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er
p
ar
en
ts
[
2
,
1
6
]
.
B
r
o
n
f
en
b
r
e
n
n
er
em
p
h
asizes
th
at
th
is
tr
an
s
itio
n
b
etwe
en
h
o
m
e
an
d
s
ch
o
o
l
an
d
th
e
a
d
ap
tatio
n
to
s
ch
o
o
l,
p
la
y
s
an
im
p
o
r
t
an
t
r
o
le
in
th
e
d
ev
elo
p
m
en
t
o
f
th
e
c
h
ild
in
th
e
ec
o
lo
g
ical
s
y
s
tem
s
m
o
d
el
[
1
7
]
.
T
h
e
ec
o
l
o
g
ical
m
o
d
el
ar
g
u
es
th
at
ch
ild
r
en
'
s
tr
an
s
itio
n
to
s
ch
o
o
l
s
h
o
u
ld
b
e
s
u
cc
ess
f
u
lly
s
h
ap
ed
b
y
t
h
e
s
u
p
p
o
r
t
p
r
o
v
id
ed
b
y
th
e
f
am
ily
at
h
o
m
e,
an
d
b
y
th
e
teac
h
er
at
s
ch
o
o
l
[
1
8
,
1
9
]
.
I
n
th
is
p
r
o
ce
s
s
,
it
is
th
o
u
g
h
t
th
a
t
th
e
r
elatio
n
s
h
ip
estab
lis
h
ed
b
etwe
en
th
e
teac
h
er
an
d
ch
il
d
in
f
lu
e
n
ce
s
s
ch
o
o
l
ad
ap
tatio
n
.
I
n
th
e
p
r
o
ce
s
s
o
f
ad
a
p
tatio
n
to
s
ch
o
o
l,
th
e
c
h
ild
s
h
o
u
ld
b
e
m
ad
e
to
f
ee
l
c
o
m
f
o
r
ta
b
le
in
th
e
class
r
o
o
m
,
lo
v
ed
,
an
d
m
ad
e
t
o
lo
v
e
h
im
s
elf
/h
er
s
elf
.
T
h
e
te
ac
h
er
s
h
o
u
ld
also
h
a
v
e
em
p
at
h
ic
co
m
m
u
n
icatio
n
with
th
e
ch
ild
an
d
b
e
p
atien
t a
n
d
to
ler
an
t
[
2
,
1
8
,
2
0
,
2
1
]
.
B
ir
ch
an
d
L
ad
d
em
p
h
a
s
ize
th
e
im
p
o
r
tan
ce
o
f
co
n
s
id
er
in
g
th
e
v
ar
io
u
s
ch
ar
ac
te
r
is
tics
o
f
ch
ild
r
en
'
s
r
elatio
n
s
h
ip
s
with
class
r
o
o
m
teac
h
er
s
wh
en
ex
am
in
in
g
s
ch
o
o
l
ad
a
p
tatio
n
o
f
y
o
u
n
g
ch
ild
r
en
[
1
1
]
.
T
h
e
class
r
o
o
m
en
v
ir
o
n
m
e
n
t
cr
ea
tes
a
n
atu
r
al
en
v
ir
o
n
m
en
t
to
r
ef
lect
th
e
r
elatio
n
s
h
ip
s
ch
ild
r
en
h
av
e
with
th
eir
p
ar
en
ts
.
T
h
e
s
u
p
p
o
r
t
p
r
o
v
id
ed
b
y
th
e
teac
h
er
s
in
th
e
r
elatio
n
s
h
ip
ca
n
b
e
u
s
ed
to
n
u
r
tu
r
e
th
e
c
h
ild
'
s
d
ev
elo
p
m
e
n
t
an
d
m
itig
ate
th
e
r
is
k
f
ac
to
r
s
in
v
o
lv
ed
[
2
2
]
.
Stu
d
ies
b
ased
o
n
a
n
e
x
ten
d
ed
attac
h
m
en
t
p
er
s
p
ec
tiv
e
ev
alu
ate
th
e
em
o
tio
n
al
q
u
ality
o
f
a
teac
h
er
'
s
r
elatio
n
s
h
ip
with
a
p
ar
ticu
lar
s
tu
d
en
t,
in
ter
m
s
o
f
th
r
ee
d
im
en
s
io
n
s
in
itially
d
e
r
iv
ed
f
r
o
m
co
n
c
ep
ts
an
d
m
ea
s
u
r
es
in
th
e
p
ar
en
t
-
c
h
ild
attac
h
m
en
t
th
eo
r
y
:
clo
s
en
ess
,
co
n
f
lict,
an
d
d
ep
e
n
d
en
ce
.
C
lo
s
en
ess
r
ef
er
s
to
th
e
r
elatio
n
s
h
ip
b
et
wee
n
th
e
teac
h
er
an
d
c
h
ild
b
ased
o
n
lo
v
e
,
tr
u
s
t,
war
m
th
,
a
n
d
o
p
en
n
ess
.
C
o
n
f
lict
r
ef
lects
in
c
o
m
p
atib
le
an
d
co
e
r
civ
e
in
ter
a
ctio
n
s
b
etwe
en
th
e
teac
h
er
an
d
ch
ild
.
Dep
en
d
en
c
e
r
ef
er
s
to
th
e
c
h
ild
'
s
ex
tr
em
ely
d
ep
e
n
d
en
t
an
d
ad
h
e
r
in
g
b
eh
av
io
r
to
th
e
teac
h
e
r
.
I
n
th
i
s
p
e
r
s
p
ec
tiv
e,
clo
s
en
ess
i
s
co
n
s
id
er
ed
t
o
b
e
p
o
s
itiv
e,
w
h
er
ea
s
co
n
f
lict
a
n
d
d
ep
e
n
d
en
c
e
ar
e
co
n
s
id
er
ed
as
th
e
m
o
s
t
p
r
o
m
in
en
t
f
ea
tu
r
es
o
f
a
n
eg
ativ
e
teac
h
er
-
ch
ild
r
ela
tio
n
s
h
ip
[
2
3
-
2
6
]
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
d
eter
m
in
e
wh
eth
er
th
e
lev
el
o
f
s
ch
o
o
l
ad
a
p
tatio
n
d
if
f
er
s
ac
co
r
d
in
g
to
th
ese
f
o
r
m
s
o
f
r
elatio
n
s
h
ip
estab
lis
h
ed
b
y
th
e
p
r
esch
o
o
l c
h
ild
with
th
eir
teac
h
er
s
.
W
h
en
th
e
liter
atu
r
e
was
ex
a
m
in
ed
,
teac
h
e
r
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
with
d
if
f
e
r
en
t
v
a
r
iab
le
s
ex
ec
u
tiv
e
f
u
n
ctio
n
[
2
7
]
;
s
o
cial
an
x
iety
[
2
8
]
;
a
g
g
r
ess
io
n
[
2
9
]
;
in
ter
n
aliza
tio
n
/ex
ter
n
aliza
tio
n
b
eh
av
io
r
s
[
3
0
]
;
s
ch
o
o
l
ty
p
e
[
3
1
]
;
ac
a
d
em
ic
r
esu
lts
[
3
2
,
3
3
]
a
n
d
s
tu
d
ies
o
n
c
h
ild
r
en
'
s
ad
ap
tatio
n
to
s
ch
o
o
l
lev
els
p
ee
r
r
elatio
n
s
[
3
4
]
;
p
ee
r
ac
ce
p
tan
ce
[
3
5
]
;
m
o
th
er
attitu
d
e
-
s
o
cia
l
s
k
ills
[
3
6
]
;
an
d
g
en
er
al
ad
a
p
tati
o
n
lev
el
[
3
7
]
wer
e
id
en
tifie
d
.
Ho
wev
er
,
o
n
ly
a
f
ew
s
tu
d
ies
f
o
cu
s
ed
o
n
s
ch
o
o
l
ad
a
p
tatio
n
an
d
te
ac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
[
3
8
,
3
9
]
.
T
h
es
e
s
tu
d
ies
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
teac
h
e
r
-
ch
ild
r
elatio
n
s
h
ip
s
an
d
th
e
p
r
o
ce
s
s
o
f
th
e
c
h
ild
'
s
ad
ap
tatio
n
to
s
ch
o
o
l
a
n
d
d
r
ew
atten
tio
n
to
t
h
e
n
ee
d
to
in
v
esti
g
ate
th
ese
r
elatio
n
s
h
ip
s
[
1
3
]
.
T
h
e
r
eg
i
o
n
s
in
th
is
s
tu
d
y
d
if
f
er
,
in
ter
m
s
o
f
b
ein
g
cu
ltu
r
ally
d
i
f
f
er
en
t
f
r
o
m
th
e
r
eg
io
n
s
wh
er
e
th
e
cu
r
r
en
t
s
tu
d
ies
wer
e
co
n
d
u
cted
(
Ad
a
n
a
an
d
Sam
s
u
n
)
.
I
n
a
d
d
itio
n
,
t
h
e
cu
r
r
en
t
s
tu
d
ies
a
ls
o
in
clu
d
ed
s
u
g
g
esti
o
n
s
to
ad
d
r
ess
teac
h
er
-
ch
il
d
r
elatio
n
s
h
ip
s
an
d
s
ch
o
o
l a
d
ap
tatio
n
in
n
ew
s
tu
d
i
es with
d
if
f
er
en
t m
ea
s
u
r
em
en
t
to
o
ls
,
s
am
p
les,
an
d
m
eth
o
d
s
[
3
8
,
3
9
]
.
T
h
is
s
tu
d
y
was
d
ev
elo
p
ed
b
ased
o
n
th
ese
s
u
g
g
esti
o
n
s
;
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
d
ata
wer
e
g
r
o
u
p
ed
u
s
in
g
th
e
clu
s
ter
in
g
m
eth
o
d
;
th
e
s
tu
d
e
n
ts
'
ad
ap
tatio
n
to
s
ch
o
o
l
was
in
v
esti
g
ated
to
b
e
eith
e
r
d
if
f
er
en
t
o
r
n
o
t
with
d
if
f
er
en
t
teac
h
er
-
s
tu
d
en
t
r
elat
io
n
s
h
ip
ty
p
es.
T
h
e
s
tu
d
y
also
d
if
f
er
s
f
r
o
m
th
e
liter
atu
r
e
in
th
is
r
esp
ec
t.
T
h
e
g
en
er
al
aim
o
f
th
e
s
tu
d
y
is
to
r
ev
ea
l
wh
eth
er
th
e
s
ch
o
o
l
a
d
a
p
tatio
n
lev
els
o
f
p
r
esch
o
o
ler
s
d
if
f
er
ac
c
o
r
d
in
g
to
th
e
teac
h
er
-
ch
ild
r
elatio
n
s
h
ip
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
was
co
n
d
u
cted
u
s
in
g
a
d
escr
ip
tiv
e
s
u
r
v
e
y
m
o
d
el.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
s
u
r
v
ey
m
o
d
el
was
to
d
escr
ib
e
a
p
a
s
t
o
r
o
n
g
o
in
g
s
itu
atio
n
as
it
e
x
is
ts
[
4
0
]
.
T
h
is
s
tu
d
y
s
o
u
g
h
t
to
a
n
s
wer
th
e
q
u
esti
o
n
o
f
wh
eth
er
th
e
ad
a
p
tatio
n
o
f
p
r
es
ch
o
o
l c
h
ild
r
en
to
s
ch
o
o
l d
if
f
er
s
ac
co
r
d
in
g
t
o
th
e
teac
h
er
-
s
tu
d
en
t r
elatio
n
s
h
ip
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Do
th
e
s
ch
o
o
l
a
d
a
p
ta
tio
n
leve
l
s
o
f p
r
esch
o
o
lers
va
r
y
a
cc
o
r
d
in
g
to
th
eir r
ela
tio
n
s
h
ip
w
ith
…
(
F
iliz
E
r
b
a
y
)
859
2
.
1
.
Sa
m
ple
T
o
d
eter
m
in
e
th
e
s
tu
d
y
s
am
p
le
in
th
e
2
0
1
8
-
2
0
1
9
ac
ad
em
i
c
y
ea
r
,
2
1
s
ch
o
o
ls
wer
e
s
elec
ted
b
y
th
e
r
an
d
o
m
clu
s
ter
s
am
p
lin
g
m
et
h
o
d
f
r
o
m
1
2
6
s
ch
o
o
ls
in
th
e
ce
n
tr
al
d
is
tr
icts
o
f
Ko
n
y
a,
i
n
c
lu
d
in
g
i
n
d
ep
e
n
d
en
t
k
in
d
er
g
a
r
ten
s
an
d
p
r
im
ar
y
s
ch
o
o
ls
in
clu
d
i
n
g
p
r
esch
o
o
l
cla
s
s
r
o
o
m
with
in
t
h
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
.
Af
ter
war
d
s
,
all
teac
h
e
r
s
an
d
s
tu
d
en
ts
o
f
a
class
r
o
o
m
wer
e
r
an
d
o
m
ly
s
elec
ted
f
o
r
in
clu
s
io
n
in
th
is
s
tu
d
y
b
y
d
r
awin
g
lo
ts
f
r
o
m
t
h
ese
s
ch
o
o
ls
.
T
h
er
ef
o
r
e,
th
e
s
tu
d
y
p
ar
t
icip
an
ts
co
n
s
is
ted
o
f
3
2
6
c
h
il
d
r
en
in
th
e
60
-
7
2
m
o
n
th
s
ag
e
g
r
o
u
p
a
n
d
2
1
p
r
esch
o
o
l
teac
h
er
s
in
p
r
esch
o
o
l
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
(
2
1
d
if
f
er
en
t
s
ch
o
o
ls
)
af
f
iliated
to
th
e
Pro
v
in
cial
Dir
ec
to
r
ate
o
f
Natio
n
al
E
d
u
ca
tio
n
in
Ko
n
y
a.
All o
f
th
e
teac
h
e
r
s
p
ar
ticip
atin
g
in
th
e
r
esear
ch
wer
e
f
em
ale;
f
o
r
t
h
e
p
r
esch
o
o
ler
s
,
1
7
1
wer
e
b
o
y
s
a
n
d
1
5
5
wer
e
g
ir
ls
.
T
h
e
m
ea
n
ag
e
o
f
th
e
teac
h
er
s
was 3
6
.
7
2
y
ea
r
s
; th
at
o
f
th
e
ch
ild
r
en
was 6
2
.
3
m
o
n
t
h
s
.
2
.
2
.
Da
t
a
co
llect
io
n
m
et
ho
d
Per
s
o
n
al
in
f
o
r
m
atio
n
f
o
r
m
,
teac
h
er
-
ch
ild
r
elatio
n
s
h
ip
s
ca
le,
an
d
s
ch
o
o
l
ad
a
p
tatio
n
teac
h
er
ass
es
s
m
en
t
s
ca
le
f
o
r
6
0
-
7
2
m
o
n
th
s
o
ld
ch
ild
r
en
wer
e
u
s
ed
to
co
llect
d
ata.
2
.
2
.
1
.
P
er
s
o
na
l
info
rma
t
io
n f
o
rm
W
ith
th
e
p
er
s
o
n
al
in
f
o
r
m
atio
n
f
o
r
m
,
in
f
o
r
m
atio
n
a
b
o
u
t
th
e
ag
e
an
d
g
en
d
er
o
f
teac
h
e
r
s
an
d
ch
ild
r
en
was o
b
tain
ed
.
2
.
2
.
2
.
Scho
o
l
a
da
pta
t
i
o
n t
ea
c
her
a
s
s
es
s
m
ent
s
ca
le
L
ad
d
,
Ko
c
h
en
f
en
d
er
,
a
n
d
C
o
l
em
an
d
ev
el
o
p
ed
t
h
e
s
ca
le
to
d
eter
m
in
e
th
e
lev
el
o
f
s
ch
o
o
l
ad
ap
tatio
n
o
f
ch
ild
r
en
6
0
-
7
2
m
o
n
t
h
s
o
ld
[
4
1
]
;
Ö
n
d
er
an
d
Gü
lay
later
a
d
ap
ted
t
h
e
s
ca
le
in
to
T
u
r
k
is
h
.
T
h
e
s
ca
le
c
o
n
s
is
ts
o
f
2
5
item
s
an
d
f
o
u
r
s
u
b
-
d
im
en
s
io
n
s
.
T
h
e
s
u
b
-
di
m
e
n
s
io
n
s
in
clu
d
ed
in
t
h
e
s
ca
le
wer
e
s
ch
o
o
l
lik
in
g
,
co
o
p
er
ativ
e
p
ar
ticip
atio
n
,
s
ch
o
o
l
av
o
i
d
an
ce
,
a
n
d
s
elf
-
m
a
n
a
g
em
en
t.
T
h
e
‘
s
ch
o
o
l
lik
in
g
’
s
u
b
s
ca
le
co
n
s
is
ts
o
f
f
iv
e
item
s
an
d
m
ea
s
u
r
es
tea
ch
er
s
'
o
p
in
io
n
s
a
b
o
u
t
h
o
w
m
u
ch
t
h
e
ch
il
d
lik
es
s
ch
o
o
l
.
T
h
e
‘
co
o
p
er
ativ
e
p
ar
ticip
atio
n
’
s
u
b
s
ca
le
co
n
s
i
s
ts
o
f
eig
h
t
item
s
an
d
m
ea
s
u
r
es
th
e
teac
h
er
'
s
au
th
o
r
ity
,
class
r
u
les,
an
d
r
esp
o
n
s
ib
ilit
ies.
T
h
e
‘
s
ch
o
o
l
a
v
o
id
an
ce
’
s
u
b
s
ca
le
co
n
s
is
ts
o
f
f
iv
e
item
s
;
it
r
ef
lects
th
e
ten
d
en
cy
f
o
r
th
e
ch
ild
to
av
o
id
th
e
class
r
o
o
m
.
Sev
en
item
s
ar
e
f
o
u
n
d
in
th
e
‘
s
elf
-
m
an
ag
em
en
t’
s
u
b
s
ca
le,
an
d
th
e
s
ca
le
m
ea
s
u
r
es
th
e
in
d
ep
en
d
en
t
an
d
s
elf
-
ce
n
ter
e
d
b
eh
av
io
r
s
o
f
th
e
ch
ild
in
th
e
class
r
o
o
m
.
E
ac
h
item
in
th
e
s
ca
le
was
ev
alu
ated
with
th
e
ex
p
r
ess
io
n
s
,
“No
t
A
p
p
r
o
p
r
iate”
,
“Ap
p
r
o
p
r
iate”
,
a
n
d
“Co
m
p
letely
Ap
p
r
o
p
r
iate”
[
4
2
]
.
I
n
th
is
s
tu
d
y
,
C
r
o
n
b
ac
h
’
s
alp
h
a
in
ter
n
al
c
o
n
s
is
ten
cy
co
ef
f
icien
ts
o
f
t
h
e
m
ea
s
u
r
em
en
t
to
o
l
wer
e
a
n
aly
ze
d
.
Fr
o
m
th
e
an
aly
s
is
,
in
ter
n
al
co
n
s
is
ten
cy
co
ef
f
icien
ts
wer
e
0
.
7
2
f
o
r
th
e
wh
o
le
s
ca
le
an
d
0
.
8
4
,
0
.
8
2
,
0
.
7
2
,
an
d
0
.
7
3
f
o
r
th
e
s
ch
o
o
l
lik
in
g
,
co
o
p
er
ativ
e
p
a
r
ticip
atio
n
,
s
ch
o
o
l
av
o
id
an
ce
,
an
d
s
elf
-
m
an
ag
e
m
en
t
s
u
b
s
c
ales,
r
esp
ec
tiv
ely
.
C
r
o
n
b
ac
h
'
s
alp
h
a
v
alu
es sh
o
w
ed
th
at
th
e
m
ea
s
u
r
e
m
en
t to
o
l
was r
eliab
le.
2
.
2
.
3
.
T
ea
cher
-
s
t
ud
ent
re
la
t
io
ns
hip
s
ca
le
T
h
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
ca
le
is
a
2
8
-
item
5
-
p
o
i
n
t
L
ik
er
t
-
ty
p
e
s
ca
le
d
esig
n
ed
to
ass
ess
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
.
I
t
is
a
s
elf
-
ass
ess
m
en
t
to
o
l
in
wh
ich
th
e
teac
h
er
ass
ess
es
h
is
/h
er
r
elatio
n
s
h
ip
with
ea
ch
s
tu
d
en
t
[
2
3
]
.
T
h
e
s
ca
le
was
d
esig
n
ed
to
ev
alu
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
ch
il
d
r
en
ag
ed
4
-
8
y
ea
r
s
an
d
th
eir
teac
h
er
s
.
I
ts
ad
ap
t
atio
n
in
to
T
u
r
k
i
s
h
was
p
er
f
o
r
m
ed
b
y
Şah
in
[
4
3
]
.
T
h
e
s
ca
le
h
as
th
r
ee
s
u
b
-
d
im
en
s
io
n
s
.
T
h
e
f
ir
s
t
s
u
b
-
d
i
m
en
s
io
n
is
th
e
1
2
-
item
c
o
n
f
l
ict
s
u
b
-
d
im
en
s
io
n
,
wh
ic
h
wa
s
u
s
ed
to
r
ev
ea
l
th
e
n
eg
ativ
e
in
ter
ac
tio
n
s
an
d
co
n
f
lict
in
th
e
r
el
atio
n
s
h
ip
b
etwe
en
th
e
s
tu
d
en
t
an
d
teac
h
er
.
T
h
e
s
ec
o
n
d
s
u
b
-
d
im
en
s
io
n
was
th
e
p
r
o
x
im
ity
s
u
b
-
d
im
en
s
io
n
,
co
n
s
is
tin
g
o
f
1
1
item
s
th
at
ass
e
s
s
ed
th
e
clo
s
e
an
d
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
s
tu
d
en
t
an
d
teac
h
e
r
.
T
h
e
th
ir
d
s
u
b
-
d
im
en
s
io
n
was
th
e
ad
d
ic
tio
n
s
u
b
-
d
im
en
s
io
n
co
n
s
is
tin
g
o
f
f
iv
e
item
s
f
o
r
e
v
alu
atin
g
t
h
e
d
ep
en
d
en
cy
-
b
ased
r
elatio
n
s
h
ip
b
etwe
en
th
e
t
ea
ch
er
a
n
d
s
tu
d
en
t
(
h
o
w
m
u
ch
t
h
e
teac
h
er
s
ee
s
th
e
s
tu
d
en
t
as
d
ep
en
d
en
t
o
n
h
im
s
elf
/h
er
s
elf
)
.
C
r
o
n
b
a
ch
’
s
alp
h
a
i
n
ter
n
al
co
n
s
is
ten
cy
co
ef
f
icien
ts
o
f
th
is
m
ea
s
u
r
em
en
t
to
o
l
wer
e
an
aly
ze
d
.
Fro
m
th
e
an
aly
s
is
,
th
e
co
n
s
is
ten
cy
co
ef
f
icien
ts
wer
e
.
7
9
f
o
r
th
e
wh
o
le
s
ca
le
an
d
0
.
8
3
,
.
8
6
,
an
d
.
7
1
f
o
r
th
e
co
n
f
lict,
p
r
o
x
im
ity
,
an
d
d
ep
en
d
en
ce
s
u
b
-
d
im
en
s
io
n
s
,
r
esp
ec
tiv
el
y
.
C
r
o
n
b
ac
h
'
s
alp
h
a
v
alu
es in
d
ic
ated
th
at
th
e
m
ea
s
u
r
em
e
n
t to
o
l
w
as r
eliab
le
[
4
3
]
.
2
.
3
.
Sta
t
is
t
ica
l
a
na
ly
s
is
Ko
lm
o
g
o
r
o
v
Sm
ir
n
o
v
test
wa
s
u
s
ed
to
d
eter
m
in
e
wh
eth
er
th
e
v
ar
iab
les
wer
e
n
o
r
m
ally
d
is
tr
ib
u
ted
b
ef
o
r
e
f
u
r
th
er
s
tatis
tical
an
aly
s
es
o
f
th
e
r
esear
ch
d
ata.
I
n
th
e
s
tati
s
tical
an
aly
s
i
s
,
th
e
teac
h
e
r
-
ch
ild
r
elatio
n
s
h
i
p
s
co
r
es
wer
e
f
ir
s
t
d
iv
id
ed
in
t
o
g
r
o
u
p
s
b
y
m
ea
n
s
o
f
clu
s
ter
in
g
an
aly
s
is
,
an
d
th
en
t
h
e
t
-
test
was
im
p
lem
en
ted
to
d
eter
m
in
e
wh
eth
er
an
y
d
if
f
er
en
ce
ex
is
ted
am
o
n
g
th
e
g
r
o
u
p
s
.
C
lu
s
ter
in
g
an
aly
s
is
is
a
m
eth
o
d
th
at
allo
ws
class
if
y
in
g
u
n
its
ex
am
in
ed
in
a
s
tu
d
y
ac
c
o
r
d
i
n
g
to
t
h
eir
s
im
ilar
ities
in
g
r
o
u
p
s
,
to
r
ev
ea
l
th
e
co
m
m
o
n
p
r
o
p
er
ties
o
f
th
e
u
n
its
,
a
n
d
t
o
m
ak
e
g
en
er
al
d
ef
in
itio
n
s
ab
o
u
t
th
ese
class
es
[
4
4
]
.
Acc
o
r
d
i
n
g
to
th
e
teac
h
er
-
ch
ild
r
elatio
n
s
h
ip
s
co
r
es
af
ter
th
e
clu
s
ter
in
g
an
aly
s
is
,
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
g
r
o
u
p
s
an
d
th
e
teac
h
er
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
8
5
7
-
8
6
4
860
wer
e
eith
er
co
n
f
lictu
al/n
o
n
-
co
n
f
lictu
al,
d
ep
en
d
en
t/in
d
e
p
en
d
en
t,
an
d
clo
s
e/d
is
tan
t.
Statis
ti
ca
l
Pack
ag
e
f
o
r
th
e
So
cial
Scien
ce
s
(
SP
S
S f
r
o
m
I
B
M)
2
3
.
0
s
tatis
tical
p
ac
k
ag
e
p
r
o
g
r
am
was u
tili
ze
d
to
ev
alu
at
e
th
e
r
esear
ch
d
ata.
3.
RE
SU
L
T
S
3
.
1
.
Resul
t
s
o
f
t
he
a
na
ly
s
i
s
o
f
s
cho
o
l
a
da
pta
t
io
n
lev
els
o
f
6
0
-
7
2
m
o
nths
o
ld
child
re
n
who
ha
v
e
co
nflict
ua
l/n
o
n
-
co
nflict
ua
l r
ela
t
io
ns
hip
wit
h t
heir
t
ea
che
rs
T
h
e
r
esu
lts
o
f
th
e
s
tatis
tical
an
aly
s
is
o
f
th
e
s
ch
o
o
l
ad
a
p
tatio
n
lev
els
o
f
6
0
-
7
2
m
o
n
th
s
o
l
d
ch
ild
r
en
wh
o
ar
e
in
a
co
n
f
lictu
al/n
o
n
-
co
n
f
lictu
al
r
elatio
n
s
h
ip
with
th
eir
teac
h
er
s
,
th
e
f
ir
s
t
s
u
b
-
p
r
o
b
lem
o
f
th
e
s
tu
d
y
,
ar
e
p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1
.
Pre
s
ch
o
o
ler
s
ch
o
o
l a
d
ap
tatio
n
lev
els with
co
n
f
lictu
al/n
o
n
-
co
n
f
lictu
al
teac
h
er
-
c
h
ild
r
elatio
n
s
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W
h
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le
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am
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b
s
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2
3
8
o
f
th
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p
r
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r
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wh
o
p
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r
ticip
ated
in
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e
s
tu
d
y
h
a
d
n
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n
f
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with
th
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teac
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er
s
,
wh
er
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s
8
8
o
f
t
h
em
h
a
d
c
o
n
f
licts
with
th
eir
teac
h
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s
.
W
h
en
t
h
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s
tu
d
en
ts
wh
o
h
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n
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n
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co
n
f
li
ctu
al
r
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s
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s
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elf
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m
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t,
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m
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ig
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.
Am
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ativ
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e
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ch
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m
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tly
lo
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3
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2
.
Resul
t
s
o
f
t
he
a
na
l
y
s
is
o
f
t
he
s
cho
o
l
a
da
pt
a
t
io
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lev
els
o
f
6
0
-
7
2
m
o
nths
o
ld
child
re
n
who
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re
in
depend
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pen
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re
la
t
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h t
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s
T
h
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s
tatis
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ly
ad
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ted
r
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lts
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f
th
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an
aly
s
is
,
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e
s
s
in
g
th
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d
if
f
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etwe
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b
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p
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id
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t
h
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t
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ip
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6
0
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7
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m
o
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th
s
s
ch
o
o
l c
h
ild
r
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n
an
d
th
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teac
h
er
s
,
ar
e
p
r
esen
ted
i
n
T
ab
le
2
.
T
ab
le
2
.
Pre
s
ch
o
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ler
s
ch
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l a
d
ap
tatio
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lev
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co
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d
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ip
I
n
d
e
p
e
n
d
e
n
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e
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e
p
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n
d
e
n
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(
n
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1
0
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t
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p
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W
h
en
T
ab
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2
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ex
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i
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o
b
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6
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n
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s
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lo
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h
ad
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en
t
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elatio
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h
ip
s
with
th
eir
teac
h
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s
(
p
<
0
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0
0
1
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Do
th
e
s
ch
o
o
l
a
d
a
p
ta
tio
n
leve
l
s
o
f p
r
esch
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va
r
y
a
cc
o
r
d
in
g
to
th
eir r
ela
tio
n
s
h
ip
w
ith
…
(
F
iliz
E
r
b
a
y
)
861
3
.
3
.
Resul
t
s
o
f
t
he
a
na
ly
s
i
s
o
f
t
he
s
cho
o
l
a
da
pta
t
io
n
lev
els
6
0
-
7
2
mo
nths
o
ld
chil
dren
who
ha
v
e
clo
s
e/dis
t
a
nt
re
la
t
io
ns
hi
p wit
h t
heir
t
ea
cher
s
T
h
e
r
esu
lts
o
f
th
e
s
tatis
tical
an
aly
s
is
o
f
th
e
s
ch
o
o
l
ad
a
p
tatio
n
lev
els
o
f
6
0
-
7
2
m
o
n
th
s
o
l
d
ch
ild
r
en
wh
o
wer
e
in
a
clo
s
e/d
is
tan
t
r
elatio
n
s
h
ip
with
th
eir
teac
h
er
s
ar
e
p
r
esen
ted
in
T
ab
le
3
.
T
ab
le
3
r
ev
ea
led
th
at
2
3
0
o
f
th
e
p
r
esch
o
o
l
ch
ild
r
en
p
ar
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atin
g
in
th
e
r
esear
ch
wer
e
clo
s
e
to
th
eir
teac
h
er
s
,
wh
er
ea
s
9
6
o
f
th
e
m
wer
e
d
is
tan
t.
W
h
en
th
e
s
tu
d
en
ts
wh
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wer
e
clo
s
e
to
th
eir
teac
h
er
s
wer
e
co
m
p
ar
ed
with
th
o
s
e
wh
o
wer
e
d
is
tan
t,
th
e
lev
els
o
f
p
ar
ticip
atio
n
,
s
elf
-
m
an
ag
em
e
n
t,
s
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o
l
co
m
m
itm
en
t,
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to
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s
ch
o
o
l
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tatio
n
wer
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.
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n
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o
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n
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ativ
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in
d
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s
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f
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ch
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,
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d
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.
T
ab
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3
.
Pre
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ler
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ch
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o
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d
ap
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lev
els ac
co
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d
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t te
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er
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ild
r
elat
io
n
s
h
ip
C
l
o
se
n
e
ss
(
n
=
2
3
0
)
D
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st
a
n
c
e
(
n
=
9
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t
-
v
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l
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s
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6
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9
8
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8
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4
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7
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1
1
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4
8
*
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5
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G
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2
1
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7
0
*
*
*
*
*
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p
<
0
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1
4.
DIS
CU
SS
I
O
N
I
n
th
is
s
tu
d
y
,
th
e
d
if
f
er
e
n
tiatio
n
s
tatu
s
o
f
p
r
esch
o
o
l
ch
ild
r
e
n
'
s
ad
ap
tatio
n
to
s
ch
o
o
l
ac
co
r
d
in
g
to
th
eir
r
elatio
n
s
h
ip
with
teac
h
er
s
wa
s
ex
am
in
ed
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
r
e
v
ea
led
th
at
t
h
e
ch
il
d
r
en
wh
o
h
a
d
n
o
n
-
co
n
f
lictu
al
r
elatio
n
s
h
ip
s
with
th
eir
teac
h
er
s
h
ad
h
ig
h
er
lev
e
ls
o
f
co
o
p
e
r
ativ
e
p
a
r
ticip
atio
n
,
s
elf
-
m
an
ag
em
e
n
t,
s
ch
o
o
l
lik
in
g
,
an
d
g
en
e
r
al
s
ch
o
o
l
a
d
ap
tatio
n
t
h
an
c
h
ild
r
en
wh
o
h
a
d
co
n
f
lictu
al
r
elatio
n
s
h
ip
s
.
T
h
ese
r
esu
lts
in
d
icate
th
at
th
e
n
o
n
-
c
o
n
f
lictu
al
r
elatio
n
s
h
ip
b
etwe
en
a
ch
il
d
an
d
teac
h
er
f
ac
ilit
ates
th
e
c
h
ild
'
s
ad
ap
tatio
n
to
s
ch
o
o
l.
W
h
en
th
e
liter
atu
r
e
was
ex
am
in
ed
,
th
e
f
in
d
in
g
s
o
f
o
th
er
s
tu
d
ies
wer
e
co
n
s
is
te
n
t
with
th
o
s
e
o
f
o
u
r
s
tu
d
y
.
Mu
r
r
a
y
,
et
a
l.
em
p
h
as
ize
th
at
p
o
s
itiv
e
r
elatio
n
s
h
ip
,
s
u
ch
as
th
e
co
n
f
lict
-
f
r
ee
r
el
atio
n
s
h
ip
b
etwe
en
te
ac
h
er
s
an
d
y
o
u
n
g
c
h
ild
r
en
,
ca
n
h
elp
f
ac
ilit
ate
s
ch
o
o
l
tr
an
s
itio
n
an
d
p
r
o
m
o
te
p
o
s
itiv
e
s
o
cial
em
o
tio
n
al
h
ea
lth
an
d
d
e
v
elo
p
m
e
n
t
am
o
n
g
y
o
u
n
g
c
h
ild
r
en
[
4
5
]
.
Gö
k
t
aş
an
d
Gü
lay
-
Og
elm
an
s
tated
th
at
a
m
ea
n
in
g
f
u
l
r
elatio
n
s
h
ip
ex
is
ted
b
etwe
en
p
r
esch
o
o
l
ch
il
d
r
en
'
s
ad
a
p
tatio
n
to
s
ch
o
o
l
an
d
a
co
n
ciliat
o
r
y
teac
h
e
r
-
s
tu
d
en
t
r
elatio
n
s
h
ip
[
3
8
]
.
R
o
o
r
d
a
,
et
a
l.
ev
alu
ated
th
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
an
d
s
tu
d
e
n
ts
th
r
o
u
g
h
m
eta
-
an
aly
s
is
an
d
s
tated
th
at
p
o
s
itiv
e
teac
h
er
-
s
t
u
d
en
t
r
elatio
n
s
b
ased
o
n
p
r
o
x
im
ity
co
n
tr
ib
u
ted
to
ch
ild
r
e
n
'
s
s
o
cial
em
o
tio
n
al
ad
ju
s
tm
en
t
[
2
4
]
.
Pian
ta
an
d
St
u
lh
m
an
also
s
tated
th
at
a
r
elat
io
n
s
h
ip
ex
is
ts
b
etwe
en
teac
h
e
r
-
ch
ild
r
elatio
n
s
h
ip
an
d
ch
ild
r
en
'
s
s
o
cial
s
k
ills
an
d
ac
ad
em
ic
ac
h
ie
v
em
en
t
[
1
4
]
.
I
n
th
e
liter
atu
r
e
,
s
o
cial
s
k
ills
ar
e
also
ev
alu
ated
as
s
k
ills
th
at
f
ac
ilit
ate
th
e
ch
ild
's
ad
ap
tatio
n
to
s
ch
o
o
l,
wh
ich
ar
e
co
n
s
is
ten
t
with
o
u
r
r
esear
ch
r
esu
lts
[
3
8
]
.
T
h
e
s
tu
d
y
also
f
o
u
n
d
th
at
ch
ild
r
en
wh
o
h
ad
n
o
n
-
co
n
f
lictu
al
r
elatio
n
s
h
ip
s
with
th
eir
teac
h
er
s
h
ad
lo
wer
lev
els
o
f
s
ch
o
o
l
ev
asio
n
,
wh
ich
is
a
n
eg
ativ
e
in
d
icato
r
o
f
s
ch
o
o
l
ad
ap
tatio
n
,
th
an
ch
ild
r
en
with
co
n
f
lictu
al
r
elatio
n
s
h
ip
s
.
Similar
to
t
h
is
s
tu
d
y
,
Nu
r
,
et
a
l.
f
o
u
n
d
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
co
n
f
lictu
al
teac
h
er
-
c
h
ild
r
elati
o
n
s
h
ip
s
an
d
s
ch
o
o
l
-
av
o
i
d
in
g
b
eh
av
io
r
s
.
T
h
e
r
esu
lts
o
f
th
e
f
ir
s
t
s
u
b
-
p
r
o
b
lem
o
f
th
e
s
tu
d
y
in
d
icate
d
th
at
th
e
e
x
is
ten
ce
/ab
s
en
ce
o
f
a
co
n
f
lictu
al
r
ela
tio
n
s
h
ip
b
etwe
en
th
e
teac
h
er
an
d
s
tu
d
en
t
is
an
im
p
o
r
ta
n
t v
ar
iab
le
i
n
th
e
ch
ild
'
s
ad
ap
tatio
n
to
s
ch
o
o
l
[
3
9
]
.
T
h
e
s
ec
o
n
d
f
in
d
in
g
o
f
t
h
e
s
tu
d
y
is
th
at
in
a
r
elatio
n
s
h
ip
wh
er
e
th
e
ch
ild
is
in
d
ep
en
d
e
n
t
o
f
th
e
teac
h
er
,
th
e
ch
ild
’
s
ad
a
p
tatio
n
to
s
ch
o
o
l
is
p
o
s
itiv
ely
af
f
ec
ted
.
T
h
e
lev
el
o
f
s
ch
o
o
l
av
o
i
d
an
ce
was
f
o
u
n
d
to
b
e
h
ig
h
er
in
ch
ild
r
en
wh
o
wer
e
d
ep
en
d
en
t
o
n
th
eir
teac
h
er
s
th
a
n
in
th
o
s
e
wh
o
wer
e
in
d
e
p
en
d
en
t.
L
o
wer
lev
els o
f
co
o
p
er
ativ
e
p
a
r
ticip
atio
n
,
s
elf
-
m
an
ag
em
e
n
t,
lik
in
g
,
an
d
g
e
n
er
al
s
ch
o
o
l
ad
ap
tatio
n
wer
e
a
ls
o
o
b
s
er
v
ed
am
o
n
g
d
ep
en
d
e
n
t
ch
ild
r
en
.
Dif
f
er
en
t
s
tu
d
ies
p
r
o
v
id
e
f
in
d
in
g
s
th
at
a
r
e
co
n
s
is
ten
t
with
th
o
s
e
o
f
o
u
r
s
tu
d
y
.
G
ö
k
taş
an
d
Gü
lay
-
Og
elm
an
f
o
u
n
d
th
at
a
n
eg
ativ
e
an
d
s
ig
n
if
ican
t
r
el
atio
n
s
h
ip
ex
is
ted
b
etwe
en
t
h
e
lev
el
o
f
a
ch
ild
’
s
d
ep
en
d
e
n
ce
o
n
h
is
/h
er
teac
h
er
an
d
t
h
e
ch
ild
’
s
s
ch
o
o
l
a
d
ap
ta
tio
n
[
3
8
]
.
Glü
e
r
an
d
Gr
eg
o
r
ia
d
is
in
th
eir
s
tu
d
y
in
Ger
m
an
y
,
f
o
u
n
d
a
n
e
g
ativ
e
r
elatio
n
s
h
ip
b
etwe
en
s
ch
o
o
l
-
b
ased
d
ep
en
d
en
ce
a
n
d
s
ch
o
o
l
ad
ap
tatio
n
,
an
d
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
b
eh
av
io
r
al
p
r
o
b
lem
s
an
d
s
ch
o
o
l
ad
ap
tat
io
n
.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
[
4
6
]
.
T
h
e
th
ir
d
f
in
d
in
g
o
f
t
h
e
s
tu
d
y
is
r
elate
d
to
t
h
e
e
x
ten
t
o
f
th
e
clo
s
en
ess
o
f
th
e
ch
ild
to
t
h
e
teac
h
er
.
I
t
h
as
b
ee
n
s
h
o
wn
t
h
at
th
e
lev
els
o
f
co
o
p
er
ativ
e
p
ar
ticip
ati
o
n
,
s
elf
-
m
a
n
ag
em
e
n
t,
s
ch
o
o
l
lik
in
g
,
a
n
d
g
en
er
al
s
ch
o
o
l
ad
ap
tatio
n
o
f
ch
ild
r
en
wh
o
ar
e
clo
s
e
to
th
eir
p
r
e
-
s
ch
o
o
l
teac
h
er
s
ar
e
h
ig
h
e
r
th
an
th
o
s
e
o
f
ch
ild
r
en
wh
o
ar
e
d
is
tan
t
f
r
o
m
th
eir
teac
h
er
s
.
Similar
ly
,
th
e
lev
el
o
f
s
ch
o
o
l
av
o
id
an
ce
o
f
ch
ild
r
en
wh
o
wer
e
clo
s
e
to
th
eir
teac
h
er
s
was
lo
wer
th
a
n
th
o
s
e
wh
o
wer
e
d
is
tan
t.
I
n
th
e
liter
atu
r
e,
Gö
k
taş
an
d
Gü
lay
-
Og
elm
an
an
d
Nu
r
,
et
a
l
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
8
5
7
-
8
6
4
862
also
s
h
o
wed
th
at
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
ex
is
ts
b
etwe
en
a
clo
s
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
an
d
p
r
esch
o
o
l
ch
ild
r
en
'
s
ad
ap
tatio
n
t
o
s
ch
o
o
l
[
3
8
,
3
9
]
.
B
ak
er
,
i
n
a
lar
g
e
s
am
p
le
s
tu
d
y
o
n
p
r
im
ar
y
s
ch
o
o
l
ch
ild
r
en
,
s
tated
th
at
th
e
clo
s
e
teac
h
er
-
ch
ild
r
elatio
n
s
h
ip
r
ed
u
ce
s
ch
ild
r
en
'
s
b
eh
av
io
r
al
an
d
a
d
ap
tatio
n
p
r
o
b
lem
s
th
at
af
f
ec
t
s
ch
o
o
l
ad
ap
tatio
n
,
a
n
d
ea
s
es
s
ch
o
o
l
ad
ap
tatio
n
[
4
7
]
.
T
h
ese
f
in
d
in
g
s
co
r
r
o
b
o
r
ate
o
u
r
r
es
e
ar
ch
f
i
n
d
in
g
s
.
Har
g
r
ea
v
es
s
tated
th
at
teac
h
er
s
wh
o
ar
e
e
f
f
ec
tiv
e
an
d
clo
s
e
in
r
elatio
n
s
h
ip
,
with
em
o
tio
n
al
s
h
ar
i
n
g
,
with
th
eir
s
tu
d
en
ts
,
p
r
o
v
id
e
g
ain
s
in
s
o
cial
a
n
d
e
m
o
tio
n
al
f
ield
s
,
esp
ec
ially
f
o
r
p
r
esch
o
o
l
ch
ild
r
en
[
4
8
]
.
T
h
e
y
also
claim
ed
th
at
“e
m
o
tio
n
s
ar
e
at
th
e
ce
n
ter
o
f
teac
h
in
g
”
an
d
“g
o
o
d
teac
h
in
g
is
lo
ad
ed
with
p
o
s
itiv
e
em
o
tio
n
s
”
[
4
9
]
.
T
ea
ch
er
s
wh
o
p
lace
em
o
tio
n
s
at
th
e
ce
n
ter
o
f
teac
h
in
g
ar
e
g
en
er
ally
m
o
r
e
s
en
s
itiv
e
to
th
e
em
o
tio
n
al
n
ee
d
s
o
f
s
tu
d
en
ts
an
d
estab
lis
h
a
clo
s
er
r
elatio
n
s
h
ip
with
th
e
m
.
I
n
th
is
cl
o
s
e
r
elatio
n
s
h
ip
th
at
ch
ild
r
e
n
h
a
v
e
with
th
eir
teac
h
er
s
,
estab
lis
h
in
g
an
ad
u
lt
an
d
war
m
attac
h
m
en
t
p
atter
n
,
af
ter
p
r
i
m
ar
y
ca
r
eg
iv
e
r
s
,
m
ay
b
e
th
e
r
ea
s
o
n
f
o
r
th
eir
h
ig
h
s
ch
o
o
l
ad
ap
tatio
n
s
co
r
es.
T
a
k
en
to
g
eth
e
r
,
th
is
s
tu
d
y
in
d
i
ca
tes
th
at
p
r
esch
o
o
l
ch
ild
r
en
will
h
av
e
h
ig
h
er
ad
ap
tatio
n
with
th
eir
teac
h
er
s
if
th
ey
h
a
v
e
clo
s
e,
n
o
n
-
co
n
f
lictu
al,
an
d
in
d
ep
en
d
en
t
r
e
latio
n
s
with
th
eir
teac
h
er
s
.
5.
CO
NCLU
SI
O
N
T
ak
en
to
g
eth
er
,
th
is
s
tu
d
y
in
d
icate
d
th
at
p
r
esch
o
o
l
ch
ild
r
e
n
will
h
av
e
h
ig
h
er
a
d
ap
tatio
n
with
th
eir
t
ea
ch
er
s
if
th
ey
h
a
v
e
clo
s
e,
n
o
n
-
co
n
f
lictu
al,
an
d
in
d
e
p
en
d
e
n
t
r
elatio
n
s
with
th
eir
teac
h
er
s
.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
ar
e
im
p
o
r
tan
t
f
o
r
d
r
a
win
g
atten
tio
n
to
th
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
,
in
e
n
s
u
r
in
g
th
e
c
h
ild
'
s
ad
ap
tatio
n
t
o
s
ch
o
o
l
b
y
s
h
o
wi
n
g
th
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
c
h
ild
'
s
s
ch
o
o
l
ad
ap
tatio
n
an
d
th
e
teac
h
er
i
n
th
e
p
r
esch
o
o
l
p
er
io
d
v
a
r
ies
ac
co
r
d
in
g
to
th
e
clo
s
e/d
is
tan
t,
co
n
f
lictu
al/n
o
n
-
co
n
f
lictu
al,
an
d
d
ep
en
d
e
n
t/in
d
ep
e
n
d
en
t
n
atu
r
e
o
f
th
e
r
elatio
n
s
h
ip
.
Ho
wev
er
,
th
e
s
tu
d
y
h
as
s
o
m
e
lim
itatio
n
s
.
Fi
r
s
t,
th
e
s
tu
d
y
was
co
n
d
u
cted
with
2
1
teac
h
er
s
an
d
3
2
6
ch
ild
r
en
ag
e
d
6
0
-
7
2
m
o
n
t
h
s
in
Ko
n
y
a.
I
n
f
u
tu
r
e
s
tu
d
ies,
th
e
ad
ap
tatio
n
o
f
y
o
u
n
g
e
r
c
h
ild
r
e
n
to
s
ch
o
o
l
ca
n
b
e
co
n
s
id
er
ed
to
in
v
esti
g
ate
wh
eth
er
it
ch
an
g
es
ac
co
r
d
in
g
to
th
e
s
tu
d
en
t
-
teac
h
er
r
elatio
n
s
h
ip
.
L
o
n
g
itu
d
i
n
al
s
tu
d
ies
m
ay
also
b
e
u
s
ed
to
f
u
r
th
er
cla
r
if
y
th
e
ef
f
ec
t
o
f
th
e
s
tu
d
en
t
-
teac
h
er
r
elatio
n
s
h
ip
o
n
ch
ild
r
en
'
s
ad
ap
tatio
n
to
s
ch
o
o
l.
I
n
a
d
d
itio
n
,
th
e
r
esear
ch
ca
n
b
e
r
ep
ea
ted
in
d
if
f
er
en
t
p
ar
ts
o
f
th
e
c
o
u
n
tr
y
to
p
r
o
v
i
d
e
in
f
o
r
m
atio
n
ab
o
u
t th
e
s
en
s
itiv
i
ty
o
f
th
e
r
esu
lts
to
cu
ltu
r
al
ch
an
g
es.
Seco
n
d
,
th
e
d
ata
u
s
ed
in
th
e
r
esear
ch
wer
e
o
b
tain
ed
f
r
o
m
th
e
teac
h
er
s
.
I
n
f
u
tu
r
e
r
esear
ch
,
s
tu
d
ies
o
n
th
e
teac
h
er
-
ch
ild
r
elatio
n
s
h
ip
ca
n
b
e
p
la
n
n
ed
b
ased
o
n
ch
il
d
ev
alu
atio
n
.
Similar
ly
,
s
tu
d
i
es
in
wh
ich
s
ch
o
o
l
ad
ap
tat
io
n
is
h
an
d
led
th
r
o
u
g
h
m
eth
o
d
s
,
s
u
ch
as
o
b
s
er
v
atio
n
an
d
in
ter
v
iew,
ca
n
b
e
co
n
d
u
cted
.
T
o
im
p
r
o
v
e
s
ch
o
o
l
ad
ap
tatio
n
s
tu
d
ies,
th
e
ef
f
ec
t
o
f
th
e
r
elatio
n
s
h
ip
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et
wee
n
p
r
esch
o
o
l
ch
ild
r
e
n
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d
o
th
er
in
d
iv
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als,
s
u
ch
as
th
eir
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ar
e
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ts
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s
ib
lin
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s
,
ca
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eg
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s
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n
d
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ee
r
s
with
wh
o
m
th
e
y
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av
e
a
p
r
im
a
r
y
r
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n
s
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ip
,
s
h
o
u
l
d
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e
co
n
s
id
er
ed
b
y
th
e
r
esear
ch
er
s
.
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d
itio
n
ally
,
teac
h
er
s
s
h
o
u
l
d
b
e
in
f
o
r
m
e
d
o
f
t
h
e
r
esu
lts
o
f
th
ese
an
d
s
im
ilar
s
tu
d
ies;
th
ey
s
h
o
u
ld
also
b
e
in
f
o
r
m
ed
ab
o
u
t
th
e
im
p
o
r
tan
ce
o
f
teac
h
er
s
in
s
ch
o
o
l
ad
ap
tatio
n
.
I
n
-
s
er
v
ice
tr
ain
in
g
s
h
o
u
ld
in
clu
d
e
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
p
r
ac
tices
to
s
u
p
p
o
r
t
teac
h
er
s
in
estab
lis
h
in
g
clo
s
e
r
elatio
n
s
h
ip
s
with
ch
ild
r
en
.
I
n
p
r
esch
o
o
l
ed
u
ca
tio
n
u
n
d
er
g
r
ad
u
ate
p
r
o
g
r
am
s
,
in
f
o
r
m
atio
n
,
an
d
p
r
ac
tices
th
at
d
ev
elo
p
teac
h
er
-
ch
ild
r
elatio
n
s
h
ip
s
h
o
u
ld
b
e
d
is
cu
s
s
ed
in
d
e
tail.
Desp
ite
th
e
lim
itatio
n
s
o
f
th
e
s
tu
d
y
,
th
e
r
esu
lts
an
d
r
ec
o
m
m
en
d
atio
n
s
o
f
th
e
s
tu
d
y
m
ay
co
n
tr
ib
u
te
t
o
p
ar
en
ts
,
ed
u
ca
to
r
s
,
ch
ild
d
ev
e
lo
p
m
en
t
s
p
ec
ialis
ts
,
ad
m
in
is
tr
ato
r
s
,
ch
ild
p
s
y
ch
o
lo
g
is
ts
an
d
p
s
y
ch
iatr
is
ts
,
an
d
ac
ad
em
ics.
T
h
is
ex
p
ec
ted
c
o
n
tr
ib
u
tio
n
will
b
e
to
r
aise
awa
r
en
ess
th
at
th
e
r
elatio
n
s
h
ip
b
et
wee
n
th
e
c
h
ild
an
d
th
e
teac
h
er
af
f
e
cts th
e
ch
ild
'
s
s
ch
o
o
l a
d
a
p
tatio
n
in
t
h
e
p
r
esch
o
o
l p
er
io
d
.
RE
F
E
R
E
NC
E
S
[1
]
S
e
v
e
n
,
S
.
,
“
De
v
e
lo
p
m
e
n
t
o
f
S
c
h
o
o
l
Ad
a
p
tati
o
n
Tea
c
h
e
r
Ev
a
lu
a
ti
o
n
S
c
a
le
,”
T
u
rk
ish
E
d
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s
J
o
u
rn
a
l
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
2
9
-
4
2
,
2
0
1
1
.
[2
]
Ert
e
n
,
H.,
“
Ok
u
l
ö
n
c
e
si
e
ğ
it
ime
d
e
v
a
m
e
d
e
n
5
-
6
y
a
ş
ç
o
c
u
k
ları
n
ı
n
so
sy
a
l
b
e
c
e
ri,
a
k
ra
n
i
li
şk
il
e
ri
v
e
o
k
u
la
u
y
u
m
d
ü
z
e
y
leri
a
ra
sın
d
a
k
i
i
li
şk
il
e
ri
n
izl
e
n
m
e
si
,”
M
a
ste
r
th
e
si
s,
De
n
izli,
P
a
m
u
k
k
a
le Un
i
v
e
rsity
,
2
0
1
2
.
[3
]
Lak
h
a
n
i
,
P
.
K.,
Ja
in
,
K.
a
n
d
Ch
a
n
d
e
l,
P
.
K.,
“
S
c
h
o
o
l
a
d
ju
stm
e
n
t
,
m
o
ti
v
a
ti
o
n
a
n
d
a
c
a
d
e
m
ic
a
c
h
ie
v
e
m
e
n
t
a
m
o
n
g
stu
d
e
n
ts
,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Res
e
a
rc
h
in
S
o
c
i
a
l
S
c
ien
c
e
s,
v
o
l
.
7
,
n
o
.
1
0
,
p
p
.
3
3
3
-
3
4
8
,
2
0
1
7
.
[4
]
Be
si,
M
.
a
n
d
S
a
k
e
ll
a
rio
u
,
M
.
,
“
Ch
il
d
re
n
'
s
d
ifi
c
u
lt
ıes
i
n
tran
siti
o
n
t
o
p
rima
ry
sc
h
o
o
l
i
n
G
re
e
c
e
,”
Eu
ro
p
e
a
n
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
s S
t
u
d
ies
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
1
4
2
-
1
5
3
,
2
0
1
9
.
[5
]
Be
rg
e
r,
R.
H.,
Va
li
e
n
te,
C.
,
E
ise
n
b
e
rg
,
N.,
He
rn
a
n
d
e
z
,
M
.
M
.
,
T
h
o
m
p
so
n
,
M
.
,
S
p
i
n
ra
d
,
T.
,
Va
n
S
c
h
y
n
d
e
l,
S
.
,
S
i
lv
a
,
K.
a
n
d
S
o
u
t
h
wo
rt
h
,
J.
,
“
Eff
o
rtf
u
l
c
o
n
tro
l
a
n
d
sc
h
o
o
l
a
d
j
u
stm
e
n
t:
Th
e
m
o
d
e
ra
ti
n
g
r
o
le
o
f
c
las
sro
o
m
c
h
a
o
s
,”
J
Ap
p
l
De
v
Psy
c
h
o
l,
v
o
l.
5
3
,
p
p
.
1
0
8
–
1
1
9
,
No
v
.
2
0
1
7
.
[6
]
Du
rm
u
şo
ğ
l
u
S
a
lt
a
lı
,
N.
a
n
d
Erb
a
y
,
F
.
,
“
S
tres
sfu
l
situ
a
ti
o
n
s
e
x
p
e
ri
e
n
c
e
d
b
y
six
-
y
e
a
r
-
o
ld
c
h
il
d
re
n
w
h
e
n
sta
rti
n
g
p
re
-
sc
h
o
o
l
e
d
u
c
a
ti
o
n
,”
E
d
u
c
a
ti
o
n
a
l
R
e
se
a
rc
h
a
n
d
Rev
iews
,
v
o
l.
8
,
n
o
.
9
,
p
p
.
5
1
9
-
5
2
4
,
2
0
1
3
.
[7
]
Be
si,
M
.
a
n
d
S
a
k
e
ll
a
rio
u
,
M
.
,
“
T
ra
n
siti
o
n
t
o
p
rima
ry
sc
h
o
o
l
th
e
i
m
p
o
rtan
c
e
o
f
s
o
c
ial
sk
il
ls
,”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Hu
m
a
n
it
ies
a
n
d
S
o
c
ia
l
S
c
ien
c
e
(S
S
RG
-
IJ
HS
S
),
v
o
l.
6
,
n
o
.
1
,
p
p
.
3
3
-
3
6
,
2
0
1
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Do
th
e
s
ch
o
o
l
a
d
a
p
ta
tio
n
leve
l
s
o
f p
r
esch
o
o
lers
va
r
y
a
cc
o
r
d
in
g
to
th
eir r
ela
tio
n
s
h
ip
w
ith
…
(
F
iliz
E
r
b
a
y
)
863
[8
]
Ay
g
ü
n
,
H.
E.
,
“
Biri
n
c
i
sın
ıf
ö
ğ
re
n
c
il
e
rin
in
o
k
u
la
u
y
u
m
ları
v
e
o
k
u
m
a
-
y
a
z
m
a
b
e
c
e
ril
e
rin
in
k
a
z
a
n
ımı
,”
Akd
e
n
iz
Eğ
it
im
Ar
a
ştırma
l
a
rı De
rg
isi,
v
o
l
.
1
3
,
n
o
.
2
7
,
p
p
.
5
2
1
-
5
3
7
,
2
0
1
9
.
[9
]
M
a
g
n
u
so
n
,
K.,
Du
n
c
a
n
,
G
.
J.,
Lee
,
K.
T.
H.
a
n
d
M
e
tzg
e
r,
M
.
W.
,
“
Early
sc
h
o
o
l
a
d
j
u
stm
e
n
t
a
n
d
e
d
u
c
a
ti
o
n
a
l
a
tt
a
in
m
e
n
t
,”
Ame
ric
a
n
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
rn
a
l,
v
o
l
.
5
3
,
n
o
.
4
,
p
p
.
1
1
9
8
–
1
2
2
8
,
2
0
1
6
.
[1
0
]
Uy
sa
l,
H.,
A
y
d
o
s,
E
.
H.
a
n
d
A
k
m
a
n
,
B.
,
“
O
k
u
l
ö
n
c
e
si
d
ö
n
e
m
ç
o
c
u
k
ların
ı
n
sı
n
ıfa
u
y
u
m
ların
ın
ç
e
şitl
i
d
e
ğ
işk
e
n
ler
a
ç
ısın
d
a
n
i
n
c
e
len
m
e
si
,”
GEFA
D,
v
o
l.
3
6
,
n
o
.
3
,
p
p
.
6
1
7
-
6
4
5
,
2
0
1
6
.
[1
1
]
Birch
,
S
.
H.
,
a
n
d
Lad
d
,
G
.
,
“
Th
e
tea
c
h
e
r
-
c
h
il
d
re
latio
n
s
h
ip
a
n
d
c
h
il
d
re
n
'
s
e
a
rly
sc
h
o
o
l
a
d
ju
stm
e
n
t
,”
J
o
u
r
n
a
l
o
f
S
c
h
o
o
l
Ps
y
c
h
o
lo
g
y
,
v
o
l.
3
5
,
n
o
.
1
,
p
p
.
6
1
-
7
9
,
1
9
9
7
.
[1
2
]
Ba
şa
ra
n
,
S
.
,
G
ö
k
m
e
n
,
B.
a
n
d
A
k
d
a
ğ
,
B
.
,
“
Ok
u
l
ö
n
c
e
si
e
ğ
i
ti
m
d
e
o
k
u
la
u
y
u
m
sü
re
c
in
d
e
ö
ğ
re
tme
n
lerin
k
a
rşılaş
tı
ğ
ı
so
ru
n
lar
v
e
ç
ö
z
ü
m
ö
n
e
ril
e
ri
,”
Ul
u
sla
ra
ra
sı
T
ü
rk
e
ğ
it
im
Bi
li
mle
ri D
e
rg
isi,
v
o
l.
2
0
1
4
,
n
o
.
2
,
p
p
.
1
9
7
-
2
2
3
,
2
0
1
4
.
[1
3
]
Je
ro
m
e
,
E.
M
.
,
e
t
a
l.
,
“
Tea
c
h
e
r
-
c
h
il
d
re
latio
n
sh
i
p
s
fro
m
k
i
n
d
e
rg
a
r
ten
to
six
th
g
ra
d
e
:
e
a
rl
y
c
h
il
d
h
o
o
d
p
re
d
icto
rs
o
f
tea
c
h
e
r
-
p
e
rc
e
iv
e
d
c
o
n
fli
c
t
a
n
d
c
l
o
se
n
e
ss
,”
S
o
c
ia
l
De
v
e
lo
p
me
n
t,
v
o
l
.
1
8
,
n
o
.
4
,
p
p
.
9
1
5
-
9
4
5
,
2
0
0
9
.
[1
4
]
P
ian
ta,
R.
C.
,
a
n
d
S
tu
h
lma
n
,
M
.
W.
,
“
Tea
c
h
e
r
-
c
h
il
d
re
latio
n
sh
i
p
s
a
n
d
c
h
il
d
re
n
’s
su
c
c
e
ss
in
t
h
e
first
y
e
a
rs
o
f
sc
h
o
o
l
,”
S
c
h
o
o
l
Psy
c
h
o
l
o
g
y
Rev
iew,
v
o
l.
3
3
,
n
o
.
3
,
p
p
.
4
4
4
-
4
5
8
,
2
0
0
4
.
[1
5
]
Kim
,
S
.
J.,
Kw
o
n
1
,
S
.
M
.
a
n
d
Ha
n
,
W.
,
“
De
v
e
lo
p
m
e
n
t
o
f
a
sc
h
o
o
l
a
d
a
p
tatio
n
p
ro
g
ra
m
fo
r
e
le
m
e
n
tary
sc
h
o
o
l
stu
d
e
n
ts wi
th
h
e
a
rin
g
imp
a
irme
n
t
,”
J
o
u
rn
a
l
o
f
A
u
d
i
o
lo
g
y
&
Oto
l
o
g
y
,
v
o
l
.
1
9
,
n
o
.
1
,
p
p
.
2
6
-
3
3
,
2
0
1
5
.
[1
6
]
Öz
,
A.
Ş
.
a
n
d
Do
lap
ç
ı
o
ğ
l
u
,
S
.
,
“
E
v
a
lu
a
ti
n
g
t
h
e
stu
d
e
n
t
-
tea
c
h
e
r
re
lat
io
n
sh
ip
in
e
lem
e
n
tary
sc
h
o
o
ls:
M
y
Tea
c
h
e
r
&
I
-
Ch
il
d
,”
Asia
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
T
r
a
in
i
n
g
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
8
-
1
7
,
2
0
1
9
.
[1
7
]
Bro
n
fe
n
b
re
n
n
e
r,
U.
,
“
Eco
l
o
g
i
c
a
l
m
o
d
e
ls
o
f
h
u
m
a
n
d
e
v
e
lo
p
m
e
n
t,
”
In
T.
H
u
se
n
a
n
d
T.
N.
P
o
stle
th
wa
it
e
(E
d
s.),
In
ter
n
a
t
io
n
a
l
En
c
y
c
lo
p
e
d
ia
o
f
Ed
u
c
a
ti
o
n
(
2
n
d
e
d
.
),
Ox
f
o
rd
,
UK
:
P
e
rg
a
m
o
n
/E
lse
v
ier
S
c
ien
c
e
,
1
9
9
4
.
[1
8
]
Ba
ğ
ç
e
li
Ka
ra
m
a
n
,
P
.
,
Ş
e
n
,
T.
,
Ala
taş
,
S
.
a
n
d
Tü
tü
n
c
ü
,
B.
,
“
Ok
u
l
ö
n
c
e
si
d
ö
n
e
m
d
e
o
k
u
la
u
y
u
m
sü
re
c
in
e
il
işk
i
n
ö
ğ
re
tme
n
g
ö
r
ü
şle
ri
,”
Ab
a
n
t
İzz
e
t
Ba
y
sa
l
Ün
ive
rs
it
e
si E
ğ
it
im
F
a
k
ü
lt
e
si De
rg
isi,
v
o
l.
1
8
,
n
o
.
2
,
p
p
.
6
8
1
-
7
0
1
,
2
0
1
8
.
[1
9
]
De
m
irt
a
ş
-
Zo
rb
a
z
,
Z.
,
Öz
e
ri
A.,
G
e
n
ç
tan
ırı
m
-
Ku
rt,
D.
a
n
d
Erg
e
n
e
,
T.
,
“
Öğ
re
tme
n
–
ö
ğ
re
n
c
i
il
işk
i
ö
l
ç
e
ğ
i’n
in
(ö
ö
i
ö
)
u
y
a
rlan
m
a
sı:
a
d
a
p
tatio
n
o
f
tea
c
h
e
r
–
st
u
d
e
n
t
re
lati
o
n
sh
i
p
sc
a
le
(S
t
rs)
,”
J
o
u
rn
a
l
o
f
M
e
a
s
u
re
me
n
t
a
n
d
Eva
lu
a
ti
o
n
in
Ed
u
c
a
ti
o
n
a
n
d
Psy
c
h
o
l
o
g
y
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
4
0
7
-
4
1
8
,
2
0
1
6
.
[2
0
]
Va
rg
a
,
M
.
,
“
Th
e
e
ffe
c
t
o
f
tea
c
h
e
r
-
stu
d
e
n
t
re
latio
n
sh
i
p
s
o
n
t
h
e
a
c
a
d
e
m
ic
e
n
g
a
g
e
m
e
n
t
o
f
st
u
d
e
n
ts
,”
M
a
ste
r
t
h
e
sis,
G
o
u
c
h
e
r
Co
ll
e
g
e
,
Ba
lt
im
o
re
,
US
A,
2
0
1
7
.
[2
1
]
Öz
tü
rk
-
S
a
m
u
r,
A.
a
n
d
İn
a
l
-
Kız
ıl
tep
e
,
G
.
,
“
Ok
u
l
u
m
v
e
ö
ğ
re
tme
n
i
m
h
a
k
k
ın
d
a
n
e
d
ü
şü
n
ü
y
o
ru
m
?
”
Hiti
t
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
s In
stit
u
te,
v
o
l.
1
0
,
n
o
.
2
,
p
p
.
1
2
5
7
-
1
2
7
6
,
2
0
1
7
.
[2
2
]
As
ı,
D.
Ş
.
a
n
d
Ka
ra
b
a
y
,
Ş
.
O.
,
“
Ö
ğ
re
n
c
i
-
ö
ğ
re
tme
n
il
iş
k
i
ö
lçe
ğ
i
-
k
ısa
fo
rm
u
n
u
n
T
ü
rk
ç
e
’y
e
u
y
a
rlan
m
a
s
ı
,”
Eg
e
Eğ
it
im
De
rg
isi,
v
o
l.
1
9
,
n
o
.
1
,
p
p
.
6
7
-
8
2
,
2
0
1
8
.
[2
3
]
P
ian
ta,
R.
C
.
S
tu
d
e
n
ts,
tea
c
h
e
rs
,
a
n
d
re
l
a
ti
o
n
sh
i
p
s
u
p
p
o
rt:
Pro
fes
si
o
n
a
l
ma
n
u
a
l
.
U.S
.
A
:
P
sy
c
h
o
l
o
g
ic
a
l
As
se
ss
m
e
n
t
Re
so
u
rc
e
s,
In
c
,
2
0
0
1
.
[2
4
]
Ro
o
rd
a
,
D.
L.
,
e
t
a
l
.
,
“
Th
e
i
n
flu
e
n
c
e
o
f
a
ffe
c
ti
v
e
tea
c
h
e
r
-
stu
d
e
n
t
r
e
latio
n
sh
i
p
s
o
n
stu
d
e
n
ts’
sc
h
o
o
l
e
n
g
a
g
e
m
e
n
t
a
n
d
a
c
h
iev
e
m
e
n
t:
a
m
e
ta
-
a
n
a
ly
ti
c
a
p
p
ro
a
c
h
,”
Rev
iew o
f
E
d
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
,
v
o
l.
8
1
,
n
o
.
4
,
p
p
.
4
9
3
-
5
2
9
,
2
0
1
1
.
[2
5
]
Ch
o
i,
J.
Y
.
a
n
d
Do
b
b
s
-
Oa
tes
,
J.,
“
Tea
c
h
e
r
-
c
h
il
d
re
latio
n
sh
i
p
s:
c
o
n
tri
b
u
ti
o
n
o
f
tea
c
h
e
r
a
n
d
c
h
il
d
c
h
a
ra
c
teristics
,”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
i
n
Ch
il
d
h
o
o
d
Ed
u
c
a
ti
o
n
,
v
o
l.
30
,
n
o
.
1
,
p
p
.
1
5
-
2
8
,
2
0
1
6
.
[2
6
]
He
rsh
k
o
v
it
z
,
A.,
“
Th
e
st
u
d
e
n
t
-
tea
c
h
e
r
re
latio
n
sh
i
p
i
n
t
h
e
o
n
e
-
to
-
o
n
e
c
o
m
p
u
ti
n
g
c
las
sro
o
m
,”
Rev
ista
Pá
g
i
n
a
s
d
e
Ed
u
c
a
c
i
ó
n
.
v
o
l.
1
1
,
n
o
.
1
,
p
p
.
3
7
-
6
5
,
2
0
1
8
.
[2
7
]
M
c
Kin
n
o
n
,
R.
D.
a
n
d
Blair
,
C.
,
“
Do
e
s
e
a
rly
e
x
e
c
u
ti
v
e
fu
n
c
ti
o
n
p
re
d
ict
tea
c
h
e
r
-
c
h
il
d
re
latio
n
s
h
ip
s
fro
m
k
in
d
e
rg
a
rten
t
o
se
c
o
n
d
g
ra
d
e
?
”
De
v
e
lo
p
me
n
ta
l
Psy
c
h
o
lo
g
y
,
v
o
l
.
54
,
n
o
.
1
1
,
p
p
.
2
0
5
3
–
2
0
6
6
,
2
0
1
8
.
[2
8
]
Du
rm
u
şo
ğ
l
u
-
S
a
lt
a
lı
,
N.
“
Th
e
tea
c
h
e
r
stu
d
e
n
t
re
lati
o
n
sh
ip
a
s
a
p
re
d
icto
r
o
f
p
re
sc
h
o
o
lers
'
so
c
ial
a
n
x
iety
,”
M
e
v
l
a
n
a
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
,
v
o
l.
3
,
n
o
.
4
,
p
p
.
1
1
8
-
1
2
6
,
2
0
1
3
.
[2
9
]
Lee
,
P
.
a
n
d
Bierm
a
n
,
K.
L.
,
“
L
o
n
g
it
u
d
in
a
l
tre
n
d
s
a
n
d
y
e
a
r
-
to
-
y
e
a
r
flu
c
tu
a
ti
o
n
s
i
n
stu
d
e
n
t
-
tea
c
h
e
r
c
o
n
fli
c
t
a
n
d
c
lo
se
n
e
ss
:
a
ss
o
c
iatio
n
s wit
h
a
g
g
re
ss
iv
e
b
e
h
a
v
i
o
r
p
ro
b
lem
s
,”
S
c
h
o
o
l
Psy
c
h
o
lo
g
y
,
v
o
l.
7
0
,
p
p
.
1
-
1
5
,
Oc
t.
2
0
1
8
.
[3
0
]
Ba
k
e
r,
J.
A.,
G
ra
n
t,
S
.
,
a
n
d
M
o
rl
o
c
k
,
L.
,
“
T
h
e
tea
c
h
e
r
-
stu
d
e
n
t
re
latio
n
s
h
ip
a
s
a
d
e
v
e
l
o
p
m
e
n
tal
c
o
n
t
e
x
t
f
o
r
c
h
il
d
re
n
with
i
n
tern
a
li
z
in
g
o
r
e
x
tern
a
li
z
i
n
g
b
e
h
a
v
i
o
r
p
ro
b
lem
s
,”
S
c
h
o
o
l
Psy
c
h
o
l
o
g
y
Qu
a
rte
rly
,
v
o
l.
2
3
,
n
o
.
1
,
p
p
.
3
-
1
5
,
2
0
0
8
.
[3
1
]
S
k
a
li
c
k
á
,
V
.
,
e
t
a
l
.
,
“
P
re
sc
h
o
o
l
-
a
g
e
p
r
o
b
lem
b
e
h
a
v
i
o
r
a
n
d
tea
c
h
e
r
-
c
h
il
d
c
o
n
fl
ict
i
n
sc
h
o
o
l
:
d
irec
t
a
n
d
m
o
d
e
ra
ti
o
n
e
ffe
c
ts b
y
p
re
sc
h
o
o
l
o
rg
a
n
iza
ti
o
n
,”
Ch
il
d
De
v
e
lo
p
me
n
t,
v
o
l
.
8
6
,
n
o
.
3
,
p
p
.
9
5
5
-
9
6
4
,
2
0
1
5
.
[3
2
]
Hu
g
h
e
s,
N.
,
“
L
o
n
g
it
u
d
i
n
a
l
e
ffe
c
ts
o
f
tea
c
h
e
r
a
n
d
st
u
d
e
n
t
p
e
rc
e
p
ti
o
n
s
o
f
tea
c
h
e
r
-
stu
d
e
n
t
re
latio
n
sh
ip
q
u
a
li
ti
e
s
o
n
a
c
a
d
e
m
ic ad
ju
stm
e
n
t
,”
T
h
e
El
e
me
n
ta
ry
S
c
h
o
o
l
J
o
u
rn
a
l,
v
o
l
.
1
1
2
,
n
o
.
1
,
p
p
.
3
8
-
6
0
,
2
0
1
1
.
[3
3
]
Ba
ril
le,
J.
P
.
,
e
t
a
l.
,
“
Tea
c
h
e
r
–
stu
d
e
n
t
re
latio
n
sh
i
p
c
li
m
a
te
a
n
d
sc
h
o
o
l
o
u
tco
m
e
s:
imp
li
c
a
ti
o
n
s
fo
r
e
d
u
c
a
ti
o
n
a
l
p
o
l
icy
in
it
iati
v
e
s
,”
J
.
Y
o
u
t
h
Ad
o
les
c
e
n
c
e
,
v
o
l.
4
1
,
n
o
.
3
,
p
p
.
2
5
6
–
2
6
7
,
2
0
1
2
.
[3
4
]
G
ü
lay
,
H.,
“
5
-
6
y
a
ş
g
r
u
b
u
ç
o
c
u
k
lard
a
o
k
u
la
u
y
u
m
v
e
a
k
ra
n
il
iş
k
il
e
ri
,”
El
e
c
tro
n
ic
J
o
u
r
n
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
s,
v
o
l.
1
0
,
n
o
.
3
6
,
p
p
.
1
-
1
0
,
2
0
1
1
.
[3
5
]
G
ü
lay
,
H.
a
n
d
Ert
e
n
,
H.
“
Ok
u
l
ö
n
c
e
si
d
ö
n
e
m
ç
o
c
u
k
ların
ı
n
a
k
ra
n
k
a
b
u
l
lerin
i
n
o
k
u
la
u
y
u
m
d
e
ğ
iş
k
e
n
leri
ü
z
e
rin
d
e
k
i
y
o
r
d
a
y
ıcı
e
tk
isi
,”
e
-
In
ter
n
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
J
o
u
r
n
a
l
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
8
1
-
9
2
,
2
0
1
1
.
[3
6
]
G
ü
lay
Og
e
lma
n
,
H.,
e
t
a
l.
,
“
A
n
n
e
Tu
tu
m
ların
ı
n
5
-
6
y
a
ş
ç
o
c
u
k
ların
ı
n
so
sy
a
l
b
e
c
e
ril
e
rin
i
v
e
o
k
u
la
u
y
u
m
ları
n
ı
y
o
r
d
a
y
ıcı
e
tk
isi
,”
S
e
lçu
k
Ü
n
ive
rs
it
e
si S
o
sy
a
l
Bi
li
mle
r E
n
stit
ü
s
ü
De
rg
isi,
no
.
2
9
,
p
p
.
1
4
3
-
1
5
2
,
2
0
1
3
.
[3
7
]
Erb
a
y
,
F
.
,
“
An
e
x
a
m
in
a
ti
o
n
o
f
a
d
a
p
tatio
n
le
v
e
ls
o
f
c
h
il
d
re
n
in
term
s
o
f
th
e
v
a
riab
le
o
f
tea
c
h
e
r
-
c
h
il
d
c
o
m
m
u
n
ica
ti
o
n
,
”
Ea
rly
Ch
il
d
De
v
e
lo
p
me
n
t
a
n
d
Ca
re
,
2
0
1
9
.
[On
l
in
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/www
.
tan
d
f
o
n
l
in
e
.
c
o
m
/
d
o
i/
fu
ll
/1
0
.
1
0
8
0
/
0
3
0
0
4
4
3
0
.
2
0
1
9
.
1
6
8
3
0
0
6
[3
8
]
G
ö
k
taş
,
İ.
a
n
d
G
ü
lay
-
Og
e
lma
n
,
H.,
“
Ok
u
l
ö
n
c
e
si
e
ğ
i
ti
m
d
e
ö
ğ
re
t
m
e
n
-
ö
ğ
re
n
c
i
il
işk
isi
n
i
n
ö
ğ
re
n
c
il
e
rin
o
k
u
la
u
y
u
m
d
ü
z
e
y
leri
ü
z
e
rin
d
e
k
i
y
o
rd
a
y
ıcı
e
tk
isin
i
n
i
n
c
e
len
m
e
si
,”
In
ter
n
a
ti
o
n
a
l
An
a
to
l
ia
Aca
d
e
mic
On
l
in
e
J
o
u
rn
a
l,
v
o
l.
5
,
n
o
.
1
,
p
p
.
3
0
-
4
2
,
2
0
1
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
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.
E
d
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c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
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0
:
8
5
7
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6
4
864
[3
9
]
Nu
r,
İ.
,
Ak
taş
-
Arn
a
s,
Y.,
A
b
b
a
k
,
B.
S
.
,
a
n
d
Ka
le,
M
.
,
“
M
o
t
h
e
r
-
c
h
il
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a
n
d
tea
c
h
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r
c
h
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re
lati
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ip
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h
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ir
a
ss
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c
iatio
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with
sc
h
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o
l
a
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u
st
m
e
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in
p
re
-
sc
h
o
o
l
,”
Ku
ra
m
v
e
Uy
g
u
la
m
a
d
a
Eğ
it
im
Bi
l
imler
i,
v
o
l
.
1
8
,
n
o
.
1
,
p
p
.
2
0
1
-
2
2
0
,
2
0
1
8
.
[4
0
]
Ka
ra
sa
r,
N.,
Bi
li
ms
e
l
Ara
ştırma
Y
ö
n
tem
ler
i
,
3
5
Ba
sk
ı
.
An
k
a
ra
:
No
b
e
l
Ya
y
ın
c
ıl
ı
k
,
2
0
2
0
.
[4
1
]
Lad
d
,
G
.
W.
,
Ko
c
h
e
n
fe
n
d
e
r,
B.
J.
,
a
n
d
Co
lem
a
n
,
C.
C.
,
“
F
rien
d
sh
i
p
q
u
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li
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s
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p
re
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ict
o
r
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f
y
o
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n
g
c
h
il
d
re
n
’s
e
a
rl
y
sc
h
o
o
l
a
d
ju
stm
e
n
t
,”
Ch
il
d
De
v
e
lo
p
me
n
t,
v
o
l
.
6
7
,
n
o
.
3
,
p
p
.
1
1
0
3
-
1
1
1
8
,
1
9
9
6
.
[4
2
]
Ön
d
e
r,
A
.
a
n
d
G
ü
lay
,
H.,
“
5
-
6
y
a
ş
ç
o
c
u
k
ları
içi
n
Ok
u
la
U
y
u
m
Öğ
r
e
tme
n
De
ğ
e
rlen
d
irme
Ölç
e
ğ
i’
n
in
g
ü
v
e
n
ir
li
k
v
e
g
e
ç
e
rli
k
ç
a
lı
şm
a
sı
,”
In
ter
n
a
ti
o
n
a
l
On
li
n
e
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s,
v
o
l.
2
,
n
o
.
1
,
p
p
.
2
0
4
-
2
2
4
,
2
0
1
0
.
[4
3
]
Ş
a
h
in
,
D.,
“
Öğ
re
n
c
i
-
Öğ
re
tme
n
İl
işk
i
Ölç
e
ğ
i’
n
in
T
ü
rk
ç
e
y
e
u
y
a
rla
n
m
a
sı
,”
Eğ
it
im
Bi
li
mle
ri
v
e
Uy
g
u
la
ma
,
v
o
l
.
1
3
,
n
o
.
2
5
,
p
p
.
8
7
-
1
0
2
,
2
0
1
4
.
[4
4
]
Ka
u
fm
a
n
,
L.
a
n
d
R
o
u
ss
e
e
u
w,
P
.
J.,
Fi
n
d
in
g
g
r
o
u
p
s
in
d
a
t
a
:
A
n
in
tro
d
u
c
ti
o
n
to
c
l
u
ste
r
a
n
a
lys
is
.
Ne
w
Yo
rk
:
Jo
h
n
Wi
ley
a
n
d
S
o
n
s,
1
9
9
0
.
[4
5
]
M
u
rra
y
,
C.
,
M
u
rra
y
,
K.
M
.
a
n
d
Waa
s,
G
.
A.,
“
Ch
il
d
a
n
d
te
a
c
h
e
r
re
p
o
rts
o
f
tea
c
h
e
r
–
stu
d
e
n
t
re
latio
n
sh
i
p
s:
Co
n
c
o
r
d
a
n
c
e
o
f
p
e
rsp
e
c
ti
v
e
s
a
n
d
a
ss
o
c
iatio
n
s
with
sc
h
o
o
l
a
d
ju
st
m
e
n
t
in
u
r
b
a
n
k
in
d
e
rg
a
rten
c
las
sro
o
m
s
,”
J
o
u
rn
a
l
o
f
A
p
p
li
e
d
De
v
e
lo
p
me
n
t
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
2
9
,
n
o
.
1
,
p
p
.
4
9
-
6
1
,
2
0
0
8
.
[4
6
]
G
lü
e
r,
M
.
a
n
d
G
re
g
o
riad
is,
A.
,
“
Qu
a
li
ty
o
f
tea
c
h
e
r
–
c
h
il
d
re
lati
o
n
sh
ip
a
n
d
p
re
sc
h
o
o
lers
’
p
ro
so
c
i
a
l
b
e
h
a
v
i
o
u
r
in
G
e
r
m
a
n
k
in
d
e
r
g
a
rten
s,”
Ed
u
c
a
ti
o
n
3
-
1
3
,
v
o
l.
4
5
,
n
o
.
5
,
p
p
.
5
5
8
-
5
7
1
,
2
0
1
7
.
[4
7
]
Ba
k
e
r,
J.
A.
,
“
Co
n
tri
b
u
ti
o
n
s
o
f
tea
c
h
e
r
–
c
h
il
d
re
latio
n
sh
i
p
s
to
p
o
siti
v
e
sc
h
o
o
l
a
d
ju
stm
e
n
t
d
u
rin
g
e
le
m
e
n
tary
sc
h
o
o
l
,”
J
o
u
rn
a
l
o
f
S
c
h
o
o
l
Psy
c
h
o
l
o
g
y
,
v
o
l.
4
4
,
n
o
.
3
,
p
p
.
2
1
1
-
2
2
9
,
2
0
0
6
.
[4
8
]
Ha
rg
re
a
v
e
s,
A.,
“
Th
e
e
m
o
ti
o
n
a
l
p
ra
c
ti
c
e
o
f
tea
c
h
i
n
g
,”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
ti
o
n
,
v
o
l.
1
4
,
n
o
.
8
,
p
p
.
8
3
5
–
8
5
4
,
1
9
9
8
.
[4
9
]
Ya
n
,
E.
M
.
,
E
v
a
n
s,
I.
A.
,
a
n
d
H
a
rv
e
y
,
S
.
T.
,
“
Ob
se
rv
in
g
e
m
o
ti
o
n
a
l
in
tera
c
ti
o
n
s
b
e
twe
e
n
tea
c
h
e
rs
a
n
d
stu
d
e
n
ts
i
n
e
lem
e
n
tary
sc
h
o
o
l
c
las
sro
o
m
,”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
Ch
il
d
h
o
o
d
E
d
u
c
a
t
io
n
,
v
o
l.
2
5
,
n
o
.
1
,
p
p
.
8
2
-
9
7
,
2
0
1
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.