This study investigated changes in organization and crystallization of self-concept that may occur during early school years. Three models from self-concept literature that address early childhood development of self-concept are briefly described. Hypotheses are predicted on the assumptions that: (1) changes should manifest themselves between kindergarten and second grade, and (2) crystallization of self-concept would be marked by changes in variance of self-concept measures over this time period. The Behavioral Academic Self-Esteem Scale and the Martinek-Zaichkowski Self-Concept Scale for Children were administered to 91 kindergartners and 79 second graders. Tests of differences in variance based on the "F" distribution were computed. Of the nine hypothesized subscale or factor differences in variance, six were supported. Also, two other absolute differences in variance were in the hypothesized direction. Results show that variance in measures of self-concept does seem to reflect developmental influences. Attributes of self-concept that were predicted to be more crystallized or consolidated by kindergarten time frequently showed smaller variance among kindergartners than among second graders. (Author/TJH)