{"id":8308,"date":"2025-11-24T18:58:36","date_gmt":"2025-11-24T12:58:36","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8308"},"modified":"2025-11-24T19:03:22","modified_gmt":"2025-11-24T13:03:22","slug":"%e0%a6%96%e0%a7%87%e0%a6%b2%e0%a6%be%e0%a6%a7%e0%a7%81%e0%a6%b2%e0%a6%be-%e0%a6%8f%e0%a6%ac%e0%a6%82-%e0%a6%ae%e0%a6%bf%e0%a6%a5%e0%a6%b8%e0%a7%8d%e0%a6%95%e0%a7%8d%e0%a6%b0%e0%a6%bf%e0%a6%af%e0%a6%bc","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%97%e0%a6%ac%e0%a7%87%e0%a6%b7%e0%a6%a3%e0%a6%be-%e0%a6%95%e0%a7%87%e0%a6%a8%e0%a7%8d%e0%a6%a6%e0%a7%8d%e0%a6%b0-%e0%a6%ac%e0%a6%bf%e0%a6%a8%e0%a6%be%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a7%8d%e0%a6%af\/%e0%a6%aa%e0%a7%8d%e0%a6%b0%e0%a6%be%e0%a6%a5%e0%a6%ae%e0%a6%bf%e0%a6%95-%e0%a6%ac%e0%a6%9b%e0%a6%b0%e0%a7%87%e0%a6%b0-%e0%a6%95%e0%a6%be%e0%a6%a0%e0%a6%be%e0%a6%ae%e0%a7%8b\/%e0%a6%96%e0%a7%87%e0%a6%b2%e0%a6%be%e0%a6%a7%e0%a7%81%e0%a6%b2%e0%a6%be-%e0%a6%8f%e0%a6%ac%e0%a6%82-%e0%a6%ae%e0%a6%bf%e0%a6%a5%e0%a6%b8%e0%a7%8d%e0%a6%95%e0%a7%8d%e0%a6%b0%e0%a6%bf%e0%a6%af%e0%a6%bc\/","title":{"rendered":"\u0996\u09c7\u09b2\u09be, 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{\r\n      margin-top: 2.3rem;\r\n      margin-bottom: 2rem;\r\n      padding: 1.75rem 1.5rem;\r\n      border-radius: 14px;\r\n      border: 1px solid #d6ecdf;\r\n      background: #f6faf7;\r\n    }\r\n\r\n    #ey-play .ey-related h2 {\r\n      margin-top: 0;\r\n      font-size: 1.3rem;\r\n    }\r\n\r\n    #ey-play .ey-related ul {\r\n      margin: 0.4rem 0 0.2rem 1.1rem;\r\n    }\r\n\r\n    #ey-play .ey-related a {\r\n      text-decoration: underline;\r\n      text-decoration-thickness: 1px;\r\n      text-underline-offset: 3px;\r\n    }\r\n\r\n    \/* CTA \/ newsletter *\/\r\n    #ey-play .ey-cta {\r\n      margin-top: 0.5rem;\r\n      padding: 1.75rem 1.5rem 1.5rem;\r\n      border-radius: 14px;\r\n      background: linear-gradient(135deg, #0f172a 0%, #16203a 100%);\r\n      color: #ffffff;\r\n    }\r\n\r\n    #ey-play .ey-cta *,\r\n    #ey-play .ey-cta p,\r\n    #ey-play .ey-cta h2,\r\n    #ey-play .ey-cta div {\r\n      color: #ffffff !important;\r\n    }\r\n\r\n    #ey-play .ey-cta h2 {\r\n      margin-top: 0;\r\n      margin-bottom: 0.6rem;\r\n      font-size: 1.25rem;\r\n      color: #ffffff;\r\n    }\r\n\r\n    #ey-play .ey-cta p {\r\n      margin: 0.35rem 0;\r\n      font-size: 0.95rem;\r\n      max-width: 640px;\r\n      line-height: 1.65;\r\n      opacity: 0.95;\r\n      font-weight: 400;\r\n    }\r\n\r\n    #ey-play .ey-cta a {\r\n      color: #bef264;\r\n      text-decoration: underline;\r\n      text-decoration-thickness: 1px;\r\n      text-underline-offset: 3px;\r\n    }\r\n  <\/style>\r\n\r\n  <div class=\"ey-wrap\">\r\n\r\n    <!-- Hero -->\r\n    <header class=\"ey-hero\">\r\n      <img decoding=\"async\" data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/09\/EarlyYears1.webp\"\r\n           alt=\"Young children in Bangladesh playing and talking together in an early years classroom\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n      <div class=\"ey-hero-inner\">\r\n        <div class=\"ey-hero-kicker\">Early Years Framework \u00b7 Play & Interaction<\/div>\r\n        <h1>Play, talk and learning interaction<\/h1>\r\n        <p class=\"ey-hero-sub\">\r\n          How play, guided interaction and purposeful talk drive early learning in Bangladeshi\r\n          classrooms \u2013 and how teachers can design play that builds thinking, language and\r\n          self-regulation rather than being treated as \u201cfree time\u201d.\r\n        <\/p>\r\n      <\/div>\r\n    <\/header>\r\n\r\n    <!-- Intro \/ Evidence foundations -->\r\n    <section class=\"ey-intro\" aria-labelledby=\"ey-intro-heading\">\r\n      <h2 id=\"ey-intro-heading\">1. Evidence foundations: play as a cognitive tool<\/h2>\r\n      <p>\r\n        Modern early years research is clear: play is not a break from learning. It is one of the\r\n        main ways young children think, explore and build understanding. Through play, children\r\n        experiment with ideas, practise language, test cause and effect, rehearse social roles and\r\n        learn to manage emotions and attention.\r\n      <\/p>\r\n      <p>\r\n        When children build towers, act out stories, sort objects or pretend to run a shop, they are\r\n        doing complex mental work. They are planning, predicting, negotiating, solving problems and\r\n        using language to organise their thinking. High-quality early years systems treat play as a\r\n        <strong>cognitive tool<\/strong> \u2013 something adults design, guide and extend \u2013 not as \u201cfree time\u201d to be\r\n        squeezed in after the \u201creal learning\u201d.\r\n      <\/p>\r\n      <p>\r\n        The EBTD Early Years Framework (Bangladesh, BD) takes this view of play seriously. It aligns\r\n        with our <strong>Classroom Talk \u2013 Early Years<\/strong> work: talk and interaction are not extra features,\r\n        but the engine of learning within play.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Why this matters in BD -->\r\n    <section aria-labelledby=\"ey-bd-heading\">\r\n      <h2 id=\"ey-bd-heading\">2. Why this matters in Bangladesh<\/h2>\r\n      <p>\r\n        In many Bangladeshi early years settings, there is intense pressure to \u201cuse time efficiently\u201d\r\n        for visible academic work. Play is often seen as a distraction or reward rather than a core\r\n        part of learning. Common patterns include:\r\n      <\/p>\r\n      <ul>\r\n        <li>Children sitting for long periods completing worksheets or copying from the board.<\/li>\r\n        <li>Very limited opportunities for movement, exploration or pretend play.<\/li>\r\n        <li>Play corners that exist in name but are rarely used for deep learning.<\/li>\r\n        <li>Parents equating \u201cgood teaching\u201d with quiet, still children and full notebooks.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        In crowded classrooms with limited resources, it can feel risky to allow children to move\r\n        and play. Yet the research is clear: removing play from early years damages long-term\r\n        outcomes, especially for children who do not have rich play opportunities at home.\r\n      <\/p>\r\n      <p>\r\n        For Bangladesh, where many children experience high levels of academic pressure, play is\r\n        not soft or indulgent. It is a practical, evidence-based way to build the thinking, language\r\n        and self-regulation that later exam success depends on.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Play as cognitive tool, adult vs child led -->\r\n    <section aria-labelledby=\"ey-play-cognitive-heading\">\r\n      <h2 id=\"ey-play-cognitive-heading\">3. Play as a cognitive tool, not \u201cfree time\u201d<\/h2>\r\n      <p>\r\n        When teachers design play thoughtfully, it becomes a powerful vehicle for learning. For\r\n        example:\r\n      <\/p>\r\n      <ul>\r\n        <li>\r\n          In a shop role-play area, children use counting, comparing, turn-taking and polite forms\r\n          of speech.\r\n        <\/li>\r\n        <li>\r\n          With blocks or local materials, children explore size, balance, symmetry and problem-solving.\r\n        <\/li>\r\n        <li>\r\n          During pretend family or community scenes, children practise language for feelings,\r\n          conflict and cooperation.\r\n        <\/li>\r\n      <\/ul>\r\n      <p>\r\n        In each case, the play has clear learning potential \u2013 but that potential is realised only when\r\n        adults are present to observe, join, model language and gently extend thinking.\r\n      <\/p>\r\n\r\n      <h2>4. Adult-guided and child-led play<\/h2>\r\n      <p>\r\n        Effective early years practice balances two forms of play:\r\n      <\/p>\r\n      <ul>\r\n        <li>\r\n          <strong>Child-led play<\/strong>, where children choose activities, roles and materials, and follow their\r\n          own interests.\r\n        <\/li>\r\n        <li>\r\n          <strong>Adult-guided play<\/strong>, where teachers set up scenarios, materials or challenges with clear\r\n          learning possibilities and step in at key moments to support language and thinking.\r\n        <\/li>\r\n      <\/ul>\r\n      <p>\r\n        In Bangladeshi classrooms, child-led play is often missing. Adults may control every\r\n        decision, or play time may be absent entirely. The framework encourages teachers to\r\n        create pockets of time where children can initiate play \u2013 within safe boundaries \u2013 and to\r\n        use adult-guided play to ensure that cognitive challenge is present.\r\n      <\/p>\r\n      <p>\r\n        The goal is not chaos, nor control. It is purposeful play, where children are active and\r\n        adults are intentional.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Conversation, questioning, routines -->\r\n    <section aria-labelledby=\"ey-talk-heading\">\r\n      <h2 id=\"ey-talk-heading\">5. Conversation, questioning and turn-taking in play<\/h2>\r\n      <p>\r\n        Play without talk is a missed opportunity. In the EBTD framework, play and classroom talk\r\n        are tightly connected:\r\n      <\/p>\r\n      <ul>\r\n        <li>Teachers join play briefly to model new vocabulary and sentence structures.<\/li>\r\n        <li>Adults ask open questions that push thinking: \u201cWhat might happen if\u2026?\u201d, \u201cWhy did you choose\u2026?\u201d<\/li>\r\n        <li>Children are encouraged to negotiate roles, explain ideas and solve conflicts with words.<\/li>\r\n        <li>Turn-taking games help children practise listening, waiting and responding appropriately.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        This approach aligns directly with EBTD&rsquo;s <em>Classroom Talk \u2013 Early Years<\/em> emphasis on\r\n        back-and-forth interaction as a driver of learning. Play provides the context; talk provides\r\n        the cognitive lift.\r\n      <\/p>\r\n\r\n      <h3>5.1 Classroom routines for talk within play<\/h3>\r\n      <p>\r\n        Simple routines can make talk a predictable part of play:\r\n      <\/p>\r\n      <ul>\r\n        <li><strong>\u201cShow and tell your play\u201d<\/strong> \u2013 children briefly explain what they are building or acting out.<\/li>\r\n        <li><strong>\u201cBefore and after\u201d questions<\/strong> \u2013 \u201cWhat will you do first?\u201d, \u201cWhat happened at the end?\u201d<\/li>\r\n        <li><strong>Conflict scripts<\/strong> \u2013 sentence stems for solving disputes (\u201c\u0986\u09ae\u09bf \u099a\u09be\u0987\u2026\u201d, \u201c\u09a4\u09c1\u09ae\u09bf \u0995\u09c0 \u09ad\u09be\u09ac\u099b\u09cb\u2026?\u201d).<\/li>\r\n        <li><strong>Reflection time<\/strong> \u2013 a short discussion after play about what children did and learned.<\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Tools & strategies -->\r\n    <section aria-labelledby=\"ey-tools-heading\">\r\n      <h2 id=\"ey-tools-heading\">6. Practical tools and strategies<\/h2>\r\n      <p>\r\n        Even in large, low-resource Bangladeshi classrooms, teachers can build purposeful play\r\n        into the day without losing control or academic focus.\r\n      <\/p>\r\n\r\n      <h3>6.1 Low-cost play corners<\/h3>\r\n      <p>\r\n        Create small, rotating play areas using local materials:\r\n      <\/p>\r\n      <ul>\r\n        <li>A \u201cshop\u201d with empty packets, bottle caps and paper money.<\/li>\r\n        <li>A construction area with blocks, boxes or collected natural materials.<\/li>\r\n        <li>A home corner with cloth, cooking utensils and simple props.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Children can rotate through these spaces in small groups while others work on more\r\n        structured tasks.\r\n      <\/p>\r\n\r\n      <h3>6.2 Guided challenges<\/h3>\r\n      <p>\r\n        Set simple challenges within play:\r\n      <\/p>\r\n      <ul>\r\n        <li>\u201cCan you build a bridge strong enough for this toy to cross?\u201d<\/li>\r\n        <li>\u201cCan you sort these objects in two or three different ways?\u201d<\/li>\r\n        <li>\u201cCan you act out a story where someone has a problem and it gets solved?\u201d<\/li>\r\n      <\/ul>\r\n      <p>\r\n        These tasks keep cognitive demand high while preserving choice and creativity.\r\n      <\/p>\r\n\r\n      <h3>6.3 Talk moves during play<\/h3>\r\n      <p>\r\n        Train teachers to use a small set of \u201ctalk moves\u201d whenever they enter children&rsquo;s play:\r\n      <\/p>\r\n      <ul>\r\n        <li>\u201cTell me what you\u2019re doing.\u201d<\/li>\r\n        <li>\u201cWhat will happen next?\u201d<\/li>\r\n        <li>\u201cWhy did you choose to do it that way?\u201d<\/li>\r\n        <li>\u201cHow could we solve this problem?\u201d<\/li>\r\n      <\/ul>\r\n      <p>\r\n        These prompts link directly to your Classroom Talk routines and make every play encounter\r\n        a mini language and thinking lesson.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- Active ingredients + pitfalls -->\r\n    <section aria-labelledby=\"ey-active-pitfalls-heading\">\r\n      <h2 id=\"ey-active-pitfalls-heading\">7. Active ingredients and common pitfalls<\/h2>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <!-- Active ingredients -->\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-active-heading\">\r\n          <h3 id=\"ey-active-heading\">7.1 Non-negotiable active ingredients<\/h3>\r\n          <p>\r\n            Purposeful play in the early years only delivers its benefits when certain conditions are\r\n            present. Without these, play can become chaotic, superficial or sidelined.\r\n          <\/p>\r\n          <ul>\r\n            <li>Play time is protected and planned, not used only as a reward or filler.<\/li>\r\n            <li>Adults actively observe and sometimes join play to model language and thinking.<\/li>\r\n            <li>Children have genuine choices within safe boundaries.<\/li>\r\n            <li>Talk and interaction are expected parts of play, not optional extras.<\/li>\r\n            <li>Play is linked to broader learning goals, not treated as separate from \u201creal work\u201d.<\/li>\r\n          <\/ul>\r\n        <\/div>\r\n\r\n        <!-- Pitfalls -->\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-pitfalls-heading\">\r\n          <h3 id=\"ey-pitfalls-heading\">7.2 Common pitfalls in Bangladesh classrooms<\/h3>\r\n          <p>\r\n            When schools attempt to introduce play without a clear framework, predictable problems\r\n            appear:\r\n          <\/p>\r\n          <ul>\r\n            <li>Labeling any unstructured time as \u201cplay\u201d without clear learning intentions.<\/li>\r\n            <li>Using play corners only for decoration or inspection, not daily learning.<\/li>\r\n            <li>Allowing play only for \u201cgood\u201d students who have finished written work.<\/li>\r\n            <li>Abandoning play entirely after one or two chaotic attempts.<\/li>\r\n            <li>Assuming that play is only for nursery, not for KG and early primary.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            Recognising these pitfalls helps leaders and teachers to design play that is both\r\n            manageable and meaningful.\r\n          <\/p>\r\n        <\/div>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel-small\">\r\n        <h3>7.3 Connecting to the Classroom Talk strand<\/h3>\r\n        <p>\r\n          This play and interaction section should be read alongside EBTD&rsquo;s\r\n          <em>Classroom Talk \u2013 Early Years<\/em> resources, which offer specific talk routines, sentence\r\n          stems and planning templates. Together, they show how play, talk and interaction can\r\n          become the daily engine of learning in Bangladeshi early years settings.\r\n        <\/p>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- Reflection & implementation -->\r\n    <section class=\"ey-reflect\" aria-labelledby=\"ey-reflect-heading\">\r\n      <h2 id=\"ey-reflect-heading\">8. Reflection and implementation questions<\/h2>\r\n      <p>\r\n        Use these prompts to help teachers and leaders move from reading to implementation.\r\n      <\/p>\r\n\r\n      <h3>For teachers<\/h3>\r\n      <ul>\r\n        <li>How much time each day do my children spend in genuine play and exploration?<\/li>\r\n        <li>When I enter children\u2019s play, do I mostly control it, or do I observe and extend it?<\/li>\r\n        <li>Do I have at least one low-cost play corner that is used regularly, not just displayed?<\/li>\r\n        <li>What talk moves do I use during play to build language and thinking?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For leaders<\/h3>\r\n      <ul>\r\n        <li>Is play protected in our timetable, or squeezed out by written work and exams?<\/li>\r\n        <li>Do teachers feel safe to use play, or are they worried about being judged as \u201ctoo soft\u201d?<\/li>\r\n        <li>Have we provided training on guiding play and classroom talk, not just on paperwork?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For school teams<\/h3>\r\n      <ul>\r\n        <li>What small changes can we make this term to increase purposeful play across early years classes?<\/li>\r\n        <li>How can we help parents understand that play is serious learning, not a waste of time?<\/li>\r\n        <li>Which classes or teachers could pilot improved play routines and share what they learn?<\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Related resources -->\r\n    <section class=\"ey-related\" aria-labelledby=\"ey-related-heading\">\r\n      <h2 id=\"ey-related-heading\">9. Related EBTD early years resources<\/h2>\r\n      <p>\r\n        This play and interaction page connects directly to other EBTD resources that support\r\n        talk-rich, developmentally appropriate early years practice:\r\n      <\/p>\r\n      <ul>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/classroom-talk\/early-years\/\">\r\n            Classroom Talk \u2013 Early Years\r\n          <\/a>\r\n          &ndash; routines and tools for building purposeful talk, questioning and interaction in play and whole-class teaching.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/early-years-teaching\/\">\r\n            Early Years Teaching in Bangladesh\r\n          <\/a>\r\n          &ndash; guidance on pedagogy, routines and lesson structures that integrate play and learning.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"\/research-hub-free-teacher-resources\/bridge\/early-years\/\">\r\n            BRIDGE Framework \u2013 Early Years\r\n          <\/a>\r\n          &ndash; leadership and self-review tools for embedding play-based, talk-rich practice across a setting.\r\n        <\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Newsletter CTA -->\r\n    <section class=\"ey-cta\" aria-labelledby=\"ey-cta-heading\">\r\n      <h2 id=\"ey-cta-heading\">Stay connected with EBTD Early Years work<\/h2>\r\n      <p>\r\n        If you found this useful, join the EBTD newsletter for monthly, research-backed tips,\r\n        free classroom tools, and updates on our training in Bangladesh\u2014no spam, just what\r\n        helps. Sign up to the newsletter and please share this page with colleagues or on your\r\n        social channels so more teachers can benefit. Together we can improve outcomes and\r\n        change lives.\r\n      <\/p>\r\n    <\/section>\r\n\r\n  <\/div>\r\n\r\n<\/section>\r\n\r\n<!-- Light JSON-LD for this subpage (to be strengthened once all 10 pages are built) -->\r\n<script type=\"application\/ld+json\">\r\n{\r\n  \"@context\": \"https:\/\/schema.org\",\r\n  \"@type\": \"WebPage\",\r\n  \"name\": \"Play, talk and learning interaction \u2013 EBTD Early Years Framework (Bangladesh, BD)\",\r\n  \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/play-and-interaction\/\",\r\n  \"description\": \"Play, talk and learning interaction strand of the EBTD Early Years Framework in Bangladesh (BD), showing how structured play, guided interaction and classroom talk support thinking, language and self-regulation in early years settings.\",\r\n  \"inLanguage\": \"en\",\r\n  \"isPartOf\": {\r\n    \"@type\": \"WebPage\",\r\n    \"name\": \"EBTD Early Years Framework (Bangladesh, BD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\"\r\n  },\r\n  \"about\": [\r\n    \"play based learning Bangladesh\",\r\n    \"early years play and interaction Bangladesh\",\r\n    \"classroom talk early years Bangladesh\",\r\n    \"adult guided play Bangladesh\",\r\n    \"early childhood pedagogy Bangladesh\",\r\n    \"teacher training Bangladesh early years\"\r\n  ],\r\n  \"publisher\": {\r\n    \"@type\": \"Organization\",\r\n    \"name\": \"Evidence Based Teacher Development (EBTD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\"\r\n  }\r\n}\r\n<\/script>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Early Years Framework \u00b7 Play & Interaction Play, talk and learning interaction How play, guided interaction and purposeful talk drive early learning in Bangladeshi classrooms \u2013 and how teachers can...","protected":false},"author":1,"featured_media":7113,"parent":8295,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8308","page","type-page","status-publish","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8308","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/comments?post=8308"}],"version-history":[{"count":3,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8308\/revisions"}],"predecessor-version":[{"id":8311,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8308\/revisions\/8311"}],"up":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8295"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media\/7113"}],"wp:attachment":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media?parent=8308"}],"curies":[{"name":"\u09a1\u09ac\u09cd\u09b2\u09bf\u0989\u09aa\u09bf","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}