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Pre
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s
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4833
B
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o
p
tio
n
.
E
C
E
is
c
o
m
m
o
n
l
y
ca
lled
as
“
B
ab
y
C
la
s
s
”,
“Sh
i
s
h
u
Sre
n
i”,
“Ju
n
io
r
I
”,
“Pr
ak
-
Pra
th
o
m
ik
”
,
“Pr
e
-
Sch
o
o
l”,
an
d
“Pr
e
-
Prim
ar
y
”
in
th
e
co
n
tex
t
o
f
B
an
g
lad
esh
.
T
h
e
s
tu
d
y
r
ev
ea
led
th
at
p
ar
e
n
ts
h
av
e
a
cr
itical
r
o
le
t
h
at
th
ey
o
u
g
h
t
to
ex
e
r
cise
esp
ec
ial
o
n
ea
r
l
y
ag
es
o
f
th
e
ch
ild
b
ec
au
s
e
th
is
is
es
s
en
tial
in
th
e
p
r
ed
ictio
n
o
f
th
e
ch
ild
ac
a
d
e
m
ic
ac
h
iev
em
en
t
later
[
1
]
.
T
h
u
s
,
it
is
es
s
en
tial
to
g
r
asp
th
e
p
r
esen
t
-
d
ay
s
itu
ati
o
n
s
with
p
ar
en
ts
’
awa
r
en
ess
an
d
en
g
ag
em
en
t
i
n
th
eir
ch
ild
’
s
ea
r
ly
lear
n
in
g
p
r
o
ce
s
s
es
to
cr
ea
te
ap
p
r
o
p
r
i
ate
p
o
licies
as
well
as
in
ter
v
en
tio
n
s
in
E
C
E
.
Ov
er
t
h
e
y
ea
r
s
,
th
e
r
o
le
o
f
p
r
e
-
p
r
im
a
r
y
e
d
u
ca
tio
n
h
as
r
ec
eiv
ed
m
u
c
h
co
n
ce
r
n
all
o
v
er
t
h
e
wo
r
ld
,
as
it
is
wid
ely
u
n
d
er
s
to
o
d
th
at
th
e
ea
r
ly
y
ea
r
s
ar
e
v
ital
in
th
e
f
o
r
m
atio
n
an
d
d
ev
elo
p
m
en
t
o
f
th
e
h
u
m
an
p
er
s
o
n
ality
an
d
its
ch
a
r
a
cter
is
tic
f
ea
tu
r
es
[
2
]
.
Han
d
in
h
an
d
with
th
e
n
atu
r
a
l
d
ev
elo
p
m
en
t
o
f
t
h
e
c
h
ild
,
p
r
e
-
p
r
im
ar
y
e
d
u
ca
tio
n
f
o
r
ch
il
d
r
en
a
g
ed
3
t
o
6
is
v
ital
in
th
e
d
ev
elo
p
m
en
t
o
f
ef
f
ec
tiv
e
lear
n
in
g
th
r
o
u
g
h
o
u
t
a
ch
ild
’
s
ea
r
ly
y
ea
r
s
.
T
h
er
e
ar
e
also
s
o
m
e
p
o
licies
an
d
p
r
o
g
r
am
co
n
ce
r
n
in
g
E
C
E
in
B
an
g
lad
esh
[
3
]
.
Ho
wev
er
,
d
esp
ite
th
ese
attem
p
ts
,
p
ar
en
tal
awa
r
en
ess
an
d
p
ar
ticip
atio
n
r
em
ai
n
cr
itical
in
in
cr
ea
s
in
g
th
e
q
u
ality
o
f
p
r
e
-
p
r
im
ar
y
s
ch
o
o
lin
g
[
4
]
.
Stu
d
ies
s
h
o
w
th
at
wh
en
p
a
r
e
n
ts
g
et
in
v
o
lv
e
d
in
t
h
e
ac
ad
e
m
ic
s
u
cc
ess
o
f
a
ch
ild
a
n
d
th
eir
o
v
er
all
d
ev
elo
p
m
e
n
t,
p
er
f
o
r
m
an
ce
i
m
p
r
o
v
es
an
d
s
o
cial
in
ter
ac
tio
n
is
im
p
r
o
v
ed
an
d
all
y
o
u
n
g
ch
ild
r
en
,
wh
eth
e
r
k
in
d
er
g
a
r
tn
er
s
o
r
y
o
u
n
g
e
r
,
h
a
v
e
m
u
ch
to
g
ain
f
r
o
m
s
u
p
p
o
r
t
in
ca
u
s
al
r
ea
s
o
n
in
g
,
in
f
er
en
c
e,
p
r
o
b
lem
s
o
lv
in
g
an
d
em
o
tio
n
al
co
n
ce
p
tu
aliza
tio
n
[
5
]
.
R
esear
ch
es
h
av
e
ex
p
lo
r
ed
th
at
alth
o
u
g
h
s
o
m
e
p
ar
e
n
ts
h
av
e
k
n
o
wled
g
e
ab
o
u
t
ea
r
ly
e
d
u
ca
tio
n
,
m
a
n
y
m
o
r
e
a
r
e
eith
er
u
n
awa
r
e
o
r
a
r
e
u
n
a
b
le
to
b
e
f
u
lly
in
v
o
lv
ed
in
it
m
ain
ly
d
u
e
to
s
o
cio
-
ec
o
n
o
m
ic
co
n
d
itio
n
a
n
d
lack
o
f
in
f
o
r
m
atio
n
in
c
o
n
te
x
t
o
f
B
an
g
lad
esh
[
6
]
.
E
C
E
a
n
d
g
r
ea
ter
f
ac
ilit
ies
ca
n
h
elp
c
h
ild
r
en
d
ev
elo
p
ec
o
n
o
m
ic
an
d
s
o
cial
ca
p
ab
ilit
ies,
en
ab
lin
g
th
e
m
to
d
ev
elo
p
p
o
ten
tial
h
u
m
an
ca
p
ital
an
d
in
d
e
v
elo
p
e
d
c
o
u
n
tr
ies
.
C
h
ild
r
en
ar
e
p
r
i
o
r
itized
t
o
p
r
ep
ar
e
th
e
m
f
o
r
th
eir
y
o
u
th
,
p
r
ev
en
tin
g
th
em
f
r
o
m
b
ein
g
le
f
t
b
e
h
in
d
,
ad
d
ed
th
at
h
o
wev
e
r
,
d
ev
elo
p
in
g
an
d
u
n
d
er
d
ev
elo
p
ed
co
u
n
tr
ies
ar
e
r
e
v
er
s
in
g
th
is
tr
en
d
,
allo
win
g
ch
ild
r
en
to
h
a
v
e
im
m
ed
iate
ec
o
n
o
m
ic
an
d
s
o
cial
ca
p
ab
ilit
ies
[
7
]
.
Ho
wev
er
,
th
i
s
s
tu
d
y
f
in
d
s
a
v
er
y
p
o
o
r
lev
el
o
f
p
a
r
en
tal
k
n
o
wl
ed
g
e
ab
o
u
t
ea
r
ly
ch
ild
ca
r
e
a
n
d
s
tim
u
latio
n
i
n
B
an
g
lad
es
h
th
at
n
ee
d
s
to
b
e
d
eliv
er
ed
d
u
r
in
g
th
ese
ea
r
ly
y
ea
r
s
to
h
av
e
a
p
o
s
itiv
e
an
d
last
in
g
im
p
ac
t
an
d
co
n
tr
ib
u
te
to
n
o
r
m
al
d
ev
elo
p
m
e
n
ts
in
a
ch
ild
’
s
ea
r
ly
y
ea
r
s
in
ter
m
s
o
f
co
g
n
itio
n
,
lan
g
u
ag
e
d
ev
el
o
p
m
e
n
t
,
an
d
s
o
cial
co
m
p
eten
cies
[
8
]
.
Alth
o
u
g
h
p
r
e
-
p
r
im
a
r
y
in
s
titu
tio
n
s
h
elp
,
p
ar
en
ts
ar
e
r
esp
o
n
s
ib
le
f
o
r
c
h
ild
d
ev
elo
p
m
e
n
t.
I
n
s
p
ite
o
f
th
is
,
it
wo
u
ld
b
e
in
a
p
p
r
o
p
r
iate
t
o
d
is
r
eg
ar
d
th
e
s
ig
n
if
ican
ce
o
f
p
r
e
-
p
r
im
ar
y
ce
n
ter
s
.
T
h
u
s
,
p
r
e
-
p
r
im
ar
y
in
s
titu
tio
n
f
ac
ilit
ies
ar
e
u
s
ef
u
l
in
en
s
u
r
in
g
th
at
th
er
e
is
en
o
u
g
h
u
n
d
e
r
s
tan
d
in
g
am
o
n
g
p
ar
en
ts
r
eg
a
r
d
in
g
th
e
m
atter
[
9
]
.
T
h
is
is
b
ec
au
s
e
th
e
p
a
r
en
ts
ar
e
lear
n
in
g
f
r
o
m
o
th
e
r
p
a
r
en
ts
in
a
g
r
o
u
p
s
ettin
g
at
th
e
s
am
e
tim
e
th
at
th
ey
ar
e
p
ar
ticip
atin
g
in
th
e
d
is
cu
s
s
io
n
.
T
h
e
p
ar
ticip
atio
n
o
f
p
ar
e
n
ts
in
th
eir
ch
ild
r
en
ed
u
ca
tio
n
in
cr
ea
s
es
th
e
ch
ild
’
s
ed
u
ca
tio
n
al
p
er
f
o
r
m
an
ce
an
d
th
eir
atten
d
an
ce
to
s
ch
o
o
l
[
1
0
]
.
T
h
is
h
as
a
p
o
s
itiv
e
im
p
licatio
n
o
n
th
e
o
v
er
all
p
er
f
o
r
m
an
ce
o
f
c
h
ild
r
en
an
d
ass
is
t
s
p
ar
en
ts
h
av
e
th
eir
f
a
ith
s
tr
en
g
th
en
e
d
in
th
eir
ch
il
d
r
en
’
s
e
d
u
ca
tio
n
al
ca
p
ac
ity
.
On
th
e
s
am
e
n
o
te,
r
ea
d
in
ess
an
d
p
r
ep
a
r
atio
n
o
f
c
h
ild
r
en
t
o
atten
d
p
r
esch
o
o
l
o
n
a
r
eg
u
lar
b
asis
is
also
f
av
o
r
a
b
le
to
t
h
e
ch
ild
r
en
.
T
h
er
ef
o
r
e,
b
ased
o
n
th
e
d
is
cu
s
s
io
n
,
th
e
m
ajo
r
r
esear
ch
i
n
ten
tio
n
o
f
th
e
p
r
esen
t
s
tu
d
y
is
to
s
cr
u
tin
ize
th
e
c
u
r
r
en
t
lev
el
o
f
p
ar
e
n
ts
’
awa
r
en
es
s
an
d
p
ar
ticip
atio
n
in
p
r
e
-
p
r
i
m
ar
y
e
d
u
ca
tio
n
with
r
eg
ar
d
s
to
B
an
g
la
d
esh
.
Facto
r
s
s
u
ch
as
s
o
cio
-
ec
o
n
o
m
ic
s
tatu
s
,
ed
u
ca
tio
n
lev
e
l,
an
d
cu
ltu
r
e
ca
n
in
f
lu
en
c
e
p
ar
en
tal
p
ar
ticip
atio
n
.
Po
o
r
p
a
r
en
tal
liter
ac
y
an
d
en
g
a
g
em
en
t
ca
n
u
n
d
er
m
in
e
ch
il
d
r
en
’
s
ed
u
ca
tio
n
f
r
o
m
a
n
ea
r
ly
a
g
e
.
T
h
e
s
tu
d
y
aim
s
to
h
elp
p
o
licy
m
ak
er
s
an
d
teac
h
e
r
s
im
p
r
o
v
e
th
e
s
tan
d
ar
d
an
d
ac
ce
s
s
o
f
p
r
e
s
ch
o
o
l
ed
u
ca
tio
n
in
B
an
g
lad
esh
,
ad
d
r
ess
in
g
ch
all
en
g
es
s
u
ch
as
p
o
o
r
f
ac
ilit
ies,
in
ad
eq
u
ate
teac
h
e
r
s
,
an
d
lac
k
o
f
ac
ce
s
s
to
ea
r
ly
ch
ild
h
o
o
d
ca
r
e
.
I
n
th
e
ca
s
e
o
f
ea
r
ly
c
h
ild
h
o
o
d
p
ar
ticip
atio
n
o
f
a
n
y
k
in
d
an
i
n
cr
ea
s
e
in
a
m
o
th
er
’
s
ed
u
ca
tio
n
lev
el
s
ig
n
if
ican
tly
in
cr
ea
s
es
t
h
e
ch
a
n
ce
s
o
f
h
e
r
ch
ild
to
atten
d
E
C
E
.
A
m
o
t
h
er
wh
o
f
in
i
s
h
ed
h
er
s
ec
o
n
d
ar
y
s
ch
o
o
l
ed
u
ca
tio
n
h
as
h
e
r
ch
ild
r
en
m
o
r
e
lik
ely
to
atten
d
E
C
E
p
r
o
g
r
am
s
m
o
r
e
th
an
c
h
ild
r
en
wh
o
s
e
m
o
th
er
h
as
o
n
ly
elem
en
tar
y
ed
u
ca
tio
n
o
r
n
o
ed
u
ca
tio
n
at
all
[
1
1
]
.
T
h
is
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
f
o
r
p
ar
en
ts
b
ec
au
s
e
ty
p
ically
th
ey
f
ail
to
u
n
d
e
r
s
tan
d
an
d
r
ec
o
g
n
ize
th
e
m
ain
c
h
ar
ac
ter
is
tics
o
f
ch
ild
d
ev
elo
p
m
en
t
an
d
p
o
s
s
ib
le
ch
an
g
es,
ea
r
l
y
ch
ild
h
o
o
d
co
m
m
u
n
icatio
n
,
an
d
lan
g
u
a
g
e
th
e
r
ap
y
[
1
2
]
.
A
r
esear
ch
in
B
an
g
lad
esh
h
as
m
ad
e
i
t
clea
r
th
at
ev
e
n
th
o
u
g
h
th
e
c
h
ild
ed
u
ca
tio
n
in
B
an
g
lad
esh
is
g
u
ar
an
tee
d
,
in
th
e
g
iv
en
co
n
tex
t,
p
ar
en
ts
ar
e
ac
tu
ally
co
m
p
letely
u
n
awa
r
e
o
f
t
h
e
p
a
r
en
tin
g
an
d
p
e
d
ag
o
g
y
t
h
ey
o
u
g
h
t
to
p
er
f
o
r
m
,
to
war
d
s
th
e
s
o
cial
tr
an
s
f
o
r
m
atio
n
th
at
is
p
r
o
m
is
ed
b
y
ch
ild
’
s
e
d
u
ca
tio
n
[
1
3
]
.
Par
en
ts
wh
o
s
u
cc
ess
f
u
lly
p
er
f
o
r
m
th
ese
task
s
o
f
awa
r
en
ess
an
d
im
p
lem
en
tatio
n
o
f
p
r
o
p
e
r
d
ev
elo
p
m
en
tal
p
lan
s
co
n
tr
ib
u
te
to
th
e
s
m
o
o
t
h
en
in
g
o
f
a
ch
ild
’
s
m
en
tal,
em
o
tio
n
al,
an
d
s
o
cial
d
ev
elo
p
m
e
n
tal
co
u
r
s
e
[
1
2
]
.
E
x
is
tin
g
s
tu
d
ies
s
h
o
w
th
at
th
er
e
is
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
p
ar
en
ts
’
in
v
o
lv
em
en
t
(
PI)
an
d
lear
n
in
g
r
esu
lts
;
h
o
wev
er
,
th
e
r
e
is
lack
o
f
i
n
f
o
r
m
atio
n
c
o
n
ce
r
n
in
g
f
ac
to
r
s
t
h
at
ca
n
ca
u
s
e
p
a
r
en
ts
to
p
ar
ticip
ate
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
8
3
2
-
4
8
4
3
4834
in
s
tu
d
en
ts
’
ed
u
ca
tio
n
[
1
4
]
.
Am
o
n
g
th
e
ex
is
tin
g
m
y
th
s
r
i
s
in
g
am
o
n
g
p
ar
e
n
ts
,
th
e
m
o
s
t
wid
esp
r
ea
d
is
th
e
f
o
llo
win
g
:
E
d
u
ca
tio
n
is
th
e
s
o
le
co
n
ce
r
n
o
f
teac
h
er
s
an
d
o
th
er
in
s
titu
tio
n
s
th
at
ar
e
in
ten
d
e
d
to
ca
r
r
y
o
u
t
th
is
im
p
o
r
tan
t
task
.
Oth
er
r
esear
c
h
er
s
h
av
e
also
r
ev
ea
led
t
h
at
s
tu
d
en
ts
wh
o
a
r
e
s
u
p
p
o
r
ted
b
y
th
eir
p
ar
en
ts
in
th
eir
ed
u
ca
tio
n
ac
tiv
ities
ar
e
m
o
r
e
lik
ely
to
h
a
v
e
h
ig
h
er
g
r
ad
es
a
n
d
s
co
r
e
b
etter
in
test
s
,
atten
d
s
ch
o
o
l
r
eg
u
lar
l
y
,
ex
h
ib
it
b
etter
s
o
cial
s
k
ills
,
h
av
e
a
g
o
o
d
ch
an
g
e
in
th
eir
b
eh
av
io
r
s
an
d
b
e
ab
le
to
m
an
ag
e
to
co
p
e
with
s
ch
o
o
l
well
as
co
m
p
ar
ed
to
th
e
n
u
m
er
o
u
s
s
tu
d
en
ts
wh
o
a
r
e
n
o
t
s
u
p
p
o
r
ted
in
s
ch
o
o
l
b
y
th
ei
r
p
ar
en
ts
[
1
5
]
.
I
t
is
ess
en
tial
f
o
r
p
a
r
en
ts
to
b
e
a
ctiv
e
d
u
r
in
g
th
e
ea
r
ly
in
f
an
c
y
p
e
r
io
d
s
in
ce
it
is
c
o
n
s
id
er
ed
th
at
th
is
is
th
e
f
o
u
n
d
atio
n
al
p
h
ase
in
th
e
p
r
o
c
ess
o
f
g
en
er
atin
g
a
c
h
ild
wh
o
is
m
o
r
ally
u
p
r
ig
h
t
[
1
6
]
.
B
ased
o
n
th
e
f
ac
ts
,
it
h
as
b
ee
n
r
eso
lv
e
d
th
at
th
ei
r
r
eg
is
tr
atio
n
in
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
is
cr
u
cial
f
o
r
en
h
an
c
in
g
th
e
q
u
ality
o
f
in
s
tr
u
ctio
n
s
an
d
lear
n
in
g
[
1
7
]
.
C
o
g
n
itiv
e
d
ev
elo
p
m
en
t
in
f
ir
s
t
y
ea
r
o
f
life
en
tails
th
e
p
r
o
c
ess
th
r
o
u
g
h
wh
ich
co
g
n
itiv
e
ab
ilit
ies
in
v
ar
io
u
s
d
o
m
ain
s
p
r
o
g
r
ess
[
1
8
]
.
T
h
e
f
o
u
r
co
g
n
itiv
e
d
o
m
ain
s
ar
e
lan
g
u
ag
e
,
m
em
o
r
y
,
th
e
s
p
atial
,
an
d
t
h
e
e
x
ec
u
tiv
e
d
o
m
ain
s
.
As
it
h
as
b
ee
n
p
o
i
n
ted
o
u
t
ea
r
lier
,
o
n
e
ca
n
n
am
e
q
u
ite
a
n
u
m
b
er
o
f
p
r
o
f
ess
io
n
al
s
ch
o
o
ls
wh
ich
ass
u
m
e
th
e
ex
is
ten
ce
o
f
ce
r
tain
ea
r
ly
s
en
s
itiv
e
p
h
ases
in
ch
il
d
d
ev
elo
p
m
e
n
t,
at
wh
ich
en
v
ir
o
n
m
en
tal
e
x
p
er
ien
ce
s
,
as
h
as
b
ee
n
em
p
h
asized
,
s
h
o
u
ld
b
e
ta
k
en
in
to
co
n
s
id
er
atio
n
b
y
all
m
ea
n
s
;
all
o
f
th
ese
s
ch
o
o
ls
ar
e
n
e
u
r
o
s
cien
tific
,
d
e
v
elo
p
m
e
n
tal
p
s
y
ch
o
lo
g
ical,
an
d
ec
o
n
o
m
ic
[
1
9
]
.
Of
all
th
e
ed
u
ca
tio
n
al
lev
els,
o
n
ly
E
C
E
is
in
a
p
o
s
itio
n
to
m
ak
e
a
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
to
war
d
s
th
e
b
u
ild
in
g
o
f
a
s
u
s
tain
ab
le
s
o
ciety
[
2
0
]
.
T
h
e
ce
n
tr
al
aim
o
f
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
is
to
th
e
c
h
ild
’
s
b
o
d
y
an
d
m
in
d
in
o
r
d
er
t
o
en
ab
le
th
em
to
atten
d
f
o
r
m
al
s
ch
o
o
l
an
d
t
o
d
o
awa
y
with
co
n
ce
r
n
th
at
t
h
ey
will
n
ee
d
to
at
ten
d
[
2
1
]
.
T
h
e
id
e
a
o
f
en
r
o
lm
en
t
i
n
p
r
e
-
p
r
im
a
r
y
s
ch
o
o
l
allo
ws
th
e
y
o
u
n
g
s
ter
to
b
e
f
am
iliar
with
ev
er
y
th
in
g
h
en
ce
th
e
a
d
d
itio
n
al
p
r
ess
u
r
e
wh
ich
th
e
latter
f
ac
e
s
[
2
2
]
.
I
t
also
ass
is
ts
th
em
to
g
et
f
am
iliar
with
atten
d
in
g
to
s
ch
o
o
l
an
d
teac
h
er
s
wh
o
em
p
lo
y
e
v
er
y
o
cc
asio
n
to
p
o
s
itiv
ely
in
f
lu
en
ce
p
a
r
en
ts
to
en
r
o
ll th
eir
ch
ild
r
en
in
to
p
r
e
-
p
r
im
ar
y
s
ch
o
o
l a
r
e
ca
p
ab
le
o
f
h
elp
in
g
in
th
is
d
e
v
elo
p
m
en
t.
Ad
d
itio
n
ally
,
p
r
esch
o
o
l
ass
is
ts
ch
ild
r
en
in
a
cq
u
ir
in
g
p
a
r
ticu
lar
s
k
ills
,
s
u
ch
as
p
r
e
-
r
ea
d
i
n
g
s
k
ills
,
p
r
e
-
wr
itin
g
s
k
ills
,
s
p
o
k
en
lan
g
u
ag
e,
a
n
d
p
h
o
n
o
lo
g
ical
aw
ar
en
ess
[
1
7
]
.
E
a
r
ly
ed
u
ca
tio
n
in
B
an
g
lad
esh
is
s
ig
n
if
ican
t.
T
h
is
s
tu
d
y
ex
p
lo
r
es
p
ar
en
tal
in
v
o
lv
e
m
en
t
in
E
C
E
in
B
a
n
g
lad
esh
,
u
s
in
g
in
-
d
ep
th
in
t
er
v
iews
to
u
n
d
er
s
tan
d
h
o
w
b
ac
k
g
r
o
u
n
d
s
tatu
s
an
d
ed
u
ca
tio
n
in
f
lu
e
n
ce
th
eir
awa
r
en
ess
an
d
s
el
ec
tio
n
o
f
s
er
v
ices.
I
t
r
ev
ea
ls
r
u
r
al
-
u
r
b
an
d
if
f
er
e
n
ce
s
an
d
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
well
-
in
f
o
r
m
ed
p
ar
e
n
tal
in
v
o
lv
e
m
en
t
i
n
ea
r
ly
ch
ild
h
o
o
d
d
ev
elo
p
m
en
t.
T
h
e
r
esear
ch
p
r
o
v
i
d
es
p
r
ac
tic
al
g
u
id
an
ce
t
o
en
h
a
n
ce
p
a
r
en
t
al
in
v
o
lv
em
e
n
t
an
d
q
u
ality
ac
ce
s
s
in
d
is
ad
v
an
ta
g
ed
co
m
m
u
n
ities
.
I
t
also
h
ig
h
lig
h
ts
th
e
im
p
ac
t
o
f
p
o
v
er
t
y
an
d
illi
ter
ac
y
o
n
ch
ild
r
en
’
s
b
ac
k
war
d
n
ess
in
B
an
g
lad
esh
,
an
d
o
p
p
o
s
es
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
.
Hen
ce
,
th
is
r
esear
ch
was
co
n
ce
iv
ed
to
a
d
d
r
ess
th
is
g
ap
b
y
ask
in
g
th
e
q
u
esti
o
n
:
h
o
w
d
o
es
p
ar
en
tal
awa
r
en
ess
in
E
C
E
in
f
lu
en
ce
th
e
d
ev
elo
p
m
e
n
tal
o
u
tco
m
es
o
f
c
h
ild
r
en
ag
ed
4
-
6
in
B
an
g
lad
e
s
h
,
co
n
s
id
er
in
g
th
e
s
o
cio
-
ec
o
n
o
m
ic,
ed
u
ca
tio
n
al,
an
d
cu
ltu
r
al
f
ac
to
r
s
th
at
im
p
ac
t a
cc
ess
an
d
p
ar
ticip
atio
n
?
2.
M
E
T
H
O
D
T
o
an
aly
ze
th
e
d
ata
f
o
r
th
is
s
tu
d
y
,
th
is
r
esear
ch
em
p
lo
y
e
d
a
q
u
alitativ
e
m
eth
o
d
r
esear
ch
d
esig
n
.
T
h
is
was
d
o
n
e
in
o
r
d
er
to
o
b
t
ain
in
-
d
ep
th
i
n
f
o
r
m
atio
n
ab
o
u
t
p
ar
en
ts
b
y
in
ter
v
iewin
g
p
ar
e
n
ts
.
T
h
at
was
d
o
n
e
with
th
e
aim
o
f
b
etter
u
n
d
er
s
tan
d
in
g
th
e
g
iv
e
n
p
h
en
o
m
en
a
o
f
p
ar
en
tal
co
n
s
cio
u
s
n
ess
an
d
ac
tiv
ity
f
o
r
ch
ild
r
en
ea
r
ly
ed
u
ca
tio
n
an
d
d
ev
el
o
p
m
en
t.
2
.
1
.
I
ns
t
rum
ent
s
T
h
er
e
wer
e
30
in
ter
v
iews
c
o
n
d
u
cte
d
f
o
r
th
is
s
tu
d
y
.
I
t
was
led
th
r
o
u
g
h
a
s
tr
u
ctu
r
e
-
o
p
en
e
n
d
ed
q
u
esti
o
n
n
air
e
a
n
d
cl
o
s
e
en
d
e
d
q
u
esti
o
n
n
air
e.
Par
e
n
ts
with
ch
ild
r
en
in
th
e
4
-
6
ag
e
r
an
g
e
wer
e
in
v
ited
t
o
p
ar
ticip
ate
in
th
e
i
n
-
d
ep
t
h
-
in
t
er
v
iews.
I
n
-
d
ep
th
in
ter
v
iews
wer
e
co
n
d
u
cted
with
p
a
r
en
ts
f
r
o
m
a
v
ar
iety
o
f
in
co
m
e
lev
els,
le
v
el
o
f
ed
u
ca
tio
n
,
s
o
cio
ec
o
n
o
m
ic
r
an
g
e
s
.
T
h
e
d
u
r
atio
n
o
f
th
e
o
n
e
-
on
-
o
n
e
m
ee
tin
g
is
esti
m
ated
at
4
0
m
in
u
tes.
T
h
e
s
tu
d
y
p
ar
ticip
an
t
’
s
in
f
o
r
m
e
d
p
er
m
is
s
io
n
was
o
b
tain
ed
b
e
f
o
r
e
an
y
r
ec
o
r
d
in
g
s
(
au
d
io
,
v
id
eo
,
o
r
te
x
tu
al)
.
2
.
2
.
Resea
rc
h lo
ca
t
io
n a
nd
pa
rt
icipa
nts
T
h
e
r
esear
ch
was
co
n
d
u
cted
in
d
iv
er
s
e
s
ettin
g
s
with
in
B
an
g
lad
esh
to
ca
p
tu
r
e
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
p
ar
en
tal
aw
ar
en
ess
in
ch
ild
ea
r
ly
ed
u
ca
t
io
n
an
d
d
e
v
elo
p
m
e
n
t.
As
a
r
esu
lt,
th
e
ar
ea
o
f
C
h
ittag
o
n
g
Div
is
io
n
,
Dh
ak
a
D
iv
is
io
n
,
R
an
g
p
u
r
D
iv
is
io
n
,
Sy
lh
et
D
iv
is
io
n
,
an
d
Kh
u
ln
a
D
iv
is
io
n
wer
e
s
er
v
ed
as
th
e
r
esear
ch
s
ite
s
f
o
r
th
is
s
tu
d
y
.
T
h
ese
ar
ea
s
o
f
ten
h
av
e
b
etter
ac
ce
s
s
to
ed
u
ca
ti
o
n
al
r
eso
u
r
ce
s
an
d
in
f
r
astru
ctu
r
e
in
u
r
b
an
a
r
ea
o
n
th
e
o
th
er
h
a
n
d
;
ty
p
ically
f
a
ce
ch
allen
g
es
s
u
ch
as
lim
ited
ac
ce
s
s
to
q
u
ality
ed
u
ca
tio
n
a
n
d
r
eso
u
r
ce
s
in
r
u
r
al
ar
ea
.
B
ec
au
s
e
o
f
th
is
,
we
ab
le
to
c
o
m
m
u
n
icate
with
a
d
i
v
er
s
e
p
o
o
l
o
f
p
ar
ticip
an
ts
wh
o
co
m
e
f
r
o
m
a
v
ar
iety
o
f
f
in
a
n
cial
b
r
ac
k
ets
an
d
wh
o
wer
e
en
r
o
ll
o
r
n
o
t
en
r
o
ll
th
eir
ch
ild
r
en
i
n
eith
er
p
u
b
lic
o
r
p
r
iv
ate
p
r
e
-
s
ch
o
o
ls
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
T
o
g
et
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
to
p
ic,
3
0
p
ar
en
ts
wer
e
in
v
o
l
v
ed
.
R
esear
ch
in
g
in
u
r
b
an
an
d
r
u
r
al
ar
ea
s
was
p
r
o
v
id
i
n
g
a
d
iv
er
s
e
p
er
s
p
ec
tiv
e
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
P
a
r
en
ta
l a
w
a
r
en
ess
in
ea
r
ly
ed
u
ca
tio
n
fo
s
teri
n
g
ch
ild
d
ev
el
o
p
men
t
(
K
a
n
a
k
S
h
r
ma
J
o
y
)
4835
also
co
n
s
id
er
in
g
s
o
cio
-
ec
o
n
o
m
ic
co
n
d
itio
n
an
d
ed
u
ca
tio
n
a
l
lev
el.
Fo
r
th
e
p
u
r
p
o
s
e
o
f
th
i
s
r
esear
ch
,
we
wer
e
b
ein
g
r
ea
ch
in
g
o
u
t to
p
ar
e
n
ts
wh
o
h
av
e
ch
ild
r
e
n
in
th
e
ag
e
r
an
g
e
o
f
4
to
6
y
ea
r
s
o
ld
.
Par
ticip
an
ts
an
d
r
esear
ch
s
ite
wer
e
s
elec
ted
u
s
in
g
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
.
2
.
3
.
Da
t
a
g
a
t
hering
pro
ce
du
re
I
t
was
in
clu
d
ed
in
-
d
ep
th
in
te
r
v
iew.
T
h
e
ex
p
lo
r
atio
n
o
f
p
r
i
m
ar
y
d
ata
in
th
is
s
tu
d
y
was
ca
r
r
ied
o
u
t
u
s
in
g
in
ter
v
iews
s
ch
ed
u
le.
I
n
t
er
v
iew
wh
ich
was
co
n
s
is
t
o
f
in
-
d
ep
th
d
is
cu
s
s
io
n
s
with
p
ar
en
ts
r
eg
ar
d
in
g
th
eir
id
ea
s
an
d
th
o
u
g
h
ts
o
n
y
o
u
n
g
ch
ild
r
en
’
s
d
ev
elo
p
m
en
t
an
d
lear
n
in
g
as
well
as
ea
r
ly
e
d
u
ca
tio
n
.
An
in
-
d
ep
th
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
ca
u
s
es
a
n
d
ex
p
lan
atio
n
s
o
f
p
er
ce
p
tio
n
an
d
k
n
o
wled
g
e
g
ain
e
d
v
ia
one
-
on
-
o
n
e
in
ter
v
iews,
allo
win
g
th
e
r
esear
ch
t
o
id
en
t
if
y
th
e
g
a
p
s
an
d
p
ath
s
to
war
d
s
a
h
ig
h
er
s
tan
d
a
r
d
o
f
ea
r
ly
e
d
u
ca
tio
n
a
n
d
ch
ild
d
ev
elo
p
m
e
n
t.
At
s
am
e
tim
e,
li
ter
atu
r
e
r
ev
iew
o
f
th
is
r
esear
c
h
s
tu
d
y
was
p
r
o
v
id
in
g
th
e
s
ec
o
n
d
ar
y
d
ata.
So
u
r
ce
o
f
s
ec
o
n
d
a
r
y
d
ata,
wh
ich
was
g
ath
er
ed
f
r
o
m
p
u
b
lis
h
ed
r
esear
ch
ar
ticles,
web
s
ites
,
an
d
d
o
c
u
m
en
ts
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
an
aly
s
is
was
in
v
o
lv
ed
co
llectin
g
f
ield
n
o
tes,
au
d
io
r
ec
o
r
d
in
g
s
,
an
d
p
h
o
t
o
s
f
o
llo
wed
b
y
o
r
g
an
izin
g
in
ter
v
iew
d
ata,
i
d
en
tify
in
g
r
ec
u
r
r
i
n
g
th
em
es,
an
d
ca
teg
o
r
izin
g
in
f
o
r
m
atio
n
an
aly
ze
d
u
s
in
g
t
h
em
atic
an
aly
s
is
was th
en
u
s
ed
to
in
ter
p
r
et
an
d
d
r
aw
co
n
clu
s
io
n
f
r
o
m
t
h
e
r
esu
lts
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
s
tu
d
y
r
ev
ea
ls
t
h
at
p
a
r
en
ts
with
h
ig
h
er
E
C
E
awa
r
en
e
s
s
ar
e
b
etter
e
q
u
ip
p
e
d
to
s
u
p
p
o
r
t
th
eir
ch
ild
r
en
’
s
c
o
g
n
itiv
e,
ac
ad
e
m
ic,
s
o
cial,
an
d
e
m
o
tio
n
al
d
ev
el
o
p
m
en
t,
d
esp
ite
s
o
cio
-
ec
o
n
o
m
ic
an
d
ed
u
ca
tio
n
al
d
if
f
er
en
ce
s
,
p
ar
ticu
lar
ly
in
lo
w
-
in
co
m
e
f
am
ilies
.
3
.
1
.
1
.
T
hem
e
0
1
:
pa
re
nta
l
a
wa
re
nes
s
o
n e
a
rly
educa
t
io
n
Fro
m
th
is
s
tu
d
y
,
it
is
f
o
u
n
d
th
at
m
ajo
r
ity
o
f
th
e
p
ar
en
ts
ag
r
ee
d
th
at,
p
a
r
en
ts
with
well
-
in
f
o
r
m
e
d
k
n
o
wled
g
e
o
n
ea
r
ly
ed
u
ca
tio
n
esp
ec
ially
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
ar
e
in
a
b
etter
s
u
p
p
o
r
t
to
h
el
p
th
e
ch
ild
d
ev
elo
p
m
e
n
t.
T
h
e
y
also
ag
r
e
ed
th
at
k
n
o
wled
g
e
a
b
o
u
t
g
o
al
s
an
d
s
tr
ateg
ies
o
f
p
r
e
-
p
r
im
a
r
y
ed
u
ca
tio
n
allo
ws
p
ar
en
ts
s
u
p
p
o
r
t
lear
n
in
g
at
h
o
m
e,
p
r
o
v
id
e
f
am
iliar
co
n
tex
ts
,
an
d
p
ar
ticip
ate
in
ac
tiv
ities
co
n
n
ec
ted
with
p
r
e
-
p
r
im
a
r
y
ed
u
ca
tio
n
al
g
o
al
s
an
d
k
n
o
win
g
d
ev
el
o
p
m
en
ta
l
m
iles
to
n
es
an
d
ed
u
ca
tio
n
al
o
b
jectiv
es
en
ab
les
p
ar
en
ts
to
o
f
f
e
r
th
e
r
ig
h
t
en
v
i
r
o
n
m
en
t
an
d
s
u
p
p
o
r
t
f
o
r
a
ch
i
ld
’
s
d
ev
elo
p
m
en
t.
On
e
p
ar
en
t
(
P
-
1
1
)
o
p
in
ed
an
d
r
ep
o
r
ted
th
at
:
“
P
r
e
-
s
ch
o
o
l
p
la
ys
cru
cia
l
r
o
le
in
s
ch
o
o
l
r
ea
d
in
ess
o
f
ch
ild
r
en
.
Wh
en
p
a
r
en
ts
kn
o
w
th
e
co
mp
eten
cies
a
n
d
kn
o
w
led
g
e
t
h
a
t
is
ex
p
ec
ted
o
f
ch
ild
r
en
b
efo
r
e
th
ey
a
tten
d
p
r
ima
r
y
s
ch
o
o
l,
th
en
th
ey
w
ill
p
r
ep
a
r
e
th
eir
ch
ild
r
en
w
ell
fo
r
th
is
p
r
o
ce
s
s
.
Th
is
p
r
ep
a
r
a
tio
n
in
clu
d
es
d
ev
elo
p
men
t
o
f
liter
a
cy
a
n
d
n
u
mera
cy
,
s
o
cia
l
r
ela
ted
n
ess
a
n
d
emo
tio
n
a
l self
-
r
eg
u
la
tio
n
.
”
All
th
e
p
ar
en
ts
in
th
is
s
tu
d
y
af
f
ir
m
ed
th
e
im
p
o
r
tan
ce
o
f
p
r
e
-
p
r
im
ar
y
e
d
u
ca
tio
n
s
in
ce
it
p
la
y
s
a
m
ajo
r
r
o
le
in
th
e
d
ev
el
o
p
m
en
t
o
f
ch
ild
r
en
’
s
ca
p
ab
ilit
ies
an
d
in
s
et
tin
g
th
em
u
p
f
o
r
a
p
r
o
p
er
ed
u
ca
tio
n
al
b
eg
in
n
in
g
an
d
f
o
r
f
u
tu
r
e
d
e
v
elo
p
m
e
n
t.
Fo
r
th
is
r
ea
s
o
n
,
all
th
e
p
ar
tic
ip
an
ts
ar
e
awa
r
e
o
f
th
eir
ch
il
d
r
en
p
r
e
-
p
r
im
a
r
y
ed
u
ca
tio
n
.
Par
en
ts
ag
r
ee
with
th
e
n
o
tio
n
th
at
p
r
e
-
p
r
im
ar
y
is
a
ce
n
ter
w
h
er
e
lea
r
n
in
g
o
f
liter
ac
y
n
u
m
er
ical
a
n
d
etiq
u
ette
is
ac
h
iev
ed
th
r
o
u
g
h
p
lay
an
d
p
la
y
s
a
s
ig
n
if
ica
n
t
r
o
le
in
t
h
e
d
e
v
elo
p
m
e
n
tal
p
r
o
c
ess
wh
er
eb
y
a
ch
ild
laid
d
o
wn
ce
m
e
n
ted
f
o
u
n
d
atio
n
,
in
tellectu
al,
s
o
cial,
an
d
em
o
tio
n
al
well
-
b
ein
g
o
f
th
e
c
h
ild
.
All
th
e
p
ar
ticip
an
ts
in
u
r
b
a
n
ar
ea
s
tr
o
n
g
ly
b
eliev
ed
th
at
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
wh
ich
e
n
tails
E
C
E
f
r
o
m
b
ir
th
t
o
ar
o
u
n
d
ag
e
6
y
e
ar
s
is
a
v
er
y
s
en
s
itiv
e
p
er
io
d
in
th
e
life
o
f
c
h
ild
.
T
h
is
p
h
as
e
in
clu
d
es
v
a
r
io
u
s
p
r
o
g
r
a
m
s
lik
e;
n
u
r
s
er
y
,
k
in
d
e
r
g
ar
ten
,
an
d
p
r
esch
o
o
l
an
d
th
u
s
ca
n
b
e
co
n
s
id
er
ed
as
to
lay
a
s
tr
o
n
g
an
d
s
o
lid
b
ac
k
g
r
o
u
n
d
f
o
r
an
y
s
tu
d
en
t.
O
n
e
o
f
th
e
u
r
b
an
p
a
r
en
ts
(
P
-
3
0
)
s
tated
:
“
P
r
e
-
s
ch
o
o
l
lea
r
n
in
g
is
n
o
t
j
u
s
t
a
b
o
u
t
th
e
p
r
ep
a
r
a
tio
n
f
o
r
lea
r
n
in
g
;
a
s
a
ma
tter
o
f
fa
ct
,
it
h
a
s
a
ma
jo
r
r
esp
o
n
s
ib
ilit
y
o
f p
r
o
mo
tin
g
th
e
c
h
ild
’
s
men
ta
l,
p
h
ysica
l,
s
o
cia
l
-
emo
tio
n
a
l d
ev
elo
p
men
t
.
”
Fro
m
th
e
in
ter
v
iews
with
p
ar
e
n
ts
,
all
o
f
th
em
wer
e
o
f
th
e
o
p
in
io
n
th
at
p
r
e
–
p
r
im
a
r
y
ed
u
ca
tio
n
is
v
er
y
cr
u
cial
f
o
r
y
o
u
n
g
ch
ild
r
e
n
d
ev
elo
p
m
en
t.
T
h
e
y
wer
e
p
er
c
eiv
in
g
th
at
p
r
e
-
p
r
i
m
ar
y
ed
u
c
atio
n
b
en
ef
icial
f
o
r
ch
ild
r
en
as
th
ey
ac
q
u
i
r
e
in
s
tr
u
ctio
n
,
t
h
at
m
a
y
f
o
r
m
th
e
b
asis
f
o
r
t
h
e
0
-
6
y
ea
r
s
’
ac
ad
em
i
c
ac
h
iev
em
e
n
t.
T
h
e
asp
ec
ts
in
clu
d
e
th
e
g
e
n
er
al
k
n
o
wled
g
e
as
well
as
s
k
ills
ess
en
tial
in
lear
n
in
g
to
r
ea
d
an
d
wr
ite
a
n
d
th
e
co
g
n
itiv
e
a
n
d
t
h
in
k
in
g
s
k
ills
th
at
ar
e
s
o
v
ital
in
ea
r
ly
ed
u
ca
tio
n
to
en
ab
le
th
e
c
h
ild
t
o
em
b
a
r
k
o
n
ea
r
ly
s
ch
o
o
lin
g
.
A
k
e
y
f
in
d
in
g
o
f
th
e
s
tu
d
y
is
th
at
teac
h
er
s
f
a
cilitate
ch
ild
r
en
’
s
p
r
o
ce
s
s
o
f
d
ea
lin
g
with
th
eir
em
o
tio
n
s
an
d
t
h
eir
em
o
tio
n
al
d
ev
elo
p
m
e
n
t.
A
p
ar
ticu
la
r
p
ar
en
t (
P
-
0
3
)
s
aid
:
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
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
8
3
2
-
4
8
4
3
4836
“
C
h
ild
r
en
w
h
o
a
tten
d
g
o
o
d
p
r
e
-
p
r
ima
r
y
ce
n
ters
h
a
ve
b
e
tter
lea
r
n
in
g
a
ch
ieve
men
t
le
ve
ls
in
p
r
ima
r
y
a
n
d
s
ec
o
n
d
a
r
y
s
ch
o
o
l.
E
a
r
ly
ed
u
ca
tio
n
g
ives
ch
i
ld
r
en
b
e
p
r
ep
a
r
ed
fo
r
th
e
s
y
s
tem
o
f
o
r
g
a
n
iz
ed
lea
r
n
in
g
to
in
p
r
ima
r
y
s
ch
o
o
l
.
”
All
th
e
p
a
r
en
ts
in
u
r
b
an
an
d
r
u
r
al
a
r
ea
a
g
r
ee
d
th
at,
th
r
o
u
g
h
p
r
e
-
p
r
im
a
r
y
ed
u
ca
tio
n
k
id
s
f
r
o
m
d
if
f
er
e
n
t
b
ac
k
g
r
o
u
n
d
h
av
e
eq
u
al
ch
an
c
e
to
s
u
cc
ee
d
in
th
eir
p
er
f
o
r
m
a
n
ce
.
E
d
u
ca
tio
n
al
p
r
o
g
r
am
s
th
a
t
ar
e
f
av
o
r
ab
le
a
n
d
av
ailab
le
ass
is
t th
e
d
is
ad
v
an
tag
ed
ch
ild
r
e
n
to
f
ath
o
m
t
h
e
d
iv
er
g
en
ce
b
etwe
en
th
em
an
d
o
th
er
ch
ild
r
en
.
3
.
1
.
2
.
T
hem
e
0
2
:
a
g
e
o
f
s
t
a
r
t
ing
prescho
o
l e
du
ca
t
io
n
T
h
e
ag
e
o
f
c
h
ild
r
en
t
h
at
s
tar
t
p
r
esch
o
o
l
ed
u
ca
tio
n
is
m
o
r
e
co
n
ce
r
n
in
B
an
g
lad
esh
s
in
ce
it
g
r
ea
tly
d
eter
m
in
es
ch
ild
r
e
n
’
s
ea
r
l
y
l
ea
r
n
in
g
an
d
ed
u
ca
tio
n
al
p
r
o
g
r
ess
.
Nu
r
s
er
y
a
n
d
k
in
d
e
r
g
a
r
ten
p
r
o
g
r
a
m
s
ar
e
ess
en
tial
in
th
e
d
eliv
er
y
o
f
p
r
esch
o
o
l
ed
u
ca
tio
n
g
iv
en
th
eir
im
p
o
r
tan
ce
in
d
ev
elo
p
m
en
t
o
f
a
ch
ild
in
ter
m
s
o
f
ed
u
ca
tio
n
a
n
d
ch
a
r
ac
ter
.
Fo
r
th
e
s
tar
tin
g
ag
e
o
f
p
r
esch
o
o
l
p
ar
en
ts
h
ad
d
if
f
er
en
t
o
p
in
io
n
s
.
So
m
e
p
ar
en
ts
th
in
k
th
at,
ag
e
o
f
3
to
3
.
5
th
is
is
th
e
v
ar
y
r
ig
h
t
tim
e
f
o
r
ch
ild
r
en
to
g
o
to
p
r
e
-
p
r
im
ar
y
.
So
m
e
p
a
r
e
n
ts
s
tated
,
ch
ild
r
en
s
h
o
u
ld
atten
d
p
r
e
-
p
r
im
ar
y
wh
en
th
ey
ar
e
m
atu
r
e
d
at
5
.
I
n
o
th
er
r
esp
ec
t,
s
o
m
e
p
ar
en
ts
h
o
ld
th
e
v
iew
th
at
ch
ild
r
en
s
h
o
u
ld
g
o
to
p
r
e
-
p
r
i
m
ar
y
at
least
ag
ed
4
y
ea
r
s
.
T
h
ey
h
a
d
s
aid
,
4
y
ea
r
s
is
th
e
b
est
tim
e
b
ec
au
s
e
ch
ild
r
en
ar
e
in
tellig
en
t a
n
d
th
e
y
ca
n
ea
s
ily
p
ick
t
h
e
lear
n
in
g
.
On
e
o
f
th
e
p
ar
en
ts
(
P
-
0
3
)
m
e
n
tio
n
ed
:
“
Wh
en
th
e
ch
ild
r
en
a
r
e
b
etw
ee
n
5
ye
a
r
s
ev
eryo
n
e
s
h
o
u
ld
ta
ke
th
e
ch
ild
to
p
r
e
-
s
ch
o
o
l,
b
ec
a
u
s
e
mo
s
t
p
r
e
-
s
ch
o
o
ls
p
u
t
mu
ch
p
r
ess
u
r
e
o
n
ch
ild
r
en
s
o
th
e
p
r
ess
u
r
e
w
il
l
less
o
n
th
e
ch
il
d
w
h
en
th
e
ch
ild
r
en
a
r
e
a
b
o
ve
5
ye
a
r
s
,
a
l
s
o
s
a
id
th
e
ch
ild
o
u
g
h
t
to
b
e
t
a
ke
n
to
s
ch
o
o
l
a
t
a
g
e
4
g
r
a
d
u
a
lly
s
o
a
s
to
en
h
a
n
ce
th
eir a
ctivity
.
”
All
p
ar
en
ts
ar
e
ag
r
ee
d
th
at
th
e
f
o
r
m
at
o
f
p
r
esch
o
o
l
ed
u
ca
ti
o
n
in
B
an
g
lad
esh
is
ca
teg
o
r
ies
b
asically
g
o
v
er
n
m
en
t
an
d
p
r
i
v
ate
in
s
titu
tio
n
s
.
Ho
wev
e
r
,
g
o
v
e
r
n
m
en
t
p
r
o
v
id
e
d
p
r
esch
o
o
ls
,
wh
ich
ar
e
n
o
t
v
er
y
v
er
s
atile
with
r
eg
ar
d
to
th
e
s
tar
tin
g
ag
e
an
d
m
ay
h
av
e
s
tr
icter
tim
etab
le.
Hen
ce
,
t
h
e
r
e
a
r
e
a
v
a
r
i
et
y
o
f
p
r
i
v
a
t
e
p
r
esch
o
o
ls
th
at
p
o
s
t
m
o
r
e
f
lex
ib
le
h
o
u
r
s
an
d
ev
en
en
r
o
ll
ch
ild
r
en
at
a
m
u
ch
ten
d
er
e
r
ag
e
in
r
ea
d
in
e
s
s
f
o
r
co
m
p
etitio
n
.
So
m
e
p
ar
en
ts
ar
e
d
is
ap
p
o
in
te
d
with
th
e
p
o
licies
o
f
p
r
e
-
p
r
i
m
ar
y
s
ch
o
o
ls
as
s
o
m
e
in
s
titu
tio
n
s
p
u
t
to
o
m
u
ch
p
r
ess
u
r
e
o
n
c
h
ild
r
en
a
n
d
p
u
t t
h
e
walk
lo
ad
o
n
c
h
ild
r
en
,
t
h
er
eb
y
jeo
p
a
r
d
izin
g
c
h
ild
r
en
’
s
d
e
v
elo
p
m
en
t.
3
.
1
.
3
.
T
hem
e
0
3
:
co
ns
idera
t
io
n
while
cho
o
s
ing
/s
e
lect
ing
ea
rly
educa
t
io
n
ins
t
it
utio
n
f
o
r
child
Fro
m
th
is
s
tu
d
y
it
is
f
o
u
n
d
t
h
at
v
ar
io
u
s
f
ac
to
r
s
th
at
p
lay
cr
itical
r
o
le,
wh
ile
p
ar
en
ts
ar
e
s
elec
tin
g
p
r
e
-
p
r
im
a
r
y
in
s
titu
tio
n
f
o
r
th
eir
ch
ild
ar
e
as
ed
u
ca
tio
n
al
p
h
ilo
s
o
p
h
y
o
f
th
e
in
s
titu
tio
n
,
q
u
alif
icatio
n
o
f
th
e
teac
h
er
s
,
n
u
m
b
er
o
f
ch
ild
r
en
p
er
class
,
s
af
ety
p
r
o
v
is
io
n
s
,
ad
d
r
ess
,
r
ep
u
tatio
n
,
f
ee
s
,
in
f
r
astru
ctu
r
a
l
d
ev
elo
p
m
e
n
t,
p
ar
ticip
atio
n
o
f
p
ar
e
n
ts
,
cu
ltu
r
e
an
d
v
alu
e
s
y
s
tem
o
f
t
h
e
in
s
titu
tio
n
,
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
,
an
d
ch
an
ce
s
o
f
o
b
s
er
v
atio
n
.
B
y
ass
e
s
s
in
g
th
ese
a
s
p
ec
ts
c
o
m
p
r
eh
e
n
s
iv
ely
,
it
b
ec
o
m
es
ea
s
ier
to
d
ev
elo
p
an
in
f
o
r
m
e
d
ch
o
ice
t
h
at
en
h
a
n
ce
s
y
o
u
r
ch
ild
ea
r
l
y
lear
n
in
g
an
d
lay
s
d
o
wn
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
lear
n
in
g
p
r
o
g
r
ess
.
So
m
e
o
f
th
e
p
ar
en
ts
m
en
tio
n
e
d
:
“
Th
e
mo
s
t
imp
o
r
ta
n
t
fa
cto
r
f
o
r
me
w
o
u
ld
b
e
th
e
ed
u
ca
tio
n
a
l
p
h
il
o
s
o
p
h
y
a
n
d
cu
r
r
icu
lu
m
o
f
th
e
in
s
titu
tio
n
;
I
w
o
u
ld
p
r
o
vid
e
m
o
r
e
imp
o
r
ta
n
ce
fo
r
th
e
p
r
e
-
s
ch
o
o
l
w
h
ich
f
o
cu
s
mo
r
e
o
n
p
la
y
-
b
a
s
ed
lea
r
n
in
g
s
in
ce
it
s
u
p
p
o
r
ts
le
a
r
n
in
g
th
r
o
u
g
h
p
la
y,
s
o
cia
l
s
kills
,
p
r
o
b
lem
s
o
lvin
g
a
n
d
co
g
n
itive
d
ev
elo
p
men
t in
a
less
s
tr
u
ctu
r
ed
en
viro
n
men
t
.
”
(P
-
10)
“
I
w
o
u
ld
g
ive
p
r
eferen
tia
l
fo
cu
s
to
cla
s
s
s
iz
e
a
n
d
th
e
s
tu
d
en
t
-
tea
ch
er
r
a
tio
b
ec
a
u
s
e
s
ma
ller
cla
s
s
es
a
n
d
lo
w
r
a
tio
s
en
a
b
le
mo
r
e
s
tu
d
en
t
-
ce
n
tered
,
b
etter
a
d
a
p
ta
b
le,
a
d
ep
t
ch
ild
-
ce
n
tered
tea
ch
-
lea
r
n
in
g
a
p
p
r
o
a
ch
es
a
n
d
s
u
p
p
o
r
t
th
e
s
o
cia
l
-
emo
tio
n
a
l,
p
h
ysica
l,
a
c
a
d
emic
,
a
n
d
crea
tive
g
r
o
w
th
o
f
ea
c
h
lea
r
n
er
a
n
d
a
p
p
r
o
p
r
ia
tely
fitt
in
g
ex
tr
a
c
u
r
r
icu
la
r
a
n
d
e
n
r
ich
men
t
p
r
o
g
r
a
ms
b
ec
a
u
s
e
th
ey
ca
n
en
h
a
n
ce
a
n
d
ex
p
a
n
d
th
e
ch
ild
’
s
a
b
ilit
ies a
n
d
in
teres
ts
.
”
(P
-
09)
3
.
1
.
4
.
T
hem
e
0
4
:
pa
re
nta
l
v
iews
a
bo
ut
t
ea
ching
-
lea
rning
a
pp
ro
a
c
h
f
o
r
child
re
n
dev
el
o
pm
ent
a
g
e
4
-
6
a
t
ho
m
e
a
nd
pre
-
s
cho
o
l
T
h
e
m
ajo
r
ity
o
f
th
e
p
ar
e
n
t
s
o
p
in
ed
th
at
t
h
e
teac
h
in
g
-
lear
n
in
g
a
p
p
r
o
ac
h
th
at
f
ac
ilit
ates
th
e
p
r
e
-
p
r
im
a
r
y
ch
ild
r
en
n
ee
d
s
to
b
e
ca
r
in
g
as
well
as
ac
tiv
e
an
d
s
h
o
u
ld
in
co
r
p
o
r
ate
all
r
o
u
n
d
d
ev
elo
p
m
e
n
t.
Fo
r
th
is
,
th
e
teac
h
er
s
h
o
u
ld
b
e
tr
ain
ed
an
d
s
h
o
u
ld
b
e
an
ex
p
e
r
t
in
th
e
r
elev
a
n
t
s
u
b
ject.
I
n
t
eg
r
ated
an
d
ch
ild
-
in
itiated
an
d
ch
ild
-
d
ir
ec
ted
a
ctiv
ities
ar
e
cr
u
cial
s
in
ce
th
is
m
ak
es
th
em
lear
n
th
r
o
u
g
h
p
lay
wh
ich
is
an
im
p
o
r
tan
t d
e
v
elo
p
m
e
n
t in
y
o
u
n
g
ch
ild
r
e
n
.
On
e
o
f
th
e
p
ar
en
t
s
(
P
-
0
4
)
m
en
tio
n
ed
:
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
P
a
r
en
ta
l a
w
a
r
en
ess
in
ea
r
ly
ed
u
ca
tio
n
fo
s
teri
n
g
ch
ild
d
ev
el
o
p
men
t
(
K
a
n
a
k
S
h
r
ma
J
o
y
)
4837
“
P
la
yin
g
w
ith
b
lo
ck
s
,
s
o
lvin
g
s
imp
le
g
a
mes
a
n
d
p
u
z
z
les
a
s
s
is
ts
in
p
r
o
b
lem
s
o
lvin
g
s
kills
,
s
p
a
tia
l
r
ea
s
o
n
in
g
a
n
d
t
h
in
kin
g
a
b
ilit
ies
in
g
r
o
u
p
p
la
y,
th
e
ch
ild
lea
r
n
s
h
o
w
to
s
h
a
r
e,
w
a
it
fo
r
h
is
o
r
h
er
tu
r
n
,
s
o
lve
p
r
o
b
lems
a
n
d
lea
r
n
mo
r
e
a
b
o
u
t
th
e
s
elf
a
n
d
o
th
ers
w
h
ich
is
ve
r
y
imp
o
r
ta
n
t
i
n
h
is
o
r
h
er so
cia
l g
r
o
w
th
.
”
Mo
s
t o
f
th
e
p
ar
en
ts
af
f
ir
m
ed
t
h
at
th
eir
id
ea
l te
ac
h
in
g
-
lear
n
in
g
p
r
ef
er
e
n
ce
in
p
r
e
-
p
r
im
a
r
y
le
v
el
is
p
lay
b
ased
.
Set
u
p
a
p
lay
f
u
l
en
v
ir
o
n
m
en
t
h
el
p
ch
ild
to
e
n
g
ag
e
an
d
u
s
e
p
lay
as
ap
p
r
o
ac
h
to
l
ea
r
n
in
g
.
T
h
is
m
ay
in
clu
d
e
to
y
s
,
ar
ts
,
a
n
d
b
u
ild
in
g
m
ater
ials
wh
ich
en
co
u
r
ag
e
t
h
e
ch
ild
to
c
r
ea
tiv
ity
a
n
d
s
o
lv
in
g
p
r
o
b
lem
.
Mo
s
t
p
ar
en
ts
to
d
ay
h
a
v
e
f
aith
an
d
tr
u
s
t in
p
lay
-
b
ased
ed
u
ca
tio
n
an
d
th
at
th
e
ch
ild
lear
n
s
b
est th
r
o
u
g
h
p
la
y
.
B
ec
au
s
e
p
lay
as
a
way
t
h
r
o
u
g
h
wh
ich
ch
ild
r
en
o
u
g
h
t
to
teac
h
s
o
cia
l
r
elatio
n
s
,
cr
ea
tiv
ity
as
well
as
s
o
lv
e
p
r
o
b
lem
s
.
On
e
o
f
th
e
p
ar
en
ts
(
P
-
2
8
)
m
e
n
tio
n
ed
:
“
I
mig
h
t
feel
mo
r
e
co
mfo
r
ta
b
le
w
ith
th
e
ed
u
ca
tio
n
a
l
s
ettin
g
s
th
a
t
p
r
o
mo
te
ch
ild
’
s
in
itia
tive
a
n
d
en
co
u
r
a
g
e
h
is
o
r
h
er in
teres
ts
a
n
d
cu
r
io
s
ities
r
a
th
er th
a
n
me
mo
r
iz
in
g
.
”
As
m
o
r
e
an
d
m
o
r
e
tech
n
o
lo
g
y
h
as
b
ec
o
m
e
in
co
r
p
o
r
ated
in
to
th
e
class
r
o
o
m
s
o
m
e
p
ar
en
ts
o
f
y
o
u
n
g
ch
ild
r
en
ar
e
o
k
a
y
with
ch
ild
r
en
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
i
n
to
ea
r
ly
ed
u
ca
tio
n
.
T
h
ey
we
lco
m
e
ed
u
ca
tio
n
al
ap
p
licatio
n
s
an
d
g
am
es
alo
n
g
with
ea
s
y
o
n
lin
e
ac
ce
s
s
ib
ilit
y
f
o
cu
s
ed
o
n
e
x
p
an
d
in
g
c
h
ild
r
en
’
s
lear
n
in
g
ex
p
er
ien
ce
s
an
d
o
f
f
er
i
n
g
th
e
m
m
o
r
e
p
r
a
ctice
,
b
u
t
th
ey
als
o
th
in
k
ab
o
u
t
th
e
o
v
er
u
s
e
o
f
s
cr
ee
n
s
.
O
n
e
o
f
th
e
p
ar
en
ts
(
P
-
0
6
)
m
en
tio
n
ed
:
“
I
w
ill
o
n
ly
a
llo
w
my
ch
ild
to
u
s
e
a
p
p
s
,
g
a
mes,
a
n
d
s
p
ec
ific
p
r
o
g
r
a
ms
th
a
t
a
r
e
a
g
e
-
a
p
p
r
o
p
r
ia
te,
r
elev
a
n
t
to
w
h
a
t
my
ch
ild
n
e
ed
s
to
lea
r
n
a
n
d
s
h
o
u
ld
b
e
f
lexib
le
in
th
a
t
it
’
s
n
o
t
ju
s
t
p
a
s
s
ive
co
n
ten
t
th
a
t
t
h
e
ch
ild
is
a
b
s
o
r
b
in
g
,
b
u
t
r
a
th
er
s
o
meth
in
g
s
h
e
is
a
ctive
ly
p
a
r
ticip
a
tin
g
in
like
‘
B
en
g
a
li
A
B
C
’
o
r
‘
K
id
s
Lea
r
n
B
en
g
a
li
’
w
ith
th
ese
a
p
p
s
I
c
a
n
in
s
ta
ll
th
em
o
n
s
ma
r
t
p
h
o
n
es
a
n
d
th
en
o
r
g
a
n
iz
e
d
a
ily
o
r
w
ee
kly
a
ctivities w
h
ere
th
e
ch
ild
r
en
ca
n
p
r
a
ctice
.
”
3
.
1
.
5
.
P
a
re
nta
l
a
wa
re
nes
s
t
o
inv
o
lv
ed
in
c
hil
d
g
ro
s
s
a
nd
m
o
t
o
r
dev
elo
pm
ent
,
c
o
g
nit
iv
e
dev
elo
pm
ent
-
em
er
g
ent
lite
ra
cy
dev
el
o
pm
ent
;
em
er
g
ent
nu
m
er
a
c
y
dev
elo
pm
ent
,
s
o
cia
l
a
nd
em
o
t
io
na
l
dev
elo
pm
ent
As
th
e
m
ajo
r
ity
o
f
th
e
p
ar
en
ts
p
o
in
ted
o
u
t,
o
n
e
s
h
o
u
ld
s
elec
t
b
o
o
k
s
ac
co
r
d
in
g
to
th
e
ch
ild
r
en
’
s
ag
e
an
d
s
h
ar
e
th
e
b
o
o
k
s
with
th
e
c
h
ild
.
I
t sh
o
u
l
d
b
e
u
s
ed
to
elicit
q
u
esti
o
n
s
ab
o
u
t t
h
e
s
to
r
y
to
f
o
s
ter
u
n
d
er
s
tan
d
i
n
g
an
d
m
a
k
e
co
m
m
en
ts
ab
o
u
t
th
e
s
to
r
y
.
Pictu
r
e
b
o
o
k
s
m
ig
h
t
b
e
u
s
ed
t
o
d
is
cu
s
s
th
e
p
ictu
r
e
s
th
em
s
elv
es,
an
d
to
g
u
ess
wh
at
m
ig
h
t
b
e
g
o
in
g
to
o
cc
u
r
n
ex
t,
wh
ile
en
h
an
cin
g
c
r
ea
tiv
ity
an
d
co
m
p
r
e
h
en
s
io
n
.
Facilitate
o
r
lo
ca
te
g
am
es
th
at
en
tail
u
s
e
o
f
m
atc
h
in
g
ca
r
d
s
wh
ich
h
av
e
alp
h
ab
ets,
n
u
m
b
er
s
o
r
s
h
ap
es
to
en
h
an
ce
m
em
o
r
y
an
d
th
in
k
in
g
ab
ilit
ies
also
co
g
n
itiv
e
s
k
ills
.
T
ak
e
n
atu
r
e
walk
s
a
n
d
tr
y
to
n
o
te
p
la
n
ts
an
d
an
im
als
as
we
ll
as
an
y
n
atu
r
al
ev
en
ts
tak
in
g
p
lace
.
I
t
is
es
tab
lis
h
ed
th
at
p
ar
en
tal
en
g
ag
em
e
n
t
h
as
a
s
ig
n
if
ican
t
i
m
p
ac
t
to
em
er
g
en
t
liter
ac
y
o
f
y
o
u
n
g
ch
ild
r
en
.
B
asically
,
em
er
g
en
t
liter
ac
y
is
th
e
ea
r
ly
lear
n
in
g
o
f
r
ea
d
i
n
g
an
d
wr
itin
g
s
k
ills
wh
ich
ar
e
p
r
ec
u
r
s
o
r
s
to
th
e
a
ctu
al
m
o
d
e
o
f
lear
n
in
g
.
T
h
er
e
ar
e
m
an
y
way
s
p
ar
en
ts
ca
n
co
m
e
in
to
s
u
p
p
o
r
t
th
eir
ch
ild
’
s
liter
ac
y
an
d
it c
an
b
e
th
r
o
u
g
h
f
u
n
lear
n
in
g
p
r
o
ce
s
s
es.
On
e
o
f
th
e
p
ar
en
ts
(
P
-
0
8
)
m
en
tio
n
ed
:
“
E
n
s
u
r
e
p
a
r
en
ts
a
r
e
p
r
o
vid
ed
w
ith
a
r
a
n
g
e
o
f
b
o
o
ks
s
u
ch
a
s
p
ictu
r
e
b
o
o
ks,
in
tera
ctive
b
o
o
ks
a
mo
n
g
o
th
ers
to
s
u
it
t
h
eir
ch
i
ld
r
en
’
s
in
teres
ts
a
s
w
ell
a
s
th
eir
d
ev
elo
p
men
ta
l
leve
ls
.
Use
b
o
o
ks
w
ith
r
h
ymin
g
text
s
o
th
a
t
th
e
c
h
ild
ca
n
b
e
mo
r
e
en
erg
iz
ed
in
fo
r
min
g
s
o
u
n
d
p
a
tter
n
s
o
r
s
ed
u
cin
g
a
n
d
s
timu
la
tin
g
th
e
ch
ild
to
r
ea
d
.
Letter
s
a
n
d
s
o
u
n
d
s
:
P
a
r
ticip
a
te
in
a
ctivities
r
ela
ted
to
th
is
w
ith
th
e
a
im
o
f
fin
d
in
g
o
u
t
a
n
d
n
a
min
g
th
e
letters
a
n
d
t
h
e
s
o
u
n
d
s
o
f
th
e
letters
;
ex
a
mp
les
a
r
e
letter
s
o
r
tin
g
o
r
a
lp
h
a
b
et
p
u
z
z
les
.
”
Fam
ilies
’
p
ar
ticip
atio
n
in
em
er
g
en
t
n
u
m
er
ac
y
is
ess
en
tial
f
o
r
estab
lis
h
in
g
s
o
lid
lear
n
in
g
an
d
ap
p
r
ec
iatio
n
o
f
m
at
h
em
atics
in
th
e
y
o
u
n
g
k
id
s
.
E
m
er
g
e
n
t
n
u
m
er
ac
y
is
a
co
n
ce
p
t
th
at
s
o
lely
ass
er
ts
to
b
e
th
e
ea
r
ly
lear
n
in
g
o
f
m
at
h
s
k
ills
an
d
co
n
ce
p
ts
in
ch
ild
r
en
b
ef
o
r
e
th
ey
g
o
to
f
o
r
m
al
s
ch
o
o
l.
On
e
o
f
th
e
p
ar
en
ts
(P
-
1
1
)
m
e
n
tio
n
ed
:
“
I
n
tr
o
d
u
ce
c
o
u
n
tin
g
in
to
ev
er
yd
a
y
ta
s
ks
fo
r
ex
a
mp
le
co
u
n
t
in
g
th
e
n
u
mb
er
o
f
s
ta
ir
s
clim
b
ed
o
r
th
e
n
u
mb
er
o
f
a
p
p
les
th
ere
a
r
e
in
fr
u
it
b
o
w
l
in
a
g
r
o
ce
r
y
s
t
o
r
e,
a
s
k
my
ch
ild
to
h
elp
co
u
n
t
item
s
o
r
to
co
mp
a
r
e
p
r
ices
u
s
in
g
n
u
mb
ers
in
r
ea
l
life
s
itu
a
tio
n
s
.
Dis
co
ve
r
h
o
w
to
crea
te
a
n
d
n
a
me
p
a
tter
n
s
w
ith
o
b
jects
o
r
co
lo
r
s
o
r
s
h
a
p
es.
F
o
r
in
s
ta
n
ce
,
d
r
a
w
a
s
h
a
p
e
o
f
r
ed
b
lu
e
r
ed
b
lu
e
s
h
a
p
e
a
n
d
tell m
y
ch
ild
t
o
g
o
o
n
w
ith
it
.
”
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
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
8
3
2
-
4
8
4
3
4838
I
t
is
cr
itical
to
i
n
v
o
lv
e
p
a
r
e
n
ts
in
th
e
s
o
cial
an
d
th
e
e
m
o
tio
n
al
d
ev
elo
p
m
en
t
o
f
a
ch
ild
.
T
h
is
d
ev
elo
p
m
e
n
tal
ar
ea
is
v
er
y
im
p
o
r
tan
t
f
o
r
ch
ild
r
e
n
’
s
ab
il
ity
to
f
o
r
m
m
ea
n
in
g
f
u
l
r
elat
io
n
s
h
ip
s
,
r
eg
u
late
em
o
tio
n
s
,
an
d
ef
f
ec
tiv
ely
en
g
a
g
e
in
ac
tiv
ities
with
o
th
er
s
.
On
e
o
f
th
e
p
ar
en
ts
(
P
-
0
7
)
m
e
n
tio
n
ed
:
“
N
o
w
a
n
d
th
en
I
tea
ch
my
ch
ild
h
o
w
to
s
o
lve
in
terp
er
s
o
n
a
l
co
n
flicts
b
y
b
a
r
g
a
in
in
g
a
mo
n
g
h
is
a
g
e
ma
tes.
Help
th
em
ta
lk
to
o
n
e
a
n
o
t
h
er
a
n
d
d
etermin
e
th
e
s
o
lu
tio
n
s
w
h
ich
a
r
e
s
a
tis
fa
c
to
r
y
to
b
o
th
o
f
y
o
u
.
E
s
ta
b
lis
h
fr
ee
d
o
m
to
s
p
ea
k
to
my
ch
ild
w
h
en
h
e
w
a
n
ts
,
o
r
feels
like,
a
s
lo
n
g
a
s
th
e
co
n
ve
r
s
a
tio
n
.
F
o
r
in
s
ta
n
ce
,
m
y
ch
ild
ma
y
in
vite
a
cla
s
s
ma
te
to
h
is
b
ir
th
d
a
y
p
a
r
ty
a
n
d
th
is
ma
ke
s
my
ch
ild
b
u
ild
fr
ien
d
s
h
ip
s
.
P
l
a
ytime
ma
ke
s
my
ch
ild
kn
o
w
h
o
w
to
s
h
a
r
e
to
ys w
ith
fr
ien
d
s
.
”
Par
en
ts
(
P
-
29
an
d
P
-
2
5
)
b
eli
ev
ed
th
at
p
e
r
f
o
r
m
in
g
to
d
if
f
e
r
en
t
task
s
with
th
e
ch
ild
d
o
e
s
n
o
t
o
n
ly
f
ac
ilit
ate
co
g
n
itiv
e,
s
o
cial
an
d
em
o
tio
n
al
d
ev
el
o
p
m
e
n
t
o
f
th
e
ch
il
d
,
b
u
t
also
s
tr
en
g
th
en
s
p
ar
e
n
t
-
ch
ild
attac
h
m
en
t.
Par
en
ts
,
to
in
clu
d
in
g
o
f
th
e
ed
u
ca
tio
n
al
g
am
es,
cr
ea
tiv
e
wo
r
k
,
a
n
d
o
t
h
er
ty
p
es
o
f
p
h
y
s
ical
ac
tiv
ity
,
an
d
lear
n
in
g
f
r
o
m
d
ay
-
to
-
d
ay
li
f
e
ex
p
er
ien
ce
,
p
r
o
v
id
e
a
f
a
v
o
r
ab
le
en
v
i
r
o
n
m
e
n
t
to
s
u
p
p
o
r
t
y
o
u
r
ch
ild
’
s
d
ev
elo
p
m
e
n
t.
3
.
2
.
Dis
cus
s
io
n
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
cr
u
ci
al
r
o
le
o
f
p
ar
en
tal
k
n
o
wled
g
e
i
n
en
h
an
cin
g
E
C
E
p
r
o
g
r
am
ef
f
ec
tiv
en
ess
an
d
r
ec
o
m
m
en
d
s
p
o
licies
to
b
etter
en
g
a
g
e
p
a
r
en
ts
,
esp
e
cially
f
r
o
m
d
is
ad
v
an
tag
e
d
b
ac
k
g
r
o
u
n
d
s
.
I
t
also
ad
d
r
ess
es
th
e
im
p
ac
t
o
f
m
o
th
er
s
’
ed
u
ca
tio
n
,
teac
h
er
tr
ain
i
n
g
q
u
ality
,
an
d
cu
ltu
r
ally
ap
p
r
o
p
r
iate,
p
lay
-
b
ased
lear
n
in
g
m
eth
o
d
s
.
3
.
2
.
1
.
T
hem
e
0
1
:
pa
re
nta
l
a
wa
re
nes
s
o
n e
a
rly
educa
t
io
n
T
h
e
f
in
d
in
g
s
f
r
o
m
th
e
in
-
d
e
p
th
in
ter
v
iew
an
d
o
b
s
er
v
ati
o
n
ch
ec
k
lis
t
in
d
icate
th
at
A
m
o
th
er
’
s
ed
u
ca
tio
n
le
v
el
g
r
ea
tly
im
p
a
ct
h
er
c
h
ild
’
s
ch
an
ce
s
o
f
att
en
d
in
g
E
C
E
wh
en
it
c
o
m
es
to
ea
r
ly
c
h
ild
h
o
o
d
in
v
o
lv
em
e
n
t
o
f
a
n
y
t
y
p
e.
T
h
i
s
s
tu
d
y
to
tal
n
u
m
b
er
o
f
2
5
m
o
th
er
s
,
th
er
e
was
o
n
ly
o
n
e
m
o
th
er
wh
o
co
u
l
d
n
o
t
co
m
p
lete
h
er
s
tu
d
ies
u
p
to
s
ec
o
n
d
ar
y
s
ch
o
o
l
ce
r
tific
ate
(
SSC
)
.
I
n
th
is
s
tu
d
y
s
aw
th
at
th
is
m
o
th
er
d
id
n
o
t
en
r
o
ll
h
e
r
ch
ild
in
p
r
esch
o
o
l.
T
h
e
o
th
e
r
r
em
ai
n
in
g
m
o
th
er
s
wh
o
ar
e
p
u
r
s
u
in
g
HSC
o
r
g
r
a
d
u
ate
d
e
g
r
ee
s
h
av
e
en
r
o
lled
th
eir
ch
ild
r
e
n
in
p
r
e
-
s
ch
o
o
ls
p
r
o
g
r
am
s
.
C
h
ild
r
en
wh
o
s
e
m
o
th
er
s
h
a
v
e
co
m
p
leted
s
ec
o
n
d
ar
y
s
ch
o
o
l
ar
e
m
o
r
e
lik
ely
to
en
r
o
ll
in
E
C
E
p
r
o
g
r
am
s
th
an
ch
ild
r
en
wh
o
s
e
m
o
th
er
s
h
av
e
o
n
l
y
co
m
p
leted
elem
en
tar
y
s
ch
o
o
l o
r
h
av
e
n
ev
er
atten
d
ed
s
ch
o
o
l [
1
1
]
.
T
h
e
p
r
esen
t
s
tu
d
y
r
ev
ea
ls
th
at
p
ar
en
ts
wh
o
ar
e
k
n
o
wled
g
ea
b
le
ab
o
u
t
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
ar
e
b
etter
eq
u
i
p
p
ed
to
s
u
p
p
o
r
t
th
e
ir
ch
ild
’
s
g
r
o
wth
.
T
h
e
y
b
eliev
e
th
at
b
ei
n
g
awa
r
e
o
f
th
e
o
b
je
ctiv
es
an
d
tactics
o
f
p
r
e
-
p
r
im
a
r
y
ed
u
ca
tio
n
ca
n
e
n
co
u
r
a
g
e
h
o
m
e
lear
n
in
g
,
p
r
o
v
id
e
co
m
f
o
r
tab
le
en
v
ir
o
n
m
e
n
ts
,
an
d
en
g
a
g
e
in
ac
tiv
ities
r
elate
d
to
th
ese
g
o
als.
T
h
is
k
n
o
wled
g
e
ca
n
p
r
o
v
id
e
th
e
i
d
ea
l
atm
o
s
p
h
e
r
e
an
d
s
u
p
p
o
r
t
f
o
r
th
ei
r
ch
ild
’
s
d
ev
elo
p
m
e
n
t.
Par
en
ts
wh
o
ef
f
ec
tiv
ely
ca
r
r
y
o
u
t
th
ese
r
esp
o
n
s
ib
ilit
ies
o
f
awa
r
en
ess
an
d
g
o
o
d
p
lan
im
p
lem
en
tatio
n
h
el
p
ch
ild
r
e
n
’
s
m
en
tal,
em
o
tio
n
al,
a
n
d
s
o
cia
l d
ev
elo
p
m
e
n
t p
r
o
g
r
ess
m
o
r
e
s
m
o
o
th
ly
[
1
2
]
.
Pre
s
en
t
s
tu
d
y
f
o
u
n
d
t
h
at
a
s
m
all
n
u
m
b
er
o
f
p
ar
en
ts
f
r
o
m
u
n
d
er
p
r
iv
ileg
e
d
b
ac
k
g
r
o
u
n
d
s
lack
en
o
u
g
h
awa
r
en
ess
r
eg
ar
d
in
g
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
in
B
an
g
la
d
esh
.
T
h
ey
b
eliev
e
th
at
o
n
ly
th
e
p
r
iv
ate
s
ec
to
r
o
f
f
er
s
ea
r
ly
ed
u
ca
tio
n
an
d
th
at
g
o
v
er
n
m
en
t
i
n
s
titu
tio
n
s
d
o
n
o
t
o
f
f
e
r
p
r
e
-
p
r
im
a
r
y
less
o
n
s
.
I
n
f
o
r
m
al
b
ab
y
co
u
r
s
es
ar
e
r
ea
lly
o
f
f
er
e
d
in
g
o
v
er
n
m
en
t
p
r
im
ar
y
s
ch
o
o
ls
to
p
r
esch
o
o
l
-
ag
e
ch
ild
r
e
n
wh
o
ar
e
n
o
t
y
e
t
6
y
ea
r
s
o
ld
[
2
3
]
.
T
h
e
m
ajo
r
g
o
al
o
f
th
ese
s
ess
io
n
s
is
to
h
elp
th
e
ch
ild
r
en
b
ec
o
m
e
u
s
ed
to
th
e
s
ch
o
o
l settin
g
.
T
h
e
p
r
esen
t
s
tu
d
y
f
o
u
n
d
th
at
a
ll
th
e
p
ar
en
ts
ag
r
ee
th
at
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
is
cr
u
cial
f
o
r
ch
ild
r
en
’
s
d
ev
elo
p
m
e
n
t,
as
it
p
r
e
p
ar
es
th
em
f
o
r
t
h
eir
f
u
tu
r
e
in
telle
ctu
al,
s
o
cial,
a
n
d
e
m
o
tio
n
al
h
ea
lth
.
I
t
in
v
o
lv
es
lear
n
in
g
r
ea
d
in
g
,
n
u
m
er
ac
y
,
a
n
d
m
an
n
er
s
th
r
o
u
g
h
p
la
y
,
an
d
o
f
ten
co
v
er
s
p
r
o
g
r
am
s
f
r
o
m
in
f
an
cy
to
n
ea
r
ly
f
ir
s
t
g
r
ad
e
b
e
f
o
r
e
s
ch
o
o
l
s
tar
ts
.
E
v
er
y
p
a
r
ticip
an
t
u
n
d
er
s
to
o
d
p
r
e
-
p
r
im
a
r
y
s
ch
o
o
lin
g
q
u
i
te
well.
A
ll
o
f
th
e
p
ar
ticip
an
ts
b
eliev
ed
th
at
p
r
e
-
p
r
im
ar
y
ed
u
ca
tio
n
is
th
e
in
s
tit
u
tio
n
th
at
g
iv
es
k
id
s
ac
ce
s
s
to
th
e
o
u
ts
id
e
wo
r
ld
an
d
h
elp
s
th
em
lear
n
ab
o
u
t
th
eir
s
u
r
r
o
u
n
d
i
n
g
s
[
1
6
]
.
C
o
n
v
e
r
s
ely
s
tu
d
y
f
o
u
n
d
t
h
at,
th
o
u
g
h
s
o
m
e
p
ar
en
ts
f
ee
l
an
x
io
u
s
if
th
e
y
d
o
n
o
t
s
ee
th
e
ir
k
id
s
b
r
in
g
i
n
g
in
th
eir
s
ch
o
o
lwo
r
k
o
r
if
th
e
y
ju
s
t
p
lay
i
n
s
tead
o
f
en
g
ag
in
g
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
1
5
]
.
A
cc
o
r
d
in
g
to
t
h
e
cu
r
r
e
n
t
s
tu
d
y
,
u
r
b
a
n
p
ar
en
ts
ar
e
b
eliev
e
d
th
at,
ch
ild
r
en
ar
e
en
r
o
llin
g
p
r
e
-
p
r
im
a
r
y
s
ch
o
o
l,
wh
ich
p
r
o
v
i
d
in
g
a
s
tr
o
n
g
f
o
u
n
d
atio
n
f
o
r
f
o
r
m
al
s
ch
o
o
lin
g
,
b
ec
au
s
e
p
r
esch
o
o
l
ed
u
ca
tio
n
m
ea
n
s
o
f
p
r
ep
ar
atio
n
f
o
r
m
al
s
ch
o
o
lin
g
an
d
is
im
p
o
r
tan
t
f
o
r
f
o
s
ter
in
g
m
en
tal,
p
h
y
s
ical,
an
d
s
o
cial
-
em
o
tio
n
al
d
ev
el
o
p
m
en
t.
So
m
e
p
ar
en
ts
in
m
etr
o
p
o
litan
ar
ea
s
b
eliev
e
th
at
p
r
esch
o
o
l
e
d
u
ca
ti
o
n
p
lay
s
a
k
ey
r
o
le
s
in
ce
it
ass
is
t
s
ch
ild
r
en
in
s
u
cc
ess
f
u
lly
co
m
p
letin
g
p
r
im
ar
y
ed
u
ca
tio
n
a
n
d
p
r
o
v
id
es
all
-
ar
o
u
n
d
d
ev
el
o
p
m
en
t
b
y
h
elp
i
n
g
th
e
k
id
to
g
r
asp
a
v
ar
iety
o
f
is
s
u
es [
1
7
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Pre
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8
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2
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P
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[
2
1
]
.
T
h
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esen
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tu
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n
d
t
h
at
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a
n
d
id
en
tify
i
n
g
d
ev
elo
p
m
en
tal
d
elay
s
[
2
4
]
.
E
v
er
y
p
ar
e
n
t
ac
k
n
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wled
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d
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h
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ter
s
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ch
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Par
en
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[
2
5
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.
3
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2
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2
.
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0
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ter
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5
[
2
0
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.
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ly
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KG
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d
KG
-
2
f
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r
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ild
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g
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3
to
5
[
2
6
]
.
3
.
2
.
3
.
T
hem
e
0
3
:
co
ns
idera
t
io
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while
cho
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/s
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lect
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rly
educa
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ins
t
it
utio
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f
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r
child
T
h
e
s
tu
d
y
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ig
h
lig
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ts
cr
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f
ac
to
r
s
wh
en
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ts
ch
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o
s
e
a
p
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im
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in
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f
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ild
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g
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u
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icatio
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ize
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ta
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f
r
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tal
p
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icip
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,
cu
ltu
r
e,
ex
tr
ac
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r
r
icu
la
r
ac
tiv
ities
,
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d
o
b
s
er
v
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o
p
p
o
r
t
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ities
.
W
h
en
d
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id
in
g
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to
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n
r
o
ll
th
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ch
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in
p
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t
h
e
m
ajo
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ity
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f
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ar
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tak
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th
e
cu
r
r
icu
lu
m
an
d
q
u
ality
in
to
co
n
s
id
er
atio
n
[
1
6
]
.
I
n
p
r
esen
t
s
tu
d
y,
p
ar
en
ts
p
r
io
r
itize
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u
ca
tio
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p
h
ilo
s
o
p
h
y
an
d
c
u
r
r
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lu
m
,
with
p
r
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-
s
ch
o
o
ls
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in
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p
lay
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b
ased
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in
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f
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r
s
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k
ill
s
,
p
r
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-
s
o
lv
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g
,
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d
co
g
n
itiv
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d
ev
elo
p
m
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n
t
in
less
s
tr
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ctu
r
ed
s
ettin
g
s
.
P
ar
en
ts
ch
o
o
s
e
p
r
esch
o
o
ls
with
ag
e
-
a
p
p
r
o
p
r
ia
te
cu
r
r
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la
to
h
elp
th
eir
k
id
s
d
ev
elo
p
t
h
eir
s
o
cial,
em
o
tio
n
al,
an
d
in
tellectu
al
liter
ac
y
[
2
7
]
.
I
n
p
r
esen
ts
s
tu
d
y
p
ar
en
ts
f
r
o
m
u
r
b
an
ar
e
c
o
n
s
id
er
th
at,
f
o
r
s
tu
d
en
t
-
ce
n
t
er
ed
teac
h
i
n
g
t
h
at
s
u
p
p
o
r
ts
s
o
cial
-
em
o
tio
n
al,
p
h
y
s
ical,
in
tellectu
al,
an
d
cr
ea
tiv
e
g
r
o
wth
,
p
ay
clo
s
e
atten
tio
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t
o
class
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ize
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d
th
e
s
tu
d
en
t
-
teac
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r
atio
a
n
d
s
u
f
f
icien
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tr
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r
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lar
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n
d
en
r
ich
m
en
t
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im
p
r
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v
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k
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d
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s
.
Similar
ly
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ch
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en
wh
o
atten
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p
r
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-
p
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m
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ch
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o
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el
o
p
g
o
o
d
h
ea
lth
an
d
clea
n
li
n
ess
h
ab
its
[
2
8
]
.
R
esear
ch
in
d
icate
s
th
at
th
e
q
u
ality
o
f
p
r
esch
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l
in
s
tr
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s
,
cu
r
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lu
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d
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ch
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te
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ac
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s
af
f
ec
t
th
e
lan
g
u
ag
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a
n
d
liter
ac
y
d
ev
elo
p
m
en
t o
f
th
ei
r
s
tu
d
en
ts
[
2
9
]
.
T
h
is
s
u
p
p
o
r
ts
th
e
f
in
d
i
n
g
s
o
f
t
h
e
p
r
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t stu
d
y
.
3
.
2
.
4
.
T
hem
e
0
4
:
pa
re
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pp
ro
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c
h f
o
r
child
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n dev
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ent
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4
-
6
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t
ho
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e
a
nd
pre
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s
cho
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l
I
n
p
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t
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tu
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f
o
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n
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th
at,
p
ar
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ts
b
eliev
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a
ca
r
in
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ac
tiv
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d
co
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e
ac
ad
em
ic
p
r
ess
u
r
e
in
p
r
im
a
r
y
s
ch
o
o
ls
’
h
am
p
er
s
ch
ild
d
ev
el
o
p
m
en
t
[
3
0
]
.
Pre
-
p
r
im
ar
y
tea
ch
er
s
h
av
e
litt
le
to
n
o
p
r
o
f
ess
io
n
al
tr
ain
in
g
,
wh
ic
h
m
ak
es it c
h
allen
g
in
g
to
g
u
ar
an
tee
h
ig
h
-
q
u
ality
in
s
tr
u
ctio
n
[
3
1
]
.
I
n
p
r
esen
t
s
tu
d
y
f
o
u
n
d
t
h
at,
p
ar
en
ts
p
r
ef
e
r
p
lay
-
b
ased
te
ac
h
in
g
in
p
r
e
-
p
r
im
ar
y
le
v
el
ed
u
ca
tio
n
,
f
o
cu
s
in
g
o
n
en
g
ag
in
g
ch
ild
r
e
n
th
r
o
u
g
h
to
y
s
,
ar
ts
,
an
d
b
u
il
d
in
g
m
ater
ials
.
T
h
ey
b
eliev
e
p
lay
h
elp
s
ch
ild
r
en
lear
n
s
o
cial
r
elatio
n
s
,
c
r
ea
tiv
ity
,
an
d
p
r
o
b
lem
-
s
o
l
v
in
g
.
Par
en
ts
p
r
ef
er
ed
u
ca
tio
n
al
s
et
tin
g
s
th
at
p
r
o
m
o
te
in
itiativ
e
an
d
cu
r
io
s
ity
,
r
ath
e
r
th
an
m
em
o
r
izin
g
.
C
lear
in
s
tr
u
ctio
n
an
d
p
lay
-
b
ased
lear
n
in
g
h
elp
ch
ild
r
e
n
d
ev
elo
p
s
elf
-
co
n
tr
o
l
an
d
p
r
e
p
ar
e
th
em
f
o
r
f
u
tu
r
e
s
u
cc
ess
.
C
h
ild
r
en
ar
e
m
o
s
t
awa
r
e
o
f
th
em
s
elv
es
wh
en
p
lay
in
g
,
lear
n
in
g
th
r
o
u
g
h
ex
p
lo
r
atio
n
,
cr
ea
tiv
ity
,
an
d
p
r
o
b
l
em
-
s
o
lv
in
g
,
co
n
tr
i
b
u
tin
g
to
th
e
d
e
v
elo
p
m
e
n
t
o
f
s
o
cial,
p
h
y
s
ical,
an
d
co
g
n
itiv
e
ab
ilit
ies
[
3
2
]
.
Par
en
tal
in
v
o
l
v
em
en
t
in
p
lay
h
as
m
an
y
p
o
s
itiv
e
ef
f
ec
ts
o
n
th
e
in
ter
ac
tio
n
b
etwe
en
p
ar
e
n
ts
an
d
ch
ild
r
en
[
3
3
]
.
Ho
wev
e
r
,
s
o
m
e
p
ar
en
ts
b
eliev
e
th
at
p
lay
h
as
les
s
o
f
an
im
p
ac
t
o
n
th
eir
c
h
ild
r
en
’
s
g
r
o
wth
th
a
n
o
th
er
ac
tiv
ities
[
3
4
]
.
I
n
th
e
p
r
esen
t
s
tu
d
y
s
o
m
e
p
a
r
en
ts
o
f
y
o
u
n
g
ch
ild
r
e
n
ar
e
a
cc
ep
tin
g
tech
n
o
lo
g
y
in
teg
r
ati
o
n
in
ea
r
l
y
ed
u
ca
tio
n
,
d
esp
ite
co
n
ce
r
n
s
a
b
o
u
t
s
cr
ee
n
o
v
e
r
u
s
e,
as
ed
u
ca
tio
n
al
ap
p
licatio
n
s
a
n
d
g
am
es
ex
p
an
d
ch
ild
r
en
’
s
lear
n
in
g
ex
p
er
ien
ce
s
.
Ad
d
itio
n
ally
,
it
ca
n
im
p
r
o
v
e
wo
r
d
m
aster
in
g
,
wh
ich
is
a
m
ajo
r
f
a
cto
r
in
d
eter
m
in
i
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
8
2
2
I
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t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
8
3
2
-
4
8
4
3
4840
a
ch
ild
’
s
p
r
e
p
ar
atio
n
f
o
r
s
ch
o
o
l.
A
s
tu
d
y
n
o
ted
th
at
watc
h
i
n
g
telev
is
io
n
h
elp
s
y
o
u
n
g
ch
i
ld
r
en
im
p
r
o
v
e
th
eir
v
o
ca
b
u
lar
y
a
n
d
ar
ith
m
etic
a
b
ilit
ies
[
3
5
]
.
I
n
a
s
im
ilar
,
a
n
o
th
e
r
s
tu
d
y
f
o
u
n
d
th
at
c
h
ild
r
en
’
s
f
i
n
e
m
o
t
o
r
s
k
ills
an
d
p
r
o
b
lem
-
s
o
lv
in
g
a
b
ilit
ies ar
e
im
p
r
o
v
e
d
wh
en
th
ey
p
lay
v
id
e
o
g
am
es [
3
6
]
.
3
.
2
.
5
.
P
a
re
nta
l
a
wa
re
nes
s
t
o
inv
o
lv
ed
in
c
hil
d
g
ro
s
s
a
nd
m
o
t
o
r
dev
elo
pm
ent
,
c
o
g
nit
iv
e
dev
elo
pm
ent
-
em
er
g
ent
lite
ra
cy
dev
el
o
pm
ent
;
em
er
g
ent
nu
m
er
a
c
y
dev
elo
pm
ent
,
s
o
cia
l
a
nd
em
o
t
io
na
l
dev
elo
p
m
ent
T
h
e
p
r
esen
ts
s
tu
d
y
i
d
en
tifie
s
s
o
m
e
r
ec
o
m
m
e
n
d
atio
n
s
in
clu
d
in
g
th
e
n
ee
d
f
o
r
p
ar
en
ts
to
s
elec
t
b
o
o
k
s
with
a
f
o
cu
s
o
n
a
g
e
an
d
to
r
ea
d
th
o
s
e
b
o
o
k
s
to
ch
ild
r
en
.
T
h
is
m
eth
o
d
is
also
u
s
ef
u
l
in
in
cr
ea
s
in
g
ag
e
ap
p
r
o
p
r
iate
co
r
r
ec
tiv
e
r
ea
d
in
g
s
k
ills
,
an
d
e
x
ten
d
s
th
e
ch
i
ld
r
en
’
s
in
ter
est
in
b
o
o
k
s
at
a
v
er
y
ten
d
e
r
ag
e
.
An
o
th
er
r
esear
ch
in
d
icate
s
th
at
ch
o
o
s
in
g
tex
ts
ap
p
r
o
p
r
iate
f
o
r
ch
ild
r
en
’
s
s
k
ill
lev
els,
in
ter
m
s
o
f
ch
ild
r
en
’
s
d
ev
elo
p
m
e
n
tal
lev
el,
h
elp
s
th
em
to
in
ter
ac
t
with
th
e
b
o
o
k
s
b
etter
as
well
as,
co
n
s
id
er
in
g
th
is
s
tu
d
y
’
s
f
in
d
in
g
th
at
s
o
cial
m
ed
ia
p
lay
e
d
a
s
u
b
s
tan
tial
r
o
le
in
p
ar
ticip
an
ts
’
u
n
d
e
r
s
tan
d
in
g
s
o
f
ea
r
ly
liter
ac
y
an
d
lan
g
u
ag
e
d
ev
elo
p
m
e
n
t,
th
e
p
r
o
v
is
io
n
o
f
o
n
-
g
o
in
g
an
d
r
eg
u
la
r
ly
u
p
d
ated
o
n
lin
e
b
lo
g
s
,
an
d
in
f
o
r
m
atio
n
al
ar
ticles
b
y
th
ese
o
r
g
a
n
izatio
n
s
m
a
y
s
er
v
e
to
r
ea
ch
a
wid
er
au
d
ien
ce
[
3
7
]
.
Als
o
,
th
e
p
r
ac
tice
o
f
r
ea
d
in
g
alo
u
d
with
ch
ild
r
en
ca
n
en
h
a
n
ce
ch
ild
r
e
n
’
s
ty
p
es
o
f
v
o
ca
b
u
lar
y
,
u
n
d
er
s
tan
d
in
g
,
an
d
an
aly
s
is
lev
els
th
an
th
o
s
e
s
tu
d
en
ts
wh
o
d
id
n
o
t e
n
g
ag
e
in
s
im
ilar
r
ea
d
in
g
ac
tiv
ities
with
th
eir
p
a
r
en
ts
[
3
8
]
.
T
h
e
p
r
esen
t
s
tu
d
y
in
d
icate
s
t
h
at
p
ar
e
n
ts
h
av
e
ce
n
tr
al
im
p
o
r
tan
ce
in
th
e
d
ev
elo
p
m
en
t
o
f
th
e
ea
r
ly
n
u
m
er
ic
s
k
ills
teac
h
in
g
co
u
n
tin
g
an
d
p
atter
n
r
ec
o
g
n
itio
n
as
in
f
o
r
m
al
lear
n
in
g
ex
p
er
i
en
ce
s
in
th
e
h
o
m
e
en
v
ir
o
n
m
en
t.
Acc
o
r
d
in
g
to
p
a
r
en
ts
,
th
ey
s
tated
th
at
c
o
u
n
tin
g
in
r
ea
l
-
life
s
itu
atio
n
s
was
o
f
te
n
p
r
o
m
p
ted
d
u
r
in
g
h
o
u
s
eh
o
ld
ch
o
r
es
o
r
wh
ile
p
la
y
in
g
with
th
e
ch
ild
.
T
h
is
is
in
ag
r
ee
m
en
t
with
f
in
d
i
n
g
s
f
r
o
m
th
e
f
ield
s
tu
d
ies,
wh
ich
s
h
o
w
th
at
th
e
lear
n
in
g
wh
ich
o
cc
u
r
s
wh
ile
co
u
n
tin
g
o
b
jects in
,
f
o
r
in
s
tan
ce
,
d
aily
ac
tiv
ities
,
co
n
tr
ib
u
tes
to
im
p
r
o
v
in
g
y
o
u
n
g
ch
ild
r
en
’
s
n
u
m
er
ac
y
[
3
9
]
.
Pro
m
o
tin
g
co
u
n
tin
g
in
n
atu
r
al
co
n
tex
ts
also
as
s
is
t
in
th
e
r
ea
lizatio
n
o
f
an
y
h
o
w
a
p
p
lica
tio
n
s
o
f
c
o
u
n
tab
le
in
r
ea
l
liv
e
s
an
d
th
is
en
s
u
r
e
th
e
estab
lis
h
m
en
t
o
f
co
n
te
x
tu
al
r
elatio
n
b
etwe
en
n
u
m
b
e
r
co
m
p
eten
cies
an
d
th
e
co
n
tex
t
b
y
in
cr
ea
s
in
g
th
e
lik
elih
o
o
d
th
at
ch
ild
r
en
lear
n
in
way
s
th
at
en
h
an
ce
th
ei
r
co
g
n
itiv
e
d
ev
elo
p
m
en
t a
n
d
m
ath
em
a
tical
u
n
d
er
s
tan
d
in
g
[
4
0
]
.
T
h
is
s
tu
d
y
p
ar
en
ts
teac
h
th
eir
ch
ild
to
r
eso
lv
e
in
ter
p
er
s
o
n
a
l
co
n
f
licts
b
y
b
ar
g
ain
in
g
am
o
n
g
p
ee
r
s
,
allo
win
g
th
em
to
ex
p
r
ess
th
eir
f
ee
lin
g
s
,
an
d
f
o
s
ter
in
g
f
r
ien
d
s
h
ip
s
th
r
o
u
g
h
ac
tiv
ities
lik
e
in
v
itin
g
class
m
ates
to
b
ir
th
d
ay
p
ar
ties
an
d
s
h
ar
in
g
t
o
y
s
.
T
h
is
is
in
lin
e
wh
er
e
it
was
estab
lis
h
ed
th
at
th
er
e
is
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
em
o
tio
n
al
o
u
tb
u
r
s
t,
r
ec
eiv
ed
f
r
o
m
p
ar
en
ts
an
d
p
o
s
itiv
e
ch
an
g
es
in
s
tu
d
en
ts
’
co
n
f
licts
with
th
eir
p
ee
r
[
4
1
]
.
T
h
e
ch
a
n
ce
to
ex
p
r
ess
a
ce
r
tain
em
o
tio
n
g
iv
es
a
ch
ild
an
ess
en
tial
to
o
l
i
n
s
o
lv
in
g
i
n
ter
p
er
s
o
n
al
co
n
f
lict
s
itu
atio
n
s
,
ex
clu
d
in
g
a
g
g
r
ess
iv
e
o
r
with
d
r
awa
l b
eh
a
v
io
r
s
in
th
e
co
n
f
lict.
4.
CO
NCLU
SI
O
N
T
h
is
p
ap
er
f
in
d
s
th
at
p
ar
e
n
ts
ar
e
ac
tiv
ely
in
v
o
lv
ed
i
n
ea
r
l
y
ed
u
ca
tio
n
an
d
i
n
f
lu
en
ce
th
eir
ch
ild
’
s
lear
n
in
g
a
n
d
d
ev
elo
p
m
en
t.
I
t
n
o
tes
th
at
p
a
r
en
t
with
h
ig
h
e
r
ed
u
ca
tio
n
h
av
e
h
ig
h
er
c
h
an
ce
s
o
f
p
a
r
ticip
atin
g
i
n
th
e
p
r
e
-
p
r
im
a
r
y
ed
u
ca
ti
o
n
o
f
th
eir
ch
ild
r
en
in
a
p
o
s
itiv
e
way
.
T
h
o
u
g
h
,
it
is
s
ad
to
n
o
te
th
at,
m
ajo
r
ity
o
f
th
e
p
ar
en
ts
b
elo
n
g
in
g
,
f
r
o
m
th
e
d
ep
r
iv
ed
g
r
o
u
p
d
o
n
o
t
h
a
v
e
co
n
s
cio
u
s
n
ess
wh
ich
h
am
p
er
s
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
p
r
e
-
p
r
im
ar
y
s
ch
o
o
l
ed
u
c
atio
n
in
B
an
g
lad
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u
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ar
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k
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h
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ata
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DATA AV
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Data
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[
K
SJ
]
,
upon
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eq
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Data
ar
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p
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.
RE
F
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NC
E
S
[
1
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F
.
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A
b
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“
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v
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.
[
2
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U
N
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[
3
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M
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