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According to Ronen (2020), teachers’ engagement with students early in ensuring their cognitive development relates to action research theory, which involves a wide variety of evaluative, investigative, and analytical approaches to diagnose weaknesses or problems.

As identified by Heijne-Penninga et al. (2018), general system theory relates to professional development and involves the attempt to understand how systems exchange their issues with the environment.

According to Hu et al. (2021), a teacher’s willingness to adapt to the required teaching style and help Pre-K students meet personal goals and services is an essential benefit of cognitive development instructions.

Teachers normally do a better job out of passion when given enough space to perform their tasks (Matherson and Windle, 2017.

Elm and Nordqvist (2019) note the importance of staying in touch with the teacher during the study as it motivates them.

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