Developing self-esteem and creativity in the preschool child

Date of Award




Degree Name

Doctor of Philosophy (Ph.D.)



First Committee Member

Arlene T. Brett, Committee Chair


The purpose of this study was to determine the effectiveness of an intervention program in furthering self-esteem in preschoolers and to explore the relationship between self-esteem and creativity.Seventy-one preschoolers (38 males and 33 females) ranging in age from 4.6 years to 5.7 years participated in the study. The children attended a large, private preschool in a middle-class, multi-cultural suburb of Miami, Florida. Six classes of children were randomly assigned to either the experimental condition (EC) or the control condition (CC). For a ten-week period, a self-esteem development program, Developing Understanding of Self and Others (DUSO) was used as an intervention. MANOVA's conducted on all dependent variables at pre-test indicated no significant differences between subjects before intervention procedures. MANOVA's using post-test scores yielded significantly higher scores for the experimental group on one of the self-esteem measures (JPPSST), but not the other (BASE), and on the creativity measure (TCAM). Socio-demographic variables of gender and birth order were not significantly correlated with self-esteem or creativity at the time of pre-test. Pearson product moment correlations for the total sample indicated a positive and marginally significant relationship between the JPPSST and the TCAM at pre-test and a significant relationship between the measures at post-test. Explanations for these findings are discussed, as are implications and recommendations for future research.


Education, Early Childhood

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