-awareness are more effective intuitive decision makers. In complex situa-
tions, intuitive decision makers process large amounts of sometimes unstructured
and ambiguous data, and they choose a course of action based on a "gut feeling"
or a "sense" of what's best.
Stress. Jobs that don't suit your personality tend to give you more stress than
jobs that are more compatible. This is not to say that you should never take a job
that conflicts with your personality.
Motivation. It's very difficult to cope with poor results when you don't under-
stand what causes them. When you don't know what behaviors to change to im-
prove your performance, you just feel helpless. Self-awareness is empowering be-
cause it can reveal where the performance problems are and indicate what can
be done to improve performance. In addition, awareness of your psychological
needs can increase your motivation by helping you understand and seek out the
rewards that you really desire such as a sense of accomplishment, additional re-
sponsibility, an opportunity to help others, or a flexible work schedule.
Leadership. When we understand "what make us tick"--what gets us excited,
why we behave the way we do, etc.--we also have insight into what makes others
tick. To the extent that other people are like you (and, of course, there are limits to
the similarity), knowing how to motivate yourself is tantamount to knowing how to
motivate others.

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 Key Takeaways
• The self-concept is a schema that contains knowledge about us. It is pri-
marily made up of physical characteristics, group memberships, and traits.
• Because the self-concept is so complex, it has extraordinary influence on
our thoughts, feelings, and behavior, and we can remember information
that is related to it well.
• Self-complexity, the extent to which individuals have many different and
relatively independent ways of thinking about themselves, helps people re-
spond more positively to events that they experience.
• Self-concept clarity, the extent to which individuals have self-concepts
that are clearly defined and stable over time, can also help people to re-
spond more positively to challenging situations.
• Self-awareness refers to the extent to which we are currently fixing our at-
tention on our own self-concept. Differences in the accessibility of different
self-schemas help create individual differences: for instance, in terms of our
current concerns and interests.
• People who are experiencing high self-awareness may notice self-
discrepancies between their actual and ideal selves. This can, in turn, lead
them to engage in self-affirmation as a way of resolving these discrepan-
cies.
• When people lose their self-awareness, they experience deindividuation.
• Private self-consciousness refers to the tendency to introspect about our
inner thoughts and feelings; public self-consciousness refers to the tenden-
cy to focus on our outer public image and the standards set by others.
• There are cultural differences in self-consciousness: public self-
consciousness may be higher in Eastern than in Western cultures.
• People frequently overestimate the extent to which others are paying at-
tention to them and accurately understand their true intentions in public
situations.

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PRELIM GMRC /ESP 24
 ASPECT OF HOLISTIC DEVELOPMENT
What is the Holistic Development of a Person?
Holistic development means to grow and develop the whole person, in or-
der to achieve optimal functioning, happiness and independence. It is
about developing multiple areas individually and simultaneously. While this
begins in early childhood, adults may also strive to achieve holistic health.

The five aspects of holistic development

• Physical – developing the body and senses optimally
• Intellectual – learning, developing mental processes, language and
thinking
• Social – integrating with others and communicating well
• Emotional – healthy expression of feelings, building emotional intelli-
gence
• Spiritual – developing morals, values and personality traits

THOUGHTS, FEELINGS AND BEHAVIORS

What is Involved in Each of the 5 Aspects of Holistic Development?
1. Physical Development
Physical development involves every aspect of a child’s physical
growth and body functioning. Without developing the body and gaining
control of movements, children cannot learn to write or perform any tasks.
Not only do children need to develop certain motor skills, but they also need
to have their basic physical needs met, such as warmth, nutrition, physical
affection, health, hygiene and a safe learning environment. Sensory devel-
opment is important during early childhood and all seven of the senses –
sight, taste, touch, hearing, smelling, proprioception and vestibular – must
be developed through play and exploration. Motor skills can mainly be di-
vided into gross and fine motor skills.

2. Intellectual Development
Intellectual, also called cognitive development, refers to how a child
processes information, learns, develops language and picks up mental
concepts. We often see a child’s academic achievements as stemming
only from their intellectual skills, however, that is only one piece of the
complex puzzle. Developing critical thinking skills is a crucial part of this ar-
ea of holistic development, as well as developing receptive and expres-
sive language, learning to listen and developing a good attention span.
Children also learn mental concepts such
as sequencing, matching, sorting, pairing, seriation and understanding
cause and effect relationships. All kinds of play activities in early childhood
– such as block play, puzzles and music games – develop a child’s cogni-
tive abilities. In order for children to learn to read, write and understand
mathematical concepts, they need years of learning through play.

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 3. Social Development
A child’s social development involves learning to communicate ef-
fectively with others and form mutually satisfying relationships and friend-
ships. This always starts at home and influences all relationships outside the
home. Social and emotional development are often studied together as
they are linked in many ways, but are still two important aspects of growth.
There are many kinds of social skills including developing good manners,
taking turns, sharing, showing kindness, negotiating, learning to lead and
follow, expressing needs clearly and respectfully and cooperating. An im-
portant aspect of healthy socializing is learning to listen to others and re-
specting their opinions.

4. Emotional Development
In the early years, children pass through certain stages of emotional
development. Emotional development is extremely important but is often
not given enough attention, or pushed aside in favour of developing physi-
cal or academic skills. Children can only thrive in all other areas if they are
supported emotionally. Studies on brain development and bonding and
mental health show how crucial bonding and emotional attachment are in
infancy. There are several basic emotional needs that all children have,
such as the need for affection, love, acceptance and approval.

5. Spiritual Development
This last category involves the child developing their own moral
code, sense of right and wrong and values. It is also about children’s devel-
oping personalities and how they view themselves. Children develop an un-
derstanding over time that they are responsible for their choices and the
results of these choices. This helps them develop moral decision-making
skills.

How a child interacts with his environment is also part of his spiritual devel-
opment.
These 5 aspects of holistic development, while all independent areas,
are best developed using a holistic approach.
Children should always be studied as a whole as their developmental
aspects affect each other. A child who is upset, for example, is unlikely to
concentrate well on an academic task. Another child who has poor fine
motor skills might struggle to do writing tasks in class.
Give children opportunities to play and explore their environment,
and plan activities that develop multiple skills simultaneously.
Always look at the full picture and give attention to your children’s
physical, intellectual, social, emotional and spiritual growth together.

PRELIM GMRC /ESP 26

 Answer the following questions.
EVALUATE

1. When is the development of self-concept finished?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. How does self-concept affect communication?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3. What is the difference between self-concept and self-esteem?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4. Why is a well-developed self-concept beneficial?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

5. How does culture influence self-concept?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

PRELIM GMRC /ESP 27

 Exercises and Critical Thinking
EVALUATE

6. What are the most important aspects of your self-concept, and how do
they influence your self-esteem and social behavior?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

7. Consider people you know who vary in terms of their self-complexity

and self-concept clarity. What effects do these differences seem to have
on their self-esteem and behavior?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

8. Describe a situation where you experienced a feeling of self-

discrepancy between your actual and ideal selves. How well does self-
affirmation theory help to explain how you responded to these feelings of
discrepancy?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

9. Try to identify some situations where you have been influenced by

your private and public self-consciousness. What did this lead you to
do? What have you learned about yourself from these experiences?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

10. Describe some situations where you overestimated the extent to

which people were paying attention to you in public. Why do you think
that you did this and what were the consequences?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

PRELIM GMRC /ESP 28

 https://www.google.com/search?
q=all+about+me+worksheet&tbm=isch&hl=en&sa=X&ved=2ahUKEwjRrt6N
ytD5AhXvw4sBHSP_Dn8QrNwCKAB6BQgBEPMB&biw=1519&bih=754#imgrc
=gj20_kLhlqfjhM
https://en.wikipedia.org/wiki/Self
https://www.chrysos.org.uk/blog/top-ten-tips-for-developing-self-
awareness
https://www.verywellmind.com/what-is-self-concept-2795865
http://www.wright.edu/~scott.williams/LeaderLetter/selfawareness.htm
https://opentextbc.ca/socialpsychology/chapter/the-cognitive-self-the-
self-concept/
https://www.verywellmind.com/what-is-self-esteem-2795868
https://dictionary.apa.org/self-perception
https://empoweredparents.co/what-are-the-5-aspects-of-holistic-
development/#:~:text=The%20five%20aspects%20of%20holistic,social%
2C%20emotional%20and%20spiritual%20development.

PRELIM GMRC /ESP 29