The fundamental question proposed in this study was: can treatment, in the form of prescribed teacher behavior, classroom atmosphere and experiences affect a positive change in the growth and development of the young child\u27s self-concept. The secondary area questioned the extent to which the parent\u27s self-concept score correlates to that of the child.
Based upon the assumption that adult and child self -concept can be measured, the I See Me Scale was constructed and utilized with children as a pre- and postassessment and the How I See Myself Scale was used to measure parent self -concept. Thus, it was hypothesized that: 1) there will be no statistically significant difference between the mean gain scores of the two groups of children after treatment; and 2) that there will be no statistically significant correlation between parent and child self-concept scores
