A wide-range self-concept instrument was developed and administered to children in Grades 3, 6, and 10. Original scoring showed Grades 3 and 10 significantly higher in reported self-concept than Grade 6, but not significantly different from each other, although Grade 3 had a largei dispersion. No consistent sex differences were observed. Internal consistency and test-retest reliability coefficients were judged satisfactory enough to continue refinement of the instrument through item analysis.Correlations with IQ and achievement were positive but low. Institutionalized retarded girls reported significantly lower self-concept than did the public school sample. A factor analysis of the present 80-item scale on 457 Grade 6 children resulted in 6 clearly interpretable factors

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The following trends are noted: (1) upsurge of interest in projective techniques; (2) with reference to developmental aspects, an interest shift from broad considerations to details of line, form, etc., and media, e.g., clay and finger-painting; (3) increased concern with methodology particularly among those in the field of tests and measurements; (4) Increased utilization of the drawings in studies in general psychology, e.g., visual perception and visual memory. 330-item bibliography.