"Faces and Feelings": a projective technique for measuring young children's self-esteem

Area of Science:

• Child Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Accurate measurement of self-esteem in young children presents significant challenges.
• Understanding the multifaceted nature of self-esteem is crucial for developmental research.
• The influence of significant others on children's self-perception requires further investigation.

Purpose of the Study:

• To introduce a novel projective measure, "Faces and Feelings," for assessing self-perceptions in kindergarten and first-grade children.
• To investigate the impact of significant figures (e.g., parents, teachers) and activities on young children's self-esteem.
• To explore cultural and gender differences in self-esteem constructs among children.

Main Methods:

• Development and application of a projective "Faces and Feelings" measure.
• Elicitation of self-perceptions of worthwhileness from young children.
• Analysis of feelings related to home, school, and specific activities.

Main Results:

• The "Faces and Feelings" measure effectively addressed common issues in self-esteem assessment for young children.
• Significant findings emerged regarding the influence of "significant others" on children's self-esteem.
• The study identified multifaceted aspects of self-esteem, including feelings about home and school.
• Differences in self-perception were noted between American and Australian children, as well as between boys and girls.

Conclusions:

• The "Faces and Feelings" projective technique offers a valuable method for assessing self-esteem in early childhood.
• Results highlight the critical role of social interactions and environmental factors in shaping young children's self-worth.
• The measure facilitates the identification of specific influences on children's self-esteem across diverse contexts and demographics.