The Relationship Between the Construction of Multidimensional Self-Concept in Second Grade Children and the Level of Teacher Endorsement of Developmentally Appropriate Practice

The relationship between level of endorsement of developmentally appropriate practice of 14 second grade teachers and the construction of self-concept of children in their classrooms was examined. Teachers were given The Primary Teacher Questionnaire, a beliefs scale that assesses level of endorsement of developmentally appropriate practice, and classified as having a higher or lower endorsement of developmentally appropriate practice. Four children, two boys and two girls, were randomly selected from each of the 14 classrooms and were given The Self Description Questionnaire I, a multidimensional measure of self-concept of children ages 5-8 years of age, in November and again in April