 So, the next topic under the trends and issues in early childhood education is test-based high-stake accountability and prescribed curriculum. We know that evaluation is a vast field and there are certain standards errors of measurement also because when there are certain principles but the instruments are not valid and reliable so the measurement is not appropriate. So, educational measurement is a mis-meyer for younger children. We say that if the principle of measurement is not completely used, whether it is untrained or not given specifications in curriculum, then you cannot properly measure small children and the reason for this is that they are not going through any standard. Now, their brain is also progressing, they are not able to perform. Now, their performance is also different. So, now, this is not a mis-meyer, this is not a measurement. Then, high-stake accountability. You must have seen that a very small child who is below the preps of a nursery class or a play group has a high criterion. You have to take a number out of 100, take 99, take 98. If you keep such a high-stake on the children, then you are violating their freedom of nature. Then, assessment needs to be meaningful and respect the complexities of learning. Actually, we are not respecting the complexities. Now, the matter is very complex because they are rapidly developing. Some children's brain and muscle coordination is still weak and now, they are giving strength to their handwriting. Now, they have not even learned to hold a pencil. And the pencil cannot hold it in its own hands as a brain. But you are testing the standards of its handwriting in numbers. In the same way, what we do in this series is that we are building an undue pressure on small children and on other students. And because of this pressure, the children's nature should have come forward. In fact, the nature that should have come forward has stopped. So, our authors say that such an assessment is not supporting our young children's development. It is hindering development and not increasing it. Because you keep barriers in front of it. And those barriers are not allowing it to move forward. You have started measuring it in numbers, in performance, while it is time for the children to learn. There are many countries like Japan, France, and the Philippines. In the beginning of the day, there is no measurement. It is only taught. But the measurement is not done so that it does not affect their minds. And neither is it easy to understand how the grades of your class are. How is your class's result? If your result is not good, it means that you are not performing well. So, if the result is fake, then the rest of the things will also be fake. Then there is test anxiety. Here you can see the children in some pictures. You see any performance by keeping a copy pencil in front of a small child. You start testing it. Now he has not learned how to perform in front of people. He has his own mind. Right now, he wants to do something with his nature and his will. But we have put him in a very difficult position, and we are trying to pass through it. Then, as we said earlier, if the test is inappropriate, because the validity of a test is that he should measure something for which he has been prepared. Now, if we just want to check his wrote memorization, that how much he remembers the count, how many digits and alphabets he remembers, then this measurement is inappropriate. Right now, his concept is developing. We should talk about the concepts now. Then this means that our complex task was, where some parts of the child's brain are empty, some parts are filled, some parts of the child are going to the hospital. We are obstructing the complexities in such situations, not helping them out. Then there is another very strange phenomenon, that higher curriculum is pushed to lower classes. Look, you all, and I was a time when there was a very small bag, and very few people were allowed to play. And the children were free to jump into the school. There was no pressure. But now, along with the time, you will also see languages in the prep class. You have to remember the parts of the heart about the children. In the last few days, there was a incident of a student of a prep class, who tried to memorize the right or the trickle. And I can remember it with difficulty. So how can a child of a small prep class remember it? And then he has to remember it. He has not come to understand it yet. So in such a situation, we have pushed down the curriculum, we have increased their pressure, increased their burden. That is why the children have become overburdened. Then the children are not growing as imaginative and creative thinkers. The truth is that the children will not come towards creativity. They will not think, they will not understand. They will do something that is told to them. Because they are bound to it. Sometimes through a stick and sometimes through the pressure of the marks.