彼一米家长说 I 与彼一米同行，让孩子自然绽放 With BeeMee，Growing Up With Love

作为育儿领域的“一年级新生”，送两岁半的Rosie入园时，我的家长手账还写满焦虑：“EYFS的重点是什么？适合所有宝宝吗？”“如何判断是否进入秩序敏感阶段？”直到遇见彼一米森林儿童学院，这座架接国际理念与本土实践的成长桥梁，让我真正理解"教育是共同成长"的真谛。

我始终相信优质的早期教育应当像呼吸般自然，又如同精密仪器般专业。当Rosie进入彼一米这座融合英式严谨与中国智慧的成长花园，与其相伴的时光印证了我的想法。

初入彼一米校园时，Rosie便被校园的森林环境和符合幼儿心理的校园功能区设置所吸引，很自然地开始了在园区内的自主探索，再看到学校内宝宝们的笑脸，我和家人的内心中也仿佛感受到了在宝宝眼中的园区是什么样子。通过与老师们的进一步沟通，我们也了解到学校以中西融合的国际化课程体系（BCS）为核心，课程设计始终以“培养终身学习者”为目标，为不同年龄段学生提供适配其认知水平的成长阶梯；课程体系以科学性与实践性为双核，既遵循儿童发展规律，又融合全球前沿教育经验。

“培养终身学习者”，这也正是我们家庭希望为Rosie构建的成长路径，“成为你想成为的人，而非别人期待的模样 Be what you want to be, not others want to see”。在彼一米的日子里，Rosie很好地成为了她原原本本、她自己的样子，我想这就是对我们家庭当初选择彼一米为她学习起点的最好回馈。

彼一米这种将成长分解为可测量、可干预、可期待的教育实践，不仅化解了我们对幼儿早期发展的焦虑，更让她的学习之旅成为一场充满期待的探索之旅，让我们新手父母真正读懂了“静待花开”。

彼一米湘府校区作为湖南首家进行ELQ认证的全英森林儿童学院，其教育内核建立在英国早期教育纲要（EYFS）的七大发展领域之上。教师团队坚持将"观察—评估—计划"的教学循环圈贯穿于日常：当Rosie在户外活动中展现运动天赋时，教师并未急于强化训练，而是通过持续观察记录训练情况，并注重宝宝感知，给予适时引导和鼓励，这种基于儿童发展里程碑的个性化支持，使每个孩子都能在适宜节奏中突破"最近发展区"。

当Rosie在回家后开始激动地和我分享她的学校趣事时，我忽然意识到：教育最美的模样，是家庭与学校持有同一把成长的量尺，用温柔的专业主义守护童年。在彼一米幼儿园度过的这些日子，这座以EYFS体系为基石的成长花园，让我这位新手妈妈读懂了"家校同频"背后的教育智慧。

Rosie的老师们会用EYFS发展维度中的“个人社交情感发展”指标，解读Rosie在集体活动中的各种情绪，而Rosie天性谨慎细心，在面对很多新鲜事务时表现出紧张不安逃避，面对宝宝的焦灼，老师们及时与我充分沟通，经过督导分析后，老师们向我提供了为她制定的个性化支持方案：宝宝的理解能力和情绪调节能力在逐渐发展，面对宝宝焦灼情绪，周围应提供接受、理解及鼓励的支持环境，不要强化负面标签，给与宝宝充分的时间和支撑，让她随着年龄成长，在自己的内心安全建立理解周围和万物的逻辑和能力。

这种基于实证的沟通方式，让焦虑化为笃定——当我们不再用“胆小”“好动"等标签定义孩子，成长便自然显现出它本来的韵律。

如今回望这与彼一米的共育之旅，Rosie身上那些曾令我困惑的特质，在专业视角下显露出珍贵的发展价值——她的谨慎化作观察力，旺盛精力转为创造力。而作为妈妈，我学会用发展量表替代焦虑搜索，用观察笔记替代主观评判。当家庭与学校在专业共识中形成教育共振，那些关于成长的忐忑，终将化作见证奇迹的笃定。

As a "New students in the first grade" in the field of childcare, when I sent my two-and-a-half-year-old Rosie to kindergarten, my parents handbook was filled with anxiety: "What are the key points of EYFS? Is it suitable for all babies?"  "How can we determine if they have entered the sensitive period for order?" It wasnt until I met BeeMee Forest Academy, this bridge that connects international concepts with local practices, that I truly understood the essence of "education is about growing together."

I have always believed that quality early education should be as natural as breathing and as professional as a precision instrument. When Rosie entered BeeMee, a garden of growth that combines British rigor with Chinese wisdom, the time spent with her confirmed my belief.

When Rosie first entered the BeeMee campus, she was drawn to the forest-like environment and the functional areas designed for young childrens psychology. She naturally began exploring on her own within the park. Seeing the smiles of the children in the school, my family and I felt as if we could imagine what the park looked like through their eyes. Through further communication with the teachers, we learned that the school centers its curriculum around an international curriculum system (BCS) that integrates Eastern and Western elements. The course design consistently aims to "cultivate lifelong learners," providing growth stages tailored to the cognitive levels of students at different age groups. The curriculum system is dual-core in science and practice, adhering to child development principles while incorporating cutting-edge global educational experiences.

"Cultivate lifelong learners," which is exactly the growth path our family hopes to build for Rosie, Be what you want to be, not others want to see. During her time at BeeMee, Rosie has become who she truly is, and I think this is the best reward for our familys initial choice of BeeMee as her starting point for learning.

BeeMee This kind of educational practice that breaks down growth into measurable, intervenable and predictable is not only to dispel our anxiety about early childhood development, but also makes her learning journey a journey of exploration full of expectations. It enables us new parents to truly understand "waiting for the flower to bloom".

The college, as the first full English forest childrens school in Hunan to obtain ELQ certification, has its educational core built on the seven developmental areas of the UK Early Years Foundation Stage (EYFS). The teaching team consistently integrates the "observation-assessment-planning" cycle into daily activities: when Rosie displays athletic talent during outdoor activities, instead of rushing into intensive training, the teacher observes and records her performance continuously, focusing on the childs perception and providing timely guidance and encouragement. This personalized support, based on childrens developmental milestones, ensures that each child can break through their "zone of proximal development" at an appropriate pace.

When Rosie excitedly shared her school fun with me after coming home, I suddenly realized: the most beautiful form of education is when families and schools share the same yardstick for growth, using gentle professionalism to protect childhood. The days spent at this kindergarten, which is a garden of growth built on the foundation of the EYFS system, have taught me, as a new mom, the educational wisdom behind "home-school resonance."

Rosies teachers use the "Personal Social and Emotional Development" indicator from the EYFS development dimensions to interpret various emotions Rosie exhibits during group activities. Being naturally cautious and meticulous, Rosie often shows signs of anxiety and avoidance when faced with many new situations. In response to her distress, the teachers promptly communicated fully with me. After supervision and analysis, they provided me with a personalized support plan for her: Her understanding ability and emotional regulation skills are gradually developing. When dealing with her distress, it is important to create an environment that accepts, understands, and encourages her. Negative labels should not be reinforced; instead, give her ample time and support so that she can grow along with age, building a sense of security within herself and developing the logic and ability to understand the world around her.

This kind of empirical communication turns anxiety into certainty —— When we stop using labels like "timid" and "active" to define our children, growth naturally shows its own rhythm.

Looking back on this journey of co-education with BeeMee, the traits in Rosie that once puzzled me have revealed their precious developmental value from a professional perspective. Her caution has turned into keen observation, and her abundant energy has transformed into creativity. As a mother, I have learned to use developmental scales instead of anxiety searches, and observation notes instead of subjective judgments. When families and schools form an educational resonance based on professional consensus, those anxieties about growth will ultimately turn into the firm belief that we can witness miracles.