Walking around the campus at BKIK, you can see new buds growing on the trees and the lemons turning a more vibrant yellow day by day. Every afternoon, the corridors are bathed in the warm golden sun, which creates a colourful effect when reflected through the glass.

A comfortable environment, a vibrant campus and an open classroom can give children a pleasant visual experience and improve their sense of well-being.

走在天启的校园里，今天会发现树上长出了新芽，明天会发现树上的柠檬又变得更黄澄澄了。每到下午的时候，走廊上洒满了金灿灿的暖阳，在玻璃的反射下呈现出五彩斑斓的效果。

舒适的环境、生机勃勃的校园、敞亮的课堂，可以给孩子们愉悦的直观感受，提高孩子的幸福感。

The environment plays a fundamental role in supporting and shaping a child's holistic development and learning. The learning environment includes curricular, social, emotional and physical environments.

The simple fact is that the physical learning environment is the one that has the most impact on learners, so it is very important to their growth and development.

Let’s explore how the learning environment at BKIK is set up and how it supports the learning journey of young children.

环境在促进和塑造儿童全面发展及学习支持方面起到根本性作用。学习环境包括课程、社会、情感和物理环境。因为物理学习环境是最直接让学习者产生感受，对他们的成长和进步都非常重要。

那接下来我们就一起来探索，学习环境在天启幼儿园是如何建立的，以及它是如何支持幼儿的学习旅程。

The Main Entrance of BKIK

天启幼儿园校园正门

BKIK is committed to creating a school that provides a dynamic, engaging, learner-centred environment that stimulates inquiry-based, interdisciplinary learning as well as promotes communication, collaboration, creativity, innovation, action and reflection.

汇悦天启幼儿园致力于创建一所结合了有活力、有吸引力、以学习者为中心的环境的学校，激发基于探究的跨学科学习，促进了交流、协作、创造力、创新、行动和反思。

At BKIK, we support holistic learning by creating a multilingual learning environment that values reading, and a natural space for learning.

在汇悦天启幼儿园，我们通过创建多语言的学习环境、重视阅读的学习环境、实现有限资源的自然学习环境来支持幼儿的全方位学习。

BKIK provides excellent support for student learning in a trilingual language environment that creates unlimited opportunities for development and growth.

我们为幼儿的学习提供良好的语言环境支持，在两文三语的语言环境中，为孩子的学习创造出无限可能。

Cantonese Words

校园内的粤语正字墙

Chinese Poetry

班级内的古诗词贴画

We value the development of reading habits and skills in the students and want to exhibit the fact that reading can be done everywhere.

我们重视培养幼儿的阅读习惯和阅读能力，阅读的元素随处可见。

Reading Area

班级里的阅读区

Reading Corner

大堂的阅读角

Through reading, we learn who we are, what time and space we are in and how the world works. Young children can learn how to express themselves as well as how to get along with others.

通过阅读，了解我们是谁，我们身处什么时空，世界如何运作，教会幼儿如何表达自己，如何与他人相处，使他们终身受益。

At BKIK, we actively create every opportunity for children to be in contact with nature. We create unlimited opportunities in a limited space.

Teachers guide children to explore with multiple senses through inspirational leadership, stimulating curiosity and imagination, and allowing children to learn through hands-on experience.

在汇悦天启幼儿园，我们积极为幼儿创造与大自然接触的任何机会，在有限的空间里创造出无限可能。

教师通过启发性的引导，带领幼儿用多感官进行探索，激发好奇心和想象力，让幼儿在亲身体验中不断深入学习。

An IB International Baccalaureate (IB) framework is designed to develop an international outlook in a global context. Internationalism is a world view in which internationally minded people see themselves as part of the global community and have a sense of responsibility towards other members.

It is a sense of the interconnectedness of all nations and peoples and an acknowledgement of the complexity of these relationships.

IB国际文凭教育旨在全球背景中培育国际情怀。国际情怀是一种世界观，具有国际情怀的人们认为自己与全球社区息息相关，并对其他成员负有责任感。

国际情怀是一种认为所有国家和人民都相互关联的意识，并承认这种关系的复杂性。

Previous International Day Activities in BKIK

天启以往的国际日活动

An IB school creates learning communities in which students can deepen their understanding of languages, cultures and societies around the world, and in which teachers and students can develop this awareness.

By fostering an international sensibility, the IB enables young people to develop into motivated learners who are committed to serving their local and global communities.

国际文凭教育创建学习社区，学生可以在其中提高他们对世界各地语言、文化和社会的理解，从而在师生中发展这种意识。

通过培养国际情怀，国际文凭组织促使年轻人成长为积极主动的学习者，并致力于当地乃至全球的社区服务。

The aim of all IB schools is to develop internationally minded individuals who recognize the common humanity and connection between peoples as well as share responsibility for the care of the planet and contribute to the creation of a better and more peaceful world.

As IB learners, we strive to be the learner profiles: inquiring, knowledgeable, thinkers, communicative, principled, open-minded, caring, risk-takers, balanced and reflective.

所有国际文凭学习者培养目标都是培养具有国际情怀的人，他们承认人类共有的博爱精神，分担守护地球的责任，帮助开创一个更美好、更和平的世界。

作为国际文凭学习者，我们要努力做到积极探究、知识渊博、勤于思考、善于交流、坚持原则、胸襟开阔、懂得关爱、勇于尝试、全面发展、及时反思。

Early childhood learning environments are places for learning activities to be set up in order to meet the objectives of early childhood education.

In a narrower sense, it refers only to 'activity rooms' at kindergartens for general learning purposes. In a broader sense, it covers all indoor and outdoor facilities for learning activities at kindergartens, including sports and playgrounds and their ancillary facilities.

幼儿学习环境是为达成幼儿教育目标而设立的学习活动场所。

就狭义而言，仅指幼儿园内作为一般学习用的“活动室”；就广义而言，则涵盖幼儿园内所有室内外学习活动设施，包括室內空间、室外空间、运动游戏场及其附属设施。

Children learn and play in various function rooms.

幼儿在天启的各个活动室学习和玩耍

For example, the library should provide a comfortable reading space for children. At BKIK, the library is equipped with a lot of furniture suitable for younger children and the placement of bookshelves, the angle of the carpet, the choice of cushions and the selection of wall pictures, are determined only after discussion.

图书馆是为幼儿创造舒适的阅读空间。在天启幼儿园，图书馆里设置了很多适合低龄幼儿的家具，如书架的摆放位置、地毯的摆放角度、抱枕的选取、墙面图画的选择等，都是经过商讨才确定。

Another example is the Sensory Room, where large toys of different shapes and functions are placed to stimulate the development of the vestibular and physical senses in PreK and K1 levels and to improve concentration and muscular endurance through a variety of exercises.

In K2 and K3, children can use different large toys to "create" as well as strengthen their muscles. In K2 and K3, children can "create" themselves with different large toys, touch different tools, think about different ways of creation using their brains, and use their senses to transform ideas into experiences. 

又如感统室，里面摆放不同形状和功能的大型玩具，幼小班的孩子可以通过这些大型玩具来刺激前庭觉及本体觉的发展，透过多元的运动改善幼儿专注力及肌耐力。

而中大班的孩子则可以自己在里面利用不同的大型玩具进行“创造”，通过自己去接触不同的工具，在大脑中思索不同的玩法，从中透过感知去吸收，把感官所体验到的转化为经验。

Early childhood learning environments should be designed to be educational, exploratory, varied, changeable, comfortable, safe as well as create educational environments that are rich and engaging for the students.

幼儿学习环境的设计，应掌握教育性、探索性、多样性、可变性、舒适性、安全性及参与性，建构出丰富、有趣、多样、变化、安全、舒适，且具有探索性的教育环境。

（《幼儿学习环境的建构和设计原则》，汤志民，初等教育学刊，第九期：135-170页，民90，台北市立师范学院）

As stated in the previous divs regarding the library, we have combined a reading area with a play area, so that when you are reading you can choose a corner to sit quietly and meditate, while at the same time, the library has another function when it is raining or hot, as we have installed an indoor slide and a performance theatre inside, where children can engage in free play or role-play.

正如上述的图书馆，我们将阅读空间与玩乐空间相结合，阅读时可选择一隅安静坐下、静心阅读。

同时，图书馆在雨天或高温天气时，它发挥了另外一个作用，我们在里面设置了室内滑梯和一个表演剧场，孩子可以在里面滑滑梯或者做角色扮演的游戏。

At BKIK, each classroom is divided into different areas, such as a reading area, language learning area, Maths area, etc., to create a multi-functional and diversified learning environment for the children. 

在天启幼儿园，我们每一个课室都分了不同的区域，有阅读区、语言学习区、数学区等，给孩子营造一个多功能、多元化的学习环境。

The teachers of the different classes also decorate and furnish the classrooms according to the age of the children.

For example, the PreK classroom is dominated by different colours, the lighting through the windows integrates sunlight into the classroom, and the children use different materials such as mirrors and magnifying glasses to keep track of what is going on, not to mention enjoy the changing colours and sunlight.

不同年级的老师亦会根据孩子的年龄特点，对课室进行装饰和布置。

如PreK幼儿班的课室，以不同的色彩为主导，透过窗边的采光，让阳光与课室融为一体，孩子利用镜子、放大镜等不同物料来一窥究竟，享受着色彩与阳光的变幻。

PreK's child is playing at the five sense wall.

小小班的幼儿在与课室里的五感墙互动

The choice of materials is also adapted to the characteristics of the children from the K2 classes. For example, the crayons that the children use to draw are pea crayons, which are in line with the development of their small muscles, to strengthen the first three fingers and promote the development of the small muscles of the hand.

另外，在物料的选择上则是以符合幼儿班孩子的特点来选取，细致如孩子们画画的蜡笔，都是选择用符合他们小肌肉发展的豌豆蜡笔，加强他们的前三指的力度，促进手部小肌肉的发展。

Another example is also in the K2 classrooms. The children from K2 are at the juncture of their language development in which they have many different views and opinions about the world, their friends and their families. The teacher has placed a world map in the classroom so that the children can talk about the world and current events with their peers.

又如中班的课室，中班的孩子是语言发展的高峰期，他们对于世界、对于朋友、对于家庭有很多不同的看法和意见，老师在课室里放置了世界地图，孩子可以在地图中与同伴畅谈世界与时事。

Teachers also like to use students' artwork to decorate the classroom. The children are able to see their work when they arrive at school each day and are excited to share it with their peers, which increases their sense of pride and satisfaction and motivates them to learn and create.

老师也喜欢将学生的作品用于布置课室，孩子们每天上学回到课室就能看到自己的作品，跟同伴兴奋地分享，提升他们的自豪感和满足感，调动了他们的学习和创作积极性。

At BKIK, we always encourage our children to look at things with a positive and open mind. They learn to speak different languages, respect cultures and customs around the world, and recognize and understand cultural diversity.

In the school environment, visual displays are made so that the children can learn about the world, such as different time zones around the world, flags, cultures as well as different animals and plants.

在汇悦天启幼儿园，我们一直都鼓励孩子们以积极、开放的心态看待事物。

学习多种语言，尊重世界各地文化、习俗，认识和了解文化的多样性。在校园环境里，进行视觉展示，让孩子们了解到世界各地，世界各地不同的时区，不同的国旗，不同的文化，不同的代表动物和植物。

In the classroom, through storytelling, field trips, showing pictures and videos, and exploration through role-play, learners can become fascinated by a wide range of topics that are derived from the learners' curiosity and can lead to deeper learning with broader thinking.

在课堂上，通过讲述故事，实地考察，展示图片、视频，分析现状、角色扮演，让学习者对大量问题感到好奇，从学习者的好奇心开始探索，以更加广阔的思维引导更加深入的学习。

This summer, we implemented the environmental renovation project of the campus lobby, as well as the planting improvement of the outdoor playground's runway planting area. In fact, we started the process in May 2023 with several on-site communications and surveys with our designer, Mr. Kariya Tatsutoshi.

The aim was to organize and enhance the environment of the entire lobby area of the school and to create a multi-functional reading area, a morning check-up area for the students as well as a waiting area for young children going to and from school.

在这个暑假，我们实施了校园大堂的环境改造工程以及户外操场跑道种植区的植物升级。

事实上，我们是从2023年5月开始，就与设计师狩谷龙俊先生进行了多次的现场沟通和勘查，旨在对学校整体大堂区域进行环境整理和提升，实现多功能的阅读区、幼儿晨检区、幼儿上学放学的等待区。

The designer was investigating the surroundings.

狩谷龙俊先生来园进行现场沟通与勘察

After repeated communication (with the designers, teachers and participants of the learning community), our goal was to introduce nature in the lobby and integrate it with the school's philosophy of nurturing lifelong learners, and finally decided that the design concept of the themed wall in the lobby of the school would be "Nature's Fun" + "Time Changes" + "Cultivating Lifelong Learners". The final concept for the theme wall was symbolized by the use of metal, wood grain and mirrors using a combination of different materials.

经过我们反复的沟通（与设计师，与教师们，与学习社群的参与者们），希望可以在大堂中引进自然，又和学校培养终身学习者的理念相融合，最终确定学校大堂的主题墙设计理念是“自然的趣味”+“时间变化”+“培养终身学习者”，通过使用金属、木纹、镜子的素材来进行组合，形成具有象征性意义的主题墙。

The additional seating in the reading area not only provides space for children to read at any time but also effectively supports the operational order of the school day.

During the school day, it is an area for the children's schoolbags to be placed so that they can leave them on their own and go to their daily outdoor activities. At the end of the school day, it is a waiting area for each class to finish school, providing spatial support for children to wait and interact with each other.

阅读区增加了座位，不仅可以为幼儿随时阅读提供空间支持，也为上学放学运作秩序提供了有效支持。

上学时间，是幼儿书包放置区，幼儿可以自行放下书包，去到每天的户外活动场地。放学时间，是各个班级放学的等待区，为幼儿等待、相互交流提供空间支持。

The multi-purpose morning check-in table is moved to the glass doors of the lobby each morning for the student morning check-in.

多功能的幼儿晨检台在每日清晨会移动到大堂玻璃门处，为幼儿晨检。

After the morning check-in, it is moved to the display wall at the front of the lobby as an additional reading area for the students.

晨检结束后，会推至大堂正面展示墙处，作为另一个阅读区供幼儿使用。

Most of the materials are inorganic, and the direction of the grain and the feel of the wood are visually emphasizing the 'wonder of nature'.

When children touch the polished edges of the furniture, they can experience the texture and grain of the wood, which ties in with the purpose of our design concept.

绝大部分材料是无机材料，视觉上强调木纹的方向及木材带来的氛围感，突出“自然的趣味”。

小朋友在触摸到打磨过的家具边角时，可以体验到木材的质感及纹路，衔接我们设计理念的五感激发学习的内容。

Mirrors can reflect the outside weather, plants, sunlight and shadows. With the passage of time each day, the wall is also in a constant state of flux, adding to the fun and stimulating the observation and thinking skills of children.

At the same time, the mirrors have the effect of visually enlarging the space of the first floor. The ground floor is made of real mirrors, while the first floor and above are made of lightweight materials for safety reasons.

镜子能够反射出户外的天气、植物、阳光及阴影等，随着时间的变化，墙壁也处在不断变化之中，增加趣味性的同时，促进和孩子们的观察和思考能力。

同时，镜子具有视觉上扩大空间面积的效果。一楼使用的是真实镜子素材，二楼及以上出于安全考虑换成了轻量化素材。

The metal expresses the theme of how we at BKIK want to develop lifelong learners.

It carries BKIK's philosophy, vision, mission statement and learners' goals. Through the colourful wording and the pictograms of the learner profile, the BKIK philosophy is presented to all learners and caregivers in the community providing a beautiful visual learning aesthetic.

金属表达的主题是：培养终身学习者的目标。

它承载着BKIK的办学理念、愿景、使命宣言及培养者目标。通过天启的色调艺术字、培养者目标的象形图案，向学习者社群的全体学习者展示天启的理念，给幼儿视觉的学习支持。

Young children are naturally curious about the natural world. The natural environment is dynamic, full of harmony, and is a natural resource for learning.

By observing and experiencing nature, young children can discover many interesting phenomena, which is an excellent opportunity to learn about the science of how the world works.

幼儿天生对大自然充满好奇心。大自然的环境既是动态的，也是充满秩序以及和谐的，是学习的天然资源。

幼儿在大自然中观察和体验，可以发现很多有趣的现象，是学习自然科学的机会。

By experiencing nature, they can learn about the interdependence of ecosystems and develop an attitude and feeling of respect and care for nature. At BKIK, we continue to seek endless possibilities in our limited outdoor planting area and actively create ways for children to connect with nature.

This summer we restructured the planting area of the outdoor track. When choosing the type of plants, the designer suggested that we consider the effect of branches and leaves leaning towards the side of the path, in order to stimulate the children's interest in plants.

通过感受大自然，学习生态系统相互依存的关系，进而培养尊重自然、爱护自然的态度和情操。我们在有限的户外种植区里不断寻求无限的可能性，积极为孩子创造与大自然的连接途径。

这次暑期对户外跑道种植区做了植物的重新种植，在选择植物类型时，设计师考虑到枝叶朝通道侧倾斜的效果，希望能引起孩子们对植物的兴趣。

After careful consideration, we planted fruits: lemon, carambola, fig and rosemary, which have a fragrance to provide a sensory experience of taste and smell so that the children can also experience the change of seasons.

They will be able to experience this by having the opportunity to taste the fruits of the harvest. At the same time, they learn to love, protect and give back to nature.

综合考虑后，我们特意种植了水果类植物：柠檬、嘉宝果、无花果，和具有香气的迷迭香、夜来香等，提供味觉及嗅觉的感官体验，令孩子们能够亲身感受四季的变迁，有机会品尝丰收的果实。

在自然中探索学习，同时，热爱自然，保护自然，回馈自然。

Passing by the outdoor track area, the children always stop to see if the lemons and figs are ripe, to smell the scent of the nightshade, and to discover and explore the wonders of nature with their teachers and other children.

每每经过户外跑道区，孩子们总要去看看柠檬，无花果有没有成熟，闻一闻夜来香到底是什么香味，与老师和其他孩子们一起发掘，一起探索大自然中的点滴美妙。

In the students’ daily conversations, the teachers often hear them describe the different toys they have at home, and in some cases, slides, swimming pools and special study rooms. Parents also do everything they can to create a comfortable home for their children.

Creating an environment that is conducive to learning is essential for a child's growth and development. The quality of the home learning environment can influence a child's learning experience.

我们老师在与孩子们每天的日常交谈中，时常会听到孩子介绍自己的家中有不同的玩具，有些还有滑梯、游泳池、专门的书房，家长也在尽自己的所能给孩子们建造一个舒适的家。

创造一个适合学习的环境，对于孩子的成长和发展至关重要。家庭学习环境的品质，可以影响孩子的学习体验。

A good home learning environment not only provides children with the resources and tools they need but also develops their motivation and independent learning skills. Here are some suggestions:

一个良好的家庭学习环境，不仅可以提供孩子所需的资源和工具，还可以培养他们的学习动机和自主学习能力。以下有几点建议：

To create a stable and warm family atmosphere, it is first necessary to establish a good parent-child relationship. This can be achieved through communication and spending time together. Establish good communication with children, listen to their needs and ideas, and provide appropriate responses and support.

For example, parents can ask their children every day how they are getting on with their classmates, which classmates they have been hanging out with, whether anything interesting has happened at school, etc.

要营造稳定和温馨的家庭氛围，首先需要建立良好的亲子关系。这可以通过沟通和共享时间来实现。与孩子建立良好的沟通方式，倾听他们的需求和想法，并给予适当的回应和支持。

例如家长可以每天询问孩子与同学相处的情况，比如最近都跟哪一位同学在一起玩，有没有在学校发生什么有趣的事等等。

02 Creating organized and safe spaces for children.

     创建有组织和安全的孩子活动空间

Creating organized and safe spaces for children in the home for children to play is essential for their learning and development. This space can be a child's bedroom, a playroom or a designated area where children can explore and play freely.

Parents can work with their children to create a play space and get them into the habit of organizing their own play space. This is similar to the area activities that children experience at school.

在家里为孩子创建一个有组织和安全的活动空间对于他们的学习和发展至关重要。这个活动空间可以是孩子的卧室、游戏室或者是划出的特定区域，其中他们可以自由地探索和玩耍。

家长可以与孩子一起制作游戏空间，让孩子养成自己整理游戏区域的习惯。这与孩子在幼儿园的区域活动异曲同工，遥相呼应。

03 Providing rich and varied learning materials and toys.

     提供丰富多元的学习资源和玩具

Providing rich and varied learning materials and toys by selecting learning resources appropriately to the age and developmental stage of the child, will provide a tactile and visually stimulating environment in which students can experience all facets of their learning.

选择与孩子年龄和发展阶段相符的学习资源和玩具，对于幼小年龄段的幼儿，可以提供触感和视觉刺激的玩具，如结构积木、填充玩具和缤纷的图书。

Chris Thorn from Cambridge University said, “Developing a positive learning environment isn’t just a nice idea, it’s a prerequisite to effective learning. Get it right and learners will be better able to focus, take control of their learning, and be more willing to experiment and take risks with language.”

剑桥大学学者Chris Thorn提到：营造积极的学习环境不仅仅是一个主意，它更是孩子有效学习的先决条件。把握好了这一点，学习者就能更好地集中注意力，掌控自己的学习，并更愿意在语言方面进行尝试和冒险。

In other words, creating a comfortable and safe learning environment for children helps them to learn language and enables them to be brave enough to try new things and take risks. We hope every day will be a brand-new experience for our students at BKIK.

也就是说，创造舒适的、有安全感的适合孩子的学习环境，有助于他们学习语言，更能让他们勇敢地去尝试新事物和敢于冒险。