Multidimensional Self-Concepts of Children and Teacher Beliefs About Developmentally Appropriate Practices

Relationships between children's multidimensional self-concepts (SC) and teachers' beliefs were explored. Twenty-three boys and 28 girls were given the Self-Description Questionnaire-I (SDQ-I) near the beginning of the school year and again 6 months later to measure multidimensional SC; th...

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Published inThe Journal of educational research (Washington, D.C.) Vol. 93; no. 5; pp. 312 - 321
Main Authors Smith, Kenneth E., Croom, Laura
Format Journal Article
LanguageEnglish
Published Bloomington, Ill Taylor & Francis Group 01.05.2000
Heldref Publications
Public School Pub. Co. for the University of Illinois, Bureau of Educational Research
Taylor & Francis Inc
Subjects
Academic self concept
Beliefs
Child Development
Childhood
Children
Children & youth
Classroom environment
Classrooms
Cognitive Development
Decision making
Developmental Stages
Developmentally appropriate practice
Early childhood education
Educational research
Elementary Education
Elementary School Students
Elementary School Teachers
Grade 2
Influence
Kindergarten education
Language Acquisition
Learning
Physical appearance
Preschool education
Questionnaires
School districts
Science education
Self Concept
Self esteem
Sex Differences
Teacher Attitudes
Teacher education
Teachers
Teaching methods
Theory
Urban schools
Young Children
New York
United States > US
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Summary:Relationships between children's multidimensional self-concepts (SC) and teachers' beliefs were explored. Twenty-three boys and 28 girls were given the Self-Description Questionnaire-I (SDQ-I) near the beginning of the school year and again 6 months later to measure multidimensional SC; their teachers were given the Primary Teacher Questionnaire to measure beliefs about traditional (TRAD) versus developmentally appropriate practices (DAP). Multiple-regression analyses to predict the later SC from the earlier SDQ scores and teacher beliefs showed that TRAD predicted academic SC and general school SC for boys, but DAP was not a predictor of any dimension of SC. Neither DAP nor TRAD predicted any dimension of SC for girls. Findings are discussed in relation to the literature on developmentally appropriate practice and child outcomes.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220670009598723