Children who grow up in stimulating, emotionally supportive, highly verbal, and protective environments where the caretaker teaches and models skill development are usually ready for school. When the child is able to meet expectations, he or she receives praise or a positive feedback in school. This also compliments the caretaker—a child-rearing job well done. The caretaker or parent and school people feel good about each other. The child receives a message from parents that the school program is good. The positive emotional bond between parents and child is extended to the school. The school staff can then serve as parent surrogates. This facilitates learning.