IB PYP是一个以探究为基础的教育框架，强调年轻学习者的知识、技能和态度的发展。它鼓励幼儿成为学习之旅的积极参与者，培养他们的好奇心和批判性思维能力。在国际文凭小学课程中，我们鼓励幼儿园的孩子探索各种主题，以促进他们的全面发展。其中一个主题是“我们如何表达自己”，旨在培养儿童的创造力、沟通技巧和文化理解力。当孩子们踏上他们的教育之旅时，了解IBPYP如何培养自我表达和沟通技巧至关重要。本文将深入探讨教育工作者如何在IBPYP框架内有效地引导幼儿园幼儿探索自我表达的意义。——《IB PYP实施指南》

The IBPYP is an inquiry-based educational framework that emphasizes the development of knowledge, skills, and attitudes in young learners. It encourages students to become active participants in their learning journey, fostering their curiosity and critical thinking abilities.  In the International Baccalaureate Primary Years Programme, children in kindergarten are encouraged to explore various themes that foster their holistic development. One such theme is "How We Express Ourselves," which aims to nurture children's creativity, communication skills, and cultural understanding. As children embark on their educational journey, it is essential to understand how the IBPYP fosters self-expression and communication skills. This article will delve into how educators can effectively guide kindergarten students in exploring the significance of self-expression within the IBPYP framework——《IB PYP Implementation Guide》

IBPYP非常重视培养幼儿自信和有效地表达自己的能力。通过鼓励自我表达，培养能够以各种方式交流、表达、和感受自己想法的幼儿。这种整体的学习方法有助于孩子们成为全面发展的人，他们能够创造性地使用其他形式的交流来表达自己。在IBPYP中，创造力被誉为自我表达的一个重要方面。鼓励幼儿园的孩子通过艺术、音乐、戏剧和其他创意渠道探索他们的想象力、批判性思考和表达他们的想法。通过引人入胜的活动和项目，孩子们有机会进行实验、解决问题和交流他们独特的观点。为了让幼儿园幼儿参与到“我们如何表达自己”这一主题中来，华锐莱普顿幼儿园的老师们采用了各种符合IBPYP原则的策略和活动。

The IBPYP places great emphasis on nurturing students' ability to express themselves confidently and effectively. By encouraging self-expression, the program aims to develop students who can communicate their thoughts, feelings, and ideas in various ways. This holistic approach to learning helps children become well-rounded individuals who can express themselves creatively, verbally, and through other forms of communication. In the IBPYP, creativity is celebrated as a vital aspect of self-expression. Kindergarten children are encouraged to explore their imagination, think critically, and express their ideas through art, music, drama, and other creative outlets. Through engaging activities and projects, children have opportunities to experiment, problem-solve, and communicate their unique perspectives. To engage kindergarten students in the theme "How We Express Ourselves," educators employed a variety of strategies and activities that align with the IBPYP principles. 

我们Pre-K China Class中国班课程的中心思想是一直专注于游戏作为表达自我的一种方式。这个主题的主要重点是通过游戏，互相交流并利用创造力来探索和发现。孩子们跟随探究、发现自我、表达思想，感受自然、文化、信仰和价值观的方式。包括我们反思、扩展和享受我们创造力的方式。通过游戏，孩子们可以自由地探索自己的想法、情感和创造力，让他们以各种方式表达自己。通过参与富有想象力的游戏、构建自己的叙事以及与同龄人合作，孩子们学会了在安全和支持性的环境中有效地交流和分享他们的想法和感受。

Our Pre-K China’s class has been focused on the central idea of Play as a means of expressing ourselves. The main focus of this theme is that through play we communicate and use creativity to explore and discover. The children follow an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values. Including the ways in which we reflect on, extend and enjoy our creativity. Through play, children are given the freedom to explore their ideas, emotions, and creativity, allowing them to express themselves in various ways. By engaging in imaginative play, constructing their own narratives, and collaborating with peers, children learn to communicate and share their thoughts and feelings effectively within a safe and supportive environment.

Pre K—China Class的孩子们通过骑自行车、打篮球、画风筝、参与角色扮演、练习角色扮演、喂鱼和浇灌植物等活动来完成游戏主题，可以帮助他们以各种方式表达自己。以下是这些活动可以促进儿童自我表达的一些方式：

Children completing the topic of play through activities such as riding bicycles, playing basketball, painting kites, engaging in food role play, train role play, feeding fish, and watering plants can help them express themselves in various ways. Here are some ways in which these activities can facilitate self-expression for children:

骑自行车可以让孩子体验到自由和独立的感觉。它鼓励他们探索周围环境、冒险并发展他们的身体技能。通过骑自行车，孩子们可以表达他们的冒险精神、探索的欲望和对体育锻炼的需求。

Playing basketball provides an outlet for children to channel their energy and emotions. It allows them to express their competitive spirit, their desire to cooperate with others, and their ability to communicate and strategize with teammates. Children can express themselves through their movements, teamwork, and their emotions during the game.

打篮球为孩子们提供了一个引导能量和情绪的出口。它使他们能够表达自己的竞争精神、与他人合作的愿望以及与队友沟通和制定战略的能力。孩子们可以在游戏中通过他们的动作、团队合作和情绪来表达自己。

Riding bicycles allows children to experience a sense of freedom and independence. It encourages them to explore their surroundings, take risks, and develop their physical skills. Through cycling, children can express their sense of adventure, their desire to explore, and their need for physical activity. 

画风筝是一项创造性艺术领域的活动，可以让孩子们表达自己的想象力和个性。他们的选择反映了他们个人喜好和情感的颜色、图案和设计，直观地表现他们内心的想法和感受。孩子们也将风筝带回家，与父母一起进行放风筝的扩展学习活动，让父母参与到孩子的学习之旅中。

Painting kites is a creative activity that allows children to express their imagination and individuality. They can choose colors, patterns, and designs that reflect their personal preferences and emotions. Painting kites provides a visual representation of their inner thoughts and feelings. Children then take their kites home to participate in an extended learning activity at home flying their kites with their parents that includes the parents in the learning experience.

参与角色扮演，例如扮演厨师或餐馆老板，让孩子们探索他们的创造力和想象力。他们可以通过自己创造的菜肴、所扮演的角色以及在剧中与他人的互动来表达自己。食物角色扮演也为孩子们提供了一个练习沟通技巧和表达他们喜好和口味的机会。

Engaging in  role play, such as playing chef or restaurant owner, allows children to explore their creativity and imagination. They can express themselves through the dishes they create, the roles they take on, and the interactions they have with others during the play. Food role play also provides an opportunity for children to practice their communication skills and express their preferences and tastes.

角色扮演——火车，让孩子们在探索交通、合作和组织等主题的同时进行富有想象力的游戏。他们可以表达自己的领导能力、服从指示的能力以及担任他们感兴趣的角色的愿望。通过火车角色扮演，孩子们可以表达自己的讲故事能力，并以火车为背景创作故事。

Train role play allows children to engage in imaginative play while exploring themes of transportation, cooperation, and organization. They can express their leadership skills, their ability to follow instructions, and their desire to take on roles that interest them. Through train role play, children can express their storytelling abilities and create narratives using the train as a backdrop.

喂鱼为儿童提供了责任感和照顾。它使他们能够表达自己养育的一面、对动物的同理心以及照顾他人的能力。孩子们可以通过他们的行动和与鱼的互动来传达他们的感受和意图。

给植物浇水是一项动手活动，可以帮助孩子们了解照顾生物的重要性。它使他们能够表达他们与自然的联系，培育和帮助事物生长的能力，以及他们对环境的欣赏。通过给植物浇水，孩子们可以展示他们的责任感，并在看到植物茁壮成长时表达他们的成就感。

Feeding fish provides a sense of responsibility and caretaking for children. It allows them to express their nurturing side, their empathy towards animals, and their ability to take care of others. Children can communicate their feelings and intentions through their actions and interactions with the fish.

Watering plants is a hands-on activity that helps children understand the importance of taking care of living things. It allows them to express their connection with nature, their ability to nurture and help things grow, and their appreciation for the environment. Through watering plants, children can demonstrate their responsibility and express their sense of accomplishment when they see the plants thrive

总体来说，这些活动为孩子们提供了在身体、情感、创造力和智力上表达自己的机会。它们让孩子们探索自己个性的不同方面，提高他们的沟通技巧，并建立他们的自信心。通过参与游戏，孩子们可以以安全愉快的方式表达他们的想法、情感和个性。

Overall, these activities provide children with opportunities to express themselves physically, emotionally, creatively, and intellectually. They allow children to explore different aspects of their personality, enhance their communication skills, and build their self-confidence. By engaging in play, children can express their thoughts, emotions, and individuality in a safe and enjoyable way.

K1的探究主题是关于“我的感受”，以此来学习如何表达自己。通过对情绪的探索和表达，孩子们学会了通过感受不同的情绪用各种方式进行表达。探索“我的感受”这个话题也有助于培养孩子在IBPYP框架下表达自己的能力。通过认识和理解他们的情绪，孩子们能够更好地向他人表达他们的想法和需求。通过互动活动、讨论和反思来认识和验证他们的感受，鼓励自我意识、同理心和有效沟通。在探索和开放思想的前提下，使孩子们能够在IBPYP框架内自信地表达自己。

K1 has been focused on the central idea of ‘My feelings’ as a means to examine how to express themselves. Through exploration of human nature and being human, children learn to express through feelings and different feelings in a variety of ways. Exploring the topic of ‘my feelings’ also aids in developing children's ability to express themselves under the IBPYP framework. By acknowledging and understanding their emotions, children are better equipped to express their thoughts and needs to others. Recognizing and validating their feelings through interactive activities, discussions, and reflection encourages self-awareness, empathy, and effective communication, enabling children to confidently express themselves within the IBPYP framework's emphasis on inquiry and open-mindedness.

在IB课程（IBPYP）的框架中，鼓励孩子表达自己是他们发展的一个重要方面。在K1 England的课堂上，学习一首专门为他们的小怪兽量身定制的歌曲，为孩子们提供了一个创造性的条件，以安全和愉快的方式表达他们的感受。

为怪物制作服装可以让孩子们直观地表现不同的情绪，并探索自己的解释。最后，扮演不同的怪物不仅可以增强他们对情绪的理解，还可以促进同理心，帮助他们培养更深层次的自我表达意识。这些活动共同培养了情商，并使儿童具备在IBPYP框架下有效表达自己的必要技能。

Within the framework of the IB Programme (IBPYP), encouraging children to express themselves is an important aspect of their development. In a K1 England class, learning a song specifically tailored to their little monster provides children with the creative conditions to express their feelings in a safe and enjoyable way.

Costumes for monsters allow children to visually express different emotions and explore their own interpretations. Finally, playing as different monsters not only enhances their understanding of emotions but also promotes empathy and helps them develop a deeper sense of self-expression. Together, these activities develop emotional intelligence and equip children with the necessary skills to express themselves effectively within the IBPYP framework.

K1 Rwanda Class的小朋友通过画出不同的情感表情参与这项艺术活动，直观地表现和理解各种情感。他们可以探索不同的面部表情和如何传达不同的感受，并学会有效地识别和表达自己的情绪。

Painting different faces of emotions can be a valuable activity for students to explore the theme of expressing themselves under the IBPYP framework. By engaging in this art activity, students have the opportunity to visually represent and understand a range of emotions. They can explore how different facial expressions convey various feelings and learn to identify and express their own emotions effectively.

这两项活动促进了自我意识、同理心和沟通技巧，与IBPYP框架对发展幼儿社交和情感能力的强调相一致。它鼓励幼儿真实地探索和表达自己，营造一个积极和包容的学习环境。

These activities promote self-awareness, empathy, and communication skills, in line with the IBPYP framework's emphasis on developing students' social and emotional competencies. It encourages students to authentically explore and express themselves, fostering a positive and inclusive learning environment.

K1 England Class通过“火山爆发”的实验，让孩子将科学实验与主题相结合，通过实验让孩子们理解当各种颜色的“情绪”积累到一定程度时，就会遇到一个“导火索”，会产生“情绪爆发”。通过实验我们和孩子们一起讨论情绪爆发的表现有哪些，如何与情感怪物故事联系起来的，并帮助他们反思自己的情绪。例如：鲜艳的色彩和火山的喷发可以象征着孩子们所经历的不同类型的感受。通过观察火山的反应并讨论它与他们的情绪的关系，鼓励孩子们识别和表达自己的感受。

K1 England engaged children in a STEM activity involving colourful baking soda volcanoes which served as a powerful tool to connect with the emotion monster story and help them reflect on their emotions. The vibrant colours and the eruption of the volcanoes can symbolize the different types of feelings children experience. By observing the volcano's reaction and discussing how it relates to their emotions, children are encouraged to identify and express their own feelings. Having discussions about emotions alongside the STEM activity aligns with the IBPYP framework, particularly in developing the learner profile attributes such as being reflective and communicative. Encouraging children to reflect on their emotions empowers them to understand and express their inner world, fostering self-awareness and emotional intelligence. This helps them develop key skills such as effective communication, empathy, and self-regulation, which are emphasized within the IBPYP as important aspects of holistic development.

创建不同的情感盒子，如树洞盒、说话盒或愤怒的盒子，对于幼儿来说，在IBPYP框架内探索自己的情绪是一项有价值的活动。这些盒子提供了不同情绪状态的有形表现，让幼儿能够进行动手探索。K-1 Rwanda Class通过与这些盒子互动，幼儿可以在安全和支持性的环境中反思和表达自己的情绪。

Creating different emotion boxes, such as a whisper box, a talking box, or an angry box, can be a valuable activity for students to explore their emotions within the IBPYP framework. These boxes provide a tangible representation of different emotional states, allowing students to engage in hands-on exploration. By interacting with these boxes students, in K1 Rwanda, can reflect on and express their emotions in a safe and supportive environment. This activity promotes self-awareness, emotional literacy, and empathy, aligning with the IBPYP framework's emphasis on developing students' social and emotional skills. It encourages students to recognize and understand their own emotions, as well as the emotions of others, fostering a sense of emotional well-being and positive relationships.

使用表达情感人的图片来讲故事，可以成为帮助儿童学习如何在IBPYP框架下表达自己的宝贵工具。通过参与这些视觉叙事，孩子们可以观察和解释所描绘的情绪，让他们对不同的情绪状态有更深入的理解。这项活动鼓励孩子们反思自己的经历和情绪，帮助他们更有效地识别和表达自己的感受。它还促进了同理心和换位思考，因为孩子们学会了识别他人的情绪并与之相关。

Using pictures of people expressing emotions to tell a story can be a valuable tool for helping children learn how to express themselves under the IBPYP framework. By engaging with these visual narratives, children can observe and interpret the emotions being portrayed, allowing them to develop a deeper understanding of different emotional states. This activity encourages children to reflect on their own experiences and emotions, helping them to identify and express their feelings more effectively. It also promotes empathy and perspective-taking as children learn to recognize and relate to the emotions of others.

在IBPYP框架下，使用情感主题来学习表达自己是一个重要的学习主题，原因有几个。首先，理解和管理情绪对个人和社会发展至关重要。通过探索情绪，幼儿可以培养自我意识、同理心和有效的沟通技巧。其次，情绪在决策和解决问题中起着重要作用。通过学习识别和调节自己的情绪，幼儿可以做出明智的选择并更有效地调节自己的情绪。最后，在学习过程中解决情绪问题可以促进积极和包容的课堂环境，促进情绪健康并提高整体学习成果。

Using the topic of emotions to learn to express oneself was an important topic of learning under the IBPYP framework for several reasons. Firstly, understanding and managing emotions is crucial for personal and social development. By exploring emotions, students can develop self-awareness, empathy, and effective communication skills. Secondly, emotions play a significant role in decision-making and problem-solving. By learning to recognize and regulate their emotions, students can make informed choices and navigate conflicts more effectively. Lastly, addressing emotions in the learning process promotes a positive and inclusive classroom environment, fostering emotional well-being and enhancing overall learning outcomes.

在IBPYP中，自我表达是儿童发展的一个重要方面。“我们如何表达自己”为幼儿提供了一个丰富的机会来探索他们的创造力、沟通技巧和文化理解。通过结合与IBPYP框架一致的各种活动和策略，教育工作者创造了一个刺激的学习环境，促进了儿童的全面发展。通过这种探索，年轻的学习者将终生欣赏各种形式的表达方式，并在不断变化的世界中成为自信的沟通者。通过支持他们在家中的自我表达之旅，孩子们可以进一步促进他们的成长和发展。让我们一起赋予孩子权力，让他们成为善于表达、善解人意和善于表达的人。

In the IBPYP, self-expression is nurtured and valued as an essential aspect of children’s development. The theme "How We Express Ourselves" provides kindergarten students with a rich opportunity to explore their creativity, communication skills, and cultural understanding. By incorporating various activities and strategies aligned with the IBPYP framework, educators created a stimulating learning environment that nurtured children's holistic development. Through this exploration, young learners develop a lifelong appreciation for diverse forms of expression and become confident communicators in an ever-changing world. By supporting their self-expression journey at home, children can further enhance their growth and development. Together, let us empower our children to become expressive, empathetic, and articulate individuals.