UNIT 7 DEVELOPMENT OF AN

INTEGRATED PERSONALITY
Structure

Introduction
Objectives
Integrated Personality
Characteristics of a Well-integrated Personality
Factors Influencing Integrated Personality Development
Teacher's Role in Integrated Personality Development
7.6.1 Physical Development
7.6.2 Mental Development
7.6.3 Emotional Development
7.6.4 Moral Development
7.6.5 Social Development
Let Us Sum Up
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Unit end Exercises

7.1 INTRODUCTION
in our everyday life we come across various kinds of persons. Some are amicable, some
shy, some emotional/cold, some irritable and angry, some immoral, some antisocial, some
'beautiful, some handicapped, some aggressive and the list can go on.
The question is
Do these aspects describe the personality of an individual?
What is meant by personality of an individual?
Should one focus on physical or emotional or social aspects or should one generally club
them all together?
Since the future of the nation is being shaped in the classrooms of today, the olassrooms
may be considered as a fertile area for helping in the growth of individual.
W e having tea, one uses the right proportion of milk, water, sugar and tea leaves. Likewise
we should aim at helping our children to be physically fit, mentally alert, emotionally
stable, socially acceptable, and morally upright, i.e. a balanced and integrated personality.
In this unit you will study the meaning of .the term 'Integrated Personality' and its
characteristics. You will also understand the factors that influence the development of an
integrated peisonality and the measures that are helpful in its development.

7.2 OBJECTIVES
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-- - - - -

After going through this unit, you should be able to:

recognise the meaning of the term 'Integrated Personality';
describe the characteristics of an integrated personality;
list the factors which influence the development of integrated personality; and
suggest measures to develop integrated personality of the child.
 Development of an
7.3 INTEGRATED PERSONALITY Integrated F'ersonJty

Let us begin with a simple exercise.

Write down ten statements that describe someone you know very well.
Some of these statementsprobably refer to gender, class, physical characteristics, abilities,
etc. These are very simple qualities but they are not a complete description of an individual's
personality. Personality is something more. It involves how one person differs from another
person, how she acts under various circymstances and how s h e responds to other people.
If you list the characteristics like ambitious, talkative, independent, warm, friendly, etc.
then describe how one behaves and feels. The personality is the quality of the individual's
total behaviour, how s h e acts, when herhis activity is taken as a whole. It is tbe complete
and unified outcome of all the cievc:lopmental processes through which an individual has
passed. Personality is synonymous with the idea of the organismic functioning of tbe total
individual including all herhis various verbally reputed aspects, such as intellect, character,
drive, emotionalized attitude, interests, sociability, and personal appearance, as well as
herhis general social effectiveness.
Your personality means you - the whole person and everything about you, your face, hair,
teeth, eye, your way of walking, standing, talking, mannerism, character, habits, thinking,
feeling, attitudes, interests and everything else about you.

Teacher's help facilita:es persorunty dcvclopmoat.

Personality, thus, is inclusive of everything about your physique, socio-emotional and

personal characteristics:A description of any individual's personality is incomplete until
you have included all these characteristics in the description.
Do you remember the different aspects of development?
Basic Issues in Yes! Physical, mental (cognitive), emotional, moral and social are the different aspects
Chtld Development of personality development.

Are thes& different aspects watertight compartments? Or do these exist only for the
convenieqce of our analysis and study?
The dIffewnt aspects of development are not really separate entities. Each aspect is dependent
on others b d in turn intluences one another. All the aspects are interrelated. We look at
the child ris an integrated, unified, whole personality. The very aim of education is to help
a person to develop a proper co-ordination and harmony among the various faculties of the
body, min4 and spirit for an all round development or in other words development of a
harmoniolls and integrated personality.

7.4 CHARACTERISTICS OF A WELL-INTEGRATED

You have come pcross a number of children. You feel some of them have well-integrated
personalities, while the others do not.
How do you differentiate between them?
What characteris/ticsof a well-integrated personality can you infer from Uiis?
Integrated PersQnalityChecklist
I
Show the extenn to which you tee1 the student you are rating displays each of the
characteristics by putting a tick mark ( d ) in the appropriate column to the right.
 Develop~nentof an
Integrated Personality

Characteristics of a well Integrated Illustrativecases where the characteristic

Personality is present or not present

a) They maintain good health practices a) Arun is always shabbily dressed and
with regard to nutrition, sleep, rest, doesn't care to file his nails.
physical activity, personal cleanliness
and hygiene, which promote healthful
living.
b) They have some insight into and b) Rhagya is a popular student in the
understanding of their motives, school; much above average in
desires, weaknesses and strong points. academic achievement; and very well
They can evaluate their behaviour behaved. When she was asked to
objectively and can accept their represent the school in an inter school
shortcomings and weaknesses. essay contest she refused to do so. She
realizes that she is not good at
organizing.

c) They have a clear understanding of c) Chandan is in the tenth standard. He

their environment and of the forces has been aspiring to become a doctor.
with which they must deal. They plan When you ask him what he will do if
ahead; but do not fear the future. They he doesn't get a seat for medicine, he
have the capacity to face realities answers that genetics is his second
rationally and objectively. choice and bioengineering, third.
d) They have a sense of personal worth. d) A group of students are discussing
They feel worthwhile to self and as their futureplans. When Dhamu's turn
members of society. They are patient comes, he says, " I know I am good
and feel secure and important. for nothing. I will not get admission
in any course".

e) They have faith in their ability to e) Edward has been coming late to school
succeed. They solve their problems for the past four months. Inspite of the
largely by their own initiative and repeated warnings from his teachers
effort. They feel confidel~tin dealing and suggestions from his friends, he
with the problems of every day life continues to be late. Once he arrives I

more or less effectively. at scllool, he feels utterly helpless and

sometimes breaks down.
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 Charactaristics of a well Integrated Illustrative cases where the
Persmal&y characteristic is present or not present
I
f) The$ live iq the world of realities f) Fatima is from a lower middle class
rath* than fantasy. family. Whenever her friends ask her
what she would like to be when she
grows up, she is always saying that
once she grows up, she would be going
to five star hotels in a car and that she
would like to dress up like her
favourite heroine.

g) They have developed the capacity to g) Gautam- has been planning for quite
tolerate the frustration and sometime to have a tea party at home
disappointment in daily life. for some of his fiends on his birthday.
His parents explain their financial
difficulty to him. He reahly says that
he would be satisfied with a packet of
chocolates for distribution in the class.

h) They $bow ~ ~ ~ 0m na t ad tl~in their h) Harini was wearing her favouri te

behaqiour. They don't go to pieces as dress. While serving food to her, the
a resblt of their fears, anger and ayah by mistake spilled some dal on
worrits. her dress. Harini got up ,in a rage,
picked up her plate from the table and
,

handed over Rs. 1001- to her saying,

"Yesterday in the School Function. I
was given the cash prize for securing
the first rank. After going home I
found that there was Rs. 2001 instead

wlth q e welfate of all. leave the remaining two pieces for his
brother and sister. Kaul relished the

picnic on Sunday without taking her.

Lata replied, "I was not in station last
week and returned home only on
Saturday night. So my friends could

able to make and keep new friend every ten days.

26 - I
 Characteristics of a well Integrated Lkvdopment d an
Illustrative cases where the characteristic Integrated Perrolullty
Personality is present or not present

o) They are stable and dependable. o) Olivia is charming, friendly and

helpful. She dues a lot for other people.
However, sometimes unexpectedly she
is aloof or imtable and even fails to
do what she has promised to do.

p) They have a sense of humour and can P) n~akesa mistake that makes the
laugh at themselves. others laugh. She realises her mistake
and joins in the laughter.

I 7.5 FACTORS INFLUENCING INTEGRATED

1 PERSONALITY DEVELOPMENT

r! How does personality develop? Is it developing on its own? Isn't there any control over it?
Aren't there any external influences on it? Let us see.

I Before we discuss development of personality we have to see if personality is inherited or

acquired. We cannot say that personality is either inherited or acquired. Actually it is inherited
I to some extent and acquired to some extent. It is interaction with the environment as
i well as with heredity.
Example: A person born with good physique already has a good physical personality. In a
suitable environment if sfhe develops healthy, socio-emotional characteristics also, s h e
will have a healthy personality. Another person born with not very good physique could
i acquire effective s6cio-emotional characteristics which may to some extent compensate
1 I
for herlhis not having a good physical appearance. On the other hand, anotber person with
i
! good physical qualities but poor socio-emotional characteristicswill have a poor personality.
Personality is, partly determined by HEREDlTY. A teacher has no control over the hereditary
factors of hislher students. The following examples explain this statement.

a) Most Americans have blue eyes and blonde hair. Most I~dianshave black eyes and
black hair.

b) Children of tall parents also tend to be tall.

c) Children of diabetic parents also tend to develop diabetes.
Now sit back and think for a while how the personality of children is related to certain
conditions prevailing in their environment.

a) Uma is very weak and falls sick now and then. All she takes at home is rice and
buttermilk every day.

b) Karim often commits silly mistakes in his class work and does not concentrate on tbe
lessons. He spends the whole day in school and due to economic problems he has been
forced to take up a night job simultaneously.

c) Roopinder is fat, dull and restless. She is from a rich family and well fed. She always
moves about in a car.There are servants at home to do all the work. She is not allowed
to play with the other children.

d) Mary is highly irritated even at the slightest provocation. Her motber insists that she
should spend the whole evening in doing homework and studying. She is not allowed
to play or watch TV or read any magazine.
The personality of the above four children are definitely affected. There are facton that
influence the personality and attitude of others. Nutrition, sleep, physical activity and
relaxation are some of the otber factors.
Let us look at a few more examples.
Basic Issues in a) Neshma bites her nails all the time and looks tense. Her mother and father are quarrelling
Child Developnient ekery day.

b) E/arry is scared of each and every thing. His father is very strict; dictates what his son
should do and should not do; punishes him harshly even for petty mistakes.

c) Mohan plays truant in school. His father is a business magnate and his mother, a busy
sbcial worker. They have no time to care for their son.

d) Heter always disappears from the Sanskrit classes but is very regular in attending other
cjlasses. The Sanskrit teacher is authoritarian.

e) Maya is not only good at studies, but takes interest in tenilis and debates. Her school is
&ell known for sports training and organises a whole lot of extra-curricular activities.

f) john, a student in class VII, has already taken to smoking. He comes from a slum full
df drunkards and smokers.

g) Avinash is the only boy who has opted for batik printing, while his friends have chosen
tppewriting. Avinash comes from a community in which mbst of the men and women
Have taken to weaving, dyeing and embroidery.

Thus we see that other than the physical factors of the environment, PSYCHOLOGICAL
ZFACTORS also greatly influence the personality. These factors arise from home, school or
comaunity.

Parerjts play a very significant role in the development of well integrated personalities of
their Children. The children do various kinds ofthings to seek approval from parents, which
is verp,important for them. At times they can even do some negative things to have attention
Eocu+ed on them. The response of parents to what the child does is of vital importance for
the dlxelopment of the child. If parents over-indulge their children, they become very
4epe1jdent.

Seenia leads a very sheltered life; whenever she has to go out, her father sends a car and a
driver. She has never gone out alone. Once when she had to go to college after school and
the diiver and car were not available, Seema broke down and just could not travel alone.
I

If pattents do not give enough time, don't shower love and affection, the child may seek bad
company and may develop bad habits.

Sureqh'sparents were very much involved in their business. He felt uncared for and unwanted.
He \anted to commit suicide. He got into bad company and became a drug addict.

These are some responses of the parents that do not help in the development of a well-
integfated personality like too many or too little restriction, over-criticism, over-indulgence,
lack bf involvqment, etc.

If p#ents shower their children with love and affection, spend time with them, encourage
8nd tjdce part in their activities at home and school, encourage them to be independent, take
the4 out for recreation, make a conscious effort to know them, he with them, then these
f a c e s greatly enhance the development of the child.

Vickp has a fixed time schedule for all his activities. His weekdays are busy with schoolwork
and bne hour of play. Every Friday night Vicky and his parents go out for dinner or some
play. Saturdays Vicky can watch T.V. till 11.30pm as next day is Sunday. Sunday afternoon
Vic@'s father plays Cricket with him. When Vicky stood l* in class, they gave him a
lovely den set. Vicky feels he leads a very good life, he feels loved, wanted and cared for.
I

Clleck Your Progress

~ b t e :s 23 Write your answers in the space given below.

h) Colnp:re your answers with ho,\e given at t11c end of the und.
 i) ?'he pcrsoual~lyof a child is a product o f bo111 .............. and ............
I'i~ctorsol' the environment.

11) A teachcs has no control ovrr the ................ l'actors affecting hislher
student\.

l(c whetbcr the givcn statements arc true or fi~lse:

I
ii) 'fhc soc~o-economicsl:~tusol an individual has negligible ~nllucnces011 a
ch~ld'spersonality development.

iii) Thc personality of an individual is the result ol'an inler play of v:uious aspccls
ot dcvelopment.

I 1

-.
II:n 111gless l~ciglll1ha11one's triends could lead Lo low belt-e\Lee~n.
I
[ ick mark Ihc akppropriatc answer.
I
I ij hcrcdi(y only.
I
I1 ii) Iic~reclityand cnvironlncnt.

i ~ i ) environ1ne111only.
I1
L iv) kunily and cul(urc.

7.6 TEACHER'S ROLE IN INTEGRATED PERSONALITY

DEVELOPMENT
A child starts i~ttendingschool from the age of 5 or 6 ycars of age and spends the next 12 to
18 years in cducalionul inslilutions. The school forms the major component of the
envlroninent of the child. We have just seen how the various physical and emotional factors
of the environment do greatly iiitluence tl~epersonality of the child. The teachers have a
great role in developing the integrated personality of children. Especially children in the
elementary school who are at the most pliable years - highly impressionable years, could
he easily molded. 'l'heir experiences at this agc would have a long lasting impact on them.
How do you think you can help your wards in developing into well integrated personalities?
As you go Lhrougli each of the following sections please stop for a while and reflect which
of them are already being done in your school; which aspects of your school programmes
need to be modified; and which activities should be introduced.

7.6.1 Physical Development

An important aspect of develop~neiltin the child is the physical growth. A child grows
rapidly from infancy; histher growth slows down in middle childhood and is resumed again
in adolescence. In h e primarylelementary school years facial features change, changes in
height'and weight :re brought about, face becomes leaner as excess fat fades from the
cheeks, the forehead becolrles smaller. Between age 6-8 years baby teeth are lost.

Some aspects of physical growth can be looked after by certain activities in the school
which include:

a) Mid-day meals or milk could be served atleast to Ule poor and needy.

b) Especially in llic prc-primary section, time should be allotted for sleep-rest.

c) There should be adequate physical activities. Garncs, sports and exercise could be
organized regularly in tune with the maturity and development stages of the children.
Basic Issues in d) The school day should not be crammed with serious studies alone. There should be
ChildDevelopme~~t time for relvation and recreation. Activities like singing, dancing, painting, etc., should
be included.

e) Schools should arrange routine medical check-up and whenever necessary immunisation
programmes should be arranged.

Health edocation is very important at this stage. They should be taught cleanliness
and hygienic habits. In addition, there should be periodic physical checking of the
cleanliness of their nails, teeth, dress and so on.

Periodii health check-up is very important.

7.6.2 Mental Development

The brain of a child is almost completely developed by the end of the first five years. Child
around 6 year$ of age can adjust to a school situation and benefit from it. A child learns and
uses skills of literacy and numeracy. A child learns by active experimentation, by rote
learning, through comprehension/ understanding, from books and through practice. Language
and speech development takes place simultaneously. These aspects refer to the mental
development bf the child.
 Developn~entof an
Integrated Personalty

1
Toys that allow child's to use his imagination is e r J m to him.

: The following activities may be taken up in the school.

a) Learning activities like reading, writing, arithmetic, concept formation,problem solving

and abstract thinking have to wait upon the mental set -physiological readiness of the
children. Keeping this in mind, educational programmes should be organised with
utmost care.

b) Teachers should inculcate in the children right attitudes, interests and skills.

c) The classroom atmosphere should be free from tension so that adequate learning can
take place.

d) Learning activities should be related to the daily life and experiences of the children
in order to evoke interest in them for learning.

e) A number of co-cumcular activities like discussions, debates, scouting, dramatisation,

etc. should be arranged.

7.6.3 Emotional Development

An emotion is described as a stirred up state accompanied by certain physiological changes.
It has three components-feeling state, changes in internal body functioning and external
changes in the body. During infancy the child is unable to express emotions and is in a
general state of excitement. With the advancement of age, several emotions become
P
differentiated. As age is accompanied by increased maturation and experience, a child's
emotional responses become more differentiated as slhe grows. This gradual increase in
emotions through maturation and learning is called emotional development.
8
Certain suggestionslactivitiesare given below for facilitating emotional development.

a) The teachers should be democratic.

b) They should develop self-esteem and self-confidencein the children.

c) Over criticism, comparison of children, severe punishments and excessive praise of

any child should be avoided.
d) The children should be made to feel that their ideas and opinions are valued.
e) Teacher's expectations should match with the student's ability to try-out something
new.
Basic Issues ill
Chilrl I)evclop~neat

0 Guidance should be provided wherever necessary. The teacher should become a

confident to each student so that the student him/herself would heek'the teacher's
advice in solving hisiher problems.

7.6.4 Moral Development

MoraI development includes learning of moral concepts and moral behaviour by the child.
Children llearn these in a similar manner like they learn social behaviour. Society, parents,
siblings, peers and teachers influence the child's movement from one stage to another on
moral development.

Some activities given below would be helpful in moral development:

a) First of all the teacher should set a model himiherself.

b) The reacher should inculcate desirable values like honesty, sense of right and wrong
and the will to do Ule right thing in Ihe children.

c) Epics and stories of great leaders could be told to the students. Stories of persons who
are honest, have performed good deads and helped others, could be told to students.

7.6.5 Social Development

When a child is born, slhe does not exhibit any form of social behaviour. As sihe grows
sihe is expected to behave in accordance with the social expectations and confirm to the
acceptable forms of interaction in society. The process through which above changes take
place is culled socialization.
 Devclopnlent of an
Integrated Personality

Hobbies foster child's individuality.

Certain activities which may facilitate social development are suggested below:

a) Team games, group projects and excursions should be arranged to promote co-operation
and adjustment among the students.

b) Teachers should study the isolates and the neglectees in the class and help them to

I make friends.

I C) Students should be encouraged to participate .in community services.

i
i
d) Citizenship training is also necessary. The students should be taught civic
responsibilities, value of public property and so on.

1 Teacher's Role and Activities in Integrated Personality Development

I

Physical Mental Emotional Moral Social

Development Development Development Development Development
Mid-day meals1 Learning Inculcate Inculcate desire- Team games
milk to poor activities democratic able values, with
and needy (reading, attitude honesty, ability
writing, concept to judge right
formation etc.) and wrong
Relaxation1 Inculcate right Enhance self- Be a model for Help isolated
Sleeping time attitudes, skills, esteem and the students and neglected
for pre-primary help self- yourself children to
children development of confidence, make friends,
interests, avoid criticism, Encourage
aptitudes comparison, community
severe participation
punishment
Physical
exercise
Recreation Create tension- Vdue Stories about Citizenship
activities free atmosphere children's ideas great leaders ' training.
in class and opinions and from the
epics
I
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Basic Issues in
Child Develol~meat Physical Mental Emotional Moral Social
Development Development Development Development Development
Routine Relate learning Match
medical to everyday life expectancy
check-up experiences from students
to their
abilities
Perlsonal Co-curricular Guidance.
hygiene activities
(debate,
discussion, etc.)

7.4 LET US SUM UP

Persionality means everything about an individual. The different aspects like physical, mental,
emational, moral and social development are closely interwoven to make up an integrated
personality. Well integrated personalities possess certain characteristics which differentiate
them from the others. The factors that influence the personality are heredity and environment.
The environment comprises of physical and emotional factors. The school, the teacher and
parents have a significant role to play in the development of the integraled personality in
the children.

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7.8 UNIT-END EXERCISES

Explain the meaning of the term personality. Mention the characteristics of a well
integrated personality.
Discuss how personality is determined by heredity and/or environment.

Discuss how a teacherlparent can help in the development of a well integrated

personality.

ANSWERS TO CHECK YOUR PROGRESS

iii)

ii)
iv)

i) physical, psychological

ii) herediatary

i) False ii) False iii) True iv) True

Herediatary and environment