• Instruments Specific to Young Children (4 - 7)

  • We have determined that our questionnaire format does not work well with young children.  Moreover, it is not until age eight that children can verbalize the concept of their global self-worth.  Thus, we have developed two additional instruments that are particularly sensitive to the evaluation of self-processes among younger children.

  • The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter & Pike, 1983) 

    Ages 4 to 7

              We have found that young children respond well to pictorial materials.  Thus, items on this instrument present two pictorial alternatives, one of a child displaying high competence or adequacy and one that depicts less competence or adequacy.  Similar to our questionnaire surveys, the participant child first decides which of the children is most like him/her, and then under that picture, there are two choices, analogous to “really true for me” and “sort of true for me.”  There are four subscales on this version, two competence domains, cognitive and physical, and two social acceptance subscales, peer acceptance and maternal acceptance (24 items).

    There are four sets of Picture Plates: 

    Preschool/Kindergarten for Girls

    Preschool/Kindergarten for Boys

    1st/2nd Grades for Girls

    1st/2nd Grades for Boys

    There is just one manual applicable to all four age/gender groups.  A teacher rating scale is also included in the manual.

    The original instrument presented the picture plates in a comb-bound manual, for easy administration, plus the picture plates were color coded for each of the four subscales and were printed on heavy 8.5 x 11 cardstock.  It is recommended that those wishing to administer the instrument do the same.

  • The Behavioral Rating Scale of Presented Self-Esteem for Young Children (Harter & Haltiwanger, 1989/2012)

     Because young children cannot verbally evaluate their sense of global self-esteem or self-worth, we developed a 15-item observational rating scale that adults, who know the children well, fill out.  The content of the items was initially derived from the judgments of experienced preschool and kindergarten students who were given a Q-sort task to identify those behaviors that discriminated between children with high and those with low self-esteem.  Those items, where there was considerable agreement about their ability to make such a discrimination were then cast into our structured-alternative survey format for adults to rate individual children’s behavior on 15 items.  Sample content includes: approaches tasks with confidence, prefers activities that stretch his/her abilities, is eager to try new things, moves forward to do things independently, describes the self in generally positive terms, and shows pride in his/her accomplishments.

This portfolio last updated: 06-Aug-2018 1:40 PM