杭州威雅｜幼儿园为什么要给孩子一个充满游戏的课堂？

时间：2023-04-18

　　杭州威雅幼儿园

　　杭州威雅幼儿园采用的国际早期教育课程IEYC (International Early Years Curriculum) 是一项以研究为基础的渐进式课程，专为 2-6 岁的儿童设计。

　　IEYC设有不同的主题课程，均从专注孩子全面发展出发，通过结构化的学习目标、寓教于乐的形式和与现实生活环境关联，为孩子们提供丰富的学习体验。

　　课程实践的过程中，孩子始终是教学的中心，他们被鼓励着去探索和发现他们的周围环境，去培养批判性思维和解决问题的能力；也在有趣的课堂中，获得识字、算术和社交发展等重要技能，为未来人生打下坚实的基础。

　　WASHZ uses the IEYC in our Kindergarten. The International Early Years Curriculum is a progressive, research-based program designed for children aged 2-6 years old. The IEYC focuses on developing the whole child and provides a comprehensive learning experience through the use of structured learning goals, play-based learning, and real-life contexts. It encourages children to explore and discover their environment, to develop critical thinking and problem-solving skills, and to build a strong foundation in literacy, numeracy, and social-emotional learning.

　　With its focus on child-centered learning, the IEYC fosters a love of learning and lays the foundation for a successful academic future. Throughout the year the pupils are immersed in 6 different IEYC topics.

　　1. 走进 · 课堂

　　孩子们如何学习成为“动物拯救者”？

　　How Do Kids Learn to Be ‘Animal Rescuers’?

　　“图片里的动物叫什么名字？”

　　“动物生活在哪里呢？森林、海洋、沙漠、河流还有……”

　　“动物的房子长什么样子？“

　　“它们喜欢吃什么呢？”

　　“当动物们遇到危险时，我们可以用哪些工具解救它们呢？”

　　"What is the name of the animal in the picture?"

　　"Where do animals live? Forests, oceans, deserts, rivers, and..."

　　"What do their houses look like?"

　　"What do they like to eat?"

　　"When animals encounter danger, what tools can we use to rescue them?"

　　这一次我们分享的主题课是「动物拯救者」。

　　在教室中，老师正在惟妙惟肖地和孩子们讲着故事。在故事中，一群动物救助者竭尽全力，努力拯救需要的动物。老师们通过有趣且引人入胜的故事来引导孩子们认识多种多样的动物及它们的栖息地。课堂里的孩子们沉浸在精彩的情节中，徜徉在天马行空的想象中，他们尽情畅想着如何凭自己的力量来帮助可爱的动物们。

　　老师们拿出图片摆在孩子们面前，“这是什么动物呢？他们生活的地方有很多很多水……”图片之外的信息提示让孩子们在聆听中锻炼思考的能力。

　　The Animal Rescuers unit provided a fun and engaging way for young children to learn about different animals and their habitats. In one classroom, the teacher introduced the unit by reading a story about a group of animal rescuers who work to save animals in need. The children were then invited to use their imaginations to create their own ways in which they could help them.

　　Another activity in the unit involved learning about different types of animals and their habitats. The children were shown pictures of animals and asked to identify them, and were given information about the different environments in which they live.

　　再接下来，他们还有机会在教室外的院子里寻找各种天然材料，配合着颜料等工具，为动物们制作出一个独一无二的栖息家园。

　　如何照顾动物呢？这也是孩子们需要学习的重要技能。

　　“小动物们也和人类一样，需要喝水吃饭，还要给它们安全舒适的生活环境……”

　　They then had the opportunity to create their own animal habitats using art materials and natural materials found outside.

　　The children also learned about the importance of taking care of animals. They learned about how to feed and water animals, and how to provide a safe and comfortable living environment.

　　在动物救援单元学习中，孩子们还要了解并使用不同的工具来帮助不同需求的动物，比如用于安全捕获和运输动物的救援车辆、急救箱和其他工具。接着，孩子们通过积木、乐高等手边的“建筑材料”制作自己的救援车辆和设备。

　　最后，孩子们进入角色扮演的探索世界。他们要扮演不同场景下动物救助者的角色，身临其境地完成“救助任务”。大家齐心协力，时而爬到树上，时而又到了其他“危险”的环境里“执行救援”。全程团队协作密切，不断解决问题和难点。

　　In the Animal Rescuers unit, the children also learned about the different tools and equipment used by animal rescuers to help animals in need. They learned about rescue vehicles, first aid kits, and other tools used to safely capture and transport animals. The children then had the opportunity to create their own rescue vehicles and equipment using blocks, Legos, and other building materials.

　　Finally, the classroom explored the world of role-play, where the children took on the roles of animal rescuers and acted out different scenarios involving animals in need. They had fun pretending to rescue animals from trees and other dangerous situations and learned about the importance of teamwork and problem-solving in the process.

　　这次动物救援单元主题课结束时，孩子们从中了解不同类型动物、它们的栖息地以及动物救援人员使用的工具和设备，同时掌握这些新事物中文、英文的表达。在寓教于乐的环境氛围中，孩子们渐渐丰盈的想象力、创造力显露出来。同时，他们学会了与同伴们友好地团队合作，掌握宝贵的生活技能，共同解决一个又一个问题。

　　当孩子们围绕一个主题，和朋友们一起沉浸其中，并自信地运用已知技能去创作，就能不断摄取新的内容、巩固所学—— “有效学习”，就这样发生了。

　　Overall, the Animal Rescuers unit was a great way for children to learn about different types of animals, their habitats, and the equipment used by animal rescuers. By encouraging imagination, creativity, and teamwork, the unit helped to teach valuable life skills that will stay with the children as they grow and develop.

　　When children immerse themselves in a theme with their friends and confidently use their known skills to create, they can continuously absorb new content and consolidate what they have learned, and that's how ‘effective learning‘ happens.

　　2. 游戏有奥妙

　　“动物拯救者”背后的教育科学

　　The Educational Science behind 'Animal Rescuers’

　　6岁以前是孩子大脑活跃程度最高的时间。当孩子在自己喜爱的空间里，尽情地玩、冒险、试错，各种感官体验会不断地刺激大脑突触的生长，观察力、想象力、思考力、自我意识、强大的能力感...这一切慢慢培养出的能力，都会在将来，影响到他们学习与生活的方方面面。

　　The period before the age of 6 is the time when a child's brain is most active. When a child plays, explores, and makes mistakes in their favorite space, they constantly stimulate the growth of brain synapses, observational skills, imagination, thinking ability, self-awareness, and a strong sense of capability. All of these abilities slowly cultivated will be transferred to various aspects of learning and life in the future.

　　杭州威雅幼儿园结合英国早期教育体系（EYFS），在运用国际早期教育课程（IEYC）的基础上，设计出独特的英文教学框架。

　　Combining the use of the British early education system (EYFS), WASHZ Kindergarten has designed a unique English teaching framework based on the IEYC.

　　倡导，“Learning through Play （在玩中学习）”，给孩子传递热爱、温暖、多元的讯息。两者都“以幼儿发展为中心”，互为补充，各有所长。

　　It advocates for ‘Learning through Play‘ and conveys messages of love, warmth, and diversity to children. Both systems ‘focus on the development of young children’, complement each other, and have their own strengths.

　　像“动物拯救者”这样的主题课中，有许许多多活动，内容看似简单，背后付出的心血可不少！课堂上，所有老师心中都要有一幅孩子全方位的“发展蓝图”，配合“OAP循环圈”这一法宝：

　　In theme-based lessons like ‘Animal Rescuers’, a lot of effort is put into them behind the scenes! In the classroom, teachers should have a comprehensive‘development blueprint’ for the children, and they use the ‘OAP Cycle’ as a tool to assist them:

　　Observation

　　观察孩子活动中的行为；

　　Observing the behavior of children during activities.

　　Assessment

　　评估孩子在他们的年龄段各个能力点的发展水平；

　　Assessing the development level of children's various abilities at their age.

　　Planning

　　基于发展情况和兴趣方向，计划个性化的活动和环境设置。

　　Planning personalized activities and environmental settings based on the development and interests of children.

　　杭州威雅提供从幼儿园到高中15年延续性教育。而EYFS体系也是贯穿幼儿园和小学两个学部。

　　幼儿园大班的孩子们，可以参与威雅小学的部分活动，比如音乐会、艺术展、科技展……可以提前领略小学生活，这些成全了孩子们更顺畅地发展。小学阶段的主题设置、自然拼读、数学等学科的教学，亦都是从幼儿园延伸出来的。

　　WASHZ provides 15 years of continuous education from K1-G12. The EYFS system is also implemented jointly in the kindergarten and Lower School.

　　Pupils in K3 can participate in some activities of WASHZ Lower School, such as music concerts, art exhibitions, STEAM exhibitions, etc. They can experience lower school life in advance, facilitating smoother development for the children. The themes, phonics, mathematics, and other subjects taught in lower school are also extended from the kindergarten.

　　3. 惊喜 · 开始

　　一封创校家长的来信

　　家长来信

　　和很多家长一样，我们也认为3-6岁是孩子成长的一个重要阶段，他们几乎是第一次独立地认识和理解家庭以外的环境，这对孩子性格与习惯的养成很关键。因此，对于给女儿选择幼儿园这件事上，我们投入了很多的精力和时间。

　　Like many other parents, we also believe that the ages of 3 to 6 are a crucial period for a child's growth. During this time, they are almost independently recognizing and understanding the world outside of the home for the first time, which is critical for the development of their personality and habits. Therefore, when it came to choosing a kindergarten for our daughter, we invested a lot of time and effort.

　　在择校的过程中，我们首先对EYFS、DAP、IB、蒙台梭利以及瑞吉欧等幼儿教育理念进行了了解。我们发现EYFS体系具备很强的权威性和完整性，并且通过老师的引导和观察记录，既能够让小朋友享受体系化的、有乐趣的自我成长，又能够让家长与老师之间的沟通更有针对性。

　　In the school selection process, we first learned about EYFS, DAP, IB, Montessori, Reggio, and other early childhood education philosophies. We found that the EYFS system has strong authority and completeness, and through the guidance and observation records of the teachers, it can provide children with a systematic and enjoyable way of self-growth while also making communication between parents and teachers more targeted.

　　在学校方面，我们优先考虑十五年制的学校，我们认为这样的学校能够给孩子提供更丰富、更稳定的外部环境。在当前教育改革的背景下，对我们这些规划孩子出国留学的家庭而言，风险也更低。

　　In terms of schools, we prioritized schools that offer a 15-year education system because we believe that such schools can provide children with a more diverse and stable external environment. In the context of current educational reforms, the risk is also lower for families like ours who plan to send their children abroad to study.

　　威雅让我们很惊喜，女儿每天放学都会和我分享“仙女”、“仙女湖”和“魔法”的故事，能够感受到老师们一直在用她能接受的方式与她沟通。自然也能感受到她的变化——更自信，乐于沟通，乐于说出自己的想法。她变得更加勇敢，慢慢地建立起自己的友谊，这让我们觉得，她在学校“与众不同”的样子，应该是被理解和包容的，老师们的积极关注也让她变得更自信。

　　We were pleasantly surprised by our experience at WASHZ Kindergarten. Our daughter shares stories about fairies, fairy lakes, and magic with us every day after school, and we can feel that the teachers are always communicating with her in a way that she can accept. We can also feel her changes: she has become more confident, willing to communicate, and willing to express her thoughts. She has become braver and has gradually established her own friendships. This makes us feel that her ‘different’ qualities at school should be understood and accepted, and the teachers' active attention has also made her more confident.

　　——杭州威雅幼儿园的一名创校生家长

　　——A parent of one of the founding students of WASHZ Kindergarten

　　——杭州威雅幼儿园的一名创校生家长

　　In the school selection process, we found that the EYFS system has strong authority and completeness, it can provide children with a systematic and enjoyable way of self-growth while also making communication between parents and teachers more targeted.

　　In terms of schools, we prioritized schools that offer a 15-year education system because we believe that such schools can provide children with a more diverse and stable external environment.

　　We were pleasantly surprised by our experience at WASHZ Kindergarten. We can feel that the teachers are always communicating with her in a way that she can accept. We can also feel her changes: she has become more confident, and willing to express her thoughts. She has become braver and has gradually established her own friendships. This makes us feel that her ‘different’qualities at school should be understood and accepted, and the teachers' active attention has also made her more confident.

　　——A parent of one of the founding students of WASHZ Kindergarten

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