This paper on self concepts of young children is divided into 3 parts. Part 1 reviews the extensive and confusing literature of self theory. Self concept is viewed as a generic construct composed of a number of evaluative and descriptive components, with phenomenal and nonphenomenal components viewed as part of the model. In the second part of the paper more than 50 currently available instruments purported to assess the self concept of young children are described and classified according to the subdivisions of 5 major assessment approaches. It is anticipated that the categorization schema of this paper will be useful in the management of any large quantity of test information. Suggestions are made to indicate which testing approaches deserve further scrutiny. Part 3 included observations and suggestions: (1) Although no definition has been widely accepted, self concept must be operationally defined as that construct or set thereof assessed by the set of self concept instruments (2) It is inappropriate to attempt to validate a self concept measure by simply comparing it with another such measure. (3) The bulk of currently available self concept tests is not likely to be of significant value of the educator concerned either with the development or modification of specific educational programs for young children. (Author/AJ)