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EYFS幼儿园 | 看!教室里都是我们亮晶晶的想法!

2022-09-22发布于福建

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在英国早期教育(EYFS)对幼儿园实践提出了诸多要求,其中一大项就是“有利的环境”(Enabling Environment)


创造有利的环境(Enabling Environment)是指一个充满挑战的、发展适宜的、基于儿童兴趣的环境。那么在华锐莱普顿幼儿园,K3 China class是如何将IB PYP课程渗透到环境创设中呢?如何真正做到孩子是环境的主人?

Early childhood education (EYFS) in the UK has put forward many requirements for kindergarten practice, one of which is the "enabling environment". Creating an enabling environment refers to creating a challenging, developmentally appropriate environment based on the children's interests. In Chiway Repton Kindergarten, how have we, the K3 China class, combined the IB PYP curriculum with environment creation? How could we truly make the children the master of the environment?


在孩子们返校之前,K3 China class的老师们依旧是将“中国风”作为环创的基调,将孩子们在K2时的美术作品《只此青绿》作为整个班级环创的主题,把孩子的作品展示在走廊上,并且与顶部的“青绿山水”及“彩绘伞--春天”进行了呼应。

Before the children returned to school, the teachers of the K3 China class continued to use a "Chinese style" as the main aspect of environment creation and decoration and took the children's art work "Only Green" from K2 as the theme of the whole class's environmental creation. The children's works are displayed in the corridor and echo with the "green landscape" and "painted umbrella - spring" at the top.


班级内的墙面也是以“中国山水”为大框架的装饰,等待孩子们慢慢地用自己的探究成果进行填充

The walls in the class are also decorated with a "Chinese-styled landscape" as the frame of our display boards, waiting for the children to fill the space with the results of their own explorations.


PART.01

第一张班级“全家福”

终于到了返校日,孩子们一到班级便先要在班级门口的签到板上画上自己的“印章自画像”,表示自己是班级的一员。这张自画像也成为了我们K3-China Class的第一张“全家福”。

When the students came back to school and they arrived in class, they had to draw their own "self-portrait" on the sign-in board at the entrance of the class, indicating that they were a member of the class. This self-portrait has also become the first "family portrait" of our K3-China Class.



家福诞生啦!

PART.02

我们的约定

开学的第一天,老师和孩子们一起讨论了班级的约定,孩子们自行分组,分别讨论我们在班级里需要遵守哪些约定,并且在重新集中之后进行分享。孩子们在“班级约定板”上画出自己的“手指超人”,表示自己已经认同并且愿意遵守这个约定

On the first day of school, we discussed the classroom agreement with the children. The children divided themselves into groups to discuss which rules we need to abide by in the class and shared them after their discussion. After this, they used their own fingerprint to create a ‘Superhero’ signature, to indicate that they agree to the rules in the classroom agreement and would abide by them in class.


PART.03

我们的区角

K3 China班级内部的每个区角也是根据孩子们的兴趣进行设置的。在K2的时候孩子们经常提到“海底捞”,到了K3我们便在班级开了一个“海底捞”火锅店,孩子们需要自己讨论火锅店的区角规则、流程,并且以合作的形式为火锅店制作菜单,并且用粘土将“食材”制作出来

Each corner of the K3 China class has been designed according to the interests of the children. In K2, the children often mentioned "Haidilao". In K3, we opened a "Haidilao" hot pot restaurant in the class. The children discussed the rules and procedures of the hot pot restaurant by themselves and made the restaurant menu as well as the hot pot "ingredients" out of clay.


我们的fashion时尚工作室也是孩子们自由设计的地方,他们可以为自己和朋友制作手链、项链、服装。当孩子们需要进行创作服装时,他们可以在班级内进行草图的设计,之后前往美术室、园区及家里收集自己需要的材料,最后在“工作室”里完成装饰和制作。

Our fashion studio is a place for kids to design freely - they can make bracelets, necklaces, and clothing for themselves and their friends. When the children plan to create clothing, they first create a design sketch in the class, they can then use the materials in the art room or bring materials from home, and then they complete the production process in the "studio".


PART.04

装饰美术室

当孩子们在进入到美术教室后发现,“美术室的墙上没有作品了!”


当他们在绘画的过程中发现美术教室有很多废旧的短蜡笔、彩铅、已经干掉的水彩笔等材料,孩子们问“这些笔要放在哪里?”“我们可以废物利用吗?”


这给了Wendy老师一个很好的想法。老师便开始和孩子们一起讨论这些材料可以怎么使用?我们可以制作什么来装饰美术室?

After the children entered the art classroom, the children found that "there are no artworks on the walls of the art room!" While they were painting in the classroom, they discovered that the art classroom had a lot of broken crayons, damaged colored pencils, and watercolor pens that had dried out. The children asked, "Where are these pens going?" "Can we recycle them?" This gave me a good idea and I discussed with the children how these materials could be used. What can we make to decorate an art room?



首先,老师将孩子们进行分组,他们讨论自己的小组要创作什么样的作品,并且进行了草图的绘制,每一组的草稿都有着自己的主题和特色。

First, we divided the children into groups, and they discussed what kind of work their group was going to create. They then created draft sketches, each with its own theme and characteristics.


之后,孩子们在老师的协助下,陆续将草图搬到大KT板上,并合作为自己的板画上色。

After that, with the assistance of the teacher, the children moved the sketches to the big KT board one after another and decorated and colored their own boards.


上色之后,宇宙组的孩子提出“我们可以给宇航员放一个透明的半圆当做头盔吗?”,Wendy老师便马上帮助宇宙组的孩子们开始寻找材料,同时利用美术室的废旧材料,在自己的板画上进行创作。

After painting, the children who designed a universe asked, "Can we put a transparent semicircle as a helmet for the astronauts?", I then assisted the children of the group with looking for materials and suggested that we use the damaged materials from the art room. The children quickly separated the colors of the materials and were ready to create on their own boards.


通过这次和孩子们的共同环创,我们能看到环创紧密贴近孩子的学习和生活;能看到环创对孩子的引领教育作用;更能看到孩子们逐步成长的痕迹。


中方主班老师Wendy说,作为教师,不应该包办代替幼儿在环境创设中的想法和行为,应让环境真正成为幼儿所想、所表达、所活动的空间


K3 China class的环创之旅还在继续,我们继续期待他们的成长!


Throughout this time with the children, we can see that the school is closely related to the children's learning and life; we can see the role of the school in leading and educating the children; and we can see the traces of the children's gradual growth. As a teacher, we should not control children's thoughts and behaviors in the creation of the environment and should let the environment truly become a space for children to think, express, and act.


The K3 China class's journey of environmental innovation continues, and we look forward to their growth!

声明:本文内容为国际教育号作者发布,不代表国际教育网的观点和立场,本平台仅提供信息存储服务。

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