最近在托育领域，一份首发于成都的研究报告，由成都市卫健委牵头，委托成都高新区开展一份关于入托与非入托婴幼儿发展差异的研究备受关注。此项研究通过数据收集和调查，涵盖了35家托育机构、32所幼儿园（其中一级园19家、二级园13家）以及2000多名幼儿，为托育的重要性提供了有力说明。

Recently, in the field of childcare, a research report first published in Chengdu, led by the Chengdu Municipal Health Commission, entrusted Chengdu High-Tech Zone to carry out a study on the differences in the development of childcare and non-care infants, which has attracted much attention. Through data collection and investigation, this study covers 35 childcare institutions, 32 kindergartens (including 19 primary kindergartens and 13 secondary kindergartens) and more than 2000 children, which provides a powerful explanation of the importance of childcare. 

研究总共分为三个板块，以婴幼儿研究数据为基础，家长问卷调查及教师问卷调查为补充，旨在分析托育服务对0-3岁婴幼儿在认知、语言、动作、社会性等多方面发展的积极作用。通过科学的评估工具和方法，研究发现，入托婴幼儿在适应能力、语言、情绪情感、社会行为方面显著优于非入托婴幼儿。

The research is divided into three divs, based on infant research data, supplemented by parent questionnaires and teacher questionnaires, aiming to analyse the positive role of childcare services on the development of infants ages 0-3 in cognitive, language, movement, social and other aspects. Through scientific evaluation tools and methods, the study found that in-care infants are significantly superior to non-in-care infants in terms of adaptability, language, emotions and social behaviour.

在研究过程中，对比各评估表的实用性、操作性和普及性，最终参考国家卫生健康委员会于2018年颁布的《0-6岁儿童发育行为评估量表》，选择月龄段在30-47月龄之间，评估维度为“适应能力”“语言”“社会行为”三个方面。评估流程由被测幼儿主班教师采用一对一个别评估的形式进行。

During the research process, the practicality, operability and popularity of various assessment forms were compared, and finally the “0-6 Years Old Children Development Behaviour Assessment Scale” issued by the National Health Commission in 2018 was used as a reference. The age range was selected between 30-47 months, and the assessment dimensions were “adaptability,” “language” and “social behaviour.” The assessment process was conducted by the head teacher of the tested child in the form of one-on-one individual assessment.

从研究的具体维度看，参研对象的实验组和对照组差异呈现从大到小依次为语言、社会行为和适应能力等。从语言的维度较大差异可见，在集体的环境中，语言环境相比家庭环境更加丰富，有更多语言表达的机会。

From the specific dimensions of the study, the differences between the experimental group and the control group of the participants are in the order of language, social behaviour and adaptability. From the large differences in the language dimension, it can be seen that in a collective environment, the language environment is richer than that of a family environment and there are more opportunities for language expression. 

同时，本研究主要的量化研究方法——教师调查问卷版块，通过科学的问卷调查表对数据进行信效度检验，结果表明：入托婴幼儿在规则适应、社会交往、自主能力、情绪情感等四方面发展水平整体高于非入托婴幼儿。其中，托育园的婴幼儿发展整体高于幼儿园托班的幼儿；入托与非入托婴幼儿对比中，情绪情感维度显著差异最大，表明入托经历对幼儿的情绪情感有很大的积极影响。入托婴幼儿可能在集体环境中比家庭环境有更多的回应互动和情感交流机会，在早期更容易建立安全依恋。

At the same time, the main quantitative research method of this study, the teacher questionnaire div, conducted a reliability and validity test on the data through a scientific questionnaire. The results showed that the development level of infants and young children in kindergartens in four aspects, including rule adaptation, social interaction, autonomy and emotions, was higher than that of infants and young children who were not in kindergartens. Among them, the overall development of infants and young children in nurseries was higher than that of infants and young children in kindergartens. In the comparison between infants and young children in kindergartens and those who were not in kindergartens, the emotional dimension had the largest significant difference, indicating that the experience of attending kindergartens has a great positive impact on the emotions of young children. Infants and young children in kindergartens may have more opportunities for responsive interaction and emotional communication in a collective environment than in a family environment, and it is easier for them to establish secure attachment in the early stage. 

对于入托婴幼儿与非入托婴幼儿在早期综合发展方面的差异化研究，相信众多从业者都知晓国外的 “赫克曼曲线”。这是由获得过诺贝尔奖的经济学家詹姆斯·赫克曼研究得出的成果，即0-3岁早期儿童发展的投资回报率可达1:18，是所有年龄阶段中最高的。这进一步印证了在孩子成长的早期给予高质量教育的重要性。

Many practitioners are familiar with the “Heckman Curve” in foreign countries regarding the difference between infants and toddlers enrolled in kindergarten and those not enrolled in kindergarten in terms of early comprehensive development. This is the result of a study by a Nobel Prize-winning economist, which shows that the return on investment in the development of children aged 0-3 years old can reach 1:18, the highest among all age groups. This further confirms the importance of providing high-quality education in the early stages of a child’s growth.

由此可见，0-3岁是孩子成长的早期关键时期，是孩子生理发育、心理发展最迅速的时期，是孩子在认知、语言、体能、感官、社交、音乐、人格等诸多方面高速发展的一个阶段，这一阶段生理和心理发展水平对儿童期、青少年期乃至一生发展都具有极其重要的影响。在这个阶段，家长若能给予孩子高质量的教育，孩子将受益终生。

0-3 years old is a critical early period of a child’s growth, a period of the fastest physical and psychological development of a child, and a stage of rapid development in many aspects of cognition, language, physical fitness, sensory, social, music, personality, etc. The physical and psychological development level as this stage has an extremely important impact on childhood, adolescence and even lifelong development. At this stage, if parents can give their children high-quality education, the children will benefit for life.

在孩子成长的早期阶段，选择一个合适的托育机构至关重要。彼一米森林托育学院深知高质量照护对婴幼儿早期大脑发育、情绪调节和学习的重要性。在学习国内外先进照护与养育方法后，坚定彼一米照护体系BBS（BeeMee Babycare System）能为长沙市更多1-3岁婴幼儿提供高质量照护的信心。BBS在《3岁以下婴幼儿健康养育照护指南（试行）》基础上，融合Pikler养育理念，以 “尊重” 为基础进行回应式照料，给予1-3岁婴幼儿全然关注，形成涵盖奶粉冲泡、睡眠照护、抚触被动操、陪餐进食、如厕训练等15大项200多条精细化照护SOP，将国内外领先照护经验因地制宜落实到长沙，开创湖南托育高标准教育+照护全教养体系，致力于培养身心健康、有幸福能力的孩子。

In the early stages of a child’s growth, it is crucial to choose a suitable childcare institution. BeeMee Forest Nursery Academy is aware of the importance of high-quality care for the infants’ early brain development, emotional regulation and learning. After learning advanced care and parenting methods at home and abroad, we are confident that BeeMee Baby care System (BBS) can provide high-quality care for more infants ages 1-3 in Changsha. Based on the “Guidelines for Healthy Nursing and Care for Infants Under 3 Years Old (Trial),” BBS integrates the Pikler parenting concept, provides responsive care based on “respect,” and gives full attention to infants aged 1-3. It has formed more than 200 refined care SOPs covering 15 major items such as milk powder preparation, sleep care, touch passive exercises, accompanying meals, toilet training, etc., and implemented the leading care experience at home and abroad in Changsha according to local conditions, creating a high-standard and care-filled education system for Hunan childcare, and is committed to cultivating children who are physically and mentally healthy and have the ability to be happy. 

认知领域 Cognitive Field

Lulu刚入园时，她的性格主要展露出腼腆安静的一面。然而，入园后，她似乎找到了一个更适合自己的环境，变得更加活泼开朗，展现出了她潜在的活力和好奇心。在Lulu入园的三个月里，她在脏玩课上取得了巨大的进步，这一切都显示出她的成长和变化。刚开始时，Lulu可能因为触感敏感手碰到颜料等就会哭泣，但通过脏玩课的锻炼，她现在能够尽情享受脏玩课程，展现出了更为大胆的一面。

When Lulu first entered the nursery, she was shy and quiet. However, now, after spending time in this suitable environment, she has become more lively and cheerful, showing her potential vitality and curiosity. In the three months since Lulu entered the nursery, she has made great progress in the Messy Play Class, which shows her growth and change. In the beginning, Lulu might cry when her hands touched the paint etc., because of her sensitive touch, but through the training of the Messy Play Class, she can now enjoy this messy experience and show her bolder side.

Lulu的外婆表示，入园后Lulu的成长变化很大，在家庭带养里，可能会觉得孩子小，无意识出现过度保护的情况。和老师们沟通了解到，过度保护会剥夺孩子独立和自主的机会。通常会过分关心孩子的安全和舒适，导致他们缺乏尝试和探索的机会。这可能使孩子变得过于依赖他人，缺乏解决问题和应对挑战的能力。

Lulu’s grandmother said that Lulu’s has grown a lot since entering the nursery. When Lulu was being raised at home, her grandmother sometimes perceived her as too young and would tend to be unconsciously overprotective. After communicating with the teachers, she learned that being overprotective will deprive the children of the opportunity to be independent and autonomous. Usually, guardians are overly concerned with the safety and comfort of children, resulting in them lacking opportunities to try and explore. This may make children become too dependent on others and lack the ability to solve problems and cope with challenges.

经过短短三个月的托育园生活，Lulu展现出了惊人的成长和进步。她不仅在触觉敏感和脏玩课上取得了突破，还在性格和语言方面实现了积极的转变。这些变化无疑彰显了托育园对幼儿全面发展的重要性，也为Lulu的未来发展奠定了坚实的基础。

After just three months of childcare, Lulu has shown amazing growth and progress. Not only has she made breakthroughs in tactile sensitivity and Messy Play, but she has also achieved positive changes in her personality and language. These changes undoubtedly demonstrate the importance of childcare to the all-round development of young children and have laid a solid foundation for Lulu’s future development. 

语言表达 Language Expression

Eadon小朋友刚入园时，有明显的分离焦虑，需要老师单独的陪伴。通过老师的陪伴及照顾，和老师建立很好的依恋关系，在2个星期左右减少分离焦虑的情况，开始参与活动。刚开始已观察为主，会注意每个同伴的动作，在老师的引导下尝试和老师在课堂中互动。2024年10月11日这天，外教老师正常开展有趣的晨圈活动，照常介绍表情的单词“Happy, Angry,  Sad”，Eadon突然对着老师说出“Happy”，老师们及时表扬，鼓励，他很高兴对着老师露出大大的微笑。

When Eadon first entered the nursery, he had obvious separation anxiety and needed the teacher’s company. Through the teacher’s company and care, he established a good attachment relationship with the teacher. After about two weeks, his separation anxiety was reduced, and he began to participate in activities. At the beginning, he was mainly observing, paying attention to the actions of each of his peers, and trying to interact with the teacher in class under her guidance. On October 11th, 2024, the foreign teacher carried out the interesting morning circle activities as usual, introducing the words for expression "happy" "angry" and "sad". Suddenly, Eadon said "happy" to the teacher! The teacher praised and encouraged him, and he was very happy with himself, smiling widely at the teacher.

在开始的时候语言不用教，自己就能发展，但是有一个缓慢的过程。其中一个步骤就是用手去指，这是人类特有的一个动作。当孩子用手指着一样东西时，他在这个东西和他想交流的那个人之间来回看，这时他在期待一个回应、一个动作或一句话语。手指也可以用来交流。对方若是给这个东西命名，孩子就很满意。当这个东西不见了，他就要说出它的名字来指认它。孩子在不会说话前，认为世界就是他看到的模样，后来他明白了有些东西即使看不见，也仍然存在。随着第一次的突破，他学习英语的兴趣越来越高了，开始模仿老师的发音，模仿动作，随着时间的推移Eadon宝贝的语言迎来了大爆发，不断在吸收周边的语言环境，不断在和同伴和老师输出。

In the beginning, language can develop on its own without being taught, but it is a slow process. One of the steps is pointing, which is a unique human action. When a child points to an object, he looks back and forth between the object and the person he wants to communicate with, expecting a response, an action or a word. Pointing can also be used for communication. If the other person names the object, the child is satisfied. When the object disappears, they will say its name to identify it. At first, the world is what the child sees, and later they realize that some things still exist even if they cannot be seen. With his first breakthrough, Eadon became increasingly interested in learning English, and began to imitate the teacher’s pronunciation and movements, as time went on, Eadon’s language skills flourished, and he continued to absorb the surrounding language environment and continuously output with his peers and teachers. 

William小朋友的语言敏感期的爆发，在10月份明显感受，孩子在语言上的突出，会学舌，模仿大人的词语。幼儿是天生的模仿者，成人的影响可能是生活中一点一滴的积累，更可能是一个细节的问题。谁也不会知道，幼儿在哪个时候注意你，模仿你。William在上课时，会模仿老师说“Sun, Cloud, Rain”等等天气单词，跟读讲述简单的句型“I Iike.....”“Help me....” “ I Love.....”，在阅读时，会反复指认故事中的图片，并跟读发音“Dinosaur, Butterfly, Car, Giraffe, Noodles,  Bicycle, Pumpkin”。在喝水时，会说每个同伴,老师的名字及这是谁的杯子“Eli, Eadon, Andre, Lulu, Lily,  Jocelyn, Zoe”；在户外时，会像老师提醒小朋友“有危险”，他会复述“危险”。在日常生活中的点点滴滴为孩子创造良好的语言表达习惯，包括言语、动作、表情、行为等。帮助幼儿多积累生活经验，让幼儿有主动表达的愿望，放大幼儿想说的欲望，多让幼儿与小伙伴接触，轻松愉悦中让幼儿自然地“想说”，让他无意识中学得语言。

William’s language sensitivity period began to really flourish in October. The child is outstanding in language and can imitate the words of adults well. Young children are natural imitators, and the influence of adults can be the accumulation of simple things in life, or, more likely, a matter of details. No one knows when a child will pay attention to you and imitate you. William can repeat and identify words such as "sun" "cloud" "rain" and other weather-related words, and can repeat simple sentences/phrases such as "I like..." "help me..." "I love..." When reading, he will repeatedly identify the pictures in the story and repeat the pronunciation of words such as “dinosaur” “butterfly” “car” “giraffe” “noodles” “bicycle” “pumpkin.” When drinking water, he will say the name of each peer and teacher by stating who’s bottle/cup he can see: "Eli" "Eadon" "Andre" "Lulu" "Lily" "Jocelyn" "Zoe." When outdoors, he will remind the teacher that there is danger and repeat "danger". In daily life, we can create good language expression habits for children, including words, actions, expressions, behaviours, etc. We help children accumulate more life experience, let them have the desire to express themselves actively, amplify their desire to speak, let them interact with their friends more, encourage them to "want to speak" naturally in a relaxed and happy environment, and let them learn language unconsciously.

In daily life, we can create good language expression habits for children, including words, actions, expressions, behaviours, etc. We help children accumulate more life experience, let them have the desire to express themselves actively, amplify their desire to speak, let them interact with their friends more, encourage them to "want to speak" naturally in a relaxed and happy environment, and let them learn language unconsciously.

社交能力 Development of Social

Eli宝贝在入园的这段时间里的进步在一点一点的显现出来。你的每一次成长我都想炫耀，在9月份入园处于入园分离焦虑的孩子开始时对一切都很陌生。面对陌生的环境、同伴和老师难免产生不安、哭闹的情绪，在很多方面需要老师的陪伴和帮助。在经过一个多月的适应后，从需要老师喂饭才能张开小口的孩子，遇到蔬菜扎牙齿上时的崩溃大叫，到现在在老师的鼓励和指导下已经逐渐学会握勺子吃饭，喝汤，尝试独立进餐啦；从独自一个人在旁边玩玩具，一个人做椅子，一个人做事，到现在尝试和同伴坐一起，一起游戏，一起看书。从不会一个挨一个的排队到现在听到排队的口令时会来找老师排队；也能够在早晨入园后甜甜地向老师招招手打招呼，放学时对老师挥手说再见…...

Eli’s progress during this period in the nursery is gradually becoming evident. The child, who entered the nursery in September and was suffering from separation anxiety, was unfamiliar with everything in the beginning. When facing unfamiliar environments, peers and teachers, it is inevitable for the bay to feel uneasy, to cry and to need the company and help of the teachers in many aspects. After more than a month of adaptation, he has gone from a child who needs teachers to feed him, and who would collapse and scream when vegetables were stuck in his teeth, to now, under the encouragement and guidance of teachers, he has gradually learned to hold a spoon to eat, drink soup and tries to eat independently. From playing alone with toys and choosing to sit alone, Eli now sits together with his friends and is more likely to interact with them during games and story time. From never queuing up one by one, to now, when he hears the command to line up, he will go to the teacher to line up. He can wave and smile sweetly to the teachers when he enters the nursery in the morning and when he says goodbye when school is over.  

孩子们每一次的进步和变化，我们都说不出的感动和骄傲，对于入园适应快、喜欢幼儿园的宝贝来说尝到的风都是甜的，对于眼泪像珍珠不停往下掉的孩子来说，尝到的风都是带着想念的味道，虽然每个孩子适应和变化情况不一，但就算是在微小的成长。

we are indescribably moved and proud of every bit of progress and change in the children. For the babies who adapt quickly and for those who take longer to adjust – it is growth all the same. 

动作发展 Motor Development

Andre在13个月的时候就开始了入园生活，而他的表现让人惊叹不已。尽管是比同龄小朋友稍微年幼，入园两个月后，他在自理能力方面却能够跟上两岁小朋友的步伐，展现出了成熟和独立的一面。他的快速学习和适应能力让人印象深刻。除此之外，Andre的理解能力也取得了惊人的进步。还不会用语言表达的他，能够听懂老师的指令并且执行，展现出出色的观察力和学习能力。这种快速的认知发展为他未来的学习和成长打下了坚实的基础。

Andre started nursery at 13 months old and his performance was amazing. Although Andre is a little younger than his friends, he has been able to keep up with the pace of the two-year olds in terms of self-care abilities after two months in the nursery, showing his maturity and independence. His rapid learning and adaptability are impressive. In addition, Andre’s comprehension ability has also made amazing progress. Although he cannot express himself verbally, he can understand the teacher’s instructions and follow them, showing excellent observation and learning ability. This rapid cognitive development will provide a good foundation for his future learning, and it lays a solid foundation for growth.

通过体能课的锻炼，Andre展现出了对大运动的热爱和积极性，能够充分发挥自己的潜能完成各项训练项目。他的进步不仅显示了他的身体素质和运动技能的提升，也展现了他对挑战和学习的积极态度。15个月的他能完成用脚踢球，并能稳步奔跑。Andre的入园经历不仅展示了他个人的优秀天赋和发展潜力，也彰显了入园对幼儿全面发展的重要性。通过与大家同龄的小朋友互动和学习，Andre得到了更广阔的社交体验和学习机会，有助于培养他的自信和独立性。

Through physical training, Andre showed his love and enthusiasm for sports and was able to full realize his potential to complete various training programs. His progress not only shows the improvement of his physical fitness and sports skills, but also shows his positive attitude towards challenges and learning. At 15 months old, he can kick a ball with his feet and run steadily. Andre’s nursery experience not only demonstrates his personal outstanding talents and development potential, but also highlights the importance of nursery for the all-round development of young children. By interacting and learning with children of the same age, Andre has gained broader social experiences and learning opportunities, which helps to cultivate his self-confidence and independence.

托育活动室

Nursery Activity Room 

科学实验区

Science Area

建构区

Construction Area

鸣鹭图书馆

Egret Song Library

专属水上基地、皮划艇码头

Exclusive Water Base, Kayaking Wharf