IEYC主题单元——小行动，大进步 I IEYC Theme Unit - Little Movers, Make Giant Strides
彼一米IEYC国际早期教育课程每个单元都有一个令人兴奋的主题和发展目标，结合英国国家早期基础阶段教育体系（EYFS）框架，基于整体探究和游戏教学方法，为满足儿童的个性化学习和发展需求而量身定制学习内容。通过多元文化培养和国际视野拓展，每个孩子都能在学业和情感上为成为未来的世界公民做好准备。
在开学初，彼一米森林托育学院T1海螺班开启了“小行动，大进步”这一主题单元。在本单元中，孩子们通过各种有趣的动手体验和特定的“动作动词”目标语言，发展了精细动作和大肌肉动作能力，并丰富了词汇量。活动设计旨在锻炼他们的协调能力，鼓励创造性表达，并增强他们在大小动作中的自信心。整个单元帮助孩子们理解日常生活和课堂常规中使用的英语指令及“动作动词”。
我们以学习核心词汇开启本主题。核心动词包括（但不限于）：停下、前行、奔跑、行走、跳舞、玩耍、排队、整理、跳跃、游泳、保持平衡、单脚跳。所有课程均围绕这些动作动词展开，且词汇可运用于日常场景，确保孩子充分接触语言。
首次语言学习结合孩子已熟悉的日常环节，如整理和排队。这些已有经验让孩子在与新老师互动时更自信，助力建立良好师生关系，夯实语言理解基础，为单元后续学习做好铺垫。
为顺应孩子对精细动作挑战日益浓厚的兴趣，我们开展系列活动，强化手部力量，重点帮助孩子熟练掌握钳形抓握技能。活动包括：
粘贴绳子、纸张、塑料等不同材质物品；
户外采摘花朵与三叶草；
用蘸取颜料的指尖在纸上创作涂鸦；
捏取种子撒入土壤；
抓握、挤压泡沫与沙子，探寻其中隐藏的物品。
每日圈谈时间，我们还会开展面团迪斯科游戏：孩子手持一小块橡皮泥，跟随音乐模仿老师动作，练习挤压、拍打、揉搓、拉伸等动作。
此外，所有课程中，孩子若表现积极（主动参与、端坐听讲、大胆发言、友善待人、遵守规则等），可获得小绒球奖励。他们需运用钳形抓握，小心翼翼地将绒球通过狭窄瓶口放入奖励瓶，完成投放。
我们优化教室环境，在日常活动中培养孩子的独立性、探索欲与感官体验，让环境更贴近孩子的真实生活。
投放多款带鞋带、锁扣、开关的益智玩具，让孩子接触日常用品，体验校园外常见的问题解决场景；
增设梳妆套装，拓宽装扮服饰与镜子的摆放区域，让孩子自主探索、练习生活自理技能；
拓展角色扮演区，搭建开放式餐桌角，摆放木质餐具、食物模型、盐瓶 / 胡椒瓶等物品。
这样的布置能引导孩子模仿日常行为，激发社交语言表达。
整个月所有活动均紧扣主题，持续助力孩子精细动作与大动作发展。针对能力较强的孩子，我们将简单单词拓展为短语与短句，丰富动作、材质、物品相关词汇，例如：黄色 → 黄色的袋子 → 这个袋子是黄色的。
我们重点通过让孩子自主探索以多样形式反复呈现的熟悉与陌生物品，帮助他们建立自信。本主题为后续学习筑牢根基，助力孩子树立探索周边环境、安全表达好奇心的自信心。
我们鼓励孩子们通过肢体动作、动手操作和创意活动来表达自己的理解。
本单元的收官周，孩子们聚焦学习平衡知识。我们通过多种方式探索平衡：模仿海洋与陆地动物保持身体平衡；用玩具积木堆叠稳固塔楼，感知部分形状难以或无法保持平衡，学会控制手部动作。下一个月我们将延续本主题，开启小小行动者单元第二个月的学习。天气转好后，孩子们将在游乐设施上练习平衡，学会控制身体、保障自身安全。
随着单元首月学习结束，我们欣喜地看到，每个孩子在应对体能挑战、参与集体活动、通过动作、游戏与早期语言表达自我等方面，均取得显著进步。
这些能力将在下个月得到巩固与提升。
Each Unit of BeeMee's IEYC Curriculum has an exciting theme and developmental goals. Combined with the UK National EYFS Framework, which is based on holistic inquiry and game teaching methods, learning is tailored to meet individual learning and development needs of children. Through multi-cultural development and international perspective each child is prepared academically and emotionally as future global citizens.
At the beginning of the semester, T1 Conch Class of BeeMee Forest Nursery Academy launched the thematic unit Little Actions, Big Progress. Throughout this unit, the children developed their fine and gross motor skills, and expanded their vocabulary through a variety of engaging and hands-on experiences and specific “Action Verbs” target language. The activities were designed to challenge their coordination, encourage creative expression, and build confidence in big and small movements. The overall unit supports the understanding of English instructions and ‘action verbs’ used in everyday life and classroom routines.
Entry Point: Understanding Language
We launched the theme with the introduction of our target vocabulary. This included (but was not limited to) the verbs: stop, go, run, walk, dance, play, line-up, clean-up, jump, swim, balance, hop. All of our lessons have linked back to the action verbs, which can also be used in everyday situations, to ensure the babies are getting the most exposure possible to the language
Our first exposure to this language linked back to routines most of the babies were already familiar with such as ‘clean-up’ and ‘line-up’. This prior knowledge gave them the confidence to participate when interacting with a new teacher and built a good relationship and foundation of language and understanding preparing them for the rest of the unit.
Capturing Curiosity: The Pincer Grip and Its Independence
To build on the children’s growing interest in fine motor challenges, we offered a series of activities which strengthened the hands and, in particular, helped them perfect the ‘pincer grip’. These activities included gluing and sticking different texture materials together (like string, paper, plastic), picking flowers and clovers during outside time, walking painted fingertips over paper to make messy play patterns, pinching seeds to sprinkle into the soil, grabbing and squeezing handfuls of foam and sand and searching for objects hidden within.
During daily circle time, we also do ‘Dough Disco’ where children have a small piece of play-dough and have to follow the actions of the teacher to music. We worked on the actions: squeeze, clap, roll, stretch. Also, during all lessons, the children were rewarded for positive behaviour (participation, sitting, speaking, being kind, following rules etc.) by receiving a small pom pom. They then needed to place to pompom carefully into the reward bottle, through the narrow bottle neck using the pincer grip and release it successfully.
Enable the Environment: Walking In New Places
The classroom environment was adapted to promote independence, exploration, and sensory engagement in everyday activities to make it more relevant to their everyday worlds. We introduced several different educational toys with shoe laces and locks and switches to engage the children in everyday materials and problem-solving situations they will come across outside of school. We also introduced a vanity kit and opened up the space where the dress-up clothes and mirror are situated for the babies to practice self-help skills in a self-exploratory way. Finally, we extended the role-play area by creating an accessible ‘kitchen table’ with contents such as wooden utensils, foods and salt/pepper shakers. Again, this set-up promoted the mimicking of everyday activities and the production of social language.
The Big Picture: Getting Ready For the Future
Throughout the month, activities remained focused on strengthening both fine and gross motor development as per the theme. We also enhanced vocabulary linked to actions, textures, and objects by building simple words into phrases and short sentence stems for children who were able e.g. yellow -> yellow bag -> The bag is yellow.
We focused heavily on building the children’s confidence through independent exploration of familiar and unfamiliar objects presented in different and repeated ways. This theme acts as the perfect foundation to further learning to help build learners self confidence to explore and safely show curiosity about their surroundings.
Explore and Express: Little Movers and Little Movements
Children were encouraged to express their understanding through movement, hands-on manipulation, and creative engagement.
The exit point of the month saw the babies spending the final week learning about balance. We explored balance in a number of ways such as balancing our bodies to be sea and land animals. We also balanced small objects like toy blocks to build steady towers, learning that certain shapes are difficult or impossible to balance and that we must keep our hand controlled. We will continue with this into April, which will be the second month of our Little Movers theme where we will learn to balance on the play equipment and control our bodies to keep us safe if the weather improves.
As we wrapped up the first month of the unit, we observed wonderful progress in each child’s ability to navigate physical challenges, participate in group activities, and express themselves through action, play and early language. The youngest children are becoming more vocal and using their voices to mimic sounds and try to form words. Older children are able to build sentences with support to express what they want to say. In terms of movement, all children are more active in the classroom and have settled into the setting well. These skills will be reinforced and expanded on in the following month.
撰文 Author: T1海螺班中外教师团队 Chinese and Foreign Teachers of T1 Conch Class
一审 First Reviewer: 卢思莹 Daisy Lu
二审 Second Reviewer: 彭瑶 Tiffany Peng
终审 Final Reviewer: 刘可 Sara Liu
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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