In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.6,
N
o.3,
S
eptem
b
er
2
01
7
,
pp. 207~
2
1
5
IS
S
N
: 2252-
88
22
207
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
sj
ourn
a
l.
com
/
on
line
/
in
dex.
p
h
p
/
I
J
ERE
Examini
n
g Pre-school Teach
ers’ and Par
e
nts’ Views
on Counselin
g and Guidan
ce Serv
ices in Pre-sch
o
ol Education
G
ü
l
ş
en
B
üy
ük
ş
a
h
i
n
Ç
e
v
i
k
F
acul
t
y
o
f
E
du
c
a
tio
n, Guid
a
n
ce and
P
s
y
c
ho
lo
g
i
cal
Cou
ns
eli
ng, A
d
ıyaman University,
Adıy
am
a
n
, T
urk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Jun 17,
2017
Re
vise
d A
ug
1
5
,
201
7
Ac
ce
p
t
ed
Au
g
2
5
,
2
017
Curren
t
s
t
u
d
y
a
ims
t
o
r
eveal
t
he
p
ro
bl
em
s
that
p
re-s
cho
o
l
t
each
ers
and
paren
t
s
f
ace,
i
n
relatio
n
to
guid
a
nce
and
cou
n
s
elin
g
serv
ices,
at
s
choo
ls
with
ou
t
psy
c
ho
lo
gical
c
o
u
n
s
el
o
r
s.
T
he
purp
o
se
o
f
i
n
clu
d
i
ng
p
r
e-
scho
ol
teach
ers
and
par
e
n
t
s
in
t
h
e
c
urrent
s
t
u
d
y
w
as
t
o
fi
nd
o
u
t
both
w
h
eth
e
r
t
h
ey
con
s
i
d
ered
t
h
e
g
ui
dan
ce
an
d
co
un
sel
i
n
g
s
ervi
ce
s
a
ne
ed
a
nd
w
het
her
th
e
i
r
m
e
th
ods
o
f
in
terv
enti
on
a
gain
s
t
t
he
p
robl
em
s
th
a
t
t
h
e
y
f
ace
wer
e
f
unctio
nal.
Th
e
current
r
ese
a
rch
w
a
s
des
i
g
n
ed
w
it
h
i
n
t
e
rv
ie
w
techn
i
q
u
e
as
a
q
u
a
li
ta
t
i
ve
st
ud
y
met
h
o
d
.
Research
d
at
a
were
c
ol
lected
t
hrou
gh
a se
mi
-
s
tru
c
tu
r
e
d
interv
iew f
o
rm
d
evel
oped
b
y
t
h
e
res
ear
cher
.
T
h
e
re
s
earch
er
m
et
t
h
e
part
ici
p
ants
i
ndi
vidually
a
nd
a
sk
ed
t
he
q
uestions
on
the
interv
ie
w
f
o
rm
f
or
th
e
current
r
esearch
.
Th
e
resp
o
n
s
e
s
t
h
a
t
t
he
p
arti
cip
a
nts
provi
ded
were
record
ed
a
nd
l
ater
t
ran
s
f
e
rred
o
n
t
o
c
om
p
u
t
e
r
en
vi
ro
nm
ent.
T
he
s
tudy
g
roup,
f
o
rm
ed
b
ased
o
n
vo
lu
ntary
partic
i
p
at
i
o
n,
i
nclud
e
d
total
30
p
ar
t
icipants
w
ith
15
p
re-s
cho
o
l
teach
ers
an
d
15
paren
t
s
o
f
p
re-sch
ool
c
h
i
l
d
ren.
P
re-school
teach
er
p
art
i
cip
a
nt
s
10
f
em
ales
a
nd
5
m
al
es
,
w
o
rked
f
or
f
i
v
e
d
i
fferent
p
re-
sc
ho
ols
in
A
diy
a
m
a
n.
T
o
t
a
l
1
5
pa
re
n
t
s
in
t
h
e
s
tud
y
g
rou
p
i
nc
lu
d
ed
n
in
e
f
e
m
a
les
an
d
six
m
a
les.
A
n
ex
am
in
a
tio
n
of
p
re-s
c
h
oo
l
t
eachers’
r
es
po
nses
bas
e
d
o
n
the curren
t
s
tu
dy
f
in
di
n
g
s
i
ndicated
t
hat
m
a
jo
rity
o
f
th
e
teach
ers did
no
t
p
r
e
p
are
an
a
nn
ual
coun
seling
and
gu
idan
ce
pl
an.
An
ot
her
fin
di
ng
o
f
th
e
curren
t
s
tu
dy
w
as
t
hat
ch
il
dren
o
f
m
o
st
p
arent
s
a
n
d
t
each
ers
ex
peri
e
n
ce
adj
u
s
t
m
e
nt
p
rob
l
em
s
in
p
re-s
choo
l.
A
n
o
t
h
er
f
i
n
d
i
n
g
o
f
t
h
e
cu
rre
nt
r
esearch
i
s
abo
u
t
ch
il
dren’s
i
n
d
i
v
id
ual
prob
l
e
ms.
Main
i
ndiv
idual
prob
l
e
ms
th
at
p
aren
ts
e
x
pe
rie
n
ce
d wit
h
the
ir
c
hi
ld
re
n
in
clud
ed
s
elf
-
care an
d s
o
ci
al d
evelo
p
m
e
n
t
.
K
eyw
ord
:
Co
un
sel
i
ng
Gui
d
ance
Paren
t
Pre
-
sch
o
o
l
e
duc
a
t
ion
Teacher
Co
pyri
gh
t © 2
017 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
G
ü
lşe
n
B
üy
ü
k
şa
hin
Çe
v
i
k,
F
a
cult
y
o
f
E
duc
ati
o
n, G
ui
da
n
ce
and P
s
ych
o
l
o
g
i
c
a
l
C
ou
nse
l
i
n
g,
Adı
y
am
an Uni
ve
rsity,
Adı
y
a
m
an,
Turkey.
Em
ail:
gbce
v
ik
@ad
i
yam
a
n.
ed
u.tr
1.
I
N
TR
OD
U
C
TI
O
N
P
r
e-scho
ol
e
d
u
ca
ti
on
ha
s
co
ns
i
d
e
r
ab
le
i
m
p
orta
nc
e
w
i
t
h
i
n
c
on
t
e
mp
or
ary
e
duca
t
i
o
n
u
n
d
ersta
n
d
i
ng.
The
qua
l
ity
e
duc
at
i
on
pro
v
i
d
e
d
i
n
v
a
r
i
ous
d
om
ain
s
v
ia
p
r
e
-scho
o
l
is
f
u
n
c
t
i
o
nal
i
n
p
r
e
pa
ra
tion
for
e
l
e
m
e
n
tar
y
educ
a
t
i
o
n
[1].
I
n
ad
di
tio
n,
i
t
ha
s
b
e
e
n
e
m
pha
s
i
z
e
d
tha
t
f
a
m
i
l
y,
s
ch
ool
,
an
d
co
mmu
ni
ty
t
o
g
e
th
er
m
ust
t
a
k
e
respo
n
s
i
b
ili
t
y
i
n
pre
-
sch
o
o
l
e
duca
tio
n
[2]
.
C
on
te
mp
ora
r
y
e
duca
t
i
o
n
s
y
s
t
e
m
h
a
s
b
ee
n
e
m
pha
size
d
t
o
o
r
g
a
n
i
z
e
educ
a
t
i
o
n
base
d
on
i
n
d
i
v
idua
l
s
’
ne
e
d
s
i
n
d
e
f
e
r
enc
e
t
o
i
n
divi
d
u
a
l
di
ff
e
r
e
n
c
e
s
[3
].
A
l
t
hou
gh
c
ou
n
s
e
l
i
n
g
and
gu
ida
n
ce
s
ervi
ce
s
are
inse
par
a
bl
y
bas
i
c
in
c
on
tem
p
o
r
ary
educa
t
i
on
s
y
s
t
e
m,
e
d
u
c
a
t
ion
ha
s
b
e
en
s
upp
ose
d
t
o
be
o
rga
n
ize
d
b
ase
d
on
a
n
u
n
d
ersta
n
di
n
g
of
g
ui
da
nce
ser
v
i
c
es
[
4]
.
G
u
i
d
ance
s
er
vic
e
s,
r
epor
t
e
dly,
a
re
sup
pose
d
t
o he
l
p
t
he
c
hil
d
re
n in s
uc
h
fu
nct
i
o
n
s a
s
to
:
k
n
o
w
the
m
s
e
l
ves a
n
d de
vel
o
p l
i
fe
s
k
i
l
l
s,
le
a
rn ab
o
u
t
t
he
rules
of
c
om
mun
i
ty
l
ife,
l
ear
n
t
o
u
se
t
heir
b
o
d
i
e
s
a
nd
t
o
p
la
y
gam
e
s,
s
a
tisfy
o
ne’s
c
urio
si
t
y
,
verba
l
iz
e
t
h
eir
drea
ms,
and
b
e
a
uto
nom
ous
a
s
ba
s
i
c
nee
d
s
[5].
T
h
u
s,
t
he
p
re-
s
ch
ool
p
ro
g
r
a
m
a
nd
c
oun
sel
i
ng
a
nd
g
u
i
d
a
n
c
e
pro
g
ra
m
are
t
h
o
u
g
h
t
t
o
be
p
a
r
al
lel
i
n
g
eac
h
o
t
he
r.
H
ence
,
it
has
b
e
e
n
e
mpha
siz
e
d
t
hat
qua
l
ity
p
r
e
-sc
h
o
o
l
pro
g
ra
ms must be
cons
truc
t
e
d
base
d o
n
c
h
ild
re
n’s ne
eds. In th
is
c
onte
x
t
,
pre
-scho
o
l e
duca
t
i
o
n pro
g
r
a
m
s
m
ust
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
2
0
7
– 215
20
8
be
d
e
v
e
l
ope
d
w
i
t
h
cap
a
c
i
t
y
t
o
i
m
p
r
ove
t
he
c
om
m
unit
y
a
n
d
r
is
ks
a
ss
oc
i
a
te
d
w
ith
t
his
p
e
rio
d
m
ust
be
d
efi
n
e
d
;
pla
n
ni
ng
m
u
s
t
b
e
do
ne
;
a
n
d
resp
ons
ibi
l
ity
m
ust
be
s
ha
re
d
by
the
s
ch
ool
a
n
d
th
e
fa
mi
ly
[
6
]
.
It
i
s
t
houg
ht
t
h
a
t
th
i
s
c
o
u
l
d
on
ly
b
e
poss
i
ble
th
rou
gh
co
u
n
se
li
ng
a
nd
g
u
id
a
n
c
e
s
e
r
vices.
It
w
as
a
g
r
eed
w
it
h
i
n
t
h
e
Min
i
s
t
r
y
o
f
N
a
ti
ona
l
Ed
uc
a
tio
n
[7]
upo
n
a
le
tter
,
d
a
t
e
d
1
8/
0
8
/
201
2
w
ith
n
o.
32
0
6
,
of
G
e
n
era
l
D
irec
tor
a
te
o
f
S
p
eci
a
l
Ed
uca
t
i
on, G
u
i
dance
a
n
d Co
u
n
se
li
n
g
S
ervice
s, tha
t
pre-
sch
o
o
l
g
u
ida
n
ce servic
e
s
pro
gr
am
w
ou
ld be
p
i
lot
e
d
at
sc
ho
ol
s
in
c
i
t
i
e
s
t
o
b
e
d
efi
n
ed
b
y
t
h
e
Ge
ne
ra
l
Di
re
c
t
o
r
at
e
of
S
pec
i
a
l
E
duca
tio
n,
G
u
i
d
a
nce
a
n
d
C
o
u
n
se
l
i
n
g
Se
rvices
a
n
d
t
he
G
ene
r
al
D
irec
tora
te
o
f
Bas
i
c
E
duca
t
io
n
a
nd
req
u
i
red
a
rrange
me
n
t
s
w
o
ul
d
be
m
a
d
e
in
2
0
1
2
-
20
1
3
a
cade
m
ic
yea
rs
[
7]. Acc
o
rd
in
gly,
g
e
n
e
r
al targe
ts of t
h
e pr
e-
scho
ol g
ui
da
nce
pro
g
r
a
m
ar
e about
e
na
bl
ing
chi
l
d
ren to:
1. A
djus
t in the
s
cho
o
l
a
nd
e
n
v
i
r
onm
en
t a
n
d
pr
e
p
ar
e
f
o
r
t
h
e e
l
em
enta
ry
s
c
h
o
o
l,
2. be i
n
a p
o
s
i
t
i
v
e
appr
oa
ch
t
ow
a
r
ds
s
c
h
o
o
l
i
ng
a
nd
lea
r
n
i
ng,
3
.
kn
ow
a
nd
im
prove
t
h
em
se
lve
s
,
4.
i
m
p
rove
t
he
ir
i
nte
r
perso
n
a
l
rela
tio
ns
hips,
5.
g
ai
n
aw
a
r
en
ess
of
f
a
m
il
y
a
nd
c
o
m
m
un
it
y,
6
.
de
ve
lo
p
k
n
o
w
l
e
dge
a
n
d
s
ki
l
l
s
a
b
o
u
t
hea
l
t
h
a
nd
safe
li
f
e,
7.
know
pr
o
fess
i
ons
a
nd
gai
n
aw
a
re
ness o
f
i
m
por
tanc
e
a
nd plac
e
of profes
sions in
lif
e.
A
re
vi
e
w
o
f
st
ud
ies
on
pre
-
scho
o
l
s
h
o
w
s
t
ha
t
re
sear
ch
o
n
p
r
e
-
sc
hoo
l
i
n
g
r
a
t
es,
beha
viora
l
i
ss
ues,
a
n
d
pre-
scho
o
l
t
ea
c
h
ers’
a
tt
itu
de
s
tow
a
rds
t
h
e
pr
ofe
ssi
on
is
a
vai
l
a
bl
e.
A
kta
n
a
n
d
A
k
k
u
ta
y
[8
]
i
n
ves
tiga
t
i
ng
pr
e-
sch
o
o
l
i
n
g
r
a
te
s
,
r
epor
t
e
d
t
h
a
t
T
urke
y
w
a
s
fa
r
be
h
i
n
d
t
he
O
ECD
c
ou
n
t
ries
.
O
n
t
he
o
t
h
er
h
an
d,
m
a
ny
stud
ies
con
d
u
cte
d
p
o
i
nt
o
u
t
t
o
beha
vior
al
p
ro
b
l
em
s
an
d
a
d
a
p
ta
t
i
on
p
r
o
b
l
e
m
s
in
p
re
-sc
h
ool
.
Kö
k
,
K
o
ç
y
i
ği
t
,
T
uğl
uk
,
and
Ba
y
[9]
fo
un
d
tha
t
p
r
e
va
i
l
i
ng
iss
u
es
i
n
pre-
sc
ho
o
l
s
w
e
re
a
t
t
e
n
tio
n
de
fi
c
it,
eati
ng
prob
lem
s
,
and
b
u
l
l
y
i
n
g
beha
v
i
ors.
I
t
w
a
s
re
vea
l
e
d
t
ha
t
teac
hers
w
er
e
una
b
l
e
to
t
a
k
e
c
a
r
e
o
f
c
h
i
l
d
r
e
n
w
i
t
h
b
e
h
a
v
i
o
r
a
l
p
r
o
b
l
e
m
s
d
u
e
t
o
o
v
e
r-c
r
o
w
d
e
d
cl
a
ssroo
ms
a
nd
a
l
a
c
k
o
f
co
un
sel
i
ng
s
up
po
rt
a
nd
s
p
e
c
i
a
l
e
duca
t
io
n
e
xper
t
s.
A
nselm
i
,
P
i
cc
i
n
i
n
i,
Ba
rros,
a
nd
Lo
pes
[
1
0]
s
t
a
ted
tha
t
p
re
-sch
oo
l
c
h
i
l
d
ren
ha
d
be
ha
vio
r
a
l
p
ro
bl
ems
s
u
ch
a
s
bul
l
y
in
g
,
hy
pera
ct
i
v
i
t
y
,
bei
n
g
una
b
l
e
t
o
c
on
tro
l
i
m
p
u
l
ses
a
n
d
a
n
ger
an
d
a
nx
i
e
ty
d
i
s
o
r
d
e
rs
s
u
c
h
a
s
i
nt
ro
versi
o
n,
f
e
a
r
,
and
de
press
i
o
n
.
I
n
p
re
-scho
o
l,
p
are
n
t
s
c
o
n
s
tit
ute
a
n
i
m
p
orta
nt
p
a
r
t
o
f
t
he
c
ou
n
s
e
l
i
n
g
a
nd
g
u
i
d
an
ce
s
ervi
c
e
s
.
M
a
ny
p
r
ob
l
e
ms
e
xp
eri
e
n
c
ed
d
u
r
in
g
p
r
e-sc
h
o
o
l
m
a
y
r
e
q
ui
re
c
oope
rat
i
o
n
a
m
o
n
g
p
ar
en
ts-teac
hers
a
nd
p
s
y
c
h
o
l
o
g
ic
a
l
cou
n
se
l
o
rs.
Thus,
co
ll
ab
orat
i
o
n
w
i
th
p
a
r
en
t
s
i
n
pro
v
i
d
in
g
c
ouns
e
l
i
ng
a
n
d
gu
i
d
anc
e
servic
e
s
i
s
c
ons
ide
r
ed
i
m
p
o
r
t
a
n
t
.
Zigle
r
a
n
d
St
yf
c
o
[
1
1
]
s
t
a
t
e
d
t
h
at
e
a
r
l
y
c
h
i
l
d
hood
e
du
c
a
t
i
on
s
ho
uld
in
cl
ud
e
f
a
mi
l
y
a
nd
c
o
mmu
n
i
ty
com
p
o
n
e
n
t
s
a
s
w
e
l
l
a
s
c
h
i
l
dr
en’s
p
hys
ica
l
,
psy
c
h
o
l
og
ic
al,
soc
i
a
l
,
a
n
d
e
mot
i
ona
l
deve
lo
pm
ent.
A
ccor
d
i
n
g
to
F
i
dan
[
1
2
]
,
be
ha
v
i
or
s
c
o
nsti
t
u
ti
ng
t
he
b
as
ic
s
of
p
er
s
ona
l
i
t
i
e
s
ar
e
gai
n
e
d
i
n
th
e
fam
i
ly.
Chi
l
d
ren
in
e
a
r
ly
a
ges
i
d
ent
i
f
y
wit
h
p
a
r
en
t
s
a
nd
l
ov
ed
a
dult
s
t
h
r
ough
m
i
m
i
c
k
i
n
g
.
C
h
i
ld
ren
lea
r
n
bas
i
c
be
ha
vi
or
s
an
d
va
l
u
es
o
f
the
i
r
fa
mil
i
e
s
i
n
w
h
i
c
h
t
h
ey
g
ro
w
up.
T
h
u
s,
f
a
m
ily
a
ls
o
is
c
on
si
dere
d
a
n
i
m
p
o
r
t
a
nt
p
art
of
t
h
e
p
re
-schoo
l
cou
n
se
l
i
n
g
a
n
d
guida
n
c
e
se
rv
ice
s
.
K
a
rac
a
,
G
ü
n
düz,
an
d
A
r
al
[
13]
f
ound
t
h
a
t
p
r
e-sc
h
o
o
l
c
h
ild
re
n
’
s
po
si
tiv
e
soc
i
al
b
eha
v
i
o
r
s
s
i
g
ni
fic
a
n
tl
y
d
i
ffere
d
o
n
p
ar
en
ts’
educ
a
tio
n
l
e
v
el
s
a
n
d
th
e
i
r
a
g
es.
Sey
f
ull
a
hoğ
ul
la
ri
[
14
]
st
a
t
ed
t
ha
t
fa
m
i
lie
s
m
o
stl
y
f
oc
use
d
o
n
i
n
form
i
n
g
c
h
i
l
dre
n
a
n
d
t
heir
d
e
m
a
n
d
s
on
re
ce
iv
i
n
g
c
o
u
n
se
li
ng
a
n
d
gu
ida
n
ce
s
er
vic
e
s
and
fam
i
ly
e
d
u
c
a
t
io
n
s
t
o
od
o
u
t.
I
n
m
a
ny
s
i
m
i
l
a
r
s
t
u
d
i
es,
en
vi
ron
m
en
t
a
l
fac
t
o
r
s
(f
ami
l
y
,
sch
o
o
l
, e
tc.) we
r
e
foun
d t
o
in
f
l
u
e
n
c
e
c
hi
ldr
e
n’s
d
e
ve
lo
pme
n
t [1
5],
[
16].
I
n
p
re
-sch
oo
l
pe
ri
od,
c
o
u
n
se
li
ng
a
nd
g
u
ida
n
ce
ser
v
ic
es
a
r
e
h
ig
h
ly
i
mp
orta
nt
f
or
t
eac
he
rs,
par
e
nts,
and
t
h
e
ch
il
d
r
e
n
a
n
d
i
t
i
s
k
no
w
n
t
ha
t
rese
arc
h
i
n
t
h
is
f
ie
ld
i
s
limi
t
e
d
.
I
n
t
h
i
s
pe
r
i
o
d
,
the
c
h
i
l
d
is
i
ntro
d
u
c
e
d
t
o
the
sc
h
o
o
l
f
or
t
he
f
i
r
st
t
ime
and
the
orie
nta
t
i
on
(a
d
j
us
t
m
e
n
t)
proce
ss
is
s
tarte
d
.
A
n
u
n
h
ea
lt
h
y
a
d
j
us
t
m
ent
proce
s
s
ma
y
le
ad
t
o
m
a
ny
p
r
ob
lem
s
duri
ng
t
h
is
p
eri
o
d
a
n
d
t
h
e
s
e
ma
y
add
in
m
an
y
ot
hers
b
ro
u
g
h
t
f
rom
fa
mil
y
a
n
d
t
h
e
e
nviro
nm
ent
.
O
n
th
e
ot
he
r
ha
nd,
a
l
o
n
g
w
ith
t
he
s
e
p
r
o
b
l
e
m
s
,
b
e
h
a
v
i
o
r
a
l
,
h
a
b
i
t
u
a
l
,
a
n
d
em
otio
na
l
di
so
rder
s
t
h
a
t
m
ay
a
rise
i
n
pre-
scho
o
l
r
ender
p
r
e-
sc
h
oo
l
c
o
un
se
l
i
n
g
a
n
d
g
ui
danc
e
im
po
r
t
a
n
t
i
n
term
s
of
p
a
r
e
n
ts,
te
ac
he
rs,
a
nd
stu
d
e
n
t
s
.
Th
us,
the
c
u
rre
nt
s
t
u
d
y
i
s
co
ns
i
d
ere
d
t
o
a
ddre
s
s
a
nee
d
i
n
te
rm
s
of
fre
que
nc
y o
f
e
xper
i
enc
i
n
g
t
h
e
a
bo
ve-m
ent
i
one
d pr
oble
m
s
and fin
d
i
n
g o
u
t
w
he
ther the
a
ppr
oach
i
ng s
t
y
l
es t
ha
t
teac
hers
a
nd
pare
n
t
s
use
ar
e
fu
nc
ti
o
n
al.
In
a
d
d
it
i
on,
t
h
e
c
urre
nt
r
ese
a
r
ch
i
s
c
onsi
d
e
r
ed
n
e
cessar
y
a
nd
impor
ta
nt
a
s
r
e
ve
al
ing
t
h
e
p
l
a
n
n
i
n
g
a
nd
im
plem
en
tat
i
on
prob
lem
s
t
ha
t
pre-
sch
o
o
l
t
e
a
c
her
s
e
nc
ou
nt
e
r
i
n
rela
tio
n t
o
c
ou
nse
lin
g
and
gu
i
d
anc
e
s
e
r
v
i
ces
w
ill
allow
be
tt
er
plan
ni
ng
for
th
e
se
rvices.
Cu
rren
t
s
t
u
dy
a
i
m
s
t
o
r
ev
eal
t
h
e
p
robl
e
m
s
t
h
at
p
re-sc
h
ool
t
e
ach
er
s
an
d
pare
nts
fac
e
,
i
n
r
e
l
a
t
i
o
n
t
o
gu
ida
n
ce
a
n
d
c
ou
nse
l
ing serv
i
c
e
s
, at sch
o
o
l
s w
i
t
h
o
u
t
ps
y
c
h
ol
ogi
c
a
l
c
ou
ns
e
l
or
s.
The
pur
p
o
se o
f inc
l
ud
i
n
g pre
-
sch
o
o
l
t
eac
her
s
a
nd
par
e
n
t
s
in
t
he
c
urr
e
nt
s
tu
dy
w
a
s
t
o
f
i
nd
o
u
t
b
o
t
h
w
het
h
e
r
t
he
y
c
o
nsider
ed
t
he
gui
da
nc
e
a
n
d
c
oun
se
lin
g
se
rv
i
c
e
s
a
n
eed
a
n
d
w
h
et
h
e
r
t
h
e
i
r
me
th
od
s
o
f
i
n
t
er
ve
n
tio
n
aga
i
ns
t
t
h
e
prob
lem
s
t
ha
t
th
ey
f
ac
e
w
e
r
e
funct
i
ona
l.
2.
RESEARCH
M
ETH
O
D
Case
s
tud
y
,
a
m
ong
the
q
u
a
l
it
a
t
i
v
e
re
sear
ch
m
eth
o
d
s,
w
as
u
se
d
i
n
t
he
c
urre
nt
r
e
s
e
a
rc
h
.
Y
i
n
(
20
02)
s
t
a
t
e
s
t
h
a
t
c
a
s
e
s
t
u
d
y
c
o
u
l
d
b
e
u
s
e
d
i
n
m
a
n
y
s
t
u
d
i
e
s
w
i
t
h
i
n
s
o
c
i
a
l
ps
yc
ho
l
o
g
y
,
soc
i
olo
g
y
,
a
nd
s
o
cia
l
s
c
i
enc
e
s.
S
t
ake
[17]
s
tat
e
d
t
h
a
t
c
a
s
e
s
t
ud
ies
w
e
re
c
o
nduc
ted
b
y
r
esea
rc
h
e
rs
t
o
in
ve
sti
g
a
t
e
o
n
e
or
m
ore
in
d
i
v
i
dua
ls,
proce
s
se
s or
a
c
t
i
v
itie
s
w
i
t
h
i
n
a
pr
o
g
r
am
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Ex
am
i
n
in
g
Pre
-
scho
ol T
e
ache
rs'
and Pare
n
t
s
'
Vie
w
s
o
n
Co
u
n
se
li
n
g
an
d
..
.. (G
ül
ş
en
B
ü
y
ü
k
ş
ah
in
Çe
v
i
k
)
20
9
Case
s
tu
dy
ba
sic
a
lly
i
nc
lu
de
s
the
fo
llow
i
n
g
s
te
ps
[
18]
:
1.
D
e
v
e
lo
pin
g
the
r
e
sea
r
ch
que
sti
ons,
2.
D
evelo
p
i
n
g
t
he
s
u
b
-pro
ble
m
s
of
t
he
r
ese
a
r
ch,
3.
D
efini
ng
the
u
nit
of
a
n
a
ly
si
s,
4
.
De
f
i
ni
n
g
t
h
e
c
a
s
e
t
o
be
rese
arc
h
ed,
5.
S
ele
c
tin
g
t
h
e
par
t
ic
ipa
n
t
s
,
6.
C
o
l
lec
t
i
n
g
t
h
e
da
ta
a
n
d
c
on
nec
tin
g
t
h
e
data
c
ollec
t
e
d
w
ith
hy
p
o
the
s
es
o
r
sub-
pr
ob
l
e
ms,
7.
A
nal
y
z
i
n
g
a
nd
int
e
r
p
ret
i
n
g
the
d
a
t
a,
a
nd
8
.
R
e
p
o
r
ti
ng
a
b
out
t
h
e
c
ase
st
udy
.
Sim
i
la
rl
y,
Y
in
[
1
9
]
li
sts
the
step
s
i
n
a
c
a
s
e
st
ud
y
a
s
f
o
l
low
s
:
1
.
D
e
vel
o
pi
ng
the
re
sear
ch
que
st
io
ns,
2.
D
eve
l
op
i
n
g
the
h
y
p
o
t
hes
e
s,
3
.
A
n
alys
is,
4.
C
on
nec
t
i
ng
h
y
p
o
t
h
ese
s
w
ith
d
a
t
a,
a
n
d
5
.
Inter
p
reti
ng
t
h
e
fi
n
d
in
gs.
Base
d
o
n
t
he
a
bo
v
e
r
ec
omm
e
nda
t
i
o
n
s,
r
ese
a
rc
h
ques
t
io
n
s
a
n
d
sub-
prob
l
e
ms
w
er
e
de
vel
o
p
e
d
an
d,
later,
t
he
u
ni
t
of
a
nal
y
s
i
s
w
a
s
de
fin
e
d.
T
he
c
ase
to
b
e
st
u
d
i
ed
w
as
d
e
t
er
mine
d
a
nd
pa
rtic
i
p
a
n
t
s
w
er
e
sel
e
c
t
e
d
.
Data
w
er
e
colle
cted
a
n
d
a
na
l
y
ze
d
an
d
fin
d
i
ngs we
r
e
int
e
r
p
re
t
e
d
in t
he
c
urr
e
nt st
u
dy.
R
e
s
e
a
r
c
h
d
a
t
a
w
e
r
e
c
o
l
l
e
c
t
e
d
t
h
r
o
u
g
h
a
s
e
m
i
-
s
t
r
u
c
t
u
r
e
d
i
n
t
e
r
v
i
e
w
form
d
evel
o
p
ed
by
the
re
sear
cher.
The
rese
arc
h
er
m
e
t
t
he
part
i
ci
pan
t
s
i
n
di
v
i
d
u
a
l
l
y
an
d
a
s
ke
d
the
ques
t
io
ns
o
n
t
h
e in
t
e
rv
iew
form
f
or the
c
urren
t
research.
The
response
s
t
h
at
t
he
p
a
r
t
i
c
i
pa
n
t
s
pr
o
v
ide
d
w
ere
rec
orded
a
n
d
la
ter
tra
n
s
f
er
red
on
t
o
c
o
m
puter
env
i
ro
nm
en
t.
A
cc
ordi
n
g
t
o
Türm
ük
lü
[
2
0
]
t
h
e
se
mi-str
u
c
t
u
r
e
d
int
e
r
vie
w
t
echn
i
q
u
e
is
m
ore
flex
ib
l
e
a
nd
i
t
hel
p
s
prepa
r
e
t
h
e
in
ter
v
ie
w
.
I
n
a
d
d
i
t
i
o
n
,
i
t
w
as
s
ta
ted
tha
t
a
resea
r
che
r
m
ay
c
on
trib
u
t
e
d
i
ffe
r
en
t
que
s
t
i
o
ns
i
n
the
inter
v
i
e
w
,
t
h
u
s
in
fl
ue
nc
e
the
i
n
terv
ie
w
e
e
to
o
pe
n
up
res
p
o
n
ses.
O
n
t
h
e
oth
e
r
ha
n
d
,
sem
i
-
s
t
r
uct
u
re
d
in
t
e
rv
iew
te
c
h
niq
u
e
,
u
se
d
in
qua
l
i
ta
ti
ve
r
esea
rch,
w
a
s
c
on
side
r
ed
t
o
be
h
elp
f
ul
w
he
n
c
o
llec
t
i
ng
i
n
d
i
vi
dua
ls’
perc
ep
ti
o
n
s
of
a
nd
t
h
o
u
g
h
t
s
a
bou
t
inc
i
den
t
s
a
n
d
sit
u
a
t
i
o
ns
[
21]
.
Ba
ile
y
[1
8]
o
n
t
h
e
othe
r
ha
nd,
i
n
d
i
ca
te
d
tha
t
the
se
mi-s
truc
tur
e
d
in
ter
v
i
e
w
te
ch
ni
que
w
o
u
l
d
p
ro
v
i
d
e
f
l
e
xib
i
l
i
t
y
a
nd
a
d
di
tio
na
l
q
u
es
tions
c
ou
l
d
b
e
a
s
ke
d,
with a hi
g
h rate
o
f
respons
es pro
v
i
d
e
d
. It
wa
s
a
l
so
p
oint
e
d
o
ut
tha
t
,
dur
in
g an in
t
er
vie
w
, non-
verba
l
be
h
a
v
i
o
rs
cou
l
d
be
o
bser
ved
a
n
d
t
h
e i
n
t
e
r
v
i
e
w
se
tt
in
g c
o
u
l
d be c
o
n
tr
ol
l
e
d
;
t
h
e ord
e
r of ques
t
i
ons
c
ou
ld be mo
d
i
fi
ed an
d
in
si
g
h
t
f
u
l
i
nform
a
tio
n w
o
u
l
d be
ob
t
a
i
ne
d.
P
a
rt
i
c
ip
a
n
t
s
f
ro
m
sch
ool
s
wi
th
n
o
p
s
y
c
hol
og
i
c
al
c
oun
sel
o
rs
e
mp
l
o
y
e
d
w
er
e
i
n
v
i
ted i
n
orde
r
t
o bet
t
er
defi
ne
t
he
p
r
oble
m
s
e
n
c
oun
t
e
r
e
d
i
n
c
o
u
n
s
e
lin
g
a
n
d
gu
i
d
a
n
ce
s
erv
ice
s
.
The
s
t
udy
g
ro
up,
f
orm
e
d
ba
sed
o
n
vo
lun
t
ar
y
part
i
c
ipa
t
io
n,
i
nc
lu
ded
t
o
tal
3
0
p
ar
t
i
c
i
pa
n
t
s
w
i
t
h
1
5
p
re-
s
cho
o
l
t
e
ac
he
rs
a
n
d
1
5
pa
ren
t
s
of
p
r
e
-
sch
o
o
l
c
hil
d
re
n.
P
r
e
-sc
h
o
o
l
teac
her
par
tici
p
a
n
ts
(
a
ge
=
3
4.86
;
S
d=6
.
9
1
;
ra
ng
e=
27
-51),
1
0
f
e
mal
e
s
an
d
5
ma
les,
w
orked
for
5
d
i
ffere
n
t
pr
e-sc
hoo
ls
i
n
A
d
i
y
am
an.
Te
a
c
her
s
’
yea
r
s
i
n
s
er
vic
e
r
a
n
g
e
d
fr
om
5
t
o
3
0
.
1
2
teac
hers
h
a
d
a
B
A
;
2
h
a
d
a
n
MA
;
a
n
d
1
tea
c
her
ha
d
a
n
a
ssoc
i
ate
de
gree
.
Tota
l
15
pa
re
nt
s
in
t
he
s
t
udy
gr
o
u
p
inc
l
ude
d
9
fe
m
a
les
and
6
ma
l
e
s
(
age=
3
5
.33
;
S
d
=
3.
1
9
;
range
=3
0.4
1)
.
1
2
p
are
n
t
s
h
a
d
B
A
a
nd
1
ha
d
a
P
h
D
d
e
g
r
ee
.
1
wa
s
a
g
r
adu
a
t
e
o
f
el
emen
t
a
ry
s
ch
oo
l
and
1
wa
s
a
h
i
gh
sch
ool
g
r
a
d
u
a
t
e
.
12
p
a
r
en
t
s
w
ere
emp
l
oy
ed
and
3 w
e
r
e
u
ne
mplo
ye
d.
The
i
n
strum
e
n
t
w
a
s
a
S
e
m
i
-
S
t
ruc
t
ur
ed
I
nte
r
vi
e
w
F
or
m
devel
o
ped
b
y
t
h
e
re
se
arc
h
er
t
o
c
o
ll
e
c
t
d
a
t
a
.
The q
u
es
tio
ns on the in
ter
v
i
e
w
form
w
e
r
e
c
ons
truc
te
d u
p
o
n
a
r
e
v
iew
of
q
ua
li
ta
ti
ve an
d
qua
n
t
i
t
a
t
ive st
ud
ies in
rele
va
nt
l
itera
tur
e
.
Thre
e
qua
li
t
a
tive
e
xper
t
s
w
e
re
c
onsu
lte
d
a
bou
t
t
h
e
in
te
rv
i
e
w
fo
rm
b
ei
ng
a
p
p
r
op
ri
a
t
e
in
term
s
o
f
c
urre
nt
r
esea
rch
p
u
rpos
es
a
n
d
t
he
s
c
ope
a
n
d
m
e
a
n
i
n
g
o
f
c
urre
nt
r
e
s
ear
ch
q
ues
tions.
La
t
e
r,
t
he
s
em
i-
st
r
u
c
t
ure
d
i
nte
r
vie
w
f
orm
w
a
s
fina
l
i
z
e
d
u
po
n
a
pi
l
o
t
a
d
mi
ni
stra
t
i
on
w
i
t
h
t
hre
e
p
re
-scho
o
l
t
e
ac
hers
a
nd
t
hre
e
pare
n
t
s.
T
he
r
ese
a
rc
her
at
te
n
d
ed
t
he
i
n
t
e
r
v
i
ew
a
nd
t
he
q
u
e
stio
n
s
a
n
d
on
e-t
o
-on
e
r
esp
o
n
s
es
w
ere
reco
rd
e
d
.
Eac
h
i
nter
view
l
a
s
t
e
d a
p
p
r
o
x
i
m
a
tely
3
5-4
5
m
in
.
I
n
t
he
c
ur
ren
t
r
ese
a
rc
h,
t
he
d
a
t
a
w
e
re
a
nal
y
ze
d
t
h
ro
u
gh
c
o
n
t
e
n
t
a
na
l
y
sis
and
desc
r
i
p
t
i
v
e
ana
l
ys
is,
bo
th
a
s
qua
l
i
t
a
ti
v
e
m
eth
o
d
s.
C
o
h
en,
Ma
n
i
on
,
a
nd
Mor
r
ison
[2
2]
d
efi
n
e
co
nt
ent
a
n
aly
s
i
s
a
s
o
u
tl
i
n
in
g
t
h
e
messa
g
e
s
associ
at
ed
w
it
h
b
a
si
c
con
t
ent
s
obt
a
i
n
e
d
.
S
i
m
i
l
arl
y
,
Ro
b
s
on
[
23
]
st
a
t
ed
t
h
a
t
con
t
ent
a
n
al
y
s
i
s
w
as
a
tech
n
i
q
u
e
fac
i
l
i
t
a
tin
g
t
h
e
or
ga
niza
t
i
on
a
n
d
ana
l
y
s
is
o
f
da
ta
.
H
ow
e
v
er,
S
i
lver
ma
n
[2
4]
e
mpha
siz
e
d
t
h
a
t
o
ther
rese
arc
h
ers
also
n
ee
ded
to
o
bt
a
i
n
simi
lar
resu
lts
w
he
n
d
e
fi
n
i
n
g
b
a
s
ic
c
a
t
e
g
ories.
Y
ı
l
dı
rım
a
nd
Ş
i
m
ş
ek
[
18]
st
a
t
ed
t
ha
t
t
h
e
con
t
e
n
t
a
n
a
l
ysi
s
m
ain
l
y
he
l
p
s
to
o
b
t
ai
n
e
x
pl
ana
t
o
ry
c
o
n
ce
pts
a
n
d
rela
ti
o
n
sh
ips.
T
he
f
ir
st
s
te
p
i
n
t
h
e
c
on
t
e
nt
a
n
a
ly
si
s
i
s
a
bou
t
c
odi
ng
t
h
e
d
a
t
a
.
T
h
e
r
es
ea
rch
e
r,
i
n
thi
s
s
te
p,
e
xam
i
ne
s
t
h
e
ob
ta
ine
d
d
a
t
a
a
nd
pu
ts
t
he
m
in m
eani
n
gfu
l
c
ateg
or
i
e
s an
d
fi
n
d
s
ou
t
what
eac
h
ca
te
g
o
ry c
o
n
ce
pt
ua
ll
y m
e
a
n
s.
I
n
t
h
e
c
u
r
r
e
n
t
s
t
u
d
y
,
a
l
l
c
o
l
l
e
c
t
e
d
d
a
t
a
w
e
r
e
f
i
r
s
t
l
y
c
o
d
e
d
s
o
a
s
t
o
o
b
ta
in
m
e
a
ni
n
g
fu
l
cate
g
o
r
i
e
s.
Later
,
c
oded
data
w
ere
lo
o
k
ed
i
n
t
o
t
o
f
i
nd
them
es
t
o
exp
l
a
i
n
th
e
da
ta
i
n
gen
e
ral
and
the
ca
teg
o
ries
i
n
part
icu
l
ar
.
A
n
e
xpe
r
t
o
f
qua
l
itat
i
v
e
re
sear
ch
w
as
c
ons
u
l
t
e
d
ab
o
u
t
c
on
c
e
p
t
u
a
l
i
zing
t
h
e
d
a
t
a
co
di
ng
a
nd
t
h
e
them
es.
Y
ı
ld
ır
ım
a
nd
Ş
i
mşe
k
[
1
8
]
p
o
i
nte
d
o
ut
t
ha
t
descr
i
p
t
ive
a
na
l
y
s
i
s
co
ul
d
be
i
nc
l
ude
d
i
n
t
he
f
i
n
d
i
ng
s
base
d on
a
c
o
nsi
d
er
ati
on o
f
in
t
e
r
v
i
ew
qu
e
s
t
i
ons. D
e
sc
ript
iv
e an
a
l
ys
is
o
fte
n
i
ncl
u
des
d
i
re
ct quo
ta
ti
o
n
s
i
n
o
r
d
er
to
p
o
i
n
t
t
o
i
n
d
i
vi
d
u
al
s’
v
iew
s
.
Thus,
t
h
e
a
i
m
is
t
o
pre
s
e
n
t
t
h
e
r
e
a
der
w
i
th
o
rga
n
iz
ed
a
nd
i
n
t
e
r
p
rete
d
fin
d
i
n
g
s.
In
t
h
e
c
u
r
re
nt
s
tu
dy
,
d
e
script
i
v
e
c
ont
e
n
t
was
i
n
cl
ud
ed
i
n
ord
e
r
t
o
pro
v
i
d
e
th
e
rea
d
er
w
it
h
s
o
m
e
i
n
s
i
g
ht
i
nt
o
data
c
odi
n
g
a
l
s
o.
D
esc
r
ipti
ve
c
onte
n
t
w
a
s
c
o
ded
as
A
1,
A
2,
A
3
,
.
.
,
A
15
i
n
r
elat
io
n
to
t
ea
c
h
ers
a
nd
a
s
B
1
,
B
2,
B3,
..,
B15
in
r
elation
to
p
arents
[
25].
W
he
n
presenting
t
he
f
in
d
i
n
g
s,
t
he
c
ode
s
w
e
re
l
i
s
t
e
d
from
t
h
e
m
o
st
t
o
the
lea
s
t
freq
u
e
nt
t
o
he
lp
e
x
p
l
a
i
n
t
h
e
u
nderl
yi
n
g
f
a
c
t
ors
ab
ou
t
t
he
c
ase
a
n
d
t
o
m
a
k
e
se
n
s
e
of
t
he
b
e
h
av
i
o
ral
pat
t
erns
in a
ho
li
stic
s
truc
t
u
re
w
it
hin
the
r
e
se
ar
ch. Thu
s, it
ca
n
b
e
s
a
i
d th
at
f
ind
i
ng
o
ut
a
bou
t
th
e ho
w
and
wh
y
of
t
he
c
a
s
e
is
m
ore
im
porta
n
t
t
ha
n
q
u
a
n
tit
at
ive
l
y
eva
l
uat
i
n
g
th
e
f
r
equ
e
n
c
y
of
c
od
es
i
n
qu
a
lit
at
i
v
e
re
se
arc
h
es.
Fo
r
i
n
st
an
c
e
,
t
h
e
fre
qu
e
n
c
y
o
f
b
e
h
a
vio
r
s
ass
o
ci
at
ed
w
i
t
h
p
ro
bl
e
m
b
e
h
a
viors
i
n
a
c
l
a
ss
i
s
n
ot
i
mp
o
r
t
a
nt
.
W
h
en
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
2
0
7
– 215
21
0
deve
l
o
p
i
ng
i
n
t
erve
n
t
i
o
n
me
t
h
o
d
s
a
g
a
i
ns
t
pro
b
l
e
m
be
ha
vior
s,
e
ven
j
u
s
t
one
d
iffe
rent
b
e
h
a
v
i
o
r
is
a
l
s
o
impor
ta
nt.
3.
RESULT
S
P
r
e-scho
ol
t
e
a
c
he
rs’
view
s
abo
u
t
p
repa
ri
n
g
a
n
an
n
u
al
c
lass
p
l
an
o
f
pre
-
s
c
h
o
o
l
c
o
un
s
e
l
i
ng
a
nd
gu
ida
n
ce
s
erv
i
ce
s
and
per
cei
vi
n
g
t
hem
s
e
l
ve
s
com
p
ete
n
t.
I
t
was
s
e
e
n,
upon
an
e
xa
min
a
t
i
o
n
o
f
the
respo
n
ses
pro
v
i
d
e
d
t
o
t
h
e
ques
t
io
n:
“
Were
y
o
u
a
ble
to
p
re
pa
re
a
c
lass
c
o
u
nse
ling
pla
n
f
or
c
o
uns
el
i
ng
a
nd
gui
da
nc
e
service
s
?
”
by
t
h
e
pr
e-sc
hoo
l
t
e
a
c
her
s
,
tha
t
m
a
j
o
r
i
t
y,
but
t
w
o
,
of
t
h
e
t
eac
h
e
rs
d
id
n
o
t
p
r
e
par
e
a
n
a
n
nua
l
pl
a
n
.
A
l
most
a
l
l
p
r
e
-sc
h
o
o
l
teac
he
rs
s
t
a
te
d
tha
t
t
he
y
d
i
d
n
o
t
c
ons
i
d
er
t
hem
s
elve
s
com
p
e
t
e
n
t
i
n
c
ou
nse
l
i
ng
a
n
d
gu
ida
n
ce
s
e
r
v
i
ces
u
p
on
th
e
que
st
ion
w
h
e
t
he
r
teac
hers
p
er
ceive
d
t
h
em
sel
v
es
a
s
c
o
m
p
ete
n
t
i
n
p
ro
v
i
d
i
ng
cou
n
se
l
i
n
g
a
n
d
g
ui
da
nce
service
s
.
O
n
l
y
one
t
ea
che
r
s
ta
ted
tha
t
s/
h
e
f
el
t
co
mp
et
e
n
t
i
n
c
o
u
n
s
e
l
in
g
and
gu
ida
n
ce
s
e
r
vi
ces.
One
of
t
h
e
t
e
ache
r
s
A1
4
(age
:
4
0
;
fem
a
le
w
i
t
h
11
ye
ars
of
s
e
r
v
i
ce)
p
repa
ri
ng
year
ly
p
l
a
n
st
a
t
ed
t
he
f
oll
o
w
i
n
g
a
bo
u
t
t
he
i
m
p
orta
nc
e
of
p
l
a
n
n
i
n
g
a
n
d
i
m
p
le
me
nt
a
tio
n
in
r
ela
t
i
on
t
o
t
he
s
i
gni
fic
a
n
ce
o
f
prepa
r
i
n
g
ye
ar
l
y
p
l
a
n
:
I
f
o
l
low
e
d
the
g
u
i
d
a
n
ce
p
la
n
par
t
l
y
;
ha
d
n
o
pro
b
l
e
m
s
pre
p
ari
n
g
it
b
eca
use
I
pr
ev
io
usl
y
w
o
rke
d
f
or
a
r
ehab
i
l
i
t
a
tio
n
c
e
nter
.
H
o
w
e
ve
r,
I
h
ad
p
rob
l
e
m
s
put
t
i
n
g
t
he
p
la
n
i
n
to
p
rac
t
ice
a
s
t
he
c
l
a
s
s
w
as
over-
crow
de
d.
A
n
e
xam
i
na
t
i
o
n
o
f
re
sp
onse
s
b
y
the
p
a
re
nts
t
o
t
he
que
s
t
i
o
n
:
“
Wh
a
t
a
re
t
he
p
roblem
s
(personal,
soc
i
al,
se
x
u
a
l
,
m
o
ra
l
de
vel
o
p
m
ent,
a
nd
e
t
c.
)
yo
u
e
xper
i
enc
e
d
w
i
th
t
he
c
h
ildre
n
?
”
s
h
o
w
ed
t
ha
t
t
h
e
pr
o
b
l
e
m
s
mo
stl
y
e
xp
erie
n
c
ed
w
ere
ab
out
s
el
f
-
ca
re
s
k
ill
s
an
d
soc
i
a
l
d
e
v
e
l
o
p
m
e
n
t
.
I
t
w
a
s
s
e
e
n
t
h
a
t
t
w
o
p
a
r
e
n
t
s
e
x
p
e
ri
e
n
c
e
d
pro
b
l
e
ms
a
bou
t
l
a
ng
u
a
g
e
d
eve
l
op
me
nt
a
nd
a
p
a
rent
e
x
p
e
r
i
e
n
ce
d
pro
b
le
ms
a
bo
u
t
p
e
r
sona
l
deve
l
opm
en
t.
A
p
are
n
t
B
6
(
age:
3
2,
f
e
m
a
l
e
)
,
w
ho
had
p
r
ob
lem
s
a
b
out
h
i
s
/
h
er
c
h
ild’
s
s
oc
ial
de
ve
l
opm
en
t,
st
a
t
ed
t
he
f
ol
lo
w
i
n
g
a
b
out
t
ry
in
g
t
o
s
ol
ve
t
h
o
se
p
r
o
b
l
e
m
s
i
n
m
a
ny
differ
e
n
t
m
a
n
n
e
r
s
a
n
d
be
i
n
g
una
b
l
e
to
f
ind
a
so
lu
ti
on:
I
h
ad
e
xp
e
r
i
e
n
c
e
d
p
robl
e
m
s
ab
out
h
i
s
/
h
er
s
o
c
i
a
l
d
e
v
e
l
op
me
nt;
I
w
a
s
n
o
t
a
b
le
t
o
s
o
l
v
e
t
h
is
pro
b
lem
.
I
w
ant
my
c
h
i
l
d
t
o
no
t
le
t
h
i
m
s
elf/
herse
l
f
t
o
b
e
o
ppr
e
ss
ed;
I
wa
n
t
m
y
ch
i
l
d
to
e
x
p
ress
himse
l
f/he
rse
l
f w
e
ll am
ong o
t
her
s
.
I do w
h
a
t
ever
I
can
f
or
t
his
.
A
n
ana
l
y
sis o
f
re
s
po
nse
s
by te
a
c
her
s
t
o
t
h
e q
u
es
tio
n: “
Wha
t
ty
p
e of d
iffic
u
lt
ies d
o
y
o
u
e
x
p
e
r
ie
nc
e
i
n
pla
n
ni
ng
an
d
p
r
ov
id
i
ng
ind
i
v
i
dua
l
g
u
i
dance
service
s
(
sel
f-ca
r
e
ski
lls,
la
ng
uage
d
e
v
e
l
o
p
m
ent,
a
nd
c
o
g
n
i
t
i
v
e
,
sex
u
al,
perso
n
a
l,
s
oc
ia
l,
a
nd
m
ora
l
d
e
v
el
o
p
m
e
nt)
i
n
y
ou
r
classr
oo
m
?
”
i
n
di
ca
te
d
th
e
fo
llo
win
g
:
l
a
rge
p
r
e-
sch
o
o
l
c
lass
s
i
zes,
adjus
t
m
e
n
t
p
r
oble
m
s,
d
if
fic
u
ltie
s
pr
ov
idi
n
g
i
nd
ivi
d
ua
l
g
u
i
d
a
n
ce
,
a
nd
lac
k
o
f
pl
a
n
nin
g
.
In
add
i
tio
n,
t
he
f
o
l
low
i
n
g
w
e
r
e
m
e
nt
io
ne
d
a
m
o
n
g
t
h
e
prob
lem
s
e
nc
o
u
ntere
d
i
n
p
l
a
nni
ng
an
d
prov
i
d
in
g
in
div
i
dua
l
gu
i
d
anc
e
:
d
i
ffe
re
n
t
e
x
p
ec
tat
i
o
n
s
o
f
the
teac
hers
due
t
o
v
a
r
i
o
u
s
li
fe
s
t
y
le
s
,
i
n
d
i
v
id
u
a
l
d
i
f
f
e
r
e
n
c
e
s
,
f
a
m
i
l
i
e
s
s
e
n
d
i
n
g
t
h
e
i
r
c
h
i
l
d
r
e
n
t
o
s
c
h
o
o
l
j
u
s
t
t
o
l
e
t
t
h
e
m
s
p
e
n
d
t
i
m
e
,
and
l
ack
o
f
k
now
le
dge
.
H
o
w
e
ve
r,
s
om
e
teac
hers
t
ho
u
g
h
t
t
ha
t
t
h
e
y
d
i
d
n
o
t
e
nc
o
unt
e
r
a
ny
di
ff
i
c
ult
i
es.
A
p
are
n
t
A
12
(age
:
32
;
m
a
le
w
ith
10
yea
r
s
of
service
)
,
w
ho
t
hou
gh
t
tha
t
t
he
y
d
i
d
n
o
t
h
a
v
e
eno
u
gh
tim
e
to
p
la
n
and
i
m
pl
em
ent
i
n
d
i
vid
u
a
l
i
z
e
d
g
u
i
da
nc
e
due
to
h
i
s
/her
c
h
ild
’s
a
djus
tm
ent
pro
b
lem
s
i
n
sc
ho
o
l
,
sta
t
e
d
t
h
e
f
o
l
l
ow
in
g
:
I
ha
ve
d
i
f
fic
u
l
t
i
e
s
w
ith
p
lan
n
i
ng
a
n
d
pro
v
i
d
i
n
g
i
n
di
vid
u
a
l
g
ui
da
nc
e
ser
v
ic
es.
A
d
j
u
s
t
me
nt
p
r
o
ces
s
ju
st
i
n
h
i
b
its
t
hese
s
e
r
v
i
ces
;
once
the
ad
j
u
stm
e
nt
proce
s
s is
o
ver
,
t
he
se se
r
vice
s
are
pr
ov
i
d
e
d
i
n
a
m
o
re orga
n
iz
e
d st
yle,
i
n
c
o
lla
b
o
r
a
ti
on w
i
th par
en
ts
a
n
d
as w
e
get t
o
know
c
h
i
l
d
ren
be
t
t
e
r
.
A
n
e
xam
i
na
ti
on
of
r
e
s
p
o
n
s
e
s
pr
ov
ide
d
t
o
t
h
e
q
u
es
ti
ons,
D
o
you
t
hi
n
k
t
ha
t
yo
u
r
c
hi
l
d
h
as
in
form
ation
a
bou
t
ca
ree
r
s
(
k
n
o
w
a
b
out
p
rofe
ssi
ons,
t
h
e
i
r
co
nte
n
t,
e
tc
.)
?
W
h
at
car
eer
w
ou
ld
y
our
c
h
i
l
d
l
ike
to
cho
o
se
i
n
t
h
e
f
u
tur
e
?
s
how
e
d
t
ha
t
a
l
l
pa
ren
t
s
t
h
i
n
k
t
ha
t
t
h
e
i
r
c
hi
ldre
n
ha
ve
i
nf
orm
a
tion
abo
u
t
p
rofe
ssi
ons.
A
pare
n
t
B
6
(age
:
32,
f
e
m
a
l
e
)
,
w
ho
w
a
s
inf
o
r
m
e
d
a
b
o
u
t
h
is
/he
r
c
hi
ldre
n’s
in
t
e
rest
s,
s
ta
te
d
t
h
e
fo
ll
ow
in
g:
s
/
h
e
w
a
nts t
o
be
c
o
m
e
a farm
e
r bec
a
use
s/he
is v
e
ry m
uch
i
n
ter
e
ste
d
i
n
farm
ma
c
hiner
y
a
nd
a
ni
m
a
l
s
.
A
n
ana
l
y
s
i
s of re
s
p
o
nse
s
prov
i
de
d by
t
he pre
-sc
h
o
o
l teac
hers t
o
th
e
q
u
e
sti
o
n
,
W
h
a
t
p
r
o
b
l
e
ms
d
o
you
expe
r
i
ence
d
urin
g
c
a
re
er
g
u
i
da
nce
serv
ice
s
(
suc
h
a
s
i
n
tro
duc
ing
p
rof
e
ssi
o
n
s
,
p
l
a
n
ning
a
n
d
doi
ng
acti
v
iti
es,
orga
niz
i
ng
t
r
ips
to
p
rofe
ss
io
na
l
loc
a
tio
n
s
)
in
y
o
u
r
classro
o
m
?
i
n
d
i
ca
t
e
d
the
fo
ll
o
w
in
g
pro
b
l
e
m
s:
trans
por
tat
i
o
n
pr
oble
m
s
in
t
ri
ps
t
o
profe
ssi
o
n
al
l
oc
a
t
i
o
ns,
t
i
r
esom
e
proce
dures,
a
n
d
d
i
ffi
c
u
lt
y
orga
niz
i
n
g
t
r
i
ps
for
t
h
e
3-
4
y
e
a
r
s
a
g
e
gro
u
p
.
These
we
re
f
o
llowe
d
b
y
:
d
i
f
fi
cul
t
i
es
r
ea
ch
i
n
g
o
u
t
t
o
profe
s
si
ona
l
e
x
p
e
rt
s,
b
ei
n
g
u
n
a
bl
e
to
d
o
p
l
ann
i
ng
,
l
a
c
k
o
f
k
n
o
w
l
e
dge
,
l
a
c
k
o
f
f
und
s,
a
nd
r
e
luc
t
anc
e
t
ow
ar
ds
t
r
i
ps
b
y
the
s
c
hoo
l
adm
i
n
i
s
t
rat
i
on
and
the
pa
rent
s
.
T
w
o
o
f
t
h
e
te
ac
hers
s
ta
te
d
n
o
p
r
oble
m
s.
A
t
ea
cher
A
13
(a
ge:
3
8
;
fe
ma
le
w
ith
16
y
e
a
rs
o
f
se
rvice
)
,
w
ho
th
o
u
g
h
t
t
ha
t
s/he
h
a
d
p
ro
bl
em
s
w
ith
b
ur
eauc
r
at
ic
obst
a
cles
i
n
rela
t
i
on
t
o
profe
s
si
o
n
al
t
ri
ps
w
it
h
i
n
voc
a
t
i
ona
l
gu
ida
n
c
e
,
state
d
t
he
f
o
llo
wi
n
g
:
I
e
x
p
e
rienc
e
o
nl
y
b
u
re
aucr
acy
p
r
o
bl
e
m
s
orga
niz
i
ng
t
r
ip
s to
p
ro
fess
io
n
a
l loca
ti
ons,
su
ch a
s ob
tai
n
i
n
g
p
erm
i
ssio
n,
e
tc.
A
n
e
xam
i
na
tio
n
of
r
e
s
ponse
s
p
ro
v
i
de
d
b
y
p
are
n
ts
t
o
t
h
e
que
st
ion
:
“
W
h
a
t
is
y
our
c
h
i
l
d
’s
a
t
tit
u
d
e
tow
a
rds
le
arn
i
ng
?
”
s
how
e
d
t
hat
m
a
j
o
ri
t
y
o
f
t
h
e
pare
nts
t
h
o
u
g
h
t
t
h
a
t
t
he
ir
c
h
i
l
d
re
n
ha
d
p
o
s
iti
ve
a
t
t
i
t
ude
s
tow
a
rds
lea
r
n
i
ng
bu
t
o
n
e
pa
r
e
nt’s
c
h
ild
d
i
d
n
o
t
h
a
v
e
p
o
s
i
t
i
ve
a
tti
t
ude
t
o
w
ar
ds
l
ear
nin
g
.
B
9
(age
:
4
0
,
m
a
le)
,
wh
o
th
ou
g
h
t
th
a
t
h
i
s
/h
er
c
hild
h
a
d
a
p
o
s
i
t
i
ve
a
tt
i
t
ud
e
to
wa
rd
s
lea
r
n
i
ng
s
t
a
t
e
d
t
h
e
fol
l
o
w
i
ng:
a
lt
hou
gh
s
/
h
e
i
s
in pre
-sch
o
o
l,
s
/he
fe
e
l
s re
ady
to
s
tar
t
s
ch
oo
l a
n
d
alw
a
ys
a
sk
s
abo
ut
l
e
tte
rs and
ma
th o
per
a
tio
ns.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Ex
am
i
n
in
g
Pre
-
scho
ol T
e
ache
rs'
and Pare
n
t
s
'
Vie
w
s
o
n
Co
u
n
se
li
n
g
an
d
..
.. (G
ül
ş
en
B
ü
y
ü
k
ş
ah
in
Çe
v
i
k
)
21
1
B
1
(
age:
3
4,
f
em
ale)
,
who
ha
d
a
ch
i
l
d
w
i
t
h
n
e
g
a
tive
a
t
t
i
t
u
d
e
to
w
a
rds
l
e
a
r
ni
ng
sa
i
d
t
h
e
f
o
l
low
i
ng
:
get
s
bor
ed
s
o
on
a
nd
e
a
s
i
l
y
d
is
t
r
acte
d
;
d
o
es
n
o
t
w
a
n
t
to
do
hom
e
w
o
r
k
a
n
d
f
oll
o
w
.
A
n
e
x
am
ina
tio
n
o
f
re
sp
on
se
s
p
r
ovi
d
e
d
by
p
re-sc
h
ool
t
ea
ch
ers
t
o
t
h
e
q
u
e
s
tio
n:
“
W
h
a
t
t
ype
o
f
prob
lem
s
do
y
ou
e
x
p
e
rie
n
c
e
w
hen
pla
n
ni
ng
a
n
d
i
m
pl
e
m
e
n
t
i
n
g
e
duca
t
io
na
l
gu
ida
n
ce
s
er
vic
e
s
(
de
ve
l
o
p
i
ng
pos
i
t
i
ve
a
t
t
itu
de
t
ow
ards
l
e
a
rni
n
g
,
a
w
are
n
ess
of
s
tu
dyi
ng
s
ki
ll
s
f
o
r
l
e
a
r
ni
ng
a
n
d
a
c
h
i
e
v
i
ng)
i
n
y
o
u
r
c
l
as
sroom
?
”
i
n
d
i
c
ated
t
he
f
o
l
low
i
n
g
pro
b
lem
s
:
ove
r-c
row
d
ed
c
la
ssroom
s,
i
nd
i
v
id
ua
l
differ
e
n
ce
s,
a
nd
sh
ort
sp
an
o
f
att
e
nt
i
on
in
c
hi
l
d
re
n
.
D
i
ffic
ul
t
i
es
t
e
a
c
hi
n
g
c
o
n
ce
pt
s
,
p
ar
ents
a
c
t
ua
ll
y
do
i
ng
c
h
i
l
d
r
e
n
’s
hom
ew
o
r
k,
b
ei
ng
una
ble
t
o
g
et
p
a
r
en
ts
t
o
part
ici
p
a
t
e,
c
h
i
ldre
n
ge
t
tin
g
bore
d
,
an
d
a
t
t
e
n
d
a
n
ce
p
ro
b
l
e
m
s
in
terferi
n
g
d
i
s
ci
p
l
i
n
in
g
f
ol
l
o
w
e
d
t
h
e
a
bove-
me
ntio
ne
d
pro
b
lem
s
.
In
a
dd
i
t
i
o
n,
it
w
a
s
rev
e
a
l
ed
t
ha
t
c
h
i
l
d
ren
u
n
d
ersta
n
di
n
g
m
ore
slo
w
ly,
inc
l
usio
n
stude
n
t
s
ma
kin
g
it
d
i
ffic
u
l
t
f
or
o
ther
s
to
l
e
a
rn,
l
a
c
k
o
f
k
now
led
g
e,
l
a
c
k
o
f
e
x
p
er
tis
e,
a
nd
l
a
c
k
o
f
pl
a
n
nin
g
a
ls
o
c
r
e
a
ted
pro
b
lem
s
i
n
p
l
ann
i
ng
an
d
im
pl
e
m
e
n
ti
ng
e
d
uc
at
i
ona
l
g
u
id
a
n
c
e
.
It
wa
s
al
so
s
ee
n
th
at
t
wo
t
ea
ch
ers
ha
d
no
pro
b
lem
s
p
la
nni
n
g
a
nd
i
mp
l
e
m
e
nti
n
g
e
d
u
c
a
t
i
o
nal
g
u
i
d
a
n
c
e
a
n
d
one
t
e
a
c
h
er
d
i
d
not
d
o
a
n
y
t
hi
ng
a
bou
t
educ
a
t
i
o
na
l
gu
ida
n
ce
.
A
1
5
(a
g
e
:
3
5
,
fem
a
le
w
it
h
15
ye
ars
of
s
er
vic
e
),
w
ho
th
o
u
g
h
t
t
ha
t
home
w
ork
w
a
s
d
o
n
e
by
the
pa
ren
t
s
and
t
h
e
c
l
assro
o
m
s
w
e
r
e
ove
r
-
cr
ow
ded,
s
ta
t
e
d
the
f
ol
l
o
w
i
ng:
t
o
rei
n
forc
e
the
to
pic
s
l
ea
r
n
ed
a
t
sc
ho
ol
,
we
s
e
n
d
ou
t
ho
me
wo
rk
but
s
o
m
e
t
i
m
es
p
a
r
e
n
t
s
a
ctu
a
ll
y
do
th
e
ho
mewo
rk
.
In
a
dd
iti
o
n
,
i
n
ov
er-
crow
ded c
l
a
s
sr
ooms,
w
e
do not ha
v
e t
h
e
o
p
p
o
rt
un
ity t
o
pro
v
ide
o
ne-
o
n-on
e
car
e
to
s
tu
de
nt
s.
A
n
e
xam
i
na
t
i
on
o
f
pare
n
t
s
’
r
espo
nses
t
o
the
ques
t
io
n:
“
Wha
t
e
m
o
t
i
ona
l
pro
b
l
e
m
s
did
y
o
u
expe
r
i
ence
w
i
t
h
y
our
c
h
ild
?”
r
evea
l
e
d
t
h
e
fo
ll
ow
i
n
g
e
m
ot
i
ona
l
p
r
o
b
l
e
m
s:
f
ear
,
obstinac
y,
a
n
d
j
ea
lo
us
y.
A
n
x
i
et
y,
f
ea
r
of
s
c
h
oo
l,
b
ully
i
ng,
a
n
d
a
ng
e
r
fol
l
ow
ed
t
hos
e.
H
o
w
ev
e
r
,
so
me
p
are
n
ts
t
hou
ght
t
h
a
t
t
h
ei
r
chi
l
d
ren
ha
d
no
em
o
tio
na
l
pr
o
b
l
e
ms.
A
par
e
n
t
B
1
(age
:
3
4
,
fe
ma
l
e
)
,
w
ho
had
a
n
e
m
o
t
i
ona
l
pr
oble
m
assoc
i
ate
d
w
it
h
h
i
s
/
her
c
h
i
l
d,
s
ta
ted
h
i
s
/
he
r
view
o
f
p
u
n
i
s
h
in
g
t
h
e
c
hil
d
b
y
o
c
c
a
si
on
al
ly
d
e
p
ri
vin
g
hi
m/h
e
r
of
some
thi
n
g
like
d
,
in
o
rder
t
o
o
v
erc
o
me
t
he
p
r
o
b
l
em
:
m
y
c
h
ild
i
s
ve
ry
s
t
u
b
b
o
rn
;
I
try
to
b
e
c
a
lm
.
I
do
no
t
p
u
s
h
h
i
m/h
e
r
mu
c
h
.
If
s
/
h
e
i
s
e
x
cessi
v
e
l
y
s
t
ubbo
rn
,
I
d
o
not
l
e
t
h
i
m
/
h
e
r
g
et
s
om
et
hi
n
g
l
i
k
e
d
s
uc
h
as
w
a
t
c
h
in
g
a
cartoon
for
a
brief
ti
m
e
.
A
n
e
xa
min
a
ti
o
n
o
f
pr
e-sc
h
o
ol
t
eac
hers’
resp
o
n
se
s
t
o
t
he
ques
t
io
n
:
“
How
do
yo
u
a
p
p
r
oac
h
t
he
pro
b
lem
s
a
sso
ciate
d
w
i
t
h
s
t
u
den
t
s
w
i
th
e
mot
i
ona
l
pr
ob
le
m
s
(
suc
h
a
s
o
b
s
t
i
n
a
c
y
,
a
n
x
i
e
t
y
,
f
e
a
r
,
f
e
a
r
o
f
s
c
h
o
o
l
,
jeal
o
u
s
y
,
ange
r
,
a
nd
bu
l
l
y
i
n
g
)
?
”
reve
a
l
e
d
t
he
f
o
l
l
o
w
i
ng
in
t
e
rve
n
t
i
o
n
m
e
th
o
d
s
:
i
nte
r
vi
ew
in
g
t
h
e
s
t
u
d
e
n
t
,
try
i
ng to u
nder
s
ta
nd
t
he pro
b
l
e
m
,
c
onfer
enc
i
ng
w
i
t
h
the
fa
m
ily,
co
l
la
bora
t
i
n
g
w
i
th t
he
f
a
m
ily, referr
i
n
g to t
he
expe
r
t
,
tryi
ng
t
o
u
nders
tan
d
t
he
c
h
ild,
and
a
pprec
i
a
t
i
ng
the
po
sit
i
v
e
be
ha
vior
.
Mak
i
n
g
t
he
c
h
ild
f
ee
l
v
a
l
u
e
d
,
show
i
n
g
u
n
c
o
n
d
i
t
i
o
n
a
l
l
o
v
e,
m
a
k
i
n
g
be
ha
v
i
or
b
oa
rd
s,
p
re
parin
g
a
n
a
c
t
i
on
p
la
n,
t
r
y
in
g
t
o
overc
o
m
e
t
h
e
iss
u
e
wi
t
h
t
h
e
c
hi
ld
,
ex
pl
ain
i
ng
t
ha
t
hi
s/
h
e
r
anx
i
et
i
e
s
are
b
a
se
le
ss,
e
xpla
i
ni
n
g
how
t
o
be
h
a
v
e
,
a
nd
hu
ggi
n
g
a
n
d
pet
t
i
n
g
o
n
t
he
h
ea
d
f
ol
l
o
w
e
d
t
h
ose.
I
n
a
ddi
ti
o
n
,
e
x
h
i
b
i
tin
g
l
o
v
e
,
send
ing
to
t
h
e
t
hi
n
k
in
g
c
h
a
i
r,
a
nd
t
re
at
i
ng
the
ch
i
l
d
w
ith
t
he
s
a
m
e
be
h
a
vi
or
w
e
r
e
a
l
so
a
va
i
l
a
b
le
.
A
tea
c
he
r
A
1
0
(age
:
3
8
,
fe
ma
l
e
w
ith
1
7
yea
r
s
o
f
service
)
,
w
ho
said
t
ha
t
s/he
t
a
l
ke
d
t
o
t
he
s
t
u
de
n
t
a
bo
ut
e
m
o
t
i
o
na
l
pr
ob
le
m
s
,
tried
t
o
u
n
d
ersta
nd
the
s
i
t
u
at
i
on,
use
d
a
w
a
rd
w
h
e
n
the
s
i
t
u
at
i
o
n
i
m
prove
d,
a
n
d
a
lso
w
a
nt
ed
t
o
ge
t
in
fo
rme
d
a
b
out
t
hi
s,
s
t
a
t
e
d
th
e
f
o
ll
o
w
in
g
:
I
firs
t
of
a
l
l
t
ry
t
o
fi
nd
t
he
r
ea
son
o
f
t
he
p
ro
blem
.
The
n
,
I
tal
k
t
o
t
he
c
hild
a
b
o
u
t
h
o
w
s/he
i
s
s
u
p
p
o
se
d
t
o
beha
ve
.
Whe
n
t
he
b
eha
v
i
o
r
is
c
orre
cted,
I
re
w
a
rd.
O
n
e
da
y
,
one
of
t
he
s
t
u
den
t
s
w
a
s
very
a
ggre
ssive
a
n
d
s
/
h
e
w
a
s
yelli
ng
at
o
t
h
ers.
The
r
eason w
a
s
tha
t
h
i
s
/he
r
father
w
a
s
y
el
l
i
n
g
a
t hi
s/he
r m
o
ther.
A
n
e
xam
i
na
t
i
o
n
o
f
pa
re
nts’
r
e
s
p
onse
s
t
o
t
h
e
ques
t
ion
:
“
W
h
at
h
a
b
i
t
ua
l
pr
oble
m
s
d
i
d
y
ou
e
x
perie
n
c
e
w
ith
y
o
u
r
c
h
i
l
d
?
”
r
e
vea
l
e
d
m
a
i
nly
t
h
e
fo
l
l
ow
i
n
g
ha
bi
t
u
al
p
ro
ble
m
s
:
na
il
b
i
tin
g
a
n
d
s
t
ut
teri
n
g
.
Th
umb
suc
k
i
n
g,
w
ett
i
n
g
p
an
ts,
an
d
s
o
il
i
n
g
o
n
e’
s
c
l
o
t
hes
fo
l
l
ow
e
d
t
hos
e.
S
ome
pa
rents
tho
u
g
h
t
t
hat
t
h
e
i
r
ch
i
l
dr
en
d
i
d
no
t
ha
v
e
a
ny
h
abi
t
ua
l
pr
ob
le
m
s
.
A
pare
nt
B
2
(age
:
34,
f
e
m
a
l
e),
w
h
o
s
e
s
t
u
d
e
n
t
be
d-w
e
tte
d
a
n
d
t
hum
b-
suc
k
ed
sai
d
t
ha
t
t
h
ey
w
er
e
patie
nt
i
n
dea
l
i
n
g
w
ith
t
h
i
s
iss
u
e
a
nd
s
t
a
t
ed
t
he
f
o
llow
i
n
g
i
n
re
lat
i
on
t
o
a
d
d
i
c
t
io
n
pro
b
lem
s
:
be
c
a
use
o
f
b
e
d
w
ett
i
ng,
w
e
try
to
s
t
o
p
h
i
m/her
from
c
ons
um
ing
muc
h
l
i
q
u
i
d
an
d
w
e
t
ry
t
o
ins
t
i
l
l
the
ha
b
it
o
f
g
oin
g
t
o
t
h
e
ba
thr
oom
b
e
f
ore
go
i
n
g
t
o
b
ed.
S
/
he
s
u
c
k
s
th
um
bs
o
n
l
y
w
h
en
s
/he
is
a
n
g
r
y
or
rea
c
ti
ng
;
w
e
s
how
pat
ienc
e.
A
n
e
xa
min
a
ti
o
n
o
f
pr
e-sc
h
o
ol
t
eac
hers’
resp
o
n
se
s
t
o
t
he
ques
t
io
n
:
“
How
do
yo
u
a
p
p
r
oac
h
t
he
stude
n
t
s
w
i
th
h
a
b
itua
l
p
ro
blem
s
(na
il
bit
i
ng,
t
h
u
mb
s
uc
ki
n
g
,
bi
tin
g,
s
oi
l
i
n
g
c
lo
the
s
,
w
e
tt
i
n
g
clo
t
h
e
s,
stut
ter
i
ng,
e
tc.
)
?
”
r
eve
a
l
e
d
t
he
f
o
llow
i
n
g
c
op
i
n
g
m
e
t
h
o
d
s:
c
onf
ere
n
c
i
ng
w
ith
p
a
r
en
ts,
ge
tti
n
g
e
xpe
r
t
h
e
l
p,
me
etin
g
w
i
t
h
t
he
s
tude
n
t
,
a
n
d
try
i
n
g
t
o
un
de
rst
a
nd
t
he
p
rob
l
em
.
I
n
ad
di
tio
n
,
i
t
wa
s
s
e
e
n
t
h
a
t
th
e
y
d
irec
t
e
d
stude
n
t
’
s
at
t
e
n
t
i
o
n
t
o
s
o
m
e
th
ing
else,
orga
niz
e
d ac
ti
v
ities
a
s
s
oc
iate
d w
ith the
i
s
s
ue,
jus
t
i
gn
o
r
ed it,
r
e
s
ear
che
d
abo
u
t
h
ow
t
o
beha
ve
,
a
n
d
c
o
l
l
a
bora
t
e
d
w
i
t
h
the
fam
i
ly.
O
t
he
r
t
e
c
hni
que
s
i
n
c
l
ud
e
d
:
co
ll
ab
o
r
a
t
ing
w
i
t
h
t
h
e
class,
a
bsor
bin
g
t
he
b
e
h
a
v
ior
,
a
nd
ex
h
i
b
i
t
i
n
g
love
.
F
o
r
i
n
sta
n
c
e,
A
11
(a
ge:
36,
m
ale
w
i
t
h
10
ye
ars
of
s
ervic
e
)
st
a
t
ed t
he
f
o
l
l
o
w
i
n
g
: I
col
l
ab
o
r
a
t
e with t
he
f
a
m
ily an
d
r
ese
a
rc
h w
h
a
t
can
b
e
don
e
a
b
out
t
h
i
s.
A
n
e
xa
mi
na
t
i
o
n
o
f
resp
onse
s
p
ro
v
i
de
d
b
y
t
he
p
ar
en
ts
t
o
t
h
e
que
s
ti
on
:
“
W
ha
t
be
ha
vi
oral
p
r
o
bl
e
m
s
di
d
yo
u
e
xpe
r
i
ence
w
ith
y
our
c
hi
l
d
?
”
s
how
e
d
t
ha
t
ma
j
o
r
i
t
y
o
f
t
h
e
pare
n
t
s
bel
i
e
v
e
d
t
ha
t
t
h
eir
c
h
i
l
dren
d
id
not
expe
r
i
ence
b
e
h
av
i
o
ra
l
pro
b
l
e
m
s
;
h
o
w
e
ver,
t
w
o
p
ar
en
ts
t
hou
gh
t
t
h
at
t
h
e
ir
c
h
ildr
e
n
t
o
ld
lie
s.
B
6
(a
ge
:
3
2
,
fe
ma
l
e
),
w
ho
t
h
o
u
g
h
t
t
ha
t
he
r
chi
l
d
t
o
l
d
lies
sta
t
ed
t
he
f
ol
lo
w
in
g:
w
e
have
a
p
r
o
b
l
e
m
o
f
t
e
ll
ing
l
i
e
s
;
I
te
l
l
m
y
chi
l
d
tha
t te
l
l
i
n
g lie
s is no
t
g
o
od b
u
t
th
i
s is n
ot e
n
o
ugh.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
2
0
7
– 215
21
2
A
n
e
xam
i
na
tio
n
o
f
r
esp
o
n
se
s
p
r
o
v
ide
d
by
t
h
e
pr
e-sc
ho
ol
t
ea
cher
s
t
o
t
h
e
que
st
ion
:
“
H
o
w
d
o
y
o
u
cope
w
i
t
h
t
h
e
stude
n
t
s
w
i
t
h
b
e
h
a
v
iora
l
pro
b
le
ms
(
ste
a
l
i
n
g
,
t
h
ef
t
,
t
ell
i
ng
li
e
s
,
e
t
c
.
)?
”
ind
i
cat
ed
t
h
e
f
oll
o
wi
ng
c
o
pin
g
met
hod
s:
t
a
l
kin
g
wit
h
t
h
e
s
tu
d
e
nt
,
c
o
nfe
r
en
ci
ng
w
i
t
h
t
h
e
p
are
n
ts,
te
lli
n
g
s
t
o
ries,
exp
l
a
i
ning
th
e
pro
b
lem
be
ha
v
i
or
t
o
t
h
e
s
t
u
d
e
nt,
a
n
d
c
o
lla
b
o
ra
tin
g
w
i
t
h
t
h
e
p
a
r
e
n
ts.
In
a
dd
iti
o
n
,
t
h
ese
t
e
c
h
n
i
que
s
inc
l
ude
d:
get
t
i
n
g
s
tude
n
t
to
em
pa
t
h
ize
, p
r
o
vid
i
n
g
de
t
a
i
l
e
d
e
xpla
n
a
t
i
o
n o
f
how
t
o be
h
a
ve in ce
rta
i
n
sit
u
a
t
i
o
ns,
re
war
d
ing
stude
n
t
s’
p
os
itive
be
ha
vi
ors,
o
rga
n
i
z
e
d
d
ram
a
,
i
g
n
o
r
e
d
t
h
e
pro
b
l
e
m
beh
a
vio
r
,
warn
i
n
g
th
e
st
ud
ent,
a
n
d
get
t
i
n
g
t
he
f
a
m
ily
t
o
r
e
w
a
rd
t
he
p
osi
t
i
v
e
b
e
hav
i
or.
It
w
as
a
lso
s
ee
n
t
h
at
t
eac
hers
:
orga
n
i
ze
d
visua
l
a
nd
a
udi
o
ac
t
i
v
i
ti
e
s
a
b
o
u
t
t
h
e
iss
u
e,
i
nf
or
me
d
th
e
pare
n
t
s,
t
rie
d
t
o
fi
nd
o
ut
a
b
o
u
t
t
h
e
un
derl
y
i
n
g
r
ea
so
n,
c
on
su
l
t
e
d
w
i
t
h
t
h
e
c
h
i
l
d
r
en
a
b
out
p
robl
em
b
e
h
av
io
rs,
re
a
d
a
rt
i
c
l
e
s,
r
ea
d
bo
ok
s
,
and
col
l
a
b
orate
d
w
ith
t
he
f
am
ily
i
n
pu
n
i
s
h
m
e
nt.
For
ins
t
a
n
ce
,
A5
(
age
:
3
0,
m
a
l
e
wi
t
h
6
y
ear
s
of
s
er
v
i
c
e
)
s
t
a
t
e
d
t
he
f
ol
lo
w
i
n
g
:
I
try
to
t
al
k
to
him/
her
an
d
he
lp
h
im/
h
er
t
o
n
o
t
i
ce
t
he
m
is
ta
ke.
I
c
o
lla
bor
a
t
e
w
i
t
h
the
fa
m
ily.
I
o
b
se
rv
e
a
nd
r
e
w
a
rd
p
os
i
t
i
v
e
att
itu
des.
4.
DISC
USSION
In
t
hi
s
secti
o
n
,
t
h
e
f
i
n
d
i
ng
s
we
re
d
i
s
c
u
sse
d
a
b
out
a
nd
i
nt
erp
r
e
t
e
d
w
i
t
h
in
t
he
r
ele
v
an
t
liter
a
t
u
re.
A
n
exa
m
ina
t
i
on
of
p
re-
s
cho
o
l
t
e
a
c
he
rs’
re
spons
e
s
b
a
s
e
d
o
n
the
curr
e
n
t
st
u
dy
fi
nd
ing
s
i
nd
i
cat
ed
t
h
a
t
ma
j
o
r
i
ty
o
f
the
teac
hers
d
i
d
n
o
t
p
r
e
par
e
a
n
a
n
n
u
al
c
o
u
n
s
eli
ng
a
n
d
gu
id
a
n
ce
p
l
a
n
.
In
a
dd
i
tio
n,
i
t
w
a
s
se
en
t
ha
t
a
l
m
o
st
a
l
l
the
pre
-
scho
ol
t
eac
hers
d
i
d
n
o
t
c
o
n
side
r
t
h
em
se
l
v
e
s
c
o
m
peten
t
i
n
cou
n
s
e
l
i
n
g
and
g
u
i
d
an
c
e
s
ervi
ce
s.
I
n
a
si
m
i
lar
stu
d
y
,
O
nur
[
2
6
]
fo
u
nd
tha
t
a
dm
in
istra
t
or
s
a
nd
t
e
ache
r
s
e
mp
l
o
yed
i
n
h
i
g
h
scho
ol
s
d
i
d
not
h
a
v
e
a
share
d
u
n
d
erst
and
i
ng
of
g
u
i
d
a
nce
an
d
t
h
ey
w
ere
not
c
om
p
e
ten
t
i
n
c
o
n
duc
tin
g
gui
da
nc
e
se
rvices.
S
i
m
i
l
a
rl
y,
K
a
r
a
taş
an
d
Ş
a
hi
n-Ba
l
t
ac
ı
[
2
7]
s
how
e
d
t
ha
t
adm
i
n
i
s
t
ra
tor
s
,
tea
c
hers,
stud
e
n
ts,
an
d
p
s
yc
ho
l
o
g
i
c
a
l
c
ou
n
s
el
ors
defi
ne
d
the
c
o
uns
el
ing
a
nd
g
u
ida
n
ce
serv
ic
e
s
d
i
ffe
ren
t
l
y
.
It
w
a
s
re
ported
tha
t
a
dm
i
n
i
s
tra
t
or
s,
t
e
ache
r
s,
a
nd
stude
n
t
s
descr
i
be
d
th
e
c
oun
se
lin
g
a
n
d
gu
ida
n
ce
s
erv
i
c
e
s
a
s
pro
b
lem
-
so
l
v
i
ng,
a
d
v
i
s
ing,
a
n
d
o
ffe
r
i
ng
a
sympa
t
he
tic
e
ar.
Base
d
o
n
t
he
f
ind
i
n
g
s
of
t
he
c
urrent
s
t
u
dy
a
n
d
t
he
a
b
ove-m
en
ti
o
n
ed
r
ese
a
rc
h
fin
d
i
ngs,
it
ma
y
be
s
ai
d
t
h
at
p
re-
s
c
h
o
o
l
t
ea
che
r
s
did
no
t
have
a
de
q
u
ate
e
d
uc
at
i
o
n
and
kn
ow
led
g
e
a
s
s
o
c
i
a
t
e
d
w
i
t
h
cou
n
se
l
i
n
g
an
d
guida
nce
servi
c
e
s
and
the
y
ne
e
d
ed
c
o
n
s
u
l
t
a
t
i
on w
i
t
h a
ps
yc
ho
l
o
g
i
c
a
l
c
o
unse
l
or
in th
is sp
h
ere
.
A
n
o
t
her
fi
n
d
in
g
of
t
he
c
urre
nt
r
esea
rch
is
a
bo
u
t
c
hi
ldr
e
n
’
s
in
d
ivi
dua
l
p
r
ob
lem
s
.
Mai
n
i
nd
ivi
d
ual
pro
b
lem
s
t
ha
t
par
e
n
t
s
e
xper
i
e
n
c
e
d
w
i
th
t
he
ir
c
h
i
l
d
re
n
inc
l
u
d
e
d
sel
f-c
are
an
d
so
c
i
a
l
d
eve
l
o
p
m
en
t
.
I
t
wa
s
se
en
t
h
at
t
wo
p
a
r
e
n
t
s
e
xp
eri
e
n
c
e
d
p
ro
bl
e
m
s
wi
th
l
an
gu
ag
e
de
v
e
l
o
p
m
e
n
t
a
n
d
one
h
a
d
a
p
r
oble
m
o
f
pe
rsona
l
deve
l
opm
en
t.
O
n
t
h
e
ot
her
han
d
,
the
di
fficu
l
tie
s
t
h
a
t
t
he
p
r
e
-s
c
hoo
l
t
e
ach
e
r
s
ha
d
in
p
l
a
nni
ng
a
nd
implem
e
n
t
i
ng
in
d
i
v
i
dua
l
gu
i
d
ance
s
e
r
v
i
ces
i
nc
lu
de
d
lar
g
e
c
l
a
s
s
s
i
ze
s,
a
djustm
en
t
pro
b
l
e
ms,
pr
o
b
l
e
ms
implem
e
n
t
i
n
g
in
d
i
v
i
dua
l
g
u
i
da
nce
,
a
nd
l
a
c
k
o
f
p
l
a
n
n
i
ng.
I
n
a
s
i
m
i
lar
s
t
u
d
y
,
A
r
sl
a
n
-K
ıl
ı
ç
oğ
lu
[
2
8
]
s
how
e
d
tha
t
p
re-sc
h
ool
t
ea
cher
s
we
re
p
a
r
ti
a
lly
i
nc
o
m
p
e
ten
t
i
n
gu
i
d
ance
(
i
ndi
v
i
d
u
al,
e
duc
a
t
i
o
na
l,
a
nd
ca
ree
r
).
I
n
a
si
m
i
lar
st
udy,
A
ral,
K
a
ndı
r
,
a
nd
C
a
n
-Y
aşa
r
[
2
9
]
sh
o
w
ed
t
h
a
t
c
h
i
l
d
ren
of
c
ol
le
ge-
g
rad
u
a
t
e
m
o
t
h
ers,
c
o
m
pa
red
to
t
he
c
h
ildre
n
of
m
ot
hers
a
t
o
t
her
ed
u
c
ati
on
le
ve
ls,
w
e
re
m
ore
s
ki
ll
ed
i
n
c
o
l
l
a
b
o
r
at
i
o
n
an
d
so
ci
al
rela
tio
ns
hips.
Th
us,
it
ca
n
b
e
s
ai
d
tha
t
b
o
t
h
par
e
n
t
s
a
n
d
teac
h
ers
have
m
any
pr
oble
m
s
i
n
p
la
n
n
in
g
an
d
implem
e
n
t
i
ng i
n
d
i
vi
d
u
al
g
ui
d
a
nc
e
and c
o
u
n
s
e
l
i
n
g
is
a ne
ed in
pr
e-
sc
h
o
o
l
e
duca
tio
n.
A
n
o
t
her
f
i
nd
i
n
g
in
t
he
c
urr
e
nt
s
t
u
dy
w
a
s
to
do
w
i
t
h
c
a
r
ee
r
gu
id
an
c
e
.
A
l
l
th
e
p
a
ren
t
s
st
a
t
ed
t
h
a
t
th
e
i
r
chi
l
d
ren
w
e
r
e
i
n
f
or
me
d
a
bou
t
car
eer
s.
O
n
t
h
e
o
t
he
r
han
d
,
t
h
e
pr
ob
l
e
ms
t
ha
t
t
h
e
pre-
sc
h
o
o
l
teac
hers
e
x
p
e
ri
e
n
c
e
d
pl
an
ni
ng
a
nd
i
mp
l
e
ment
ing
c
a
re
er
c
o
u
n
sel
i
ng
a
n
d
gui
da
nce
se
rv
i
c
e
s
m
ain
l
y
i
n
c
l
ude
d
:
trans
por
tat
i
o
n
pr
oble
m
s
i
n
c
are
e
r
trip
o
r
g
a
n
iza
t
io
ns,
un
nece
ssa
r
y
burea
ucra
cy
i
n
tri
p
o
r
g
a
n
iza
t
io
ns,
di
ffic
ul
t
i
e
s
o
r
g
aniz
i
n
g
trip
s
for
3-4
a
g
e
gr
o
up,
d
iffic
u
lt
i
e
s
r
eac
hin
g
p
ro
fe
ssiona
l
ex
pe
rt
s,
l
ack
o
f
p
l
an
ni
n
g
,
lack
o
f
know
l
e
dg
e
,
a
nd
f
i
n
a
n
cia
l
d
if
ficu
l
t
i
e
s.
T
he
c
u
r
ren
t
s
t
u
d
y
w
a
s
c
o
nd
u
c
ted
w
ith
p
r
e
-sc
h
o
o
l
t
e
a
c
he
rs
i
n
f
i
v
e
d
i
f
f
e
re
nt
p
re-sc
h
ool
s
ett
i
n
g
s
,
a
l
l
wit
h
n
o
si
ngl
e
co
nti
n
g
e
ncy
f
o
r
pre-
scho
ol
p
syc
hol
o
g
ica
l
c
o
uns
e
l
or
s;
th
us,
t
h
e pro
b
l
e
m
s
m
enti
one
d
ma
y
be
e
xpe
c
t
able.
T
h
a
t
i
s
b
e
c
a
use
l
a
c
k
o
f
p
s
y
c
hol
ogi
c
a
l
c
o
un
selo
rs
a
t
sch
ool
s
w
o
u
l
d
be
n
e
g
a
t
i
v
e
l
y
r
e
flec
t
e
d
in
t
he
q
ua
li
ty
o
f
ed
uc
at
i
on
a
nd
p
r
o
b
l
e
m
s
w
oul
d
be
e
x
p
ected
p
a
r
tic
u
l
a
r
ly
i
n
pla
n
ni
ng
a
nd
im
pl
e
m
e
n
ta
t
i
o
n
.
In
a
s
i
m
i
l
a
r
s
tu
dy
,
A
r
sla
n
-K
ıl
ıç
oğ
l
u
[
2
8
]
st
a
t
e
d
t
ha
t
pre
-
scho
o
l
t
e
a
c
he
rs’
mista
k
e
s
i
n ca
ree
r
gui
danc
e
affecte
d
t
h
e
pr
e
-sch
oo
l e
d
ucat
i
on a
nd
de
ve
lo
p
m
ent ne
ga
t
i
ve
ly.
Yet
ano
t
h
e
r
fi
n
d
in
g
i
n
t
h
e
c
u
rren
t
r
es
ea
rch
i
s
a
bout
p
a
r
e
n
ts’
t
ho
u
g
h
t
a
bou
t
c
h
i
l
dr
en
’s
a
tt
itu
des
tow
a
rds
lea
r
n
i
ng.
M
a
j
ori
t
y
o
f
p
a
r
en
ts,
but
one
,
t
h
ou
g
h
t
tha
t
t
h
ei
r
c
h
il
dre
n
h
ad
p
o
s
i
tiv
e
at
ti
tud
e
s
towa
rd
s
lear
n
i
n
g
.
P
r
obl
em
s
e
n
co
un
ter
e
d
b
y
p
re-
s
ch
oo
l
tea
c
h
er
s
i
n
t
he
c
l
a
ssr
oom
w
hen
pla
n
ni
n
g
a
n
d
i
m
p
le
me
nti
ng
e
d
u
cati
o
n
a
l
gui
d
a
n
c
e
s
e
rvi
c
es
m
a
i
n
l
y
i
n
clud
e
d
:
l
a
rg
e
cl
ass
si
z
e
s,
i
n
d
i
v
i
dua
l
di
ffere
n
c
e
s,
a
nd
sh
or
t
s
p
an
o
f
a
t
t
e
nti
o
n
in
c
hi
ld
re
n
.
P
ro
bl
e
m
s
su
c
h
a
s
dif
f
i
c
ul
t
i
e
s
t
e
achi
n
g
c
o
n
ce
pts,
p
a
r
en
ts
c
om
p
l
e
tin
g
hom
ew
o
r
k,
a
nd
lack
o
f
fa
mil
y
p
a
r
t
i
c
i
pa
tio
n
fol
l
o
w
e
d
thos
e
.
B
ur
chi
n
a
l
,
P
e
i
s
ne
r
-
F
e
i
n
b
e
r
g
,
P
i
a
n
t
a
,
a
n
d
H
o
w
e
s
[
3
0
]
s
t
a
t
e
d
t
h
a
t
it
w
a
s
i
m
por
ta
nt
f
or
f
a
m
i
l
i
es
a
nd
teac
hers
t
o
prepa
r
e
a
n
a
ppr
op
ria
t
e
se
t
t
i
n
g
r
e
le
va
nt
t
o
ch
i
l
dr
e
n
’s
g
ain
of
sch
o
o
l
s
k
i
l
l
s
and
to
p
r
ovi
de
i
n
t
era
c
t
i
on
w
i
t
h
s
timu
l
a
n
t
s
.
In
a
si
mi
l
a
r
stu
d
y
,
U
y
a
nı
k
a
n
d
Ka
ndı
r
(
2
010)
repor
t
e
d
tha
t
p
re-sc
h
o
o
l
e
d
uc
ati
o
n
in
e
arl
y
c
hi
l
d
h
o
od
p
r
epar
ed
ch
i
l
dre
n
f
or
s
ch
oo
l
an
d
t
h
is
w
a
s
r
efle
cted
pos
it
ive
l
y
in
t
h
e
ir
a
c
a
d
e
m
ic
s
k
i
l
l
s.
T
hus,
i
t
i
s
c
o
nside
r
ed
t
ha
t
d
e
ve
l
o
p
i
ng
p
os
it
ive
a
t
t
i
t
u
d
es
t
ow
a
r
ds
l
e
a
r
n
ing
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Ex
am
i
n
in
g
Pre
-
scho
ol T
e
ache
rs'
and Pare
n
t
s
'
Vie
w
s
o
n
Co
u
n
se
li
n
g
an
d
..
.. (G
ül
ş
en
B
ü
y
ü
k
ş
ah
in
Çe
v
i
k
)
21
3
c
o
uld
b
e
p
re
pa
ra
t
i
o
n
fo
r
el
eme
n
t
a
ry
s
ch
ool
f
o
r
p
re
-s
ch
oo
l
c
h
ild
re
n
.
T
he
c
urr
e
n
t
f
in
di
n
g
s
in
dica
t
e
d
t
h
a
t
pare
n
t
s’
a
nd
pre-
scho
o
l
t
e
a
c
he
rs’
nee
d
f
or
e
du
c
a
t
io
na
l
guida
n
c
e
w
a
s
h
i
g
h
l
i
g
h
t
e
d
.
I
n
t
h
i
s
s
e
n
s
e
,
t
h
e
impor
ta
nce
of
e
m
p
l
o
y
i
n
g
p
s
y
c
hol
og
ica
l
c
ou
nse
l
ors
i
n
p
re
-sch
oo
l
in
r
ela
t
io
n
to
p
la
nn
in
g
an
d
im
plem
ent
i
n
g
educ
a
t
i
o
na
l
g
u
ida
n
ce
was
reve
aled.
P
a
re
nts’
e
xper
i
e
n
ces
o
f
em
o
t
i
ona
l
pro
b
lem
s
i
n
pre-sc
h
ool
c
hil
d
r
e
n
c
ons
ti
t
u
te
a
n
o
t
her
fi
n
d
in
g
i
n
t
he
curr
ent
stu
dy.
T
he
se
p
ro
b
l
e
m
s
m
a
inl
y
i
n
c
l
u
de
d:
f
ear
,
obs
ti
nac
y
,
a
n
d
j
e
a
l
o
u
s
y
.
A
n
x
i
e
t
y
,
f
e
a
r
o
f
s
c
h
o
o
l
,
bu
lly
i
ng,
a
nd
a
nger
f
o
ll
ow
ed
t
he
se
.
O
n
t
he
o
t
h
er
h
a
n
d,
i
t
w
a
s
s
ee
n
th
at
p
re
-sc
h
ool
t
ea
ch
ers’
c
o
p
i
n
g
met
h
o
d
s
in
r
ela
t
io
n
to
s
tude
n
t
s
w
i
th
e
m
o
tio
na
l
pro
b
l
e
ms
i
nc
lu
de
d:
i
nter
v
i
ew
in
g
st
u
d
en
ts,
try
i
n
g
t
o
un
derst
a
nd
t
h
e
pro
b
lem
,
c
olla
bo
r
a
ti
on
w
ith
f
am
i
l
ies,
r
eferri
n
g
t
o
e
xper
t
,
and
try
i
n
g
t
o
un
dersta
n
d
t
he
c
hi
ld.
In
a
dd
iti
o
n
,
teac
hers
s
en
t
the
c
h
i
l
d
ov
er
t
o
th
ink
i
ng
c
h
a
i
r
a
n
d
s
h
o
w
e
d
t
h
e
s
am
e
beha
v
i
or
t
o
the
ch
i
l
d
.
M
ayer
a
nd
S
alo
v
e
y
[3
1]
d
e
s
c
r
ibe
d
e
m
o
t
i
o
n
a
l
s
ki
ll
a
s
p
e
r
ce
iv
in
g
cor
r
ec
tl
y,
a
p
p
ro
vi
n
g
,
and
e
xpr
ess
i
ng.
P
re-scho
o
l
ch
i
l
dre
n
a
re
expe
c
t
e
d
t
o
de
ve
lo
p
sk
ills
f
o
r
a
djust
i
n
g
e
mot
i
on
s,
e
xpre
s
s
i
n
g
f
ee
lin
gs
t
o
ot
h
e
rs,
and
u
nder
s
tan
d
i
n
g
o
t
h
e
r
s.
K
ök
e
t
a
l
.
[
9]
s
how
e
d
t
hat
mo
st
ly
b
u
l
lyi
ng b
e
hav
i
or
c
ons
t
i
t
u
te
d
t
he
p
r
oble
m
w
it
hi
n
the
c
a
teg
o
ry of
em
o
t
i
o
nal
di
sor
d
ers.
D
en
ham
,
B
la
ir,
De
mlil
der,
L
ev
ita
s,
S
aw
yer
,
A
uer
b
ac
h,
a
nd
Q
u
ee
na
n
[32]
s
ta
ted
t
h
at
c
h
i
l
d
ren’s
so
ci
a
l
d
ev
el
opmen
t
i
n
p
re
-sch
ool
w
as
i
mp
ac
t
e
d
by
t
h
e
i
r
e
mo
t
i
on
a
l
deve
l
opm
en
t.
T
hus,
i
t
c
a
n
b
e
sa
i
d
t
hat
pare
n
t
s
e
n
c
o
un
ter
m
a
ny
e
m
o
t
io
na
l
pr
ob
l
e
ms
i
n
t
h
eir
c
h
i
l
d
re
n
.
C
o
ns
i
d
er
in
g
pre
-
sch
o
o
l
t
e
a
c
h
ers’
a
pproa
c
h
in
g
tech
n
i
q
u
es
t
o
w
a
r
ds
t
hese
p
rob
l
em
s,
it
m
a
y
be
s
ta
te
d
t
h
at
t
hey
u
se
d
som
e
t
e
c
h
n
i
qu
e
s
y
ie
l
d
i
n
g
s
o
lu
t
i
o
n
s;
how
e
v
e
r
,
t
h
e
y
w
e
r
e
not
k
n
o
w
l
ed
gea
b
l
e
eno
u
gh
an
d som
e
of
their
t
e
c
h
n
iq
ue
s were
d
y
s
fu
nc
t
i
on
a
l
.
A
n
o
t
her
fi
nd
in
g
o
f
t
he
c
urr
e
nt
r
ese
a
rc
h
w
a
s
abo
u
t
t
he
h
a
b
i
t
u
al
pro
b
l
em
s
t
h
at
p
are
n
t
s
f
ou
nd
i
n
t
he
ir
chi
l
d
ren.
N
ail
bi
t
i
ng
a
nd
s
t
u
t
t
e
ri
ng
w
e
re
t
h
e
l
ea
di
ng
pr
ob
l
e
ms.
T
h
u
m
b
s
u
c
k
i
n
g
,
w
e
t
t
i
n
g
a
n
d
s
o
i
l
i
n
g
c
l
o
t
h
e
s
fo
l
l
ow
e
d
t
he
se
.
A
ppr
o
x
i
m
ate
l
y
o
n
e
t
h
ird
o
f
p
are
n
t
s
s
t
a
t
e
d
tha
t
th
eir
ch
il
dren
h
a
d
n
o
h
a
bit
u
al
p
r
o
bl
e
m
s.
O
n
the
o
t
he
r
han
d
,
an
e
xa
mi
na
ti
o
n
o
f
pr
e-sc
ho
ol
t
eac
hers’
a
ppr
oach
in
g
met
hod
s
t
o
w
a
rd
s
t
h
e
s
e
p
r
ob
l
e
ms
s
ho
wed
tha
t
the
y c
o
n
f
e
r
enc
e
d
w
i
t
h
th
e
p
ar
en
ts, requ
este
d ex
pe
rt he
l
p,
int
e
rvi
e
wed
t
h
e
st
ud
ent
,
a
nd
t
ri
e
d
t
o
und
erst
a
n
d
the pr
o
b
le
m.
In add
i
tio
n,
i
t w
a
s
see
n
tha
t t
h
e
y
ig
nore
d
t
he
p
ro
b
l
em
and,
a
ls
o,
re
s
ear
ched a
bo
u
t
h
ow
to re
a
c
t t
o
the
prob
lem
.
I
n
a
si
m
ilar
st
udy,
K
ök
e
t
a
l
.
[
9]
f
o
u
n
d
h
a
b
itua
l
problem
s
such
a
s
wetting
clothes,
t
witch
e
s,
stut
ter
i
ng,
a
n
d
nai
l
b
it
i
n
g,
r
espe
c
tive
l
y
ba
se
d
o
n
f
req
u
e
n
cy
o
f
e
x
p
e
r
i
e
nci
n
g,
i
n
ch
i
l
dre
n
.
90%
o
f
these
pro
b
lem
s
w
e
r
e
re
porte
d
t
o
h
a
v
e
oc
curr
ed
p
ri
or
t
o
go
ing
t
o
s
c
h
oo
l.
T
h
u
s,
i
t
ca
n
be
s
ai
d
t
h
a
t
h
ab
i
t
ua
l
pr
o
b
l
e
ms
ca
n
of
ten
be
e
n
c
o
u
n
t
e
re
d
i
n
p
re
-scho
o
l
a
n
d
pre
-
scho
o
l
t
e
a
c
he
rs
ap
proa
c
h
t
o
the
s
e
pr
ob
l
e
m
s
m
ostl
y
in
vo
l
v
ed
bei
n
g in
form
ed
a
bou
t t
h
e
pro
b
l
em
and
co
lla
b
o
rat
i
o
n
.
Be
ha
v
i
ora
l
p
r
o
b
l
em
s
co
ns
t
i
t
u
te
d
a
n
o
t
her
fin
d
i
n
g
i
n
t
h
e
c
u
rre
nt
s
t
ud
y.
M
a
j
or
it
y
o
f
t
he
p
are
n
t
s
th
oug
h
t
t
hat
t
h
eir
ch
i
l
dr
en
d
i
d
n
o
t
h
a
v
e
any
beha
v
i
or
a
l
p
rob
l
em
s;
h
o
w
e
v
er,
tw
o
par
e
nts
s
t
a
t
e
d
t
h
a
t
t
h
eir
chi
l
d
ren
to
ld
l
i
e
s.
O
n
the
o
t
h
e
r
hand,
a
n
ex
am
inat
i
on
of
p
re
-sc
h
o
o
l
t
e
ach
e
r
s’
a
p
p
ro
a
c
hi
ng
m
e
t
hod
s
towa
rd
s
the
s
e
pr
oble
m
s
sh
ow
ed
t
ha
t
the
y
m
a
i
n
l
y
i
n
t
e
rvie
w
e
d
t
h
e
stu
d
e
n
t,
c
on
fe
re
nc
ed
w
i
t
h
the
par
e
n
t
s,
t
ol
d
stor
i
e
s,
exp
l
a
i
ne
d
the
er
roneo
u
s
be
h
a
vior
t
o
the
s
t
ude
n
t
,
an
d
c
o
ll
abor
a
t
e
d
w
i
t
h
t
h
e
p
a
r
e
n
t
s
.
B
a
r
a
n
[
3
3
]
,
i
n
a
s
i
m
i
l
a
r
rese
arc
h
,
show
ed
t
hat
be
hav
i
ora
l
p
ro
b
l
em
s
i
n
c
r
ea
se
d
w
h
e
n
m
othe
r
’s
e
duc
at
ion
le
ve
l
s
w
er
e
low
e
r.
U
y
sal,
A
kba
ba
-A
ltu
n,
a
nd
A
k
gün
[34]
f
o
u
n
d
t
ha
t
the
a
ppro
a
c
h
i
ng
tec
h
n
i
q
ues
t
h
a
t
p
r
e
-sch
o
o
l
t
e
ac
he
rs
u
se
d
i
n
rela
tio
n to
u
nd
e
s
i
r
ed be
h
av
i
o
rs i
ncl
u
ded
verb
a
l
w
ar
nin
g
,
no
n-ve
rbal
w
arning, and 1
st
–
typ
e
puni
sh
ment
.
Upon
an
e
xam
i
nat
i
o
n
of
p
re
-sch
o
o
l
t
e
a
c
her
s
’
a
ppr
oache
s
t
o
t
h
e
beh
a
v
i
or
al
p
r
oble
m
s,
i
t
c
a
n
be
s
a
i
d
t
h
a
t
t
h
e
y
col
l
a
bora
t
e
d
w
i
t
h
pare
nts
a
n
d
stu
d
en
ts
;
som
e
t
eac
hers
u
se
d
stor
y-t
e
l
l
i
n
g
a
nd
dra
m
a
based
o
n
a
p
p
ropr
ia
te
a
ge
leve
ls,
and
so
m
e
dysfu
nc
ti
ona
l ap
proa
c
h
e
s
(
share
d
pun
is
h
m
e
n
t
w
i
th
f
am
i
l
i
e
s)
we
r
e
also use
d.
5.
CONCL
U
S
ION
A
n
e
xam
i
na
ti
o
n
o
f
pre-
sc
h
o
o
l
t
ea
cher
s’
r
espons
es
b
ase
d
o
n
t
h
e
c
urre
nt
s
tu
dy
fin
d
i
n
gs
i
n
d
i
ca
t
e
d
tha
t
ma
jori
t
y
o
f
t
h
e
t
e
ac
h
e
rs
d
i
d
n
ot
p
r
e
par
e
a
n
a
n
n
u
a
l
c
ou
nse
ling
a
nd
g
uid
a
nc
e
pl
a
n
.
In
a
d
d
i
t
io
n
,
i
t
was
seen
t
hat
alm
o
st
a
l
l
t
he
p
re-
s
c
h
oo
l
te
ache
r
s
d
i
d
no
t
c
o
n
s
ide
r
t
he
m
s
elves
c
o
mpe
t
en
t
in
c
o
u
n
s
el
ing
a
n
d
gu
id
an
ce
service
s
.
It
w
a
s
r
eport
e
d
t
h
a
t
a
dmi
n
i
s
t
r
at
ors
,
t
eac
hers,
a
n
d
st
ude
n
t
s
desc
r
i
be
d
the
c
ouns
e
l
i
n
g
a
n
d
gu
id
anc
e
service
s
a
s
pro
b
l
e
m
-
so
l
v
i
ng,
a
dv
isi
ng,
a
n
d
o
f
f
er
ing
a
s
y
m
p
at
he
t
i
c
e
ar.
Based
o
n
t
he
f
in
di
n
g
s
o
f
t
he
c
u
r
rent
stud
y
an
d
t
h
e
a
b
o
v
e-m
e
nt
i
o
ned
resea
r
ch
f
in
d
i
n
g
s,
i
t
ma
y
be
s
a
i
d
t
ha
t
pre
-
scho
ol
t
e
a
c
her
s
d
id
n
o
t
h
av
e
ade
qua
te
e
duc
atio
n
a
n
d
k
n
o
w
l
e
d
ge
a
ss
oc
i
a
te
d
w
ith
c
o
unse
l
i
n
g
an
d
g
ui
da
nc
e
ser
v
ic
es
a
n
d
t
he
y
n
e
e
d
ed
con
s
u
l
t
a
ti
on
w
i
t
h
a
p
s
y
ch
o
l
o
g
ica
l
c
ou
nse
l
o
r
i
n
th
is
s
phere
.
A
n
ot
her
fi
ndin
g
o
f
t
h
e
curr
ent
rese
arc
h
i
s
a
b
o
u
t
c
h
ild
re
n
’
s
i
ndiv
i
du
al
p
ro
bl
ems.
M
a
i
n
indi
vi
d
u
a
l
p
r
obl
ems
t
h
a
t
p
are
n
t
s
e
xper
i
e
n
ce
d
w
i
t
h
t
heir
c
hi
l
d
ren
inc
l
ude
d
se
l
f-c
a
r
e
and
soc
i
al
d
eve
l
o
p
m
e
n
t
.
A
not
her
fi
n
d
i
n
g
in
t
h
e
c
u
r
r
e
n
t
s
t
u
d
y
w
a
s
t
o
d
o
w
i
t
h
c
a
r
e
e
r
gu
ida
n
ce
.
All
t
h
e
pare
nts
s
t
a
t
ed
t
ha
t
th
eir
c
h
il
dren
w
er
e
i
n
f
o
r
m
e
d
ab
ou
t
c
a
re
ers.
M
ajori
t
y
o
f
p
a
r
en
ts,
b
u
t
o
n
e
,
th
oug
h
t
t
ha
t
t
h
eir
c
h
i
l
dre
n
h
a
d
p
os
iti
ve
a
tt
i
t
u
d
e
s
t
ow
a
r
ds
l
e
a
r
n
i
ng.
P
a
r
ents’
expe
r
i
e
n
ce
s
o
f
e
m
o
ti
ona
l
pro
b
lem
s
i
n
p
r
e-schoo
l
ch
i
l
dr
en
c
o
n
s
t
i
t
ute
a
n
o
t
he
r
find
i
ng
i
n
t
he
c
urre
nt
s
tud
y
.
The
s
e
pr
ob
l
e
ms
m
a
i
nl
y
inc
l
ude
d
:
f
e
a
r,
o
b
s
ti
nac
y
,
an
d
jea
l
o
u
sy.
A
n
xie
t
y,
f
ear
o
f
s
c
ho
o
l,
b
u
l
lyi
n
g
,
a
nd
a
nge
r
f
o
llow
e
d
the
s
e.
O
n
t
h
e
o
t
h
e
r
h
a
nd
,
i
t
w
a
s
s
e
e
n
t
h
at
p
re
-sc
h
ool
t
eac
h
e
rs’
co
pi
ng
met
h
od
s
i
n
r
elat
i
on
to
s
tu
d
e
nt
s
w
ith
e
m
o
tio
na
l
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
6,
N
o.
3,
S
eptem
b
er
20
17 :
2
0
7
– 215
21
4
p
r
ob
l
e
ms
i
n
c
lu
d
e
d:
i
nt
e
r
v
i
ewi
n
g
s
t
ud
e
n
t
s
,
t
r
y
i
ng
t
o
unde
rs
t
a
n
d
t
h
e
pr
ob
l
e
m,
c
olla
bor
at
ion
w
i
th
f
a
m
ilie
s,
referr
i
ng
t
o
ex
p
e
r
t, a
nd try
i
ng
to un
de
rst
a
n
d
the
c
h
i
l
d
.
F
i
rst
a
nd
fore
m
o
st,
app
o
i
n
t
ing
psyc
h
o
l
o
g
i
c
a
l
co
un
sel
o
rs
t
o
t
h
e
nee
d
y
sc
hoo
ls
i
s
rec
o
m
m
e
ndab
l
e,
a
s
pre-
scho
o
l
teac
hers d
o n
o
t c
o
n
s
i
d
er t
hem
s
el
v
e
s c
o
mpe
t
e
n
t i
n
p
la
nn
in
g
co
un
sel
i
ng
a
n
d
gu
i
d
an
c
e
se
r
vi
c
e
s.
It
i
s
th
oug
h
t
t
ha
t
i
n
clu
d
i
n
g
a
c
o
u
r
s
e
a
s
soc
i
a
t
e
d
w
i
t
h
pla
n
ni
ng
c
ounse
lin
g
a
n
d
g
u
ida
n
ce
se
rv
ic
es
i
n
t
h
e
Co
u
n
se
lin
g
and
G
u
ida
n
ce
P
rogr
am
s
in
u
nive
rsi
tie
s
m
a
y
su
pp
ort
the
e
d
uca
t
i
o
n
o
f
be
tt
er
p
syc
h
ol
o
g
i
c
al
c
ou
nse
l
ors.
S
ma
ll
class
si
z
e
s
a
re
r
e
c
om
me
ndab
l
e
w
h
en
c
on
d
u
ct
i
ng
c
l
a
s
sr
o
o
m
gu
i
d
a
n
c
e
ac
tiv
i
t
i
e
s
in
r
elat
i
on
to
i
n
d
i
v
i
d
u
a
l
,
e
d
u
cati
o
n
a
l
,
a
nd
c
are
e
r
c
oun
se
l
i
ng
a
nd
g
ui
dan
c
e
serv
i
c
e
s
.
Th
e
c
urr
e
nt
r
esea
rch
f
o
u
n
d
e
m
oti
o
nal,
b
e
h
a
v
ior
a
l,
and
ha
b
itua
l
p
r
oble
m
s
i
n
s
t
u
den
t
s.
B
ase
d
o
n
th
i
s
,
dra
m
a
,
g
r
o
u
p
g
u
i
da
nc
e
act
i
v
it
ies,
a
n
d
i
n-se
rv
ice
t
r
ain
i
ng
s
with
g
am
es
a
re
r
ec
omm
e
nded
i
n
o
rder
f
or
p
re-
s
c
h
o
o
l
t
e
a
c
h
ers
t
o
eff
e
c
t
i
v
ely
ap
p
r
o
a
c
h
t
h
e
m
ent
i
on
ed
pro
b
lem
s
.
A
b
ook
for
pr
e-scho
o
l
t
ea
ch
er
s
and
ps
yc
h
o
l
o
g
i
cal
c
o
u
n
se
l
o
r
s
f
or
r
efe
r
e
n
c
e
pur
pose
s
i
s
ne
eded
i
n
rela
tio
n
t
o
p
re
-sch
oo
l
c
o
u
n
se
lin
g
a
nd
g
u
i
da
nc
e
se
rvices.
It
w
a
s
observe
d
t
h
at
s
uc
h
a
bo
o
k
i
n
Turk
is
h
is
n
ot
ava
ila
b
l
e
a
n
d
issue
s
n
e
e
d
e
d
a
r
e
i
nc
l
u
de
d
i
n
c
ha
pter
s
of
c
ou
nse
l
i
n
g
an
d
g
u
i
d
a
n
c
e
s
ervice
s
b
o
o
k
s.
A
preve
n
ti
ve,
de
ve
lo
pm
ent
a
l,
i
nter
ve
n
tio
na
l,
e
tc.
pr
ogram
,
ba
se
d
o
n
a
r
e
v
i
e
w
of
r
e
l
e
v
a
n
t
liter
a
ture,
must
b
e
deve
l
ope
d
i
n
o
rder
t
o
pro
v
i
de
m
ore
pla
n
n
e
d
a
n
d
he
al
t
h
ie
r
cou
n
se
l
i
n
g
a
nd
g
u
i
da
nc
e
se
rvice
s
i
n
pre
-
sc
hool
educ
a
t
i
o
n.
REFE
RENCES
[1]
N.
M
etin,
“Oku
l
öncesi
dönemd
e
ma
tematikse
l
kavramları
n
gel
i
şim
i,”
Çocu
k Gel
i
ş
imi ve E
ğ
itim
i Dergisi
,
vol.
1
,
p
p
. 4-5
,
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01
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[2]
S.
C
.
Wortha
m,
“
C
o
mmon
character
i
s
ti
cs
a
nd
u
nique
qualities
in
pres
c
h
oo
l
p
r
ogram
s
,
”
S
p
ri
nger
D
o
rdrech
t
Hei
d
elb
e
rg,
L
o
n
do
n,
2
0
13.
[3]
Y. Kuzg
u
n
,
“Reh
berli
k
ve p
s
iko
l
o
j
ik
d
an
ı
ş
ma (10
.Bask
ı
)
,
” Ank
a
ra
,
Nob
e
l
Y
a
y
ı
n
Dağı
tı
m
,
2
0
09.
[4]
M
.
K
epçeoğ
l
u
,
“P
s
i
koloji
k
d
anışm
a
v
e
rehberl
ik (5.
B
askı),
”
A
n
k
ara,
Kad
ıoğ
l
u Matb
aası
, 19
90.
[5]
B. Yeş
i
l
yaprak, “E
ğ
itimde rehberl
i
k
hiz
metleri
(
g
e
li
ş
i
msel yakl
aş
ım
) (19. Bas
k
ı
),
”
Ankara
, N
ob
el Y
ayı
n
evi
,
2
01
0.
[6]
E
.
Z
ig
le
r
,
et al.
,
“
A
v
isio
n
fo
r
univ
e
rsal
p
res
c
hoo
l
e
d
ucat
io
n,
”
Camb
ridg
e
Univ
e
rsity
P
r
ess,
New
Y
ork,
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[7]
M
E
B
,
“
O
k
u
l
ö
n
c
e
s
i
e
ğ
i
t
i
m
r
e
h
b
e
r
l
i
k
p
r
o
g
r
a
m
ı
,
M
i
l
l
î
E
ğ
i
t
i
m
B
a
k
a
n
lı
ğ
ı
,
Talim
ve
T
erbiy
e
K
u
r
ul
u
Başk
anl
ı
ğı,
”
An
kara,
2
01
2.
[8]
O.
A
k
t
an
a
nd
U
.
A
kkutay
,
“OE
C
D
ü
l
kel
e
rinde
v
e
Tü
rki
y
e’d
e
o
ku
lö
n
cesi
eğiti
m
[
P
r
es
choo
l
ed
ucatı
o
n
ın
o
ecd
cou
n
t
r
ıes
a
n
d Tu
rk
ey]
,
”
Asya Ö
ğ
ret
i
m
Der
g
isi,
v
ol/issu
e: 2(
1
), pp
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6
4
-
79
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01
4
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[9]
M.
K
ö
k
,
et
a
l
.
,
“
O
ku
l
ön
c
e
s
i
dö
ne
m
ç
o
c
u
k
l
a
r
ın
da
g
ö
r
üle
n
s
oru
n
la
rın
öğ
re
tme
n
g
örüş
leri
ne
göre
de
ğ
e
rlend
i
rilm
esi,
”
Kaz
ı
m Karabekir E
ğ
i
t
i
m
F
a
kü
lt
es
i
Derg
isi
,
vol.
17,
p
p
.
8
2
-
93
,
2
0
08
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[10]
L.
A
n
s
el
mi
,
et
al.
,
“P
sych
os
ocial
det
e
rm
i
n
an
ts
o
f
behav
i
o
u
r
pro
b
l
e
m
s
i
n
Brazil
i
an
p
re
sc
ho
ol
c
h
i
ld
re
n
,
”
J
o
urna
l of
Chi
l
d
Ps
ychol
ogy an
d Psych
ia
try
,
vol/issue:
4
5
(
4),
pp
.
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9-7
8
8
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2004
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[11]
E.
Zigler
and
S.
J
.
S
t
y
f
co,
“Head
s
tart
’s
n
a
t
iona
l
reporting
sy
st
em
:
A
w
o
rk
i
n
p
r
og
res
s
,
”
Pe
d
i
a
t
r
i
c
s
,
vo
l.
1
14,
p
p
.
85
8–
859
,
2
00
4.
[12]
N. Fid
an,
“
O
kuld
a
ö
ğ
r
e
n
m
e
v
e
öğret
m
e
,
”
P
egem A
kad
e
mi
,
A
n
k
a
ra
,
20
12
.
[13]
N.
H
.
Karaca,
et a
l
.
,
“Oku
l
ön
cesi
dö
nem
çocuk
l
arı
n
ı
n
s
os
ya
l
d
a
vranı
ş
ı
n
ı
n
i
nce
l
enm
e
si
,”
Kurams
al E
ğ
iti
mbil
im
Der
g
isi
,
vol/issue
:
4
(2),
p
p.
6
5
-
7
6
,
20
11
.
[14]
A.
S
ey
f
u
llah
oğ
u
l
ları,
“
A
i
l
el
erin
a
nao
k
u
l
l
a
rı
nd
an
b
ekl
e
nt
il
eri
ü
zerin
e
bi
r
araşt
ı
rm
a
[A
s
tud
y
r
elated
t
o
parent
s
exp
ectati
o
n
s
f
rom
pres
choo
ls]
,
”
Mar
ma
ra
So
sy
a
l
A
r
a
ş
t
ı
r
m
alar Dergisi
,
vo
l. 2
, p
p
.
1-1
5, 2
01
2
.
[15]
C.
M
.
Con
n
ell
a
n
d
R.
J
.
P
r
i
n
z,
“
Th
e
imp
act
o
f
chil
dcare
and
par
en
t-chi
l
d
i
n
terac-t
i
o
n
s
on
s
choo
l
readi
n
ess
an
d
social
s
k
ills
d
ev
el
opment
f
o
r
low-
income
A
f
r
i
canAmeri
can
c
hil
d
r
en,”
Jo
ur
na
l o
f
Sch
o
o
l
P
s
ycholo
g
y
,
v
o
l
.
40,
pp.
17
7–
193
,
2
00
2.
[16]
C.
M
.
Connor,
et a
l
.
,
“Teach
er
q
ual
i
f
i
-catio
n
s
,
cl
ass
r
oo
m
p
r
a
c
t
i
ces
,
fami
ly
c
h
a
ra
ct
eris
ti
cs,
and
presch
oo
l
exp
e
rienc
e
:
Comp
lex
eff
e
ct
s
on
f
irst
g
rad
e
r’s
v
o
cabu
l
ary
an
d
ea
rly
reading
outcomes
,”
J
o
urn
a
l of S
c
ho
ol
Ps
ychol
og
y
,
v
o
l
.
43
,
p
p
.
343
–3
75,
2
0
0
5
.
[17]
R. S
t
a
k
e
,
“T
h
e
art
o
f case st
u
d
y
r
e
search
,” T
h
o
u
s
an
d
Oak
s
, C
A,
Sage,
19
95.
[18]
A. Yıld
ırı
m
and
H.
Şimşek
,
“N
i
t
el
araştırma y
ön
temleri, 3
.
B
ask
ı
,” A
nkara,
S
eçkin Y
ayın
evi
,
2
003
.
[19]
R.
K
.
Yi
n
,
“
Case
s
tu
dy
research
(
d
e
si
gn
a
nd
m
ethods
),
”
Calif
o
rn
ia
,
S
a
ge Pu
b
l
i
cati
o
n
,
2
00
2.
[20]
A.
T
ü
r
m
ü
k
l
ü,
“
E
ğ
itim
b
i
l
im
a
raşt
ırm
a
l
a
rı
nd
a
et
ki
n
o
l
arak
k
ul
lan
ılab
i
l
ecek
n
it
el
b
i
r
a
raş
tırm
a
t
ek
ni
ği:
g
ö
rü
şm
e
,
”
Kur
a
m
ve Uygulamada E
ğ
i
t
i
m
Y
ö
netimi,
vol.
24,
pp
.
5
43-5
5
9
,
2
0
0
0.
[21]
N.
L
.
L
e
e
c
h
an
d
A.
J
.
Onwueg
buzi
e,
“
An
A
rray
of
Q
ualit
ati
v
e
Dat
a
Analysis
T
ools
:
A
C
a
ll
for
Dat
a
A
nalysis
Tri
a
ngula
t
i
on
,”
Scho
ol
Ps
ycho
l
o
g
y Qu
ar
terly
,
vo
l
.
22
,
p
p
. 5
57
-58
4
, 2
00
7.
[22]
L.
C
ohe
n
,
et a
l
.
, “Res
earch m
ethod
s in
e
ducat
io
n
(6
th
ed.),
” New
Yo
rk, N
Y
,
Rout
led
g
e,
200
7.
[23]
C. Rob
son
,
“
Real wo
r
ld
research,” Oxf
o
r
d
, B
lackwel
l
, 20
0
1
.
[24]
D.
S
i
l
v
e
rman,
“
I
nt
erpreti
n
g
Qualit
a
t
i
v
e
Dat
a
:
M
e
th
od
s
f
o
r
A
n
aly
si
ng
T
alk,
T
ex
t
and
Int
e
ra
ct
io
n,
”
L
ond
on
,
SAG
E
Pu
bl
ic
a
t
ion
,
2
00
1
.
[25]
J.
W
.
Creswel
l
a
nd
D
.
L.
M
iller
,
“
Determining
vali
d
ity
i
n
qua
l
i
ta
ti
ve
i
n
quiry,
”
Theory into Pr
acti
c
e
,
vo
l
/
issue:
3
9
(3
), pp
. 1
24
–
1
30
,
2
0
0
0
.
[26]
M
.
O
nu
r,
“
Giresu
n
ili
m
e
rk
ez
l
i
s
e
si
y
ö
n
etici,
ö
ğretm
e
n
v
e
öğren
ci
lerin
reh
b
erli
k
anl
a
yışları
n
ı
n
i
n
c
el
enm
e
s
i
,”
Un
pu
bli
s
h
e
d M
a
s
t
er T
hesis, Karad
eniz
T
ekn
i
k Univ
ersit
y
, Insti
tu
te o
f
S
o
c
i
al
S
cien
ces,
199
7.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Ex
am
i
n
in
g
Pre
-
scho
ol T
e
ache
rs'
and Pare
n
t
s
'
Vie
w
s
o
n
Co
u
n
se
li
n
g
an
d
..
.. (G
ül
ş
en
B
ü
y
ü
k
ş
ah
in
Çe
v
i
k
)
21
5
[27]
Z.
K
arataş
a
nd
H
.
Ş
.
B
a
ltacı
,
“O
rtaöğ
r
etim
k
u
r
um
ları
nd
a
yü
rütül
en
p
sik
o
l
o
jik
d
an
ış
ma
v
e
reh
b
erl
i
k
h
i
zmetleri
n
e
yö
nel
i
k
ok
ul
m
ü
d
ü
r
ü,
s
ı
n
ıf
r
eh
ber
öğret
m
e
ni
,
ö
ğ
ren
c
i
ve
o
ku
l
re
hb
er
ö
ğr
etm
e
n
i
nin
(psikol
ojik
d
anışm
a
n
)
görüşlerinin
i
nc
elenme
si
[
An
I
n
v
esti
ga
t
i
on
o
f
O
p
inion
s
o
f
S
c
ho
o
l
Co
unsel
or,
Stud
ent
s
,
Cl
as
s
G
u
id
ance
T
eacher
,
S
c
ho
ol
A
d
m
in
is
trat
or
a
bo
ut
C
o
u
n
s
eli
ng
and
G
u
idance
S
e
rvi
ces
a
t
Hi
gh
S
c
h
oo
l]
,
”
A
h
i E
v
ran
Ünivers
i
t
e
si K
ı
r
ş
ehir
E
ğ
i
tim Fak
ü
l
t
es
i Dergisi,
vol/
i
s
s
u
e
:
1
4
(2
),
p
p
.
4
2
7
-460
,
2
01
3.
[28]
E.
A
.
Kılı
çoğlu,
“
Oku
l
ö
ncesi
eğ
it
i
m
i
öğretmenler
i
nin
et
k
ili
re
h
b
e
r
lik
uy
gu
la
ma
la
rı
nın
ge
r
ç
e
k
le
ştir
il
me
sind
e
e
ğ
iti
m
ih
ti
yaçları
n
ı
n
b
el
irl
e
nm
esi
[Effecti
v
e
th
ea
ch
er
s
pres
cho
o
l
ed
uc
ati
o
n
p
r
acti
ce
g
u
i
d
ance
rea
l
i
zati
on
of
t
he
id
entif
i
catio
n of trai
n
i
n
g
need
s],”
U
np
ub
lished
Mast
e
r Th
es
i
s
,
S
e
lçuk
Un
i
v
e
rsit
y
,
I
ns
tit
u
t
e
o
f
S
o
cial S
cien
ces, 2
01
3
.
[29]
N. Aral,
et a
l
.
, “Ok
u
l
ön
ces
i
eğiti
m
ve o
kul ö
ncesi eğ
itim p
ro
gramı
,
”
İst
a
nb
ul,
YA
-P
A Y
a
yı
nl
arı,
2
0
0
2.
[30]
R.
M
.
Burchi
na
l
,
et
al.
,
“
D
ev
e
l
op
m
e
n
t
o
f
academ
ic
s
k
i
lls
f
ro
m
p
r
esch
ool
t
hro
ugh
s
econ
d
g
r
a
de:
f
a
mily
a
nd
clas
sroo
m
pred
icto
rs
o
f
d
e
vel
opmen
tal
traj
e
c
t
o
ries,”
Jo
ur
nal
of
Sch
ool
Ps
ychol
o
g
y,
vo
l/issue:
40(5),
p
p
.
4
1
5
-
436,
20
02
.
[31]
J.
D
.
M
a
yer
and
P.
S
a
l
ov
ey,
“Wh
a
t
i
s
e
m
o
tio
nal
i
n
t
e
lli
g
en
ce
?
”
i
n
P
.
S
a
l
o
v
e
y
a
n
d
D
.
J
.
S
l
u
y
t
e
r
(
E
d
s
.
)
,
N
e
w
Y
o
r
k
,
Basi
c
Boo
k
s,
1997
.
[32]
S.
D
e
n
ha
m,
et a
l
.
,
“
P
rescho
ol
E
m
o
tion
a
l
Co
mpet
ence:
P
ath
w
ay
t
o
S
o
cial
C
o
m
p
e
tence
,”
Chi
l
d
Devel
op
ment
,
vo
l/issue:
7
4(1),
p
p
.
2
3
8
-2
56
,
2003
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[33]
G.
B
aran
,
“
O
n
y
a
ş
çocu
kları
n
d
a
d
avran
ı
ş
bo
z
u
kluk
ları
i
le
b
enlik
k
avra
mı
n
ı
n
gel
i
şi
mi
a
rası
ndaki
ilişki
ü
z
e
ri
ne
b
ir
çalı
ş
m
a
.
[A
R
es
earch
o
n
t
h
e
rel
a
ti
on
between
s
el
f-co
n
cep
t
d
e
vel
opm
ent
an
d
behav
i
o
r
d
i
s
o
r
ders
o
f
ten
years
old
chi
l
d
r
en
],
”
U
npubl
is
hed
M
a
st
er
T
h
e
s
i
s
,
A
nkara
U
ni
vers
it
y,
I
n
s
ti
tu
te
o
f
S
c
ie
n
c
e
,
1
9
8
9
.
[34]
H. Uysa
l
,
et a
l
.
,
“
O
kulön
cesi
öğ
retm
en
lerinin
çocu
kl
arın
i
sten
mey
e
n davran
ış
lar
ı
k
a
rşıs
ı
n
da
u
yguladıkl
a
r
ı
s
trat
ej
i
l
er
[Th
e
s
trat
eg
i
e
s
p
r
escho
o
l
teache
r
s
us
e
when
c
on
f
r
on
t
e
d
w
i
t
h
c
hi
ld
ren’s
und
esi
r
e
d
b
ehavi
o
rs
],”
İ
lkö
ğ
retim Onl
i
ne
,
vo
l/issue:
9
(3
),
pp.
971
-97
9
,
2010.
B
I
OG
RAP
HY
O
F
A
U
T
H
O
R
Büy
ü
k
ş
ah
in
Ç
evi
k
,
is
a
n
As
si
st.
P
r
o
f
.
Dr.
in
D
epartm
en
t
of
G
ui
d
ance
and
P
s
y
c
ho
logica
l
Cou
n
s
e
li
ng
,
i
n
F
acul
t
y
o
f
E
du
catio
n,
U
n
i
versity
o
f
A
d
ı
y
am
an,
Tu
rk
ey.
S
h
e
rec
e
iv
ed
B
a
c
helo
r
Deg
r
ee
i
n
D
ep
art
m
en
t
o
f
G
uid
a
n
ce
and
P
s
ycho
lo
gi
cal
C
oun
selin
g
f
rom
U
n
i
v
ersity
o
f
Atat
ürk
,
M
a
st
er
D
e
g
ree
i
n
G
ui
dan
ce
an
d
P
s
ych
o
lo
g
i
cal
C
oun
sel
i
n
g
from
U
n
i
versi
t
y
of
Ç
u
k
uro
v
a,
P
h.
D
in
Dep
artm
en
t of
Gu
i
d
a
n
ce and
P
s
y
c
ho
lo
g
i
ca
l
Co
uns
eli
ng f
r
om U
ni
versi
t
y
o
f
M
ers
i
n
,
T
urkey
.
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