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3452
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h
ed
b
y
th
e
teac
h
er
,
ca
n
eit
h
er
s
u
p
p
o
r
t
o
r
h
in
d
er
c
h
ild
r
e
n
’
s
ad
ju
s
tm
en
t
an
d
s
en
s
e
o
f
b
elo
n
g
in
g
.
C
lass
r
o
o
m
s
ch
ar
ac
ter
ized
b
y
in
co
n
s
is
ten
cy
,
lim
ited
em
o
tio
n
al
s
u
p
p
o
r
t,
o
r
p
o
o
r
o
r
g
an
izatio
n
m
ay
r
estrict
o
p
p
o
r
tu
n
ities
f
o
r
p
o
s
itiv
e
s
o
cial
d
ev
elo
p
m
en
t
[
7
]
.
B
an
d
u
r
a’
s
s
o
cial
lear
n
i
n
g
th
e
o
r
y
f
u
r
th
e
r
em
p
h
asizes
th
e
r
o
le
o
f
o
b
s
er
v
atio
n
an
d
m
o
d
el
in
g
in
t
h
e
ac
q
u
is
itio
n
o
f
s
o
cial
b
eh
av
i
o
r
s
.
Acc
o
r
d
i
n
g
to
th
is
p
er
s
p
ec
tiv
e,
ch
ild
r
e
n
lear
n
n
o
t
o
n
ly
th
r
o
u
g
h
d
ir
ec
t
r
ein
f
o
r
ce
m
e
n
t
b
u
t
also
b
y
o
b
s
er
v
in
g
h
o
w
s
ig
n
if
ican
t
a
d
u
lts
r
esp
o
n
d
to
s
o
cial
s
itu
atio
n
s
.
I
n
p
r
esch
o
o
l
class
r
o
o
m
s
,
teac
h
er
s
s
er
v
e
a
s
h
ig
h
ly
v
is
ib
le
an
d
in
f
l
u
en
t
ial
s
o
cial
m
o
d
els.
T
h
eir
c
o
m
m
u
n
icatio
n
s
ty
les,
ap
p
r
o
ac
h
es
to
co
n
f
lict
r
eso
lu
t
io
n
,
an
d
r
esp
o
n
s
es
to
ch
allen
g
in
g
b
eh
av
io
r
s
im
p
licitly
co
n
v
ey
s
o
cial
n
o
r
m
s
to
ch
ild
r
en
[
8
]
.
R
esear
ch
s
u
g
g
est
s
th
at
class
r
o
o
m
en
v
ir
o
n
m
e
n
t
s
d
o
m
in
ated
b
y
r
ea
ctiv
e
o
r
p
u
n
itiv
e
m
an
ag
em
e
n
t
s
tr
ateg
ies
m
ay
in
cr
ea
s
e
th
e
li
k
elih
o
o
d
o
f
ch
ild
r
e
n
d
is
p
lay
i
n
g
an
tis
o
cial
b
e
h
av
io
r
s
,
w
h
er
ea
s
s
u
p
p
o
r
tiv
e
a
n
d
p
r
o
ac
tiv
e
ap
p
r
o
ac
h
es p
r
o
m
o
te
co
o
p
er
atio
n
,
em
p
ath
y
,
a
n
d
p
o
s
itiv
e
p
ee
r
in
ter
ac
tio
n
s
[
9
]
.
C
las
s
r
o
o
m
m
an
a
g
em
en
t
i
n
e
ar
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
ca
n
b
e
u
n
d
er
s
to
o
d
as
a
m
u
ltid
im
en
s
io
n
al
p
r
o
ce
s
s
th
at
ex
te
n
d
s
b
e
y
o
n
d
m
ain
tain
in
g
o
r
d
e
r
.
I
t
in
v
o
lv
es
th
e
in
ten
tio
n
al
o
r
g
an
izatio
n
o
f
p
h
y
s
ical
s
p
ac
e,
th
e
s
tr
u
ctu
r
in
g
o
f
d
aily
r
o
u
tin
es,
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
,
a
n
d
th
e
c
o
n
s
is
ten
t
g
u
id
a
n
ce
o
f
c
h
ild
r
en
’
s
b
eh
av
i
o
r
s
.
T
h
r
o
u
g
h
th
ese
p
r
ac
tices,
teac
h
er
s
estab
lis
h
p
r
ed
ictab
le
an
d
em
o
tio
n
ally
s
ec
u
r
e
en
v
ir
o
n
m
en
ts
th
at
en
co
u
r
ag
e
ch
ild
r
en
to
p
ar
ticip
ate
ac
tiv
el
y
in
class
r
o
o
m
life
an
d
in
ter
ac
t
p
o
s
itiv
ely
with
p
ee
r
s
[
1
0
]
,
[
1
1
]
.
On
e
o
f
th
e
ce
n
tr
al
aim
s
o
f
p
r
esch
o
o
l
ed
u
ca
tio
n
is
to
r
e
d
u
ce
th
e
em
e
r
g
en
ce
o
f
n
eg
ativ
e
b
e
h
av
io
r
s
wh
ile
s
u
p
p
o
r
tin
g
ch
ild
r
en
’
s
ab
ilit
y
to
f
o
llo
w
s
h
a
r
ed
r
u
les an
d
en
g
a
g
e
in
h
ar
m
o
n
io
u
s
s
o
cial
in
ter
ac
tio
n
s
[
1
2
]
.
So
cial
an
d
em
o
tio
n
al
co
m
p
eten
cies
ac
q
u
ir
ed
d
u
r
in
g
ea
r
ly
ch
ild
h
o
o
d
h
av
e
last
in
g
im
p
lic
atio
n
s
f
o
r
later
p
ee
r
r
elatio
n
s
h
ip
s
,
em
o
ti
o
n
al
r
eg
u
latio
n
,
an
d
s
o
cial
ad
ju
s
tm
en
t.
C
h
ild
r
en
wh
o
d
ev
el
o
p
p
o
s
itiv
e
s
o
cial
b
eh
av
io
r
s
d
u
r
in
g
th
is
p
e
r
io
d
a
r
e
m
o
r
e
lik
ely
to
estab
lis
h
h
e
alth
y
r
elatio
n
s
h
ip
s
an
d
a
d
ap
t
s
u
cc
ess
f
u
lly
to
n
ew
s
o
cial
co
n
tex
ts
,
wh
er
ea
s
ea
r
l
y
p
atter
n
s
o
f
ag
g
r
ess
io
n
o
r
with
d
r
awa
l
m
a
y
in
cr
ea
s
e
t
h
e
r
is
k
o
f
later
ad
ju
s
tm
en
t
d
if
f
icu
lties
[
1
3
]
.
W
ith
in
p
r
esch
o
o
l
s
ettin
g
s
,
teac
h
er
s
r
ep
r
e
s
en
t
o
n
e
o
f
th
e
m
o
s
t
in
f
lu
en
t
ial
f
ig
u
r
es
s
h
ap
in
g
th
ese
ea
r
ly
s
o
cial
ex
p
e
r
ien
ce
s
[
1
4
]
.
R
ec
en
t
ed
u
ca
tio
n
al
f
r
a
m
ewo
r
k
s
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
s
tr
u
ctu
r
in
g
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
th
at
ar
e
r
esp
o
n
s
iv
e
to
ch
ild
r
en
’
s
in
d
iv
id
u
al
n
ee
d
s
an
d
s
u
p
p
o
r
tiv
e
o
f
s
o
cial
–
em
o
tio
n
al
lear
n
in
g
[
1
5
]
.
Fro
m
th
is
p
er
s
p
ec
tiv
e,
class
r
o
o
m
m
an
ag
e
m
e
n
t
s
k
ills
in
clu
d
in
g
p
h
y
s
ical
o
r
g
an
izatio
n
,
ac
tiv
ity
p
lan
n
in
g
,
tim
e
m
an
ag
em
en
t,
an
d
co
m
m
u
n
icatio
n
p
r
ac
tices
ca
n
b
e
v
iewe
d
as
k
ey
in
d
icato
r
s
o
f
class
r
o
o
m
q
u
ality
.
W
ell
-
m
an
ag
ed
class
r
o
o
m
s
en
h
an
ce
p
r
ed
ictab
ilit
y
an
d
em
o
tio
n
al
s
af
ety
,
wh
ic
h
in
tu
r
n
f
ac
ilit
ate
ch
ild
r
en
’
s
en
g
ag
em
en
t i
n
p
o
s
i
tiv
e
s
o
cial
in
ter
ac
tio
n
s
[
1
6
]
.
Alth
o
u
g
h
class
r
o
o
m
m
a
n
ag
e
m
en
t
h
as
b
ee
n
e
x
am
in
ed
in
r
elatio
n
to
ac
ad
em
ic
o
u
tco
m
es
s
u
ch
as
en
g
ag
em
e
n
t
an
d
ac
h
iev
em
e
n
t,
its
r
o
le
in
s
h
ap
i
n
g
c
h
ild
r
en
’
s
s
o
cial
an
d
em
o
tio
n
al
d
ev
elo
p
m
en
t
h
as
r
ec
eiv
e
d
co
m
p
ar
ativ
ely
less
atten
tio
n
.
E
x
is
tin
g
s
tu
d
ies
lar
g
ely
f
o
cu
s
o
n
in
s
tr
u
ctio
n
al
ef
f
ec
tiv
en
e
s
s
o
r
task
-
o
r
ien
ted
b
eh
av
io
r
s
,
o
f
ten
co
n
ce
p
tu
aliz
in
g
class
r
o
o
m
m
an
a
g
em
en
t
a
s
an
ad
m
in
is
tr
ativ
e
o
r
d
is
cip
lin
ar
y
co
m
p
eten
ce
[
1
7
]
,
[
1
8
]
.
Ho
wev
er
,
th
e
r
e
r
e
m
ain
s
a
n
ee
d
f
o
r
r
esear
ch
th
a
t
ex
am
in
es
h
o
w
d
if
f
er
e
n
t
clas
s
r
o
o
m
m
a
n
ag
em
e
n
t
ap
p
r
o
ac
h
es in
f
lu
en
ce
b
o
th
p
o
s
itiv
e
an
d
an
tis
o
cial
s
o
cial
b
eh
a
v
io
r
s
in
ea
r
ly
c
h
ild
h
o
o
d
s
ettin
g
s
[
1
9
]
,
[
2
0
]
.
Desp
ite
th
e
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
o
n
class
r
o
o
m
m
an
ag
e
m
en
t,
m
u
ch
o
f
th
e
e
x
is
tin
g
lit
er
atu
r
e
h
as
p
r
im
ar
ily
f
o
c
u
s
ed
o
n
its
r
elatio
n
s
h
ip
with
ac
ad
em
ic
o
u
tc
o
m
es
s
u
ch
as
s
tu
d
en
t
en
g
ag
em
en
t
an
d
lear
n
in
g
p
er
f
o
r
m
an
ce
.
C
o
m
p
ar
ativ
ely
f
ewe
r
s
tu
d
ies
ex
am
in
e
d
h
o
w
d
if
f
er
en
t
d
im
en
s
io
n
s
o
f
class
r
o
o
m
m
an
ag
em
e
n
t
in
f
lu
en
ce
ch
ild
r
e
n
’
s
s
o
cial
b
eh
av
io
r
s
in
ea
r
ly
ch
ild
h
o
o
d
s
ettin
g
s
.
L
im
ited
r
esear
ch
h
as
an
aly
ze
d
class
r
o
o
m
m
an
ag
em
en
t
as
a
m
u
ltid
i
m
en
s
io
n
al
co
n
s
tr
u
ct
i
n
clu
d
i
n
g
p
h
y
s
ical
ar
r
an
g
em
en
t,
p
lan
n
in
g
p
r
o
g
r
am
im
p
lem
en
tatio
n
,
co
m
m
u
n
icati
o
n
,
an
d
tim
e
m
an
a
g
em
en
t
an
d
in
v
esti
g
ated
h
o
w
th
ese
d
im
en
s
io
n
s
d
if
f
er
en
tially
co
n
tr
ib
u
te
to
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
s
o
cial
b
eh
a
v
io
r
s
.
T
h
i
s
g
ap
is
esp
ec
ially
ev
id
en
t in
t
h
e
co
n
tex
t
o
f
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
i
n
T
ü
r
k
i
y
e,
wh
er
e
class
r
o
o
m
s
tr
u
ctu
r
e
s
an
d
teac
h
er
p
r
ac
tices
m
ay
d
if
f
er
f
r
o
m
th
o
s
e
in
o
th
er
e
d
u
ca
tio
n
al
s
y
s
tem
s
.
R
ec
o
g
n
izin
g
teac
h
er
s
as
k
ey
s
o
cializa
tio
n
ag
en
ts
,
t
h
e
p
r
esen
t
s
tu
d
y
s
ee
k
s
to
ad
d
r
ess
th
is
g
ap
b
y
ex
am
in
in
g
th
e
ex
ten
t
to
wh
ich
p
r
esch
o
o
l
teac
h
er
s
’
class
r
o
o
m
m
an
ag
em
en
t
s
k
ills
p
r
ed
ict
ch
ild
r
en
’
s
p
o
s
itiv
e
an
d
n
eg
ati
v
e
s
o
cial
b
e
h
av
io
r
s
.
B
y
ap
p
r
o
ac
h
in
g
class
r
o
o
m
m
a
n
ag
em
en
t
as
a
p
e
d
ag
o
g
ical
p
r
o
ce
s
s
th
at
s
h
ap
es
ch
ild
r
e
n
’
s
s
o
cial
ex
p
er
ien
ce
s
r
ath
er
th
a
n
m
er
ely
a
to
o
l
f
o
r
m
ain
tain
i
n
g
o
r
d
er
,
th
is
s
tu
d
y
aim
s
to
co
n
tr
ib
u
te
to
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
class
r
o
o
m
m
a
n
ag
em
e
n
t
in
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
.
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
C
la
s
s
r
o
o
m
ma
n
a
g
eme
n
t
a
n
d
p
r
esch
o
o
l c
h
ild
r
en
’
s
s
o
cia
l b
eh
a
vio
r
s
(
A
yşe
Ya
ku
p
o
ğ
u
lla
r
ı
)
3453
2.
M
E
T
H
O
D
2
.
1
.
E
x
pla
ini
ng
re
s
ea
rc
h
des
ig
n
T
h
is
r
esear
ch
was
d
esig
n
ed
to
ex
am
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
esch
o
o
l
teac
h
er
s
’
class
r
o
o
m
m
an
ag
em
en
t
s
k
ills
an
d
c
h
ild
r
en
’
s
s
o
cial
b
eh
a
v
io
r
s
u
s
in
g
a
co
r
r
elatio
n
al
f
r
am
ew
o
r
k
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
id
en
tify
in
g
wh
eth
er
class
r
o
o
m
m
an
ag
em
e
n
t
s
k
ills
wer
e
ass
o
ciate
d
with
v
ar
iatio
n
s
in
ch
ild
r
e
n
’
s
s
o
cial
b
eh
av
io
r
o
u
tco
m
es.
2
.
2
.
Sa
m
ple
T
h
e
p
o
p
u
latio
n
o
f
th
e
s
tu
d
y
c
o
n
s
is
ted
o
f
p
r
esch
o
o
l
teac
h
e
r
s
wo
r
k
in
g
in
p
u
b
lic
p
r
esch
o
o
ls
af
f
iliated
with
th
e
T
u
r
k
is
h
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
in
Ma
laty
a
p
r
o
v
in
ce
d
u
r
in
g
th
e
2
0
2
4
–
2
0
2
5
ac
ad
em
ic
y
ea
r
,
alo
n
g
with
c
h
ild
r
en
a
g
ed
4
8
–
7
2
m
o
n
th
s
en
r
o
lled
in
t
h
eir
cl
ass
r
o
o
m
s
.
T
o
d
eter
m
in
e
th
e
r
e
q
u
ir
ed
s
am
p
le
s
ize,
a
p
r
io
r
i
p
o
wer
a
n
aly
s
is
was
co
n
d
u
cte
d
u
s
in
g
G*
Po
wer
3
.
1
s
o
f
twar
e
[
2
1
]
.
Fo
r
m
u
ltip
l
e
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
,
ass
u
m
in
g
a
m
ed
i
u
m
ef
f
ec
t
s
ize
(
f
²=
0
.
1
5
)
,
8
0
%
s
tatis
tical
p
o
wer
(
1
−β=0
.
8
0
)
,
a
n
d
a
5
%
s
ig
n
if
ican
ce
lev
el
(
α
=0
.
0
5
)
,
th
e
m
in
im
u
m
r
eq
u
ir
ed
s
am
p
le
s
ize
was
ca
lcu
lated
as
8
5
p
ar
ticip
a
n
ts
.
C
o
n
s
id
er
in
g
p
o
ten
tial
d
ata
lo
s
s
an
d
o
u
tlier
s
,
th
e
s
tu
d
y
was
ca
r
r
ied
o
u
t
with
3
3
9
ch
ild
r
en
an
d
2
5
teac
h
er
s
,
s
elec
ted
u
s
in
g
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
.
T
h
is
s
am
p
le
s
ize
ex
ce
ed
s
th
e
m
in
i
m
u
m
r
eq
u
ir
e
m
en
t
s
u
g
g
ested
b
y
th
e
p
o
wer
a
n
aly
s
is
,
in
d
icatin
g
th
at
th
e
s
tatis
tical
p
o
wer
o
f
th
e
s
tu
d
y
is
s
u
f
f
icien
t.
2
.
3
.
Dis
t
ributio
n o
f
child
re
n by
a
g
e
a
nd
g
ender
A
to
tal
o
f
3
3
9
ch
ild
r
en
p
a
r
ticip
ated
in
th
e
s
tu
d
y
,
in
clu
d
in
g
1
5
9
g
ir
ls
(
4
6
.
9
%)
an
d
1
8
0
b
o
y
s
(
5
3
.
1
%).
Of
th
ese
ch
ild
r
en
,
1
5
(
4
.
4
%)
wer
e
4
y
ea
r
s
o
ld
,
2
3
(
6
.
8
%)
w
er
e
5
y
ea
r
s
o
ld
,
an
d
3
0
1
(
8
8
.
8
%)
wer
e
6
y
ea
r
s
o
ld
.
C
r
o
s
s
-
tab
u
latio
n
an
aly
s
is
o
f
a
g
e
an
d
g
en
d
er
r
e
v
ea
led
th
at
g
ir
ls
wer
e
m
o
r
e
n
u
m
er
o
u
s
o
n
l
y
in
th
e
5
-
y
ea
r
-
o
ld
g
r
o
u
p
,
wh
er
ea
s
b
o
y
s
wer
e
m
o
r
e
p
r
ev
alen
t
in
b
o
th
th
e
4
-
an
d
6
-
y
ea
r
-
o
ld
g
r
o
u
p
s
.
T
h
e
d
is
tr
ib
u
tio
n
o
f
c
h
ild
r
en
b
y
ag
e
a
n
d
g
en
d
er
is
p
r
esen
te
d
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Dis
tr
ib
u
tio
n
o
f
p
ar
ti
cip
atin
g
ch
ild
r
e
n
b
y
ag
e
a
n
d
g
en
d
er
2
.
4
.
T
ea
cher
s
’
dem
o
g
ra
ph
ic
a
nd
pro
f
ess
io
na
l c
ha
ra
ct
er
is
t
ics
T
h
e
s
tu
d
y
in
cl
u
d
e
d
2
5
f
em
al
e
p
r
esc
h
o
o
l
te
ac
h
e
r
s
.
O
f
t
h
es
e
t
ea
ch
er
s
,
1
3
(
5
2
%
)
w
e
r
e
a
g
e
d
2
6
–
3
0
y
e
ar
s
,
7
(
2
8
%
)
we
r
e
a
g
e
d
3
1
–
3
5
y
e
a
r
s
,
2
(
8
%
)
we
r
e
a
g
ed
3
6
–
4
0
y
ea
r
s
,
a
n
d
3
(
1
2
%
)
we
r
e
a
g
e
d
4
1
y
e
a
r
s
a
n
d
o
l
d
e
r
.
R
eg
ar
d
in
g
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
1
6
teac
h
er
s
(
6
4
%)
h
eld
a
b
ac
h
elo
r
’
s
d
eg
r
e
e,
4
(
2
0
%)
h
eld
a
g
r
ad
u
ate
d
eg
r
ee
,
a
n
d
5
(
1
6
%)
h
eld
an
ass
o
ciate
d
eg
r
ee
.
I
n
te
r
m
s
o
f
p
r
o
f
ess
io
n
al
ex
p
e
r
ien
c
e,
9
teac
h
er
s
(
3
6
%)
h
ad
1
–
5
y
ea
r
s
,
6
(
2
4
%
)
h
ad
6
–
1
0
y
ea
r
s
,
7
(
2
8
%
)
h
a
d
1
1
–
1
5
y
e
ar
s
,
a
n
d
3
(
1
2
%
)
h
a
d
1
6
y
ea
r
s
o
r
m
o
r
e
o
f
tea
ch
in
g
e
x
p
er
ie
n
c
e.
A
d
d
iti
o
n
al
ly
,
1
1
tea
c
h
e
r
s
(
4
4
%
)
w
o
r
k
e
d
in
p
u
b
li
c
p
r
esc
h
o
o
ls
,
4
(
1
6
%
)
i
n
p
r
esc
h
o
o
l
class
r
o
o
m
s
wit
h
i
n
p
u
b
li
c
p
r
im
ar
y
s
c
h
o
o
ls
,
6
(
2
4
%
)
i
n
p
r
i
v
ate
p
r
es
c
h
o
o
ls
,
a
n
d
4
(
1
6
%
)
i
n
p
r
esc
h
o
o
l
c
lass
r
o
o
m
s
with
in
p
r
iv
ate
s
ch
o
o
ls
.
T
ea
ch
e
r
s
’
d
em
o
g
r
ap
h
ic
a
n
d
p
r
o
f
ess
io
n
al
ch
ar
ac
ter
is
tics
ar
e
p
r
esen
te
d
in
Fig
u
r
e
2
.
2
.
5
.
Da
t
a
co
llect
io
n ins
t
rum
ent
s
T
h
e
s
tu
d
y
u
tili
ze
d
th
r
ee
d
i
f
f
e
r
en
t
d
ata
co
llectio
n
to
o
ls
:
a
p
er
s
o
n
al
in
f
o
r
m
atio
n
f
o
r
m
,
th
e
p
r
esch
o
o
l
teac
h
er
s
’
class
r
o
o
m
m
an
ag
e
m
en
t
s
k
ills
s
ca
le,
an
d
th
e
s
o
cial
b
eh
av
io
r
s
ca
le
f
o
r
p
r
esc
h
o
o
l
ch
ild
r
e
n
.
T
h
ese
in
s
tr
u
m
en
ts
wer
e
s
elec
ted
t
o
o
b
tain
co
m
p
r
eh
e
n
s
iv
e
in
f
o
r
m
atio
n
r
eg
ar
d
in
g
b
o
t
h
te
ac
h
er
s
’
class
r
o
o
m
m
an
ag
em
en
t
p
r
ac
tices a
n
d
c
h
ild
r
en
’
s
s
o
cial
b
eh
a
v
io
r
ch
a
r
ac
t
er
is
tics
.
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
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
345
1
-
3
4
6
2
3454
Fig
u
r
e
2
.
T
ea
c
h
er
s
’
d
em
o
g
r
a
p
h
ic
an
d
p
r
o
f
ess
io
n
al
ch
a
r
ac
ter
i
s
tics
2
.
6
.
P
re
s
cho
o
l
t
ea
cher
s
’
cla
s
s
ro
o
m
ma
na
g
e
m
ent
s
k
ills
s
ca
le
T
ea
ch
er
s
’
class
r
o
o
m
m
an
ag
e
m
en
t
s
k
ills
wer
e
ev
alu
ated
u
s
in
g
th
e
s
ca
le
d
ev
elo
p
ed
b
y
K
ap
lan
[2
2
]
.
T
h
e
in
s
tr
u
m
e
n
t
ass
ess
es
class
r
o
o
m
m
an
ag
em
e
n
t
c
o
m
p
eten
ci
es
ac
r
o
s
s
s
ev
er
al
d
im
e
n
s
io
n
s
,
in
clu
d
in
g
p
lan
n
in
g
an
d
o
r
g
an
izatio
n
,
c
o
m
m
u
n
ic
atio
n
p
r
ac
tices,
a
n
d
ef
f
ec
tiv
e
u
s
e
o
f
tim
e.
Fin
d
in
g
s
f
r
o
m
th
e
o
r
ig
in
al
s
ca
le
d
ev
elo
p
m
e
n
t
s
tu
d
y
in
d
icate
d
th
at
th
e
s
ca
le
d
em
o
n
s
tr
ated
ac
ce
p
tab
le
co
n
s
tr
u
ct
v
alid
ity
.
I
n
th
e
p
r
esen
t
r
esear
ch
,
r
eliab
ilit
y
an
aly
s
is
y
ield
ed
a
n
in
ter
n
al
co
n
s
is
ten
cy
co
ef
f
icien
t
o
f
0
.
8
9
,
s
u
g
g
e
s
tin
g
th
at
th
e
s
ca
le
p
r
o
d
u
ce
d
co
n
s
is
ten
t a
n
d
d
ep
e
n
d
ab
le
m
ea
s
u
r
e
m
en
ts
.
2
.
7
.
So
cia
l
beha
v
io
r
s
ca
le
f
o
r
pre
s
cho
o
l c
hil
dren
C
h
ild
r
en
’
s
s
o
cial
b
eh
av
io
r
s
wer
e
ass
ess
ed
u
s
in
g
th
e
s
o
cial
b
eh
av
io
r
s
ca
le
f
o
r
p
r
esch
o
o
l
ch
ild
r
en
d
ev
elo
p
e
d
b
y
Sak
a
r
y
a
et
a
l
.
[2
3
]
.
T
h
e
s
ca
le
ex
am
i
n
es
s
o
c
ial
b
eh
av
io
r
s
th
r
o
u
g
h
two
p
r
i
m
ar
y
d
im
en
s
io
n
s
:
p
o
s
itiv
e
s
o
cial
b
eh
av
io
r
s
an
d
n
eg
ativ
e
s
o
cial
b
eh
av
io
r
s
.
Pre
v
io
u
s
s
tu
d
ies
r
ep
o
r
ted
s
atis
f
ac
to
r
y
v
alid
ity
in
d
icato
r
s
f
o
r
th
e
s
ca
le.
I
n
th
e
cu
r
r
en
t
s
am
p
le,
th
e
o
v
er
all
r
e
liab
ilit
y
co
ef
f
icien
t
was
ca
lcu
l
ated
as
0
.
9
2
,
wh
ile
th
e
r
eliab
ilit
y
v
alu
es
f
o
r
th
e
p
o
s
itiv
e
an
d
n
eg
ativ
e
b
eh
a
v
io
r
s
u
b
d
im
en
s
io
n
s
wer
e
0
.
9
0
a
n
d
0
.
8
5
,
r
esp
ec
tiv
ely
,
in
d
icatin
g
s
tr
o
n
g
in
ter
n
al
c
o
n
s
is
ten
cy
.
2
.
8
.
Da
t
a
co
llect
io
n pro
ce
du
re
a
nd
et
hica
l c
o
ns
idera
t
io
ns
B
ef
o
r
e
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
co
m
m
e
n
ce
d
,
eth
ical
ap
p
r
o
v
al
was
g
r
an
ted
b
y
th
e
E
th
ics
C
o
m
m
ittee
o
f
Fatih
Su
ltan
Me
h
m
et
Vak
ıf
Un
iv
er
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Statis
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N:
2252
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8
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C
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A
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3455
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
So
cia
l
s
k
ills
a
nd
cla
s
s
ro
o
m
m
a
na
g
e
m
ent
s
co
re
s
3
.
1
.
1
.
So
cia
l
s
k
ill by
child
re
n’s g
ender
B
y
d
em
o
g
r
ap
h
ic
v
ar
iab
les
s
o
cial
s
k
ill
s
u
b
d
im
en
s
io
n
s
b
y
ch
ild
r
en
’
s
g
en
d
er
an
in
d
ep
en
d
en
t
s
am
p
les
t
-
test
r
ev
ea
led
th
at
b
o
y
s
s
co
r
ed
s
ig
n
if
ican
tly
h
ig
h
er
th
an
g
ir
ls
o
n
o
v
er
all
s
o
cial
s
k
ill
s
an
d
a
g
g
r
ess
io
n
(
p
<
0
.
0
5
)
.
Ho
wev
er
,
n
o
s
tatis
tically
s
ig
n
if
ican
t
g
en
d
er
d
if
f
er
en
ce
s
wer
e
f
o
u
n
d
in
th
e
s
u
b
d
im
en
s
io
n
s
o
f
em
o
tio
n
al
co
m
p
eten
ce
an
d
s
o
cial
p
ar
tici
p
atio
n
.
A
co
m
p
ar
is
o
n
o
f
ch
ild
r
en
’
s
s
o
cial
s
k
ill
s
co
r
es
b
y
g
en
d
er
is
p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1
.
Statis
tical
co
m
p
ar
is
o
n
o
f
c
h
ild
r
en
’
s
s
o
cial
s
k
ill s
co
r
es b
y
g
en
d
er
V
a
r
i
a
b
l
e
G
i
r
l
s (n
=
1
5
9
)
B
o
y
s (
n
=
1
8
0
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95
%
C
I
(
l
o
w
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r
/
u
p
p
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r
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P*
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M
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2
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3
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Emo
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0
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5
;
t
-
t
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s
t
.
3
.
1
.
2
.
So
cia
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ill by
child
re
n’s a
g
e
C
h
ild
r
en
in
th
e
4
-
y
ea
r
-
o
ld
g
r
o
u
p
o
b
tain
e
d
h
ig
h
er
m
ea
n
s
co
r
es
o
n
o
v
er
all
s
o
cial
s
k
ills
an
d
em
o
tio
n
al
co
m
p
eten
ce
,
wh
er
ea
s
s
o
cial
p
ar
ticip
atio
n
s
co
r
es
wer
e
h
ig
h
e
s
t
am
o
n
g
6
-
y
ea
r
-
o
ld
ch
ild
r
en
.
Ag
g
r
ess
io
n
s
co
r
es
wer
e
s
ig
n
if
ican
tly
h
ig
h
er
i
n
th
e
4
-
y
ea
r
-
o
l
d
g
r
o
u
p
c
o
m
p
ar
e
d
to
th
e
6
-
y
ea
r
-
o
l
d
g
r
o
u
p
(
1
.
4
8
v
s
.
0
.
3
4
,
p
=0
.
0
1
4
)
.
No
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
o
b
s
er
v
e
d
ac
r
o
s
s
ag
e
g
r
o
u
p
s
f
o
r
s
o
cial
p
ar
ticip
a
tio
n
an
d
em
o
tio
n
al
co
m
p
eten
ce
(
p
>
0
.
0
5
)
.
Me
a
n
s
co
r
es
o
f
s
o
cial
s
k
ill
s
u
b
d
im
en
s
io
n
s
b
y
ag
e
ar
e
p
r
esen
ted
in
T
ab
le
2
.
Ag
g
r
ess
io
n
s
co
r
es
f
o
r
th
e
5
-
y
ea
r
-
o
l
d
g
r
o
u
p
s
h
o
wed
n
o
v
ar
ian
ce
b
ec
au
s
e
th
e
n
u
m
b
er
o
f
p
ar
ticip
a
n
ts
in
th
is
s
u
b
g
r
o
u
p
was
r
elativ
ely
s
m
all
an
d
n
o
a
g
g
r
e
s
s
iv
e
b
eh
av
io
r
s
we
r
e
r
e
p
o
r
te
d
in
teac
h
er
ev
alu
atio
n
s
.
T
h
e
r
ef
o
r
e,
th
e
s
tan
d
ar
d
d
ev
iatio
n
co
u
ld
n
o
t b
e
ca
lcu
lat
ed
,
in
d
icatin
g
a
p
o
s
s
ib
le
f
lo
o
r
ef
f
ec
t f
o
r
th
is
s
u
b
g
r
o
u
p
.
T
ab
le
2
.
C
o
m
p
a
r
is
o
n
o
f
m
ea
n
s
o
cial
s
k
ill s
u
b
d
im
en
s
io
n
s
co
r
es b
y
ag
e
V
a
r
i
a
b
l
e
S
c
o
r
e
(
m
e
a
n
;
S
D
;
9
5
%
C
I
)
4
y
e
a
r
s
5
y
e
a
r
s
6
y
e
a
r
s
P*
S
o
c
i
a
l
sk
i
l
l
s
1
.
9
0
a
;
0
.
3
9
;
1
.
6
8
-
2
.
1
1
1
.
4
6
b
;
0
.
3
5
;
1
.
3
1
-
1
.
6
2
1
.
4
1
c
;
0
.
4
2
;
1
.
3
6
-
1
.
4
6
0
.
0
6
ab
0
.
0
0
ac
Emo
t
i
o
n
a
l
c
o
mp
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t
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c
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2
.
1
1
a
;
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2
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2
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2
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1
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7
1
b
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1
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2
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0
1
1
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4
6
c
;
0
.
8
;
1
.
3
7
-
1
.
5
5
0
.
0
0
5
ac
S
o
c
i
a
l
p
a
r
t
i
c
i
p
a
t
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o
n
1
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7
8
a
;
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6
1
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4
4
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2
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1
2
2
.
0
7
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0
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2
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4
0
0
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0
0
ab
*
p
<
0
.
0
5
,
o
n
e
-
w
a
y
ANOVA
p
o
s
t
-
h
o
c
:
T
u
k
e
y
,
D
u
n
n
e
t
t
T
3
,
G
a
mes
-
H
o
w
e
l
l
.
D
i
f
f
e
r
e
n
t
s
u
p
e
r
scri
p
t
l
e
t
t
e
r
s
(
a
,
b
,
c
)
i
n
d
i
c
a
t
e
st
a
t
i
st
i
c
a
l
l
y
si
g
n
i
f
i
c
a
n
t
d
i
f
f
e
r
e
n
c
e
s
b
e
t
w
e
e
n
a
g
e
g
r
o
u
p
s
b
a
s
e
d
o
n
p
o
st
-
h
o
c
m
u
l
t
i
p
l
e
c
o
m
p
a
r
i
so
n
s (
p
<
0
.
0
5
)
.
3
.
1
.
3
.
So
cia
l sk
ills
by
nu
m
ber
o
f
s
ibl
ing
s
On
e
-
way
ANOV
A
in
d
icate
d
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
o
v
e
r
all
s
o
cial
s
k
ills
,
em
o
tio
n
al
co
m
p
eten
ce
,
an
d
ag
g
r
ess
io
n
s
co
r
es
b
ased
o
n
th
e
n
u
m
b
er
o
f
s
ib
lin
g
s
(
p
<0
.
0
5
)
.
No
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
was
f
o
u
n
d
f
o
r
s
o
cial
p
ar
ticip
atio
n
(
p
>0
.
0
5
)
.
Po
s
t
-
h
o
c
an
aly
s
es
s
h
o
wed
th
at
ch
ild
r
en
with
th
r
ee
o
r
m
o
r
e
s
ib
lin
g
s
h
ad
s
ig
n
if
ican
tly
lo
wer
s
o
cial
s
k
ill
s
an
d
em
o
tio
n
al
co
m
p
eten
ce
s
co
r
es
an
d
h
ig
h
e
r
ag
g
r
ess
io
n
s
co
r
es
co
m
p
a
r
ed
to
o
th
er
g
r
o
u
p
s
.
Me
a
n
s
co
r
es b
y
n
u
m
b
er
o
f
s
ib
lin
g
s
ar
e
p
r
esen
t
ed
in
T
ab
le
3
.
T
ab
le
3
.
C
o
m
p
a
r
is
o
n
o
f
m
ea
n
s
o
cial
s
k
ill s
u
b
d
im
en
s
io
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o
cia
l sk
ill dim
ens
io
ns
A
s
ig
n
if
ican
t,
p
o
s
itiv
e,
an
d
m
o
d
er
ate
r
elatio
n
s
h
ip
was
f
o
u
n
d
b
etwe
en
teac
h
er
s
’
class
r
o
o
m
m
an
ag
em
en
t
s
co
r
es
an
d
ch
ild
r
en
’
s
to
tal
s
o
cial
s
k
ills
s
co
r
es
(
r
=0
.
5
8
4
,
p
<
0
.
0
0
1
)
,
as
well
as
th
eir
em
o
tio
n
al
co
m
p
eten
ce
s
u
b
s
ca
le
s
co
r
es
(
r
=0
.
5
9
5
,
p
<
0
.
0
0
1
)
.
Ho
wev
er
,
n
o
s
ig
n
if
ica
n
t
r
elatio
n
s
h
i
p
s
wer
e
id
en
tifie
d
b
etwe
en
teac
h
er
s
’
class
r
o
o
m
m
an
ag
em
en
t
s
co
r
es
a
n
d
c
h
ild
r
en
’
s
s
o
cial
p
ar
ticip
atio
n
o
r
a
g
g
r
ess
io
n
s
u
b
s
ca
le
s
co
r
es.
T
h
e
r
esu
lts
o
f
th
e
Pear
s
o
n
co
r
r
elatio
n
a
n
aly
s
is
ex
am
in
in
g
t
h
e
ass
o
ciatio
n
s
b
etwe
en
teac
h
er
s
’
class
r
o
o
m
m
an
ag
em
e
n
t sco
r
es a
n
d
ch
ild
r
en
’
s
s
o
cial
s
k
ills
ar
e
p
r
esen
ted
in
Fig
u
r
e
3
.
W
h
en
th
e
s
u
b
d
im
e
n
s
io
n
s
o
f
class
r
o
o
m
m
an
ag
e
m
en
t
wer
e
ex
am
in
ed
,
s
ig
n
if
ica
n
t
p
o
s
itiv
e
c
o
r
r
elatio
n
s
wer
e
f
o
u
n
d
b
etwe
en
p
h
y
s
ical
ar
r
an
g
em
en
t
s
k
ills
an
d
to
tal
s
o
cial
s
k
ills
s
co
r
e
(
r
=0
.
5
6
4
,
p
<0
.
0
1
)
as
well
as
em
o
tio
n
al
co
m
p
eten
ce
(
r
=
0
.
5
6
2
,
p
<
0
.
0
1
)
;
b
etwe
en
p
la
n
n
i
n
g
an
d
p
r
o
g
r
am
im
p
lem
en
tat
io
n
s
k
ills
an
d
to
tal
s
o
cial
s
k
ill
s
s
co
r
e
(
r
=0
.
5
6
5
,
p
<0
.
0
1
)
a
n
d
em
o
tio
n
al
co
m
p
et
en
ce
(
r
=0
.
5
9
2
,
p
<0
.
0
1
)
;
b
etw
ee
n
co
m
m
u
n
icatio
n
an
d
b
eh
av
i
o
r
r
eg
u
latio
n
s
k
ills
an
d
to
tal
s
o
cial
s
k
ills
s
co
r
e
(
r
=0
.
5
5
2
,
p
<0
.
0
1
)
a
n
d
em
o
tio
n
al
co
m
p
eten
ce
(
r
=0
.
5
5
6
,
p
<
0
.
0
1
)
;
an
d
b
etwe
en
tim
e
m
an
ag
em
en
t
s
k
ills
a
n
d
to
tal
s
o
cial
s
k
ill
s
s
co
r
e
(
r
=0
.
5
4
5
,
p
<0
.
0
1
)
an
d
em
o
tio
n
al
co
m
p
eten
ce
(
r
=0
.
5
5
9
,
p
<0
.
0
1
)
.
T
h
e
r
esu
lts
o
b
tain
e
d
ar
e
p
r
esen
ted
in
Fig
u
r
e
4
.
Fig
u
r
e
3
.
C
o
r
r
elatio
n
an
aly
s
is
b
etwe
en
teac
h
er
s
’
class
r
o
o
m
m
an
ag
em
en
t sco
r
es a
n
d
ch
ild
r
en
’
s
s
o
cial
s
k
ill
3
.
3
.
2
.
P
re
dict
iv
e
po
wer
o
f
cla
s
s
ro
o
m
ma
na
g
e
m
ent
s
k
ills
o
n c
hil
dren’
s
s
o
cia
l beha
v
io
rs
I
n
th
is
s
tu
d
y
,
a
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
was
co
n
d
u
cted
t
o
d
eter
m
in
e
th
e
e
x
ten
t
to
wh
ic
h
teac
h
er
s
’
class
r
o
o
m
m
an
ag
e
m
en
t
s
k
ills
p
r
ed
ict
ch
ild
r
en
’
s
s
o
cial
s
k
ill
lev
els.
T
h
e
f
o
u
r
s
u
b
d
im
en
s
io
n
s
o
f
class
r
o
o
m
m
an
ag
em
en
t
—
p
h
y
s
ical
ar
r
an
g
em
en
t,
p
lan
n
i
n
g
–
p
r
o
g
r
a
m
im
p
lem
en
tatio
n
,
co
m
m
u
n
icatio
n
–
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
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
345
1
-
3
4
6
2
3458
b
eh
av
io
r
r
eg
u
latio
n
,
an
d
tim
e
m
an
ag
em
en
t
—
wer
e
in
clu
d
e
d
as
in
d
ep
en
d
en
t
v
ar
ia
b
les,
wh
ile
ch
ild
r
en
’
s
to
tal
s
o
cial
s
k
ills
s
co
r
e
was
u
s
ed
as
th
e
d
ep
en
d
en
t
v
a
r
iab
le.
T
h
e
o
v
e
r
all
f
it
in
d
ices
o
f
t
h
e
r
eg
r
ess
io
n
m
o
d
el
in
d
icate
d
a
m
o
d
er
ate
-
to
-
h
ig
h
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
in
d
e
p
en
d
e
n
t
v
a
r
iab
les
an
d
ch
ild
r
e
n
’
s
s
o
cial
s
k
ills
s
co
r
es
(
R
=0
.
6
0
6
)
.
T
h
e
m
o
d
el
ex
p
lain
e
d
3
6
.
7
%
o
f
th
e
v
ar
ian
ce
in
ch
ild
r
e
n
’
s
s
o
cial
s
k
ills
(
R
²=
0
.
3
6
7
)
,
an
d
th
e
ad
ju
s
ted
R
²
v
alu
e
o
f
0
.
3
4
5
s
u
g
g
ested
th
at
th
e
m
o
d
el
r
em
ain
ed
s
tab
le
d
esp
ite
th
e
in
clu
s
io
n
o
f
m
u
ltip
le
p
r
ed
icto
r
s
.
Giv
e
n
th
e
m
u
ltid
i
m
en
s
io
n
al
n
atu
r
e
o
f
s
o
cial
b
eh
av
io
r
,
t
h
is
lev
el
o
f
ex
p
lain
ed
v
ar
ian
ce
r
ep
r
esen
ts
a
n
o
tewo
r
th
y
f
in
d
i
n
g
a
n
d
in
d
ic
ates
th
at
class
r
o
o
m
m
an
ag
e
m
en
t
s
k
ills
co
n
s
titu
te
a
s
ig
n
if
ican
t
d
eter
m
in
a
n
t
o
f
ch
ild
r
en
’
s
s
o
cial
b
e
h
av
io
r
d
ev
elo
p
m
en
t.
M
u
ltico
llin
ea
r
ity
d
i
ag
n
o
s
tics
f
u
r
th
er
s
u
p
p
o
r
ted
t
h
e
r
o
b
u
s
tn
ess
o
f
th
e
m
o
d
el,
as
all
v
a
r
ian
ce
in
f
latio
n
f
ac
to
r
(
VI
F)
v
alu
es
wer
e
b
elo
w
th
e
c
o
m
m
o
n
ly
ac
ce
p
ted
th
r
esh
o
l
d
o
f
5
,
in
d
icatin
g
th
at
ea
ch
class
r
o
o
m
m
an
ag
em
en
t
d
im
en
s
io
n
co
n
tr
ib
u
ted
in
d
e
p
en
d
e
n
tly
to
ex
p
lain
in
g
v
ar
iatio
n
s
in
ch
ild
r
en
’
s
s
o
cial
s
k
ills
.
E
x
am
in
atio
n
o
f
th
e
r
eg
r
ess
io
n
co
ef
f
icien
ts
s
h
o
wed
th
at
o
n
ly
two
s
u
b
d
im
en
s
io
n
s
m
ad
e
a
s
tatis
tically
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
to
t
h
e
m
o
d
el.
T
h
e
f
ir
s
t
was
p
h
y
s
ical
ar
r
an
g
em
e
n
t
s
k
ills
(
p
=0
.
0
4
5
)
,
with
an
u
n
s
tan
d
ar
d
ize
d
co
ef
f
icien
t
o
f
B
=0
.
8
8
4
an
d
a
s
tan
d
ar
d
ized
co
ef
f
icien
t
o
f
β=0
.
8
6
3
,
in
d
icatin
g
th
at
im
p
r
o
v
e
d
o
r
g
an
izatio
n
o
f
th
e
p
h
y
s
ical
class
r
o
o
m
en
v
ir
o
n
m
en
t
was
a
s
s
o
ciate
d
with
h
ig
h
er
lev
els
o
f
ch
ild
r
e
n
’
s
s
o
cial
s
k
ills
.
T
h
e
s
ec
o
n
d
s
ig
n
if
ica
n
t
p
r
ed
icto
r
was
p
lan
n
in
g
–
p
r
o
g
r
am
im
p
lem
en
tatio
n
s
k
ills
(
p
=0
.
0
0
9
)
,
with
B
=0
.
8
1
0
an
d
β=0
.
5
9
3
,
s
u
g
g
e
s
tin
g
th
at
teac
h
e
r
s
’
p
la
n
n
in
g
an
d
in
s
tr
u
ctio
n
al
s
tr
u
ctu
r
in
g
s
k
ills
s
ig
n
if
ican
tly
en
h
an
ce
d
ch
ild
r
en
’
s
s
o
cial
s
k
ills
.
E
f
f
ec
t
s
ize
was
ca
lcu
lated
u
s
i
n
g
th
e
f
o
r
m
u
la
f
²=
R
²/(
1
−R²)
.
B
ased
o
n
th
e
o
b
tain
ed
R
²
v
alu
e
(
0
.
3
6
7
)
,
th
e
ef
f
ec
t
s
ize
was
co
m
p
u
ted
as
f
²=
0
.
3
6
7
/
(
1
−0
.
3
6
7
)
=0
.
3
6
7
/0
.
6
3
3
≈
0
.
5
8
.
B
ased
o
n
C
o
h
en
’
s
cr
iter
ia
[
2
4
]
class
if
icatio
n
,
an
f
²
v
alu
e
g
r
ea
ter
th
an
0
.
3
5
in
d
icate
s
a
lar
g
e
ef
f
ec
t
s
ize.
Acc
o
r
d
in
g
ly
,
th
e
o
b
tain
ed
v
alu
e
o
f
f
²≈
0
.
5
8
d
em
o
n
s
tr
ates
th
at
clas
s
r
o
o
m
m
an
ag
e
m
en
t
s
k
ills
h
av
e
a
lar
g
e
ef
f
ec
t
o
n
ch
il
d
r
en
’
s
s
o
cial
s
k
ill
lev
els.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
class
r
o
o
m
m
a
n
ag
em
en
t
as
a
p
o
we
r
f
u
l
ex
p
lan
at
o
r
y
v
ar
iab
le
in
u
n
d
er
s
tan
d
in
g
s
o
cial
s
k
ill d
ev
elo
p
m
en
t
d
u
r
in
g
ea
r
ly
ch
ild
h
o
o
d
.
T
h
e
r
esu
lts
ar
e
p
r
e
s
en
ted
in
Fig
u
r
e
5
.
Fig
u
r
e
4
.
Hea
tm
ap
s
h
o
win
g
c
o
r
r
elatio
n
s
b
etwe
en
class
r
o
o
m
m
an
ag
em
e
n
t su
b
d
im
en
s
io
n
s
an
d
ch
ild
r
e
n
’
s
s
o
cial
s
k
ills
s
u
b
d
im
en
s
io
n
s
Fig
u
r
e
5
.
Scatter
p
lo
t sh
o
win
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
class
r
o
o
m
m
a
n
ag
em
e
n
t a
n
d
s
o
cial
s
k
ills
s
co
r
es
C
l
a
s
sr
o
o
m m
a
n
a
g
e
me
n
t
sc
o
r
e
S
o
c
i
a
l
sk
i
l
l
s
s
c
o
r
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
C
la
s
s
r
o
o
m
ma
n
a
g
eme
n
t
a
n
d
p
r
esch
o
o
l c
h
ild
r
en
’
s
s
o
cia
l b
eh
a
vio
r
s
(
A
yşe
Ya
ku
p
o
ğ
u
lla
r
ı
)
3459
3
.
4
.
Dis
cu
s
s
io
n
T
h
is
s
tu
d
y
aim
ed
to
e
x
am
in
e
t
h
e
p
r
ed
ictiv
e
r
o
le
o
f
p
r
esch
o
o
l
teac
h
er
s
'
clas
s
r
o
o
m
m
an
ag
e
m
en
t
s
k
ills
o
n
ch
ild
r
en
’
s
p
r
o
s
o
cial
an
d
an
tis
o
cial
b
eh
av
io
r
s
.
T
h
e
f
in
d
in
g
s
ar
e
d
is
cu
s
s
ed
with
in
th
e
f
r
am
ewo
r
k
o
f
B
r
o
n
f
en
b
r
e
n
n
er
’
s
ec
o
lo
g
ical
s
y
s
tem
s
th
eo
r
y
an
d
B
an
d
u
r
a’
s
s
o
cial
lear
n
in
g
th
eo
r
y
,
in
lig
h
t
o
f
cu
r
r
en
t
in
ter
n
atio
n
al
liter
atu
r
e.
T
h
e
f
i
r
s
t
s
ig
n
if
ican
t
f
i
n
d
in
g
o
f
th
e
r
esear
ch
is
th
at
teac
h
er
s
’
class
r
o
o
m
m
an
a
g
em
en
t
s
k
ills
—
p
ar
ticu
lar
ly
th
e
d
im
e
n
s
io
n
s
o
f
c
o
m
m
u
n
icatio
n
a
n
d
p
lan
n
in
g
—
p
o
s
itiv
ely
a
n
d
s
ig
n
if
ican
tly
p
r
ed
ict
ch
ild
r
en
'
s
p
r
o
s
o
cial
b
eh
av
io
r
s
,
s
u
ch
as
co
o
p
er
atio
n
an
d
s
h
ar
in
g
.
T
h
is
f
in
d
i
n
g
s
u
p
p
o
r
ts
th
e
th
eo
r
etica
l
in
f
r
astru
ctu
r
e
s
u
g
g
esti
n
g
th
at
a
teac
h
er
’
s
p
o
s
itio
n
as
a
d
em
o
cr
atic,
s
u
p
p
o
r
tiv
e,
a
n
d
c
o
n
s
is
ten
t
“
s
o
cial
m
o
d
el
”
en
ab
les
ch
ild
r
en
to
in
ter
n
alize
p
r
o
s
o
cial
b
e
h
av
io
r
s
[2
5
]
.
T
h
is
r
esu
lt
alig
n
s
with
co
n
tem
p
o
r
ar
y
in
ter
n
atio
n
al
s
tu
d
ies.
I
n
a
s
tu
d
y
co
n
d
u
cte
d
in
Sp
ain
,
Gasp
ar
et
a
l.
[2
6
]
f
o
u
n
d
t
h
at
p
r
o
ac
tiv
e
class
r
o
o
m
m
an
a
g
em
en
t
s
tr
ateg
ies
in
cr
ea
s
ed
ch
ild
r
en
’
s
p
ee
r
co
o
p
er
atio
n
s
k
ills
b
y
a
p
p
r
o
x
im
ately
3
0
%.
Similar
ly
,
a
lo
n
g
itu
d
i
n
al
s
tu
d
y
in
th
e
Un
ited
States
b
y
An
s
ar
i
an
d
Pian
ta
[
4
]
r
e
p
o
r
ted
th
a
t
class
r
o
o
m
m
an
ag
em
en
t
f
o
c
u
s
ed
o
n
em
o
tio
n
al
s
u
p
p
o
r
t
was
th
e
s
tr
o
n
g
est
p
r
e
d
icto
r
o
f
em
p
ath
y
d
ev
elo
p
m
e
n
t.
T
h
e
h
ig
h
p
r
e
d
ictiv
e
p
o
wer
o
f
co
m
m
u
n
icatio
n
s
k
ills
in
th
e
cu
r
r
en
t
s
tu
d
y
p
o
in
ts
to
war
d
cr
o
s
s
-
cu
ltu
r
al
co
n
s
is
ten
cy
;
in
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
ts
,
s
o
cial
h
ar
m
o
n
y
s
tr
en
g
th
e
n
s
in
en
v
ir
o
n
m
en
ts
wh
er
e
ch
ild
r
en
f
ee
l
“
h
ea
r
d
an
d
u
n
d
er
s
to
o
d
”
[2
7
]
.
A
co
r
e
f
in
d
i
n
g
o
f
th
is
r
esear
c
h
is
th
e
s
ig
n
if
ican
t
r
elatio
n
s
h
i
p
b
etwe
en
class
r
o
o
m
m
an
ag
e
m
en
t
s
k
ills
an
d
ch
ild
r
e
n
’
s
s
o
cial
s
k
ill lev
els.
Hig
h
er
s
co
r
es in
p
lan
n
in
g
,
p
h
y
s
ical
ar
r
an
g
em
en
t,
c
o
m
m
u
n
icatio
n
/b
eh
av
i
o
r
al
r
eg
u
latio
n
,
an
d
tim
e
m
a
n
ag
e
m
en
t
wer
e
f
o
u
n
d
to
p
o
s
itiv
ely
in
f
lu
e
n
ce
c
h
ild
r
en
'
s
to
tal
s
o
cial
s
k
ill
s
co
r
es
an
d
em
o
tio
n
al
c
o
m
p
eten
ce
.
T
h
is
o
v
er
lap
s
with
th
e
r
o
le
o
f
ef
f
ec
t
iv
e
class
r
o
o
m
m
a
n
ag
em
e
n
t
in
r
eg
u
latin
g
s
tu
d
en
t
b
eh
av
io
r
em
p
h
asized
b
y
E
v
er
ts
o
n
an
d
W
ein
s
tein
[
1
7
]
.
Similar
ly
,
E
r
s
an
an
d
Og
elm
an
[2
8
]
s
tated
th
at
ef
f
ec
tiv
e
m
an
a
g
em
en
t
s
tr
ateg
ies
in
cr
ea
s
e
h
elp
in
g
b
eh
a
v
io
r
s
wh
ile
r
ed
u
cin
g
f
ea
r
,
an
x
iety
,
an
d
ex
p
o
s
u
r
e
t
o
p
ee
r
v
io
len
ce
.
Fu
r
th
er
m
o
r
e,
Sm
id
t
an
d
E
m
b
ac
h
er
[2
9
]
d
em
o
n
s
tr
ated
th
at
th
e
ac
tiv
ity
en
v
ir
o
n
m
en
t
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices
s
ig
n
if
ican
tly
af
f
ec
t
in
ter
ac
tio
n
q
u
al
ity
.
W
h
ile
E
k
ici
et
a
l.
[
30
]
s
h
o
wed
th
at
well
-
p
lan
n
ed
p
r
o
g
r
am
s
r
e
d
u
ce
ag
g
r
ess
iv
e
b
eh
av
io
r
,
th
e
cu
r
r
en
t
s
tu
d
y
f
o
u
n
d
n
o
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
in
t
h
e
ag
g
r
ess
io
n
s
u
b
-
d
im
en
s
io
n
.
T
h
is
s
u
g
g
ests
th
at
ag
g
r
ess
io
n
m
a
y
b
e
m
o
r
e
clo
s
ely
lin
k
e
d
to
f
a
m
ily
en
v
ir
o
n
m
e
n
t,
in
d
iv
id
u
al
tem
p
er
am
e
n
t,
an
d
ex
ter
n
al
f
ac
to
r
s
r
ath
e
r
th
a
n
class
r
o
o
m
v
ar
ia
b
les
alo
n
e.
R
eg
r
ess
io
n
an
aly
s
is
r
ev
ea
led
th
at
p
h
y
s
ical
ar
r
an
g
e
m
en
t
an
d
p
lan
n
in
g
s
ig
n
if
ican
t
ly
ex
p
lain
s
o
cial
s
k
ills
,
wh
er
ea
s
co
m
m
u
n
icatio
n
-
b
eh
av
io
r
r
eg
u
latio
n
an
d
tim
e
m
an
ag
e
m
en
t
d
id
n
o
t
p
r
o
v
id
e
a
s
ig
n
if
ica
n
t
co
n
t
r
ib
u
tio
n
to
t
h
e
m
o
d
el.
I
n
Po
r
tu
g
al,
Gasp
ar
et
a
l.
[2
6
]
r
ep
o
r
ted
th
at
teac
h
er
s
im
p
le
m
en
tin
g
th
e
in
cr
ed
i
b
le
y
ea
r
s
teac
h
er
class
r
o
o
m
m
an
ag
em
en
t
(IY
-
T
C
M)
p
r
o
g
r
am
u
s
ed
p
o
s
itiv
e
s
u
p
p
o
r
t
s
tr
ateg
ies
m
o
r
e
f
r
e
q
u
en
tly
,
ef
f
ec
tiv
ely
r
ed
u
cin
g
b
eh
av
io
r
p
r
o
b
lem
s
in
c
h
ild
r
en
ex
p
e
r
ien
cin
g
p
o
v
er
ty
.
T
h
is
s
u
g
g
ests
th
at
s
o
cial
d
ev
elo
p
m
en
t
is
d
r
iv
e
n
m
o
r
e
b
y
co
n
cr
ete
m
an
a
g
em
en
t
p
r
ac
tice
s
th
an
b
y
teac
h
e
r
s
'
s
u
b
jectiv
e
s
elf
-
p
er
ce
p
tio
n
s
.
I
n
co
n
tr
ast,
L
iu
an
d
C
h
en
[
31
]
f
o
u
n
d
in
C
h
in
a
th
at
au
th
o
r
itar
ian
an
d
p
u
n
itiv
e
ap
p
r
o
ac
h
es
in
cr
ea
s
e
ex
ter
n
alizin
g
p
r
o
b
lem
s
.
Ho
wev
er
,
T
v
eit
et
a
l.
[
32
]
ar
g
u
ed
in
No
r
way
th
at
th
e
q
u
ality
o
f
th
e
teac
h
er
-
ch
ild
r
elatio
n
s
h
ip
is
a
m
o
r
e
d
ec
is
iv
e
f
ac
to
r
t
h
an
s
p
ec
if
ic
m
a
n
a
g
em
en
t
s
tr
ateg
ies.
I
n
t
h
e
T
u
r
k
is
h
co
n
tex
t,
wh
er
e
class
s
ize
s
o
f
ten
ex
ce
ed
th
e
O
E
C
D
av
er
ag
e
[
30
]
teac
h
er
s
m
ay
lean
to
war
d
g
r
o
u
p
-
b
ased
s
tr
ateg
ies
r
ath
er
th
an
in
d
iv
id
u
al
r
elatio
n
s
h
ip
b
u
ild
i
n
g
.
W
h
ile
th
e
co
llectiv
is
t
s
tr
u
ctu
r
e
in
T
u
r
k
ey
m
ay
p
o
s
itio
n
th
e
teac
h
er
as
an
au
th
o
r
ity
f
ig
u
r
e
,
th
e
n
atu
r
e
o
f
th
is
au
th
o
r
ity
—
wh
eth
e
r
p
u
n
it
iv
e
o
r
c
o
n
s
tr
u
ctiv
e
—
d
eter
m
i
n
es
s
o
cial
r
esp
o
n
s
es
[
33
]
.
T
h
e
im
p
ac
t
o
f
p
lan
n
in
g
s
k
ills
o
b
s
er
v
ed
h
er
e
s
u
g
g
ests
th
at
s
tr
u
ctu
r
ed
r
o
u
tin
es
h
elp
c
h
ild
r
en
f
ee
l
s
af
e
in
cr
o
wd
ed
e
n
v
ir
o
n
m
en
ts
,
d
iv
er
ti
n
g
th
em
f
r
o
m
a
n
tis
o
cial
b
eh
av
io
r
s
.
T
h
u
s
,
t
h
is
s
tu
d
y
c
o
n
tr
ib
u
tes
to
th
e
liter
atu
r
e
b
y
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
s
tr
u
ctu
r
e
-
o
r
ien
ted
m
an
a
g
em
en
t
in
d
e
v
elo
p
in
g
co
u
n
t
r
ies
alo
n
g
s
id
e
th
e
r
elatio
n
s
h
ip
-
o
r
ie
n
ted
ap
p
r
o
ac
h
es f
av
o
r
ed
i
n
W
ester
n
liter
atu
r
e.
Dem
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
s
u
ch
as
ag
e
an
d
n
u
m
b
er
o
f
s
ib
l
in
g
s
cr
ea
ted
v
ar
y
in
g
ef
f
e
cts.
Fo
u
r
-
y
e
ar
-
o
ld
’
s
s
h
o
wed
h
ig
h
e
r
em
o
tio
n
al
co
m
p
eten
ce
an
d
ag
g
r
ess
io
n
s
co
r
es,
s
u
g
g
esti
n
g
lim
ited
s
elf
-
r
eg
u
latio
n
at
y
o
u
n
g
er
a
g
es,
wh
ile
s
ix
-
y
ea
r
-
o
ld
s
d
em
o
n
s
tr
ated
h
ig
h
e
r
lev
e
ls
o
f
s
o
cial
p
ar
ticip
atio
n
.
Ho
w
ev
er
,
it
s
h
o
u
ld
also
b
e
n
o
ted
th
at
th
e
s
am
p
le
was
lar
g
ely
co
m
p
o
s
ed
o
f
s
ix
-
y
ea
r
-
o
ld
ch
ild
r
e
n
.
T
h
is
p
r
ed
o
m
in
an
ce
o
f
s
ix
-
y
ea
r
-
o
l
d
s
m
ay
p
ar
tly
b
e
ex
p
lain
e
d
b
y
n
atio
n
al
p
r
esch
o
o
l
en
r
o
llm
en
t
p
atter
n
s
in
T
ü
r
k
iy
e.
Acc
o
r
d
i
n
g
to
th
e
Natio
n
al
Fo
r
m
al
E
d
u
ca
tio
n
Statis
tics
p
u
b
lis
h
ed
b
y
th
e
Min
is
tr
y
o
f
N
atio
n
al
E
d
u
ca
tio
n
,
e
n
r
o
llm
e
n
t
in
ea
r
l
y
ch
ild
h
o
o
d
ed
u
ca
tio
n
h
as
ex
p
an
d
ed
p
ar
t
icu
lar
ly
am
o
n
g
f
iv
e
-
an
d
s
ix
-
y
ea
r
-
o
ld
ch
ild
r
en
,
w
h
er
ea
s
p
ar
ticip
atio
n
r
ates
r
em
ain
co
m
p
ar
ativ
ely
l
o
wer
f
o
r
y
o
u
n
g
er
a
g
e
g
r
o
u
p
s
[
34
]
.
R
eg
ar
d
in
g
teac
h
er
s
,
th
o
s
e
with
6
–
1
0
y
ea
r
s
o
f
ex
p
er
ien
ce
r
ea
ch
e
d
th
e
h
ig
h
est
av
er
ag
es
in
m
an
a
g
em
en
t
s
co
r
es.
Ho
wev
e
r
,
a
d
ec
lin
e
in
s
o
m
e
s
co
r
es
as
s
en
io
r
ity
in
cr
ea
s
ed
m
ig
h
t
r
e
f
lect
ch
an
g
es
in
m
o
tiv
atio
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m
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e
cr
itical
s
elf
-
e
v
alu
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b
y
v
eter
an
teac
h
er
s
.
Fu
r
th
er
m
o
r
e
,
Yan
g
a
n
d
Go
n
g
[
35
]
e
m
p
h
asized
in
a
s
tu
d
y
o
f
J
ap
an
an
d
So
u
th
K
o
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at
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elatio
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ip
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f
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tain
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u
p
p
o
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t
an
d
in
s
titu
tio
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tr
u
ctu
r
e.
T
h
is
alig
n
s
with
o
u
r
f
in
d
in
g
s
th
at
p
lan
n
in
g
an
d
p
h
y
s
ical
ar
r
a
n
g
em
en
t
p
r
e
d
ict
s
o
cial
s
k
ills
in
d
ep
e
n
d
en
tly
o
f
s
e
n
io
r
ity
.
Ultim
ately
,
a
teac
h
er
’
s
class
r
o
o
m
p
r
ac
tices
s
er
v
e
a
s
o
cializin
g
f
u
n
ct
io
n
th
at
is
d
eter
m
i
n
ed
m
o
r
e
b
y
th
e
q
u
ality
o
f
p
ed
ag
o
g
ical
im
p
lem
en
tatio
n
th
an
b
y
y
ea
r
s
o
f
ex
p
e
r
ien
ce
alo
n
e.
C
las
s
r
o
o
m
m
an
a
g
em
en
t
ca
n
b
r
o
ad
l
y
b
e
c
o
n
ce
p
t
u
alize
d
in
two
co
m
p
lem
en
tar
y
d
i
m
en
s
io
n
s
:
s
tr
u
ctu
r
al
an
d
r
elatio
n
al.
Stru
ctu
r
al
co
m
p
o
n
e
n
ts
in
clu
d
e
th
e
o
r
g
an
izatio
n
o
f
t
h
e
p
h
y
s
ical
en
v
ir
o
n
m
en
t,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
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8
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n
t
J
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&
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Vo
l
.
15
,
No
.
4
,
Au
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u
s
t
20
26
:
345
1
-
3
4
6
2
3460
p
lan
n
in
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o
f
lear
n
in
g
ac
tiv
ities
,
an
d
m
an
ag
em
e
n
t
o
f
tim
e
an
d
r
o
u
tin
es.
R
elatio
n
al
co
m
p
o
n
en
ts
,
o
n
th
e
o
th
er
h
an
d
,
in
v
o
lv
e
c
o
m
m
u
n
icatio
n
p
r
ac
tices,
teac
h
er
r
esp
o
n
s
iv
en
ess
,
an
d
b
eh
a
v
io
r
g
u
id
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ce
s
tr
ateg
ies.
Un
d
er
s
tan
d
in
g
h
o
w
th
ese
d
im
en
s
io
n
s
f
u
n
ctio
n
to
g
et
h
e
r
is
ess
en
tial
f
o
r
ex
p
lain
in
g
h
o
w
class
r
o
o
m
en
v
ir
o
n
m
en
ts
in
f
lu
en
ce
ch
ild
r
en
’
s
s
o
cial
d
ev
elo
p
m
e
n
t.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
am
in
ed
th
e
ex
te
n
t
to
wh
ich
p
r
esch
o
o
l
teac
h
er
s
’
class
r
o
o
m
m
an
ag
em
en
t
s
k
ills
p
r
ed
ict
ch
ild
r
en
’
s
s
o
cial
b
eh
a
v
io
r
s
.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
a
m
o
d
er
a
te
an
d
m
ea
n
i
n
g
f
u
l
r
elatio
n
s
h
i
p
b
etwe
en
teac
h
e
r
s
’
class
r
o
o
m
m
an
ag
em
en
t
co
m
p
eten
cies
an
d
ch
ild
r
en
’
s
s
o
cial
s
k
ill
lev
el
s
.
I
n
p
ar
ticu
lar
,
p
lan
n
in
g
–
p
r
o
g
r
a
m
im
p
lem
en
tatio
n
a
n
d
p
h
y
s
ical
ar
r
an
g
em
e
n
t
em
e
r
g
ed
as
s
ig
n
if
ican
t
p
r
e
d
icto
r
s
o
f
ch
ild
r
en
’
s
s
o
cial
s
k
ills
an
d
em
o
tio
n
al
co
m
p
ete
n
ce
.
T
h
es
e
r
esu
lts
in
d
icate
th
at
clas
s
r
o
o
m
m
an
a
g
em
en
t
in
ea
r
ly
c
h
ild
h
o
o
d
ed
u
ca
tio
n
f
u
n
ctio
n
s
n
o
t
o
n
ly
as
an
o
r
g
an
izatio
n
al
p
r
ac
tice
b
u
t
also
as
a
co
n
tex
tu
al
f
ac
to
r
s
u
p
p
o
r
tin
g
ch
ild
r
e
n
’
s
s
o
cio
-
em
o
tio
n
al
d
ev
elo
p
m
en
t.
Sev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
co
n
s
id
er
ed
wh
en
in
ter
p
r
etin
g
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
.
First,
th
e
ag
e
d
is
tr
ib
u
tio
n
o
f
th
e
p
ar
ticip
ati
n
g
ch
ild
r
en
was
n
o
t
ev
e
n
ly
b
alan
ce
d
,
with
th
e
m
aj
o
r
ity
b
ein
g
s
ix
y
ea
r
s
o
ld
,
wh
ich
lim
its
g
en
er
aliza
b
ilit
y
ac
r
o
s
s
th
e
f
u
ll
p
r
esch
o
o
l
a
g
e
r
an
g
e.
Ho
wev
e
r
,
th
is
d
is
tr
ib
u
ti
o
n
r
ef
lects
n
atio
n
al
en
r
o
llm
en
t
p
atter
n
s
in
T
ü
r
k
i
y
e,
wh
er
e
p
ar
ticip
atio
n
is
h
ig
h
er
am
o
n
g
5
-
a
n
d
6
-
y
ea
r
-
o
ld
ch
ild
r
e
n
an
d
co
m
p
ar
ativ
ely
lo
wer
am
o
n
g
y
o
u
n
g
e
r
ag
e
g
r
o
u
p
s
(
ME
B
,
2
0
2
5
)
.
Seco
n
d
,
all
p
ar
ticip
atin
g
te
ac
h
er
s
wer
e
f
em
ale
an
d
r
ec
r
u
ited
f
r
o
m
a
s
in
g
le
p
r
o
v
in
ce
(
Ma
laty
a,
T
ü
r
k
i
y
e)
,
wh
ich
lim
its
r
eg
io
n
al
d
i
v
er
s
ity
an
d
ex
ter
n
al
v
alid
ity
.
Alth
o
u
g
h
th
is
r
e
f
lects
th
e
d
e
m
o
g
r
ap
h
ic
s
tr
u
ctu
r
e
o
f
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
in
T
ü
r
k
i
y
e,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
in
cl
u
d
e
m
o
r
e
d
iv
er
s
e
s
am
p
les.
T
h
ir
d
,
ch
ild
r
en
’
s
s
o
ci
al
b
eh
av
i
o
r
s
wer
e
ass
ess
ed
s
o
lely
th
r
o
u
g
h
teac
h
er
r
ep
o
r
ts
,
wh
ich
m
ay
in
tr
o
d
u
ce
co
m
m
o
n
m
eth
o
d
b
ias,
as
b
o
th
class
r
o
o
m
m
an
ag
em
en
t
an
d
s
o
cial
b
eh
av
io
r
s
wer
e
ev
alu
ated
b
y
th
e
s
am
e
in
f
o
r
m
a
n
t.
I
n
ad
d
itio
n
,
d
u
e
to
th
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
,
ch
an
g
es
in
ch
ild
r
en
’
s
s
o
cial
b
eh
av
io
r
s
o
v
er
tim
e
co
u
ld
n
o
t
b
e
ex
a
m
in
ed
.
Fin
ally
,
p
o
ten
tial
co
n
f
o
u
n
d
i
n
g
v
ar
iab
les
s
u
ch
as
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
(
SES)
,
h
o
m
e
en
v
ir
o
n
m
e
n
t,
an
d
teac
h
er
–
ch
ild
r
atio
b
ey
o
n
d
class
r
o
o
m
s
ize
wer
e
n
o
t
co
n
tr
o
lled
in
th
e
an
al
y
s
es.
T
h
ese
f
ac
to
r
s
m
ay
in
f
lu
en
ce
ch
ild
r
en
’
s
s
o
cial
d
e
v
elo
p
m
en
t
an
d
s
h
o
u
ld
b
e
co
n
s
id
er
ed
in
f
u
tu
r
e
r
esear
ch
.
Desp
ite
th
ese
lim
itat
io
n
s
,
th
e
s
tu
d
y
p
r
o
v
id
es
m
ea
n
in
g
f
u
l
em
p
ir
ical
ev
id
en
ce
r
eg
ar
d
in
g
th
e
r
o
le
o
f
class
r
o
o
m
m
an
ag
em
e
n
t
in
s
u
p
p
o
r
tin
g
p
r
esch
o
o
l
ch
ild
r
en
’
s
s
o
cial
co
m
p
eten
ce
.
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
em
p
lo
y
l
o
n
g
itu
d
in
al,
m
u
lti
-
in
f
o
r
m
an
t,
a
n
d
co
n
tex
t
-
s
en
s
itiv
e
d
esig
n
s
to
b
etter
u
n
d
er
s
tan
d
th
e
r
elatio
n
s
h
ip
b
etwe
en
class
r
o
o
m
m
an
ag
em
en
t
an
d
ch
ild
r
en
’
s
s
o
cial
d
ev
elo
p
m
e
n
t
ac
r
o
s
s
d
if
f
er
e
n
t
ed
u
ca
tio
n
al
s
ettin
g
s
.
I
n
ad
d
itio
n
,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
f
o
r
p
r
esch
o
o
l
teac
h
er
s
s
h
o
u
ld
p
lace
g
r
ea
ter
em
p
h
asis
o
n
p
la
n
n
in
g
,
class
r
o
o
m
o
r
g
a
n
izatio
n
,
an
d
s
tr
u
ctu
r
e
d
r
o
u
tin
es to
s
u
p
p
o
r
t c
h
il
d
r
en
’
s
s
o
cio
-
em
o
tio
n
al
s
k
ills
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
t
o
th
an
k
th
e
p
r
esch
o
o
l te
ac
h
er
s
a
n
d
c
h
ild
r
en
wh
o
p
ar
ticip
ated
in
th
i
s
s
tu
d
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
d
ec
lar
e
th
at
n
o
s
p
ec
if
ic
f
u
n
d
i
n
g
was r
ec
eiv
ed
f
o
r
th
is
r
esear
ch
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
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o
f
Aut
ho
r
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M
So
Va
Fo
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Vi
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P
Fu
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Yak
u
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İ
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C
:
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p
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Fu
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n
Evaluation Warning : The document was created with Spire.PDF for Python.