Abstract
Experiences of advantaged children were examined among 85 kindergarten, 72 first-grade, 61 second-grade, and 66 third-grade boys and girls. Preschool and nonpreschool/nonday-care groups scored significantly higher on academic self-esteem than a day-care group. The preschool group scored higher on CTBS Mathematics than the other two groups, and the preschool and day-care groups had significantly fewer absences in public school than the nonpreschool/nonday-care group.
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