Dadi English Education has different goals as well. Based on the English proficiency levels, children learning under the ABCmouse guided learning mode in Dadi English Education are classified into three types: Rhythmic student, Recitative student, and Global-Oriented student.

Each of these three types has different impacts on children. So, which type is better for children? Actually, there is no definitive answer as it depends on the parents' choice. However, considering the future life development of students, Dadi strongly recommends coaches to guide parents in choosing to cultivate their children as Global-Oriented students. Dadi's educational mission is also aligned with the global perspective and the cultivation of Global-Oriented students. Therefore, we hope parents will choose to make their children Global-Oriented students.

1）English proficiency: Starting from the age of 2, joining no later than the age of 12, demonstrating the ability to use age-appropriate learning apps and achieving excellent English proficiency and English thinking skills.

2）K-12 education: Engaging in K-12 education spanning from ages 2 to 18 (from kindergarten to 12 years of compulsory education), possessing a strong foundation in English and actively participating in interdisciplinary learning and communication in English.

3）Global peers: Willingness to communicate and interact with peers from around the world, exhibiting self-directed learning habits, inquiry-based learning qualities, critical thinking skills, and a globalized perspective.

The learning progression for Global-Oriented students is as follows:

1）Ages 2-5: Focus on learning ABCmouse to accumulate extensive listening and speaking experience, with an emphasis on developing English listening and speaking skills.

2）Ages 5-8: Continue learning ABCmouse and introduce ReadingIQ to further enhance listening and speaking skills while accumulating reading experience. Develop English reading comprehension skills and cultivate English thinking patterns and expression habits.

3）Ages 8-12: Learn Adventure Academy and continue with ReadingIQ for guided reading. With the foundation built in the earlier courses, students can freely engage in synchronous learning and communication with global students at Adventure Academy from the third grade onward, enabling seamless international learning exchanges.

4）Ages 12-18: Study the comprehensive curriculum of Global-Oriented student junior high and high school courses. This app is currently under development, and the course content is aligned with international standards.

Therefore, for Global-Oriented students, the focus before the age of 8 is on English language learning, laying a solid foundation in listening, speaking, reading, and writing skills. After the age of 8, English becomes the primary learning tool, allowing students to participate in interdisciplinary learning synchronized with American curriculum standards.

Dadi hopes that parents can cultivate Global-Oriented students with a comprehensive level of education equivalent to or exceeding that of students in physical international schools, at a cost of 10% of the tuition fees of international schools. This will allow children to receive the highest value-for-money Global-Oriented student education.

The international competency of Global-Oriented students includes:

Excellent English proficiency

Self-directed learning habits

Inquiry-based learning qualities

Critical thinking skills

A global view of the world

These are the essential qualities of international talent that the future world requires. It is crucial for our children to possess these abilities in order to be competitive in their future lives and careers.

Dadi categorizes students into three types primarily to meet different parental needs for their children's education. Therefore, the decision to cultivate which type of student lies with the parents, not the coach. The role of the coach is to guide parents in understanding the distinctions among the three types and to assist them in selecting the most suitable type for their children.

Achieving outstanding English proficiency in children relies on effective interaction and cooperation among the coach, parents, and the children themselves. Only when there is consistency in educational goals and expectations between the family and the school can more desirable results be obtained. In order to ensure that parents' understanding and their goals and requirements for their children's development are in alignment with ours, we need the coach to strengthen the guidance work for parents, aiming to:

1.Enable parents to understand various factors that influence early childhood English proficiency.

2.Help parents understand the learning status and requirements of Rhythmic students, Recitative students, and Global-Oriented students.

3.Understand parents' needs and expectations for their children's English learning.

4.Encourage parents to acknowledge Dadi's educational philosophy and goals for children.

Step 1: Provide parents with introductory materials on the three types of student development. Guide parents to understand what Rhythmic students, Recitative students, and Global-Oriented students are, and help them grasp the differences and learning requirements of each type.

Step 2: Understand parents' expectations and needs. Engage in effective communication with parents to understand their expectations and needs for their children's English learning. Inquire about the level of English proficiency they desire for their children and their expectations for their children's future English application and development. This helps clarify parents' goals and priorities.

Step 3: Provide professional advice and guidance. Based on parents' expectations and needs, offer professional advice and guidance. Explain the characteristics and advantages of different development types, helping parents understand the impact and suitability of each type for their children. Recommend the most suitable development type based on the child's specific circumstances and explain the reasons behind the recommendation.

Step 4: Distribute a survey questionnaire to allow parents to make the final decision and provide feedback to the coach.