When a new student who comes to experience the class has a bad mood, Eric shares his favorite toys from the dollhouse. As a 2-year-old boy, he not only sensitively notices the emotions of his little friends but also responds to them by comforting them with toys.
当来进班体验的新同学情绪不高时，Eric把他娃娃家里喜欢的玩具分享出来。对于一个2岁的孩子来说，他不仅能敏锐地发现身边小伙伴的情绪，并能对此做出回应——用玩具安抚他人的情绪。
When Eric first started school, he was a crybaby who needed to stick to his older sister in Beta class, but after a few weeks, he adapted to his first campus life and actively enjoyed going to school.
Eric刚来上学时，也是个易哭、需要粘着中班在读姐姐的奶娃娃，但在短短的几周里他已经适应人生第一次校园生活并积极地享受上学的乐趣。
Love is the source of nurturing children's growth. Children in the Mini class are surrounded by love from family members and receive attentive care from school teachers, which enables them to confidently embark on a new stage in life under the magic of love.
爱是浇灌幼儿成长的源泉，在Mini班就读的孩子，有来自家庭成员的爱的包围，也有学校老师无微不至的爱的照顾，他们在双份的“爱”的魔法下自信地踏上了人生的新阶段。
There are cartoon patterns and smiling portraits of children everywhere in the classroom. Through the careful design of the teachers, the classroom of the Mini class gradually takes on the appearance of a warm "home." A bilingual homeroom teacher, a bilingual subject tutor, an international teacher, and a hard-working baby care teacher together form another small family unit at PIEP with the children.
随处可以见的卡通图案和孩子们笑意盈盈的大头照，在老师的精心设计下，Mini班的课室逐渐有了温暖的“家”的模样，一位双语班主任，一位双语学科导师，一位国际教师和一位专职保育老师和孩子们共同组成了PIEP又一个最小家庭单位。
The little kiddos in the Mini class are the most popular students on campus. When the teachers lead them through the campus, the teachers and students passing by can't help greeting them warmly. In such a warm and inclusive environment, the children went from being shy and silent at the beginning to actively responding. Children who opened their hearts actively stepped out of their world and embraced collective life.
Mini班的小豆丁们是校园里最受欢迎的存在，当老师们带领着他们从校园里走过，路过的老师和同学们都忍不住向他们热情地打招呼。在这样温暖包容的环境中，孩子们从一开始的羞涩沉默到主动回应，敞开心扉的孩子积极地走出自己的世界，去拥抱集体生活。
"Communicating with younger children requires a lot of patience. Children can understand simple instructions, but they need time to respond and comprehend. It's important to give them enough time to listen, think, and express themselves," shared Kelly, the homeroom teacher of the Mini class, reflecting on building communication bridges with young children.
“和年纪较小孩子沟通需要非常有耐心，其实简单的指令孩子们都能听懂，但是需要给到他们反应和理解的时间，让孩子有足够的时间来倾听、思考和表达。”谈论到如何跟低龄段幼儿建立沟通的桥梁，Mini班班主任Kelly老师向我们分享她的经验。
She found that when children in the class have emotions or do not follow instructions, it's usually because of not giving them enough response time. We cannot simply apply adult’s understanding and thinking patterns to children, only by synchronizing our thoughts with theirs can we better establish communication bridges. Offering appropriate responses to children's verbal and nonverbal communication is also crucial. Aside from verbal responses, nonverbal responses conveyed through facial expressions and body language can make children feel focused, encouraged, and respected.
她发现班级内孩子出现情绪或者不理解活动规则，往往是因为给予到孩子的反应时间不够，我们不能用成年人的理解能力和思考方式套用在孩子身上，与孩子思维同步接轨，才能更好地建立沟通桥梁。及时对孩子的语言和非语言交流做出恰当的回应也很重要，我们除了语言回应之外，面部表情和身体动作所传递的非语言回应也能够让孩子感到被关注、鼓励和尊重。
Although the children don't know how to read yet, they have already mastered the skill of reading visuals. Therefore, the teachers put a lot of effort into creating a visual environment in the classroom, posting daily routines and learning plans on the walls to help the children visually understand their tasks. Clearing their plates after finishing fruit, taking off their shoes when entering the reading area, and also neatly organizing them, and asking for help when needed... These tasks help children improve their autonomy and self-care abilities and also shape a healthy class culture. Equally important, completing these tasks often serves as a source of satisfaction and confidence for the children!
虽然孩子们还不认识字，但他们已经掌握读图的技能——因此老师们在教室环创下了很大功夫，将每日的流程、学习计划贴在墙上，帮孩子们以图像化的方式理解自己的任务。吃完水果自觉把碟子收走，进入阅读区要脱鞋子并摆放整齐，需要帮助时主动开口向老师求助……这些任务能帮孩子们提高自主性和自理能力，也塑造健康的班级文化。同样重要的是，完成这些任务往往是孩子们满足感和自信心的来源！
From the kindergarten language atmosphere to the bilingual setting of the campus language environment, and the deployment of international teachers and bilingual teachers throughout the day, PIEP provides children with an immersive English language environment around the clock. In every scenario within the school, the teachers always encourage the children to speak in English and gradually build up their English expression abilities.
从幼儿园语言氛围到校园环创的双语设置，再到全天国际教师和双语教师的配备，PIEP为孩子们提供了全天候沉浸式英语语言环境。在园内的任何生活场景下，老师们始终鼓励孩子们开口说英语，并一点一滴建立孩子们的英文表达能力。
- 餐前英语浸润 English immersion before meals -
"请喝水, Drink some water" and "Mind your step小心脚下." Through the bilingual instructions of the teachers, the children in the Mini class gradually respond to English expressions. They may not have much English expression ability yet, but as long as they continue to be exposed to English words, sentences, and stories, the children will remember these bits and pieces by heart. When they have built up their "confidence in expression," they will start to express the "subtle learning content" through their language organization.
“请喝水，Drink some water”、“Mind your step，小心脚下”，在老师的双语指令的浸润下，Mini班的孩子逐渐能跟随着英文表述做出回应，他们也许还并没有太多的英文表达能力，但只要在持续向孩子输入英文单词、句子、故事等，孩子们会把这些只言片语熟记于心，等到建立了“表达自信”之后，他们便会通过自己的言语组织，将这些“潜移默化”的学习内容表达出来。
At PIEP, this is a place for unfettered experimentation and exploration. We create an environment for children to support them in developing their passions. It's these little everyday occurrences that make up each day for the teachers and students at PIEP. It's in the midst of this daily routine that the children in the Mini class grow, change, and become better versions of themselves, day by day.
在PIEP这个无拘无束地尝试和探索的“好玩的地方”，我们为孩子们创造环境，支持他们发展自己的热爱，正是这些一点一滴的细碎“日常”，组成了PIEP师生的每一天；正是在这样的“日常”中，Mini班的孩子们一天天成长、变化，走向更好的自己。
