This study intended to clarify self-consciousness and its change from 5 graders in an elementary school to 2 graders in a junior high school using the test of evolutive dynamics(dynamisme evolutif)by Zazzo, B.and to compare with the antecedent studies by Zazzo, Tsukano, Tsuzuki. The subjects were 121 fifth graders, 97 sixth graders in an elementary school, and 76 first graders, 74 second graders in junior high school. The method was by questionaire. Our analysis of the data led to the following results. 1)The choice of "Baby" was rare in all the levels of ages and it didn't evolve genetically. These rates of choice were equal to Tsuzuki's, Tsukano's, but more than Zazzo's. 2)The choice of "Adult" diminished with ages, while the choice of "Actual Age" augmented. This result was equal to Zazzo's, Tsuzuki's, Tsukano's. 3)The reversion of major responses occurred between 5 graders and 6 in an elementary school. This showed more older age than the results of Zazzo, Tsuzuki. The choice of "Adult" were always more than the other ones except 5 graders in Tsukano's result. 4)The choice of "Actual Age" augmented with ages. This was equal to Zazzo's, but the rates of choice in 6 graders in an elementary school were 30% less than that of Zazzo's. The choice of "Actual Age" augmented above 5 graders in Tsuzuki's, Tsukano's. 5)These days children worried about the ordeal of examination. Especially in 5 graders in an elementary school they were anxious to escape from it. 6)Children tended to appreciate their own positions and to evaluate themselves in their developmental process. A developmental process of self-consciousness would progress from the external concrete level to the internal abstract level in 5 graders in an elementary school.

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The purpose of the present study is to make a critical comment on theoretical bases of "experimental small group" approach and sociometric approach which have been very common for studying group process of pupils in a classroom, and to make clear whether these approaches will be effective for the study of the process from educational-psychological points of view. In this paper, theoretical background of "experimental small group" method, limits of the method to studies on actual classroom group process and several conditions for effective application of the method were discussed. A discussion on educational-psychological significance of sociometric approach to pupils' group process in a classroom was also made.

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