a. Much has been said about children's self-esteem over the past 20 years: discussing the implications of building a child's "self-esteem" without helping him or her master any skills in any of the areas of multiple intelligences, character, behavior, or spirituality. development. Any attempt to encourage or develop healthy “self-esteem” without any outside help will be difficult without any guidance. The factors indicated in the assignment application; multiple intelligences, character, behavior, or spiritual development are too important to understanding one's “self” to be left to chance. Each of these areas of moral development is not formed in a vacuum, and without the gentle nudges given to a young child, the scoldings given to middle children, or the discipline given to teenagers by loving caregivers, the emotional chaos (in the writer's opinion ), will probably occur. “Spirit” (the term I will use to define the conduit between subconscious psycho-emotional thought and conscious thought) is a complicated construct, built from information gleaned from our life experiences. The biopsychosocial construct of spirit begins at birth and can never – ultimately – be complete, so it is continually a work in progress. In the absence of any significant emotional interaction, the spirit exists more or less in a weakened state, leaving a compromised path from our “soul” (emotional memories) to our “conscious self” (existence). Consequently, positive and negative self-esteem are two products of the biopsychosocial environment in which a younger child may exist. Positive and negative reinforcement from caregivers will be the most influential factor in a child's development positive or negative... towards the center of the card ...... towards an easier path towards scaffolding of information. Parenting that incorporates education into the family's cultural norms (microculture) and a healthy respect for authority, coregulation (learning shared responsibility), and acceptance of cultural differences (macroculture) will ultimately create a framework for an individual to grow into a well-rounded adult (Craig & Dunn, pp. 236-237).d. Find a copy of your high school yearbook or a high school photo of yourself to bring to Lab Three. With my apologies, after thirty years, I'm not sure where my old photographs are. Suffice it to say, I was a shaggy hippie with curly hair exploding from my head to my shoulders. I was quite introverted and wore beige work clothes to blend in with the world. At that time I was quite old, like now, so the camouflage didn't work very well.