The present study was developed in order to help clarify some issues concerning the "at home" or "early entry" effect upon the child's development. The special problems that this study identified as valuable in the child's development were reading readiness and emotional "well-being". Five groups of young children matched for age, socioeconmoc status, and intelligence were provided with differential schooling experiences. One group remained at home, while the other four groups were at school either in a mixed age classroom or in a non-mixed age classroom. After six months the results indicated no difference in reading readiness between groups, but all groups made significant advances on the Pintner-Cunningham Primary Test. Further, the "at home" group showed the most emotional growth when compared with the "at school" children. (Author/CS)