Year of Publication

1975

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Dr. Janice Wood

Second Advisor

Dr. Elinor Scheirer

Third Advisor

Dr. James Mittelstadt

Fourth Advisor

Dr. Lynn Schwab

Abstract

The fundamental question proposed in this study was: can treatment, in the form of prescribed teacher behavior, classroom atmosphere and experiences affect a positive change in the growth and development of the young child's self-concept. The secondary area questioned the extent to which the parent's self-concept score correlates to that of the child.

Based upon the assumption that adult and child self -concept can be measured, the I See Me Scale was constructed and utilized with children as a pre- and postassessment and the How I See Myself Scale was used to measure parent self -concept. Thus, it was hypothesized that: 1) there will be no statistically significant difference between the mean gain scores of the two groups of children after treatment; and 2) that there will be no statistically significant correlation between parent and child self-concept scores.

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