在惠立幼儿园，启发性的环境使孩子们每日沉浸其中，进行深度的探索与学习；像家一样的环境，同样让孩子们每日即使到了放学时间，仍旧流连忘返。这里的环境在诉说着想象力、链接，与关系。

我们也非常有幸，可以拥有来自五湖四海、充满恩惠与热情的幼儿领域专业教育者。今天就由她们来带我们看一看，幼儿园的环境是如何激发与促进孩子们的学习与成长的吧！

我相信，每个孩子都应该有权利和机会体会到学习、认知和理解的乐趣。这不仅仅是在艺术领域，在生活的方方面面都是如此。

为强化这一理念，我们在艺术工作坊强调采取基于“研习”的教学模式，让认知与发现的快乐贯穿孩子们的一生。这种自我驱动的感受将发展为发挥好奇心的快乐，培养孩子们建立起成长型思维。

为此，我们的环境创设一定要能够海纳学生们用于表达的所有语言。我们所说的“一百种语言”并不只简单地指一百种材料，而是转化同一种材料的一百种方式——这时，就是创造力大显身手的时候了。也正因如此，我们不会说这是“孩子的工具”，而说这是“工具”，激发学生锻炼不同的技能，同时引导孩子们去探索表达自我的新方法。 

在杭州惠立幼儿园，我们很重视材料的呈现方式，努力让每一个孩子都能独立地获取和选择材料，树立自主学习的习惯。  

谈到材料，我们指的不是简简单单的“东西”，而是指感觉、质感、气味、情感，甚至回忆。我们深刻地了解材料与儿童感知之间的内在联系。所以，我们在幼儿园里使用的主要是天然材料，因为天然材料更接近学习者的感受，能让孩子们与之产生共鸣并从中学习。 

我们引导孩子们将自己的梦想可视化，用清晰明确的方法呈现每种材料，让每个孩子都能去选择、尝试，改变主意、再做尝试。 

艺术工作坊是一片鼓励动手创作的安全空间，是整个幼儿园课程中不可或缺的部分，是整个幼儿园都会积极参与其中的地方。 

因此，作为对艺术工作坊学习的拓展，我们在每个班级中设置“卫星艺术工作坊空间”，让孩子们能时刻获取可以用来表达自身需求的材料，将学习拓展到各个知识领域。

在扣人心弦又发人深省的环境中，我们提供丰富多彩的艺术材料和工具，引导孩子学会观察，表达自我，培养批判性思维；而我相信，这些品质是建立终身学习习惯、学有所成的关键。 

大家好！我想跟大家分享我们平日里是如何使用“锻炼口语能力与读写技能”的不同机会的。例如，当我们为孩子们创建建筑区等空间时，我们深刻思考，能带入这片空间的叙述性文字和玩具的创设所呈现的叙事意义有哪些，孩子们能用这些材料讲述怎样的故事。

比如，在我们布置的从乡村到城市的创设中，孩子们会注意到什么？他们将如何与我们分享？我们会使用一系列能激发孩子们灵感的材料，用柔软细腻的蓝色织物布置乡村景色，用积木和黑色硬纸板布置城市景色——两种材料的并列呈现会如何激发孩子们开展探索？ 

这样的探索会营造出读写能力培养的机会。当孩子们做着记号拓展这片世界的时候，就是在通过绘制故事、陈述逻辑和写作的方式开展创作。 

在讲故事时，孩子们使用开放性材料和天然资源构建故事背景和人物，自主选择每件物品并赋予其意义，再达成共识：豆荚是一艘船，松果是渔夫，布料是海岸。在使用开放性材料和天然资源的过程中，孩子们在用想象力去设想，使用材料表达自己的想法，从而提升了叙述故事的能力；而这一点是使用木偶和传统的讲故事道具所无法企及的。 

教室空间是我们推崇的教育理念的基础。许多老师在开学初会充分使用教室里的光影区域，以此为契机，创造出不同的光影景色，讲述多彩的故事。彩色玻璃纸映射出多样的变化，还能创造出角色扮演的乐园，激发孩子们热烈地开启互动。如此，孩子们就能充分运用发散性思维，在学年中继续发挥创造力。 

在孩子们的生活中，数学无处不在。在幼儿园阶段，孩子们能用不尽相同的方式玩拼图、图形和数字游戏，在玩耍时思考其间蕴含的关系。棋牌游戏有利于多种数学技能的培养：孩子们会在出“好牌”时欢呼雀跃，会对卡牌上的奖励数字提出疑问，会认真思考“概率”问题，会仔仔细细地用数字教具和古氏积木检查卡牌点数。在这里，合作与竞争得到了充分体现。 

在杭州惠立幼儿园“无处不在的”学习过程记录中，我们能共享当下正在开展的工作。通过照片、孩子的词汇记录和作品的呈现，我们可以直观地看到孩子的学习进展。这样的方式汇集起孩子们的创意和思想，让我们建立起与更广阔的社群联结的平台，更启发着我们去思考进一步促进孩子学习的方法。 

都说父母是孩子的第一任老师，我们是孩子的第二任老师，环境是孩子的第三任老师。我们期待将这三任老师都有机地结合，建立相互合作相互支持的共赢局面。

在惠立幼儿园，我们采取的是合作教学的模式，它指的是两名或多名教师共同备课、实施教学、共同评估并进行反思，以促进孩子的学习和成长。

合作教学可以帮助教师更好地了解每个孩子在环境中展现出来的兴趣点，进行个性化教学，满足幼儿的学习需求，也确保每一个孩子都在“灯照得到的地方”。

合作教学不仅可以发挥教师们的专长，促进教师之间的互相学习，提高整个团队的专业水平，还能帮助教师更好地评估孩子的学习成果，发现学习问题并及时解决。

合作教学的模式，在老师与老师之间，在老师与孩子之间，持续构建着信任的关系，也在同时深化“教学环境”这第三位老师带给学习者们的积极影响。

当我们作为教育者，提及“环境”， 不并单指教室内的区域，它包含了任何可能产生学习契机的空间。而空间之间，因为这个契机时常会产生相互的联动。

我们尝试通过链接学习者的已有认知和经验去设置最初的环境。而进入环境中的人，包括孩子们、老师们、家长们甚至是预期以外的访客们，都具有和环境产生化学反应的能力，促使环境不断地改变。

此刻，环境作为第三位老师，如同一阵风，吹来了萌发性种子，种子会落地、生根、发芽。接着在整个社群的照料下，长成大树模样，这就是项目式研习。而“树是大地写给天空的诗。”我们会常常惊讶于这首诗带给整个社群的能量。

一个古老的非洲谚语说“养育一个孩子需要一整个村庄。”“村庄”即社群，无论是从“养”的角度亦或是“育”的角度，也无论是项目式教学还是融合课程，我们都需要依托整个社群的力量并以此实现每一个独一无二的孩子的成长。

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Huili Nursery Hangzhou creates an inspiring and immersive environment for the children to conduct in-depth exploration and learning. Its homely atmosphere even makes some children reluctant to return home when it’s time for school to end. It is also an environment of imagination, links and relationships. We are incredibly fortunate to have professional educators who are committed and passionate. Let us follow their lead and look into how our environment enlightens and facilitates the learning and growth of our children. 

As an atelierista I believe that the pleasure of learning, knowing, and understanding is one of the first fundamental sensations that every child should experience,  an approach not just in art, but in all aspects of life. To reinforce that, in the atelier environment, we promote a scientific and enquiry based method to allow the pleasure of knowing and discovering to persist during all their life. This self-motivational feeling will cross over into the joy of being curious and it will encourage a growth mindset. 

To achieve that, the environment must be ready to welcome all the languages of our pupils. A hundred languages does not mean a hundred materials but hundreds of ways to transform the same material. Here creativity is a serious matter. For this reason, there are no 'children's tools', just tools, and children are challenged to develop their motor skills and at the same time find new ways to express themselves. 

In Huili Nursery we put attention on how to display the materials to make sure that all pupils can access them independently and make their choices to be actors of their own learning. 

Talking about materials does not simply mean talking about 'things' but it means talking about sensations, textures, smells, emotions and even memories. We have a deep understanding of the innate connections between materials and children's perceptions. For this reason, we use mostly natural materials because they are closer to the pupils' feelings so they can relate and learn from that.  

To help children visualise what they want to achieve, materials must be presented in an organised and clear way so that each child can choose, try, change their mind and try again. 

The atelier is a safe place for doing and creating but it is also an integral part of an overall educational project, in which the whole school is taking part. 

For this reason, in each class we set up a satellite atelier as an extension of the atelier learning. This project allows children to have materials constantly available to support their expressive needs and to extend their own learning process to all the areas of knowledge. By providing a large range of artistic materials and tools, in an inviting and thought provoking environment, we want to our children to learn to observe, to express themselves and develop critical thinking. I believe these qualities are essential for lifelong learning and meaningful academic achievement. 

I hope to share with you some of the ways we create opportunity for oracy and literacy. When we create spaces for children, such as the construction area, we ask ourselves many questions that help us develop that space. 

We ask ourselves about the small words and toys we bring into the space, what narrative is present in this set up, what stories could the children tell using these materials.

If the setup is a countryside to cityscape what might the children notice and how will they share this with us? We use a range of materials that can inspire the children, if the countryside has a soft flowing blue fabric river but the city is hard wooden blocks and black cardboard what could be explored from this juxtaposition? 

This exploration then leads to literacy opportunities, with children using mark-making to expand the world they are creating with story mapping, theory drawing and writing. 

As a story is told, children build the setting and characters using loose parts and natural resources, they can select and ascribe meaning to each item and agree together; this seed pod is actually a boat, the pinecone is the fisherman, this fabric is the shore. Using the loose parts and natural resources enhances their storytelling as they use their imagination to envision and overlay their ideas onto the materials in a way that using puppets and traditional storytelling props does not. 

The space in the classroom holds the foundation of the educational philosophy we believe in. Many teachers choose to start the academic year with a light and shadow room in the class. It might create an opportunity to make different shadow landscapes that tell stories. With coloured glassine paper changing in front of light sources, it could also become a role-play paradise that foster a strong dynamic between children. It allows children to use their divergent thinking to continue their creativity throughout the year. 

Math happens everywhere in children's life. In early years, children play with puzzles, shapes and numbers in a variety of ways and think about their relationships. Lots of their mathematical skills are strengthened through board games. They cheer for the 'good cards' they were dealt. They question the reward numbers on cards and think about the concept of 'probability'. They check the points they collected meticulously using Numicons and Cuisenaire rods. It is cooperative and competitive at the same time. 

Documentation at Huili Nursery Hangzhou shares the work currently in progress. Through photos, transcripts of children's words and children's work being displayed, we can visibly see the learning process. It documents the creativity and thinking of children and gives us a platform to connect to the whole wide community.  It inspires you to think – how do we take children's learning further? 

People say that parents are the first teachers of a child, we are the second teachers and the environment is the third teacher. We expect combining all three teachers to create a win-win situation of cooperation and support. 

At Huili Nursery Hangzhou, we adopt a co-teaching approach. It means that there are multiple teachers to prepare the teaching plans and conduct the teaching and assessment jointly, which is then followed by a complete process of reflection to facilitate individualised teaching which will meet the demands of the children.  

Co-teaching helps the teacher to learn more about individual interests that a child demonstrates in the environment and individualise the teaching to meet their learning needs. It also ensures that every child is visible and cared for.  

Co-teaching brings into play the expertise of teachers, promotes mutual learning among teachers and improves the professionalism of the team. It also helps teachers to assess children's learning outcomes and identify and address any issues promptly. It constructs a mutually trusting relationship between the teachers themselves, teachers and children, while reinforcing our teaching environment. Such is the positive influence of this third teacher on the learners. 

As educators, when we mention 'environment', we do not simply refer to the spaces inside a classroom. It includes every space where a potential learning opportunity presents itself. These opportunities are the links between the spaces.  

We use learners' existing knowledge and experience to set up the initial environment. Whoever enters the environment, be they the children, teachers, parents, or even unexpected visitors, is capable of creating chemistry with the environment and driving it to change constantly.  

It is when the environment becomes the third teacher, blowing gusts of wind that carry germinating seeds that will take root and sprout, and grow into a leafy tree under the care of the community. This is how project-based learning operates. They say that a tree is a poem from the earth to the sky. We are amazed by the energy and inspiration that this tree brings to the community. 

An ancient saying in Africa goes, 'It takes a village to raise a child'. Our village is our community. Whether it is raising or educating a child, or whether it is a project-based teaching or integrated curriculum, we rely on the strength of our entire community. It is what supports a child to realise their unique development.