Enhancing Self-Concept Development in Preschool Children.

Autor/inn/en	Ravid, Ruth; Sullivan-Temple, Kara
Titel	Enhancing Self-Concept Development in Preschool Children.
Quelle	(1992), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Black Students; Curriculum Evaluation; Curriculum Guides; High Risk Students; Inner City; Jews; Low Income Groups; Middle Class Students; Parent Participation; Preschool Children; Preschool Education; Self Concept; Self Concept Measures; Teacher Student Relationship; Urban Areas; White Students + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Curriculare Materialien; Problemschüler; Jew; Jude; Jüdin; Juden; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Stadtregion
Abstract	This paper describes three studies that evaluated the Marvelous Me-Preschool Edition curriculum, a 12-session program designed to enhance the self-concept of preschool children. The program is organized around 6 central themes: feelings, self-image, getting to know oneself, family friends, and community. Children participate in activities such as art projects, songs, dances, large group activities, book activities, and puppetry. Parental involvement is encouraged. The first study was conducted with 158 middle- and upper-middle class, white, Jewish students. The second study included 58 at-risk, black, inner-city students. The third study involved 31 middle- and upper-middle class, predomonantly white, students. In all three studies, the Purdue Self-Concept Scale for Preschool Children (PSCS) was administered before and after implementation of the curriculum. In the third study, the Joseph Pre-school and Primary Self-Concept Screening Test (JPPSST) was also used as a pretest and posttest. Results from the first and third studies indicated no significant difference between control and experimental groups. In the second study, experimental students had a significantly higher gain than did control students, even though control students also gained from pretest to posttest, probably due to familiarity with the test and maturity. The major conclusion was that at-risk preschoolers may benefit more than children from higher socioeconomic groups from a systematic intervention designed to enhance self-concept. Appended are 37 references and related materials. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC