在座谈会上，刘钰心老师（后文简称心心老师）与管理层团队展开了一场热烈而全面的讨论。他们积极交流思想，共同探讨如何更好地实现托育学院的教育目标，以进一步提升教学质量，培养未来优秀的世界小公民。本次座谈会的会议内容涵盖了托育教学理念、教学方法、家长服务以及安全后勤等园所运营的各个方面。心心老师结合自己的托育领域经验，分享了许多独到的见解，为管理层和教师们带来了宝贵的启发和指导。

At the symposium, during the symposium, Ms. Liu Yuxin (later referred to as Ms. Xinxin) and the management team had a lively and comprehensive discussion. They actively exchanged ideas and discussed how to better realize the educational goals of the Nursery School in order to further improve the quality of teaching and to cultivate future outstanding little citizens of the world. The meetings of the symposium covered various aspects of the operation of the nursery such as nursery teaching philosophy, teaching methods, parent services and safety logistics. Ms. Xinxin shared many unique insights with her own experience in the field of childcare, bringing valuable inspiration and guidance to the management.

而针对托育教师的三场主题培训，心心老师则更加注重提升教师的专业素养和教育水平。在这三场培训中，托育教师们不仅通过理论学习深化了对婴幼儿成长特点的认识，通过实践操作和案例分析，还提升了在照护、教育以及家园互动等方面的专业素养和教学能力。这些经验和技能，将为他们在开园之后的托育工作中提供更加坚实的支持和保障。

As for the three thematic trainings for childcare teachers, Ms. Xinxin focused more on improving teachers' professionalism and education level. In these three trainings, the nursery teachers not only deepened their understanding of the growth characteristics of infants and toddlers through theoretical learning, but also enhanced their professionalism and teaching ability in care, education and home interaction through practical exercises and case studies. These valuable experiences and skills will provide them with more solid support and guarantee in their childcare work after the opening of the school.

1-3岁婴幼儿正处于身心发展的关键时期，教师需要深入了解这一年龄段婴幼儿的身心发展特点，并掌握相应的照护技巧。例如如何促进婴幼儿语言、认知、社交和情绪发展，以及教师怎么去提供适当的安全、健康和营养照护。

Teachers need to have an in-depth understanding of the physical and psychological development of infants and toddlers aged 1-3 years, and to acquire appropriate care skills. For example, teachers need to know how to promote language, cognitive, social and emotional development, and how to provide safe, healthy and nutritious care for infants and toddlers.

因着每一个阶段都有其不同的感知发展，当我们意识到一点，我们就能根据不同的阶段对婴幼儿的发展进行科学的引导。如我们为什么倡导母乳喂养？除了母乳的营养成分考量，我们更应该看到母乳喂养的婴儿，在吮吸乳头时的口腔运动时皆然不同于吮吸奶瓶，因此婴幼儿脸部肌肉的发展以及咀嚼能力的发展从那一刻开始就会有很大的区别。

Since each stage has its own different perceptual development, when we realize one thing, we can guide the development of infants and toddlers scientifically according to the different stages. Why do we advocate breastfeeding? In addition to the nutritional content of breast milk, we should see that the oral movements of breastfed babies are different from those of bottle sucking, so the development of facial muscles and chewing ability of babies and young children will be very different from that moment onwards.

心心老师透过很多实验案例，让教师们更加了解婴幼儿不同阶段的认知发展特点。如：镜子实验完美地诠释了儿童感知运动的成长表现特点。培训中，心心老师分享了儿童感知运动的成长表现，通过上100种婴幼儿视觉、听觉、嗅觉、味觉、触觉、平衡觉、本体感受觉七大部分的感觉统合游戏，让教师们深刻的学习到游戏中所运用的各种感官动作练习，正是孩子们未来生活和学习的技能。并通过真实案例，说明婴幼儿游戏对促进左右大脑连结的重要意义。

Through many experimental cases, Ms. Xinxin enabled teachers to better understand the cognitive development characteristics of infants and toddlers at different stages. For example, the mirror experiment perfectly illustrated the characteristics of children's perceptual-motor development. During the training, Ms. Xinxin shared children's perceptual-motor growth performance. Through 100 kinds of infant and toddler visual, auditory, olfactory, gustatory, tactile, balancing and proprioceptive sensory games, teachers deeply learned that the various sensory-motor exercises used in the games are exactly the skills that children will need for their future life and learning. Through real cases, the program illustrated the significance of infant and toddler games in promoting the connection between the left and right brains.

为什么孩子会哭闹？为什么孩子不敢尝试？我们应该要成为什么样的托育教师？心心老师利用视觉悬崖试验的影像资料，引发了教师们对婴幼儿行为表现的深入思考。心心老师接着通过描述事实、处理的方式和结果、孩子的想法和感受有无更好的处理方式等4个步骤，带领教师们进行头脑风暴，将培训中所学的方法运用到实际的教育案例中。

Why do children cry? Why are children afraid to try? What kind of childcare teachers should we want to be? Ms. Xinxin used the visual cliff test visuals to trigger teachers to think deeply about the behavioral performance of infants and toddlers. Ms. Xinxin then led the teachers to brainstorm and apply the methods learned in the training to actual educational cases through four steps: describing the facts, the way of handling and the results, the child's thoughts and feelings, and whether there is a better way to handle the situation.

生命早期1000天的成长环境会影响孩子的一生，而专业的养育照护能为婴幼儿早期发展提供最重要的成长环境和条件。在学习了婴幼儿身心发展规律后，心心老师带领着所有教师们，一同认真学习了彼一米的婴幼儿照护流程，包含不同月龄婴幼儿的换衣、泡奶、喂奶、睡眠、换尿片等六大护理环节、100条注意事项。通过这样一套高质量的照护体系，彼一米为每一位婴幼儿提供全方位的关怀和照护，为每一位婴幼儿健康保驾护航。

The growth environment in the early 1,000 days of life will affect a child's life, and professional parenting care can provide the most important growth environment and conditions for the early development of infants and toddlers. After learning about the physical and mental development of infants and toddlers, Ms. Xinxin led all the teachers to carefully study the infant and toddler care process of BeeMee, which includes six major care processes and 100 precautions, including changing clothes, soaking milk, breastfeeding, sleeping, changing diapers and so on, for infants and toddlers of different months of age. Through such a set of high-quality care system, BeeMee provides all-around care and attention for every infant and child, and protects the health of every infant and child.

什么是规则？我们常说无规矩不成方圆。家庭里有家庭的规则，学校有学校的规则，社会有社会的规则。在真实的社会环境里，想要干什么就干什么叫放纵，没有规则意识将来容易在社会上犯更大的错误。而面对1-3岁的婴幼儿，如何建立规律、规则，又能支持孩子们的自主和创意呢？

What are the rules? We often say that there are no rules. There are family rules in the family, school rules in the school, and social rules in the society. In a real social environment, doing whatever you want is called indulgence, and without a sense of rules you are likely to make bigger mistakes in society in the future. As for infants and toddlers aged 1-3 years old, how can we establish rules and regulations and yet support children's autonomy and creativity?

心心老师通过以下4大主题培训，让教师们深刻学习到，规律规律与自主创意并不冲突：

• 规律、规则的重要性

• 有范围的自主与创意

• 常规的建议

• 引导的技巧

Through the following 4 major themes of training, Ms. Xinxin allows teachers to learn deeply that regularity and rules are not in conflict with autonomy and creativity:

• The importance of laws and rules

• Autonomy and creativity with scope

• Suggestions for routines

• Tips for guiding

心心老师通过三个游戏，和教师们一起探讨了如何设计合理的一日流程，平衡规律与规则的重要性，同时给予婴幼儿一定的自主空间和创意发挥的机会，培养婴幼儿的自我管理能力和创造力。

Through three games, Ms. Xinxin discussed with teachers how to design a reasonable day flow, the importance of balancing regularity and rules, and at the same time giving infants and toddlers a certain amount of autonomy and opportunities for creative play to cultivate their self-management skills and creativity.

把画仅画在圆里，说明规则感很强，但会把创意限制住了。在规则里发挥想象，利用规则发挥无尽创意是这个游戏带给教师们的启示。

Drawing a picture only in a circle indicates a strong sense of rules, but can limit creativity. Using imagination within the rules and utilizing the rules for endless creativity is what this game brings to teachers.

上一代的教育使幼儿从小被制式化，导致教师们在限定的时间内呈现的都是小时候被制式化教育的结果。然而创意的来源是认知，先有认知作为基础，才能最大程度地鼓励孩子们进行思考和想象，比如莱特兄弟发明飞机的雏形是来源于他们对鸟类飞行的认知和理解。

he education of the previous generation has led to the stereotyping of young children from an early age, resulting in teachers presenting the results of their stereotyped childhood education within a time limit. However, the source of creativity is cognition, and it is only when there is cognition that children are encouraged to think and imagine to the greatest extent possible. For example, the Wright Brothers' invention of the airplane was based on their knowledge and understanding of bird flight.

游戏规则说的是“到”，而不是限制为“走”，启示教师们要多用开放式的句子引导孩子，给予孩子自主创意的机会。

The rules of the game say "to" rather than restricting it to "go," suggesting that teachers should use more open-ended sentences to guide children and give them the opportunity to be creative on their own.

我国著名教育家陈鹤琴先生说过：“幼儿教育是一件很复杂的事情，不是一个家庭或者幼儿园单方面可以胜任的，必定要两方面合作方能得到充分的功效。”

Mr. Chen Heqin, a famous educator in China, said, "Early childhood education is a very complicated matter, not something that can be done unilaterally by a family or a kindergarten, and it must be a cooperative effort between the two parties in order to get full effectiveness."

本场培训心心老师讲解了从入园准备开始，入园前心理准备、入园当日须知、新生接园工作、新生适应情况等不同场景下，如何和家长建立良好的合作关系。并通过4W+1H+2E方法和家长进行有效沟通。并通过高质量的教学成果展示，让家长更直观地了解孩子在托育园的学习和成长过程。

In this training session, Ms. Xinxin explained how to establish a good partnership with parents in different scenarios starting from kindergarten preparation, psychological preparation before entering kindergarten, instructions on the day of entering kindergarten, picking up new students from kindergarten, and new students' adaptation situation. And through the 4W+1H+2E method to communicate with parents effectively. And through the high-quality teaching results demonstration, parents can more intuitively understand the learning and growth process of their children in the nursery.

撰文 Author: 姚文漩 Heidi Yao

翻译 Translator: Thomas Morris

一审 First Reviewer: 彭瑶 Tiffany Peng

终审 Final Reviewer: 刘可 Sara Liu