Using a special, personalized reading book to develop a healthy self-concept in kindergartners

This study focused on developing a healthy self-concept in kindergartners through a special, personalized reading book. Results indicate that emphasizing a personalized book, specifically the "I like Me" book, improved mean self-concept development from the perspective of the child, parents, and teachers.

Introduction

During the effective schools research in the late 1970s, surveys of educators demonstrated that self-concept development in children was clearly an important component in educating the whole child (Silvernail,1979). Studies suggest that student self-concept, if left unchecked, appears to decline as students advance in grade level (Bandura, 1982; DeMoulin, 1993; Harper and Purkey,1993; Silvernail,1987) with the decline beginning as early as grade 2 (Burnett, 1993). As a result, it is imperative that positive self-concept development should begin as early as possible which is one explanation for initiating self-concept development through a special personalized book at the kindergarten level (DeMoulin, 1993; Wheeler, 1994).

Methodology

A study was designed with a central theme centered on the following research question: "Does the use of the personalized book, "I Like Me", have a significant impact on a kindergartner's self-concept level?" The Success-N-Me Self-Concept Scale was used to provide a comprehensive and systematic analysis of an individual child's self-concept. The scale is sub-divided into a self-efficacy component (attitude toward school) and a selfesteem component (attitude toward self).

This information is obtained from three perspectives: (1) the child; (2) the teacher of the child in question; and (3) the parent/guardian of the child. Questions across the three instruments (kindergartners, teachers, and parents) are compatible with one another. All scores represented are synthesized into a composite to maximize self-concept interpretation.

Construct validity was established through Principal Component Factor Analysis (orthogonal rotation). Alpha coefficients (internal reliability) ranged from .79 to .91 across the primary and secondary measures with no significant differences related to gender, age, or other role-defining conditions.

The overall self-concept scale ranges from zero to 30 where IS and below equates to a zone-of-concern and attention should be immediately given to anyone within this area. Both the self-efficacy and self-esteem scales range from zero to 15 with the area extending from zero to six denoted as a zone-of-concern. Scores within either zone signify a serious depletion of self-efficacy and/or self-esteem. As the scale approaches 30, the proper combination of selfefficacy and self-esteem is obtained.

Testing

Following a pre-test, each kindergartner was given the personalized "I Like Me" book to be used at home and at school for approximately 12 weeks. Teachers were asked to incorporate the book into their curriculum for approximately 15 minutes per day alternating kindergartner's book to read from. Parents were encouraged to read from the book to the kindergartner at least three times per week for 15 or so minutes at each setting. After approximately 12 weeks, the entire pre-test procedure was duplicated. Pre-test/post-test data for kindergartners, teachers, and parents/guardians were individually subjected to a Dependent ttest to ascertain significance across the three areas of self.

Results - Kindergartner Responses

Analysis of kindergartner's responses indicated a significant gain in total self-concept (17.472 to 19.084), a significant gain in selfefficacy (7.528 to 8.495), and a significant gain in self-esteem (9.944 to 10.589). Although significance was observed in each of the measures, pretest/post-test scores were dangerously close to each measurers "zone-of-concern" region.

Teacher Responses

Analysis of teacher responses indicated a significant gain in total self-concept (21.425 to 22.670) of which only self-efficacy (10.262 to 11.208) obtained statistical significance. Although data indicated a gain from 11.163 to 11.462 in self-esteem, it was not statistically significant. Analysis furthers indicated that teachers perceived kindergartners' self-concept, self-efficacy, and self-esteem higher both on pre-test and post-test measures than kindergartners perceived themselves.

Parent Responses

Analysis of responses indicated a significant gain only in the self-efficacy measure (12.191 to 13.134). Although parents' perceptions indicated a gain in self-concept from 15.193 to 26.240, and a gain in self-esteem from 13.002 to 13.106, neither were deemed statistically significant.

The Composite

The composite analysis indicated a significant gain in self-concept (21.363 to 22.865) of which self-efficacy had the most significant impact (9.994 to 11.333). The selfesteem gain (11.369 to 11.532) was not statistically significant.

Summary

Results of this study indicate that including the specialized book, "I Like Me", significantly improved a child's self-concept development. Results also suggest that teachers may need to pay closer attention to students' hidden needs. Results further suggest that parents perceived little problem with their child's initial and subsequent development. Because of the ramification of this finding, it might be one explanation why some parents lose sight of symptoms from their child's weakness in school and/or their child's failure in the social ring. By the time parents recognize the problem, it may be too late for the child.

References

Bandura, A. (1982). "Self-efficacy mechanism in human behavior." American Psychologist. 37 pp. 122-147. Burnett, P. (1993). "Self-concept, self-esteem, and selftalk. Presented at the American Counseling Association in Atlanta.

DeMoulin, D.F (1993). Re-conceptualizing the self-eicacy paradigm.Education. 114, 2, 167-199. Harper, K., & Purkey, W.W. (1993). "Self-concept-aslearner of middle level students. Research in Middle Level Education,17 pp. 80-89.

Silvernail, D. (1979). Teaching styles as related to student achievement. Washington, DC: National Education Association.

Wheeler, V. (1994). I Like Me. Topeka, Kansas: Kindergartners Count, Inc.

About the Author

Dr. DeMoulin is a professor in the Department of Educational Leadership at the University of Memphis. He is presently assisting districts nation-wide on self-concept development using the "I Like Me" personalized book. If you would like further information on Kindergartners Count, contact Dr. Don DeMoulin at (901) 644-3636 or (901) 644-2329 fax or Mr. Vem Wheeler at (913) 273-1765 or (913) 271-6442 (fax).

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