Summary.-This paper describes the development and concurrent validation of a group-administered measure of field-dependence/independence for early elementary children. Following the procedure used to validate the Children's Group Embedded Figures Test (Level 2, 9 to 11 yr.), a validation study of a group test for younger children was undertaken with a second-grade sample (N = 77). The test was reliable (alpha = .84) and significantly related to both the individually administered Children's Embedded Figures Test (r = .56) and Portable Rod-and-frame Test (r = .57). This measure, designated the Children's Group Embedded Figures Test-Level 1, provides a promising research instrument for assessing cognitive sryle of young children. Field-dependent and field-independent cognitive styles are thought to affect academic development. These styles appear with increasing frequency in classroom research (5, 7,8, 10, 11). In fact, field-dependence/independence appears to be a factor involved in most if not all interpersonal situations (5, 10). If one wants to study the effects of cognitive style, suitable techniques for measurement must be provided. Presently only individual measures of field-dependence/independence are available for young children; the Children's Embedded Figures Test and the Portable Rod-and-frame Test. Lockheed, Harris, Stone, and Fitzgerald (3) describe the validation of a Children's Group Embedded Figures Test for 9- to 11-yr.-olds. The test combined adaptations of the adult group test items and the children's individual test items appropriate for fourth and fifth grade students. Stone's earlier work with a similar test for younger children indicated that memory was confounded with disembedding. A test was needed which permitted the child to view the simple figure continuously, thereby eliminating the memory component. This paper reports a concurrent validation for second-grade children on a group embedded figures test designed to be an alternative measure of the fielddependence/independence cognitive style. The original test, as developed by Stone, was a modification of the individual Children's Embedded Figures Test (12) and was adapted with permission of the publisher, Consulting Psychologists Press, Inc. The child's task is to find the simple shape, "tent" or "house" in progressively more complex drawings and to trace around it with a pencil. The test has two parts and administration instructions. The tent series, given first, has four demonstration items, two practice items and 10 scored items. The second part, house, has four demonstration items, one practice item and 14 scored items. Each part also has a backing sheet indicating the end of the part and containing a line drawing of the simple figure, tent or house. This figure extends above the booklet so that it can be folded over when the booklet