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dc.contributor.authorHolden, Karenen_US
dc.contributor.authorKalish, Charlesen_US
dc.contributor.authorScheinholtz, Lauraen_US
dc.contributor.authorDietrich, Deannaen_US
dc.contributor.authorNovak, Beatrizen_US
dc.date.accessioned2009-09-09T17:57:47Z
dc.date.available2009-09-09T17:57:47Z
dc.date.issued2009en_US
dc.identifier.other2009-009en_US
dc.identifier.urihttp://digital.library.wisc.edu/1793/36314
dc.description.abstractThis review of financial literacy programs for preschool-age children finds they tend to concentrate on concrete lessons without consideration of underlying concepts to be taught. They also do not consider the cognitive ability of children to grasp the concepts, nor the behavior and timing of behaviors that financial literacy educators seek to improve.en_US
dc.language.isoen_USen_US
dc.relation.ispartofseriesLa Follette School Working Papersen_US
dc.titleFinancial Literacy Programs Targeted on Pre-School Children: Development and Evaluationen_US
dc.typeWorking paperen_US


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