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Authorization to publish article from Communique' (Volume 7, No. 8) provided by National Association of School Psychologists. NASP Communiqué, Volume 27, No. 8 I Like Me!: Enhancing Self Concept in Kindergarten-age Children Through Active School/Business Partnerships By Donald F. DeMoulin Since the time of William James, self-concept has been a somewhat elusive entity. Self theorists have constantly struggled to formulate a rationale that explains and predicts human behavior. Unfortunately, the struggle to operationally define self-concept has led to confusion about what it really is and how it impacts behavior. This author has been continuously involved in research to identify attributes of self-concept since 1985. As a result, it has become clear that self-concept is not a simple construct used to identify self, but is dependent on differing combinations of complex self-efficacy and self-esteem sub-components (See DeMoulin, 1993 for comprehensive self-efficacy study). Self-concept then becomes the sum total of all experiences we, as individuals, are exposed to, and the positive or negative weights we assign to each experience as determined by our self efficacy and self-esteem. The more positive weights we assign, the more positive our self-concept; the more negative weights we assign, the more negative our self-concept; thus self concept becomes a central and critical variable in human behavior. Impact of Self-concept on Achievement During the effective schools research in the mid to late 1970s, surveys of educators-- both teachers and administrators--demonstrated that self-concept development in children was clearly an important component in educating the whole child (Silvernail, 1979). Studies since then further indicated that student self-concept, if left without support, appears to decline as students advance in grade level (Griffore & Bianchi, 1984; Harper & Purkey, 1993; Silvernail, 1987), with the decline beginning as early as grade two (Burnett, 1993). Added to the many frustrations associated with a child's development and growth is the escalating problem of early reading failure. According to Joanne Schrof (1996), three in four students entering fourth grade cannot meet suggested standards in reading, a statistic that does not show improvement through later grades. If children encounter reading difficulties early, they may experience fear, anxiety and frustration from their inability to read. These three consequences may serve as powerful barriers that can seriously hinder their emotional development, inhibit their reading progress and negatively influence their attitude toward learning and behavior, while impeding the development of healthy self-concept (Marsh, 1993). Over time, this cycle of poor performance and lowered self-esteem becomes increasingly difficult to counteract (DeMoulin, 1996; Marsh, 1993). Given these findings, it is imperative that schools adopt a supplemental strategy for self concept growth and reading enhancement in elementary grades that: 1) builds healthy self-concept early in a child's education; and 2) creates a positive sensitivity towards learning, school and community through the enhancement of self-efficacy and self-esteem elements. Because of their influence on children's development, educators and parents should begin promoting positive self images in children as early as possible. Unfortunately, while there have been many efforts over the years to strengthen self-concept in children, most have fallen short (Beane, 1992). One promising intervention to motivate learning is the use of personalized texts. In numerous studies conducted since the early 1980s (Anand & Ross, 1987; Bracken, 1982; Dwyer & Igoe, 1992; Lopez & Sullivan, 1991; Neville,& Hoffman, 1981) regarding the use of a personalized text, this approach to learning has been shown to increase student success. Unfortunately, personalized books have not been economically feasible to produce for masses of children. It is with this in mind that Kindergartners Count, a program to initiate self-concept development in kindergarten children through literacy using personalized texts, was established (DeMoulin, 1996; and Wheeler, 1994). The Program Kindergartners Count is a non-profit 501(c)3 organization established in 1993 to bring parents, community leaders and educators together in the classroom as a unified partnership. At the heart of Kindergartners Count is a special, personalized self-concept reader entitled I Like Me! that serves as the catalyst to deliver powerful "I" statements as positive inducements for learning and achievement to kindergartners. The personalized reader incorporates all Dolch sight words specifically aimed at and recommended for kindergarten-age children, using the individual child's name, names of two friends, the school, teacher and principal. The purpose of this personalized approach is to develop a healthy self-concept in kindergartners through literacy while creating a positive sensitivity towards learning. The goals of this program are to: This innovative curricular approach is designed to be integrated into the existing elementary curriculum for a twelve-week period. (This is the time frame where maximum benefits are statistically relevant.) To assist kindergarten teachers, a daily lesson plan is included to serve as a guide during the twelve-week period. Other activities can be incorporated by using a topical guide that covers each of the reader's main points of emphasis to allow maximum flexibility for incorporating the I Like Me! reader into the curriculum strategy. Instrumentation During the past three years, different studies have been conducted to analyze the impact of the I Like Me! program on kindergartners' self-concept. These studies have involved nearly a thousand kindergartners in both urban and rural settings, using the DeMoulin Self-Concept Developmental Scale (DSCDS). The DSCDS is a diagnostic instrument which provides a comprehensive and systematic analysis of an individual child’s self-concept. The 30-point scale is subdivided into self-efficacy (sensitivity toward school) and self-esteem (sensitivity toward self) elements. The information is obtained from three sources: 1) the child; 2) the teacher of the child; and 3) the parent of the child. Questions across these three sources are compatible with one another; e.g., question one of the kindergartners’ instrument measures the same construct as question one of the teachers’ and parents’ instrument, and so on. Final results are analyzed separately and then synthesized into an overall self-concept composite (refer to DeMoulin, 1996, for complete methodology and testing procedures). Results Each kindergartner was given the DSCDS as a pre-test and then given an I Like Me! personalized reader to be incorporated into their normal program of study. Teachers followed the prescribed twelve-week format in the accompanying Teachers’ Guide. At the end of twelve weeks, the DSCDS was re-administered to each of the groups. In each case, significant positive growth in self-concept from the perspective of the students, their parents and their teachers was found when the I Like Me! program was used. Ongoing studies utilizing control and experimental groups have produced similar results. Data for all studies have repeatedly suggested that gender, race and socio-economic status were not significant factors. As a side note, teachers also reported a significant improvement in parental involvement and home/school relationships. Additionally, I Like Me! enhances early literacy skills, according to data gathered from control and experimental groups using the Screening Test of Educational Prerequisite Skills (STEPS). STEPS is a diagnostic pre- posttest screening instrument for children who are preparing to enter kindergarten, based upon Gagne’s (1985) five capabilities for learning. As a result of various pre-posttest and control/experimental studies, the inclusion of the I Like Me! program as a supplemental, curricular offering appears to make a positive, significant impact on a child's self concept and reading and writing development: 1) Pre-post tests demonstrate significant, positive impact on a child's self-concept growth; 2) Reading comprehension/recall as analyzed from the percentage of correct responses to story questions indicates that the group using the personalized I Like Me! reader performed better than a group using a non-personalized reader; and 3) Students using I Like Me! can improve behavior, with pre- post test studies from teachers indicating a mean 40% drop in classroom management problems. International Organization of Volunteers To successfully introduce the I Like Me! program to kindergarten teachers and principals, the Telephone Pioneers of America--a tax-exempt, national volunteer organization with some 830,000 members--have adopted this program as their national project, to be offered, at no cost to schools, in each of the 50 states. This is possible through their fund-raising activities, but more importantly, through the development and networking with schools' adopters or partners to cover the minimal cost for materials, personalization, collating, binding, shipping and handling, distribution and the teachers' guide. In November 1997, Memphis City Schools became the first urban school district in the nation to enroll each of its kindergartners. Through the assistance of the Memphis Area Chamber of Commerce and the local Bell South Telephone Pioneers of America, 10,000 kindergartners received their own personalized I Like Me! books and teachers received a twelve-week daily lesson plan to assist in the program’s implementation and parent involvement activities. The Telephone Pioneers of America have made a long-term pledge, committing over 100 million volunteer hours by the year 2000 with 50 million hours dedicated to education and 50 million hours dedicated to community service. This long-term commitment, recently finalized at the President's meeting for volunteerism at Philadelphia (see sidebar), places the I Like Me! program at the top of the Telephone Pioneers' efforts. The program will be extended from pre-school to include third grade by the year 2000 to maximize each child's potential to properly develop his/her self concept and to be able to read and write on grade level by the fourth grade. Value to School Psychologists School psychologists are continually seeking strategies that will help students achieve and feel good about themselves. As the role of the school psychologist expands, more preventative measures must be taken to help children deal with the challenges of the 21st century. Mark Erickson, Kaw Valley, Kansas School Psychologist, reports his experience introducing I Like Me! in his district: "When I saw the I Like Me! program, I felt this to be one more tool to be used to excite children, teachers, and parents about reading and feeling good about oneself. I talked with the kindergarten teachers in the rural school district I serve about I Like Me! and they were open to anything that would increase interest in reading and self image. They also liked the aspect of the program that involves parents reading with their child. The initial exposure to the program for the children and teachers was the I Like Me! book, and the children were enthralled with a book about themselves. The Telephone Pioneer who delivered and read the books was a wizard at working with kindergartners. One principal worked to hire her as a kindergarten teacher. The kindergarten teachers were impressed and excited about having a teachers' guide to work with the following year. Parents and relatives expressed much appreciation for the program. One grandmother exclaimed, "the book should be passed on to the next generation." The best part of the program is the children's reactions to seeing their name in print. One child leaped from his seat when his book was read, and exclaimed, "the book is about me!" Our school district has an extensive early childhood special education program, and we are looking forward to the early childhood phase of the I Like Me! program. The first, second and third grade teachers are also eagerly awaiting programs for their grade levels. The developmental approach to pre-reading skills with the Dolch words also impressed the staff at our schools. As the program grows, we hope to see a comprehensive developmental approach to promoting self image and basic reading skills. So far, we are pleased with the program. As a practicing school psychologist, I am always happy to see children, teachers and parents excited about learning and feeling good about themselves." Conclusion Although the main emphasis of I Like Me! is to strengthen a child's self-concept through literacy and his/her sensitivity toward learning, a secondary emphasis is to enhance the enjoyment of reading and improve reading comprehension/memory through the use of a personalized text. Preliminary findings suggest that the I Like Me! program significantly increases reading comprehension and recall (memory). Further, the use of a personalized reader is motivating to kindergartners because the narratives, in many cases, mirror conditions familiar to the child. Until now, mass production of personalized texts has not been possible. Another important by-product of the I Like Me! program is the opportunity to build positive interactions with the parent and child, the teacher and child, and parents and teachers while simultaneously increasing school/ community partnership and involvement--a much needed, yet many times neglected, part of a community's responsibility in education. Building a network of successful, workable home/school/community partnerships such as these can expand a student's individual potential and maximize educational and social outcomes (DeMoulin, 1996; Wheeler, 1994). Sending a child from a warm home environment to a warm school environment maximizes the chances of reaching that child. Through a cooperative investment, these children can be given a chance to turn away from the negative influences of gangs, drugs and teen pregnancy and lean toward becoming productive members of society. The I Like Me! program is fast becoming a viable, supplemental tool for early intervention that stresses: Dr. Edward Zigler, founder of Head Start and a long-standing proponent of programs that take the whole-child approach to early education, remarked: "In addition to focusing on cognitive development, effective early education programs must also foster growth in other domains. One of the most important of these is self concept: a child must have a positive self-image in order to get the most out of education. With a positive self-concept, children gain the confidence necessary to engage in challenging tasks, to believe in their ability to master these tasks, and to do well in school. Kindergartners Count [I Like Me! program] is an admirable project and the [empirical] investigation into its efficacy makes a worthwhile contribution to the literature of early intervention...and I am pleased to see the positive results of this personalized early learning program for kindergartners and their parents." (1997) As the caretakers of our next generations, we have the obligation to set the standards for the children under our charge so they can become valuable and productive citizens--to consider how we may guide them toward love and good deeds and to encourage them as they encounter life's successes and failures. It begins with the development of a healthy self-concept. References Arnand, P.G., & Ross, S.M. (1987). Using computer-assisted instruction to personalize arithmetic materials for elementary school children. Journal of Educational Psychology, 79, 72-78. Beane, J.A. (1992). Sorting out the self-esteem controversy. Educational Leadership, 49, 5-30. Bracken, B.A. (1982). Effect of personalized basal stories on the reading comprehension of fourth-grade poor and average readers. Contemporary Educational Psychology, 7, 320-324. Burnett, P. (1993). Self-concept, self-esteem, and self-talk: Implications for counseling children. Paper presented at the American Counseling Association, Atlanta, GA. DeMoulin, D.F. (1993). Reconceptualizing the self-efficacy paradigm: Analysis of an eight-year study. Education, 114, 167-199. DeMoulin, D.F. (1996). Enhancing self-concept development of kindergartners through a personalized reading program. National Forum of Applied Educational Research Journal, 9 (2), 2 39. DeMoulin, D. F. (1996). Developing positive neuro-associations towards learning through a personalized reading program. Reading Improvement, 31 (4), 52-55. Dwyer, H. & Igoe, A. (1992). Effects of levels of personalization on reading comprehension. Paper presented during the proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and sponsored by the Research and Theory Division. Gagne, R.M. (1985). Conditions of learning (4th ed.). New York: Holt, Rinehart, & Winston. Griffore, R.J., & Bianchi, L. (1984). Effects of ordinal position on academic self-concept. Psychology Reports, 55 263-268. Harper, K., & Purkey, W.W. (1993). Self-concept-as-learner of middle level students. Research in Middle Level Education, 17, 80-89. Lopez, C.L., & Sullivan, H.J. (1991). Effect of personalized math instruction for Hispanic students. Contemporary Educational Psychology, 16, 95-100. Marsh, H. W. (1993). The multi-dimensional structure of academic self-concept: Invariance over gender and age. American Educational Research Journal, 30, 841-860. Neville, D.D., & Hoffman, R.R. (1981). The effect of personalized stories on the cloze comprehension of seventh grade retarded readers. Journal of Reading, 475-478. Silvernail, D. (1987). Developing positive student self-concept. Washington, D.C.: National Education Association. Silvernail, D. (1979). Teaching styles as related to student achievement. Washington, D.C. National Education Association. Schrof, J. M. (September, 1996). What kids will have to know. U.S. News and World Report, 120 (6), 57-60 Wheeler, V. (1994). I Like Me. Topeka, Kansas: Kindergartners Count, Inc. Zigler, E. (1997). Developing the whole child. A chat with Ed Zigler at Yale University. Dr. Donald F. DeMoulin joined the Department of Educational Studies at the University of Tennessee-Martin in 1997 where he teaches general methods courses, research and statistics, and literacy. He has been an elementary school teacher, elementary principal and district superintendent, and for the last 11 years has been involved in higher education. He is recognized nationally and internationally for his active involvement in the promotion of reading and self concept development in elementary school children, and in creating active educational partnerships throughout the United States and Canada. He is presently serving as Chairperson for the Kindergartners Count, Inc., International Advisory Board. To find out how to implement the I Like Me! program in your local area, contact the International Resource Center of the Telephone Pioneers of America at (800)976-1914 or visit the TPA web page at http://www.telephone-pioneers.org and click pioneer news. ***********Side Bar******* |
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