It is generally conceded that preschool children have some de-
scriptive and evaluative self-conceptions, but measuring them is
obviously a thorny problem. Although some descriptive/eval-
uative language occurs at an early age ( Goodenough, 1938),
one cannot rely on preschoolers' verbalizations to infer self-
conceptions in the way language is used for inferring self-
concepts in older children and adults. Accordingly, as a basis for
inferring self-conceptions, the JPPSST relies on the child's point-
ing to chosen pictures that were especially drawn for this test.

This instrument, comprising 15 bipolar items, has been
used with children between the ages 3-6 and 9-11 but is pri-
marily intended to get global self-concept estimates for pre-
schoolers. It is based on a theoretical premise that "self concept
[is] the way an individual perceives himself, his behaviors, how
others view him, and the feelings of personal worth and satisfac-
tion that are attached to these perceptions" ( Joseph, 1979, p. 8).

The JPPSST measures this personal judgment based on five
general dimensions: "Significance [perceived value to] signifi-
cant others; Competence--the perception of being able to suc-
cessfully perform; . . . Power--the perceived ability to influence,
manipulate, and control others; General Evaluative Content --
feelings of satisfaction with one's present life circumstances;
and Virtue--perceived adherence to moral standards" ( Joseph,
1979, p. 8).

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