环境即教育——让每一面墙都成为孩子的“第三位老师” I Environment as Education

01

每个班级都设有多个学习区域——角色扮演区、艺术区、建构区、科学区等。这些区域并非一成不变，而是根据每个学期当下开展的主题活动，动态投放材料和设计内容，让每一个区角都成为课程的自然延伸。

在IEYC“To the Rescue 救援行动”主题中，角色扮演区变成了“指挥中心”和“救援站”。孩子们穿上制服，使用对讲机、医疗箱等道具，模拟救援场景。墙上的规则牌用中英文清晰呈现：

• Bold to creat and play. 大胆创编和表演。

• Take turns and be patient. 轮流玩且耐心等待。

• Play nicely and friendly. 文明玩耍，友好待人。

• Tidy up after playing. 玩完后整理归位。

这些规则不仅引导孩子们在游戏中学会合作与自律，更将社会交往技能自然融入情境，让IEYC所倡导的“通过角色扮演理解世界”真正落地。

在艺术区，老师们提供了各种自然材料、绘画工具和废旧物品。孩子们在园区所在的西湖公园聆听风声、水声、鸟鸣，回到教室后用画笔发挥想象力——流动的线条、斑斓的色彩，是他们对自然感受的独特表征，也是IEYC“Imagine That 想象一下”主题的最佳诠释。

在“Planting Journey 种植之旅”主题中，科学区投放了种子、土壤、测量工具和观察记录本。墙上的问题墙引发思考：

• What do you want to plant? 你想种什么？

• What do plants need to grow? 植物生长需要什么？

• How tall is our plant? 我们的植物长多高了？

孩子们每天为植物浇水、测量高度，并用绘画和简单的图表记录变化。这正是ECSTEM理念的生动实践——科学观察与数学测量融为一体，工程思维在反复尝试中萌芽。墙上的“ECSTEM”和“Forestry 森林教育”标识提醒着我们：科学、技术、工程、数学和森林教育正在这里融合。

02

在彼一米，英文学习不仅发生在集体教学中，更渗透在每一寸墙面里。外教们利用墙面创设了丰富的视觉支持系统，方便进行一对一和小组教学，让自然拼读的学习在日积月累中自然发生。

走进K3教室，一面巨大的“Phonics Wall 自然拼读墙”映入眼帘（见下图）。墙上按照字母组合分类，如“in”“oo”“en”“um”“ow”“o_e”“i_e”“oe”等，每个组合下都配有相应的单词和图片：

• in – win, fin, shin, inside, into

• oo – boot, cool, look, food, moon, zoom, cook, book, spoon

• en – den, men, ten, pencil, dozen

• um – bump, hum, drum, jump, dumb, mum

孩子们在自由活动时间会主动指着墙面拼读，外教则根据孩子的水平，随时进行一对一的巩固或小组游戏。这种视觉化、分类清晰的呈现方式，让抽象的音素变得触手可及，是自然拼读教学中最有效的“沉浸式环境支持”。

“Reading Wall 阅读墙”上贴满了孩子们的名字：Emma,  Sunny, Sky, Vince, Anna……每个名字都代表着班级阅读社区的一员。旁边是“Graduation Countdown Wishes”（毕业倒计时心愿墙），孩子们用图画和简单的句子表达对毕业的期待。阅读与情感在这里交织，环境不仅是学习的场所，更是心灵的港湾。

一面小小的“Sight Words 高频词墙”列出了最基础的高频词：the, and, to, a, is, said。孩子们每天点名、领读、完成任务时都会看到这些词，在真实语境中反复强化，为流利阅读打下坚实基础。

03

主题墙是班级的“学习故事集”，它记录了孩子们从好奇到探索、从尝试到收获的完整历程。这面墙正是IEYC探究循环（Entry进入, Capture捕捉, Create创造, Express表达）的视觉化呈现。

在IEYC“The Amazing Adventure of Sound 声音的奇妙冒险”主题中，墙面上呈现了孩子们在西湖公园的探索照片，以及他们对声音的讨论：

• Ryan: What is an echo?  什么是回声？

• Eden: When you speak, the sound will come back to your ears. 当你说话时，声音会传回你的耳朵。

老师将孩子们的对话打印出来，配上他们绘制的“声音地图”，让抽象的物理现象变得生动可感。孩子们关于噩梦的描述也被记录下来：“I had a bad dream about a snake. I fight with it.我做了一个关于蛇的噩梦。我和它打架了。”——这些绘画和文字不仅是语言输出，更是情绪情感的释放。

04

在彼一米，我们坚信：孩子是教室真正的主人。从环境布置到日常管理，处处体现着孩子的参与和主导。这种主人翁意识的培养，正是社会情感学习的重要组成。

“CLASSROOM JOBS 班级值日生”板上，清晰地列出了各项职责：Teacher Helper, Book Cleaner, Water Helper, Line Leader（老师小帮手、图书管理员、浇水员、小队长）……每个职位后面贴着孩子的名字（Andy, Seven, Ian Z., Toby, Bob……）。每天早晨，孩子们会主动查看自己的职责，并在一天中认真完成。这种机制不仅培养了责任感和自我管理能力，更让每个孩子感受到自己对集体的贡献——这正是IEYC“我们是谁”主题的日常实践。

“Full Attendance全勤小明星”和“Early Bird早到小标兵”墙面，记录了每天准时到园、坚持出勤的孩子。小小的贴纸或名字上榜，带给孩子们满满的成就感，也激励着同伴们积极向上。

从阅读墙到值日生板，从作品标签到生日日历，每个孩子的名字都以醒目的方式出现在环境中。这种归属感让孩子感到安全、被接纳，从而更自信地探索和学习。

01

Each classroom features multiple learning areas—Role-Play Area, Art Area, Construction Area, Science Area, and more. These areas are not static; instead, materials and setups are dynamically adjusted according to the thematic inquiry undertaken each semester, making every corner a natural extension of the curriculum.

During the IEYC theme "To the Rescue," the Role-Play Area transforms into a "command center" and "rescue station." Children put on uniforms and use props like walkie-talkies and medical kits to simulate rescue scenarios. The rules posted on the wall are clearly presented in both Chinese and English:

• Bold to create and play.

• Take turns and be patient.

• Play nicely and friendly.

• Tidy up after playing.

These rules not only guide children towards cooperation and self-discipline during play but also naturally integrate social skills into the context, truly embodying the IEYC principle of "understanding the world through role-play."

In the Art Area, teachers provide a variety of natural materials, painting tools, and recycled items. Children listen to the sounds of wind, water, and birds in the adjacent West Lake Park. Back in the classroom, they use paintbrushes to unleash their imaginations—flowing lines and vibrant colors become their unique representations of natural experiences, perfectly interpreting the IEYC theme "Imagine That."

During the "Planting Journey" theme, the Science Area is equipped with seeds, soil, measuring tools, and observation journals. A question wall prompts inquiry:

• What do you want to plant?

• What do plants need to grow?

• How tall is our plant?

Children water their plants daily, measure their growth, and record changes through drawings and simple charts. This is a vivid practice of the ECSTEM philosophy - scientific observation integrated with mathematical measurement, where engineering thinking sprouts through repeated experimentation. Signs for "ECSTEM" and "Forestry" on the wall remind us that Science, Technology, Engineering, Mathematics, and Forest Education are converging here.

02

At BeeMee, English learning extends beyond group teaching; it permeates every inch of the wall space. Teachers utilize the walls to create rich visual support systems, facilitating one-on-one and small group instruction, allowing phonics learning to occur naturally over time.

Entering a K3 classroom, a large "Phonics Wall" immediately captures attention. The wall categorizes letter combinations such as "in," "oo," "en," "um," "ow," "o_e," "i_e," and "oe," each accompanied by corresponding words and pictures:

• in – win, fin, shin, inside, into

• oo – boot, cool, look, food, moon, zoom, cook, book, spoon

• en – den, men, ten, pencil, dozen

• um – bump, hum, drum, jump, dumb, mum

During free time, children actively point to the wall and practice blending. Foreign teachers use it flexibly for one-on-one reinforcement or small group games based on each child's level. This visual, clearly categorized presentation makes abstract phonemes tangible and accessible.

The "Reading Wall" is filled with children's names: Emma, Sunny, Sky, Vince, Anna... each name representing a member of the classroom reading community. Next to it is the "Graduation Countdown Wishes" board, where children express their hopes for graduation through drawings and simple sentences. 

A small Sight Words Wall showcases the most basic high-frequency words: the, and, to, a, is, said.Children encounter these words every day during roll call, choral reading and task completion, reinforcing them repeatedly in authentic contexts and laying a solid foundation for fluent reading.

03

The Theme Wall is the classroom's "learning story collection." It documents the children's complete journey - from curiosity to exploration, from experimentation to achievement. This wall is the visual manifestation of the IEYC Inquiry Cycle (Entry, Capture, Create, Express).

During the IEYC theme "The Amazing Adventure of Sound," the theme wall displays photos of the children's explorations in West Lake Park, along with their discussions about sound:

• Ryan: What is an echo?

• Eden: When you speak, the sound will come back to your ears.

Teachers print out the children's dialogues and display them alongside their hand-drawn "sound maps," making an abstract physical phenomenon vivid and relatable. Children's descriptions of their dreams are also recorded: "I had a bad dream about a snake. I fight with it. " - These drawings and words are not just language output; they are also a release of emotions and feelings.

04

At BeeMee, we firmly believe that children are the true masters of their classroom. From environmental setup to daily management, children's participation and leadership are emphasized. Cultivating this sense of ownership is a crucial component of social-emotional learning.

The "CLASSROOM JOBS" board clearly lists various responsibilities: Teacher Helper, Book Cleaner, Water Helper, Line Leader... Behind each role are the children's names (Andy, Seven, Ian Z., Toby, Bob...). Each morning, children actively check their responsibilities and diligently fulfill them throughout the day. This system not only fosters a sense of responsibility and self-management but also makes every child feel their valuable contribution to the group - a daily practice aligned with the IEYC theme "Who We Are."

The "Full Attendance" and "Early Bird" walls record children who arrive on time and maintain consistent attendance every day. A small sticker or having their name posted brings a profound sense of achievement and motivates their peers to strive for excellence.

From the reading wall to the duty board, from work labels to the birthday calendar, every child’s name is prominently displayed in the environment. This sense of belonging makes children feel safe and accepted, allowing them to explore and learn more confidently.