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还处在牙牙学语阶段的金宝们，通过参与各种精心设计的感官游戏，与幼儿园老师、伙伴以及环境建立了初步的联结。由于宝贝的表达能力有限，老师们尤其要细心观察他们通过表情、音调、行为等流露出来的信息并给予及时回应。在老师的悉心观察与陪伴下，他们玩转课堂，短短一个月就已经开启了《学校隧道》、《动物你好》两场艺术与感官之旅。

Smart babies, who are still at the stage of learning to speak, establish initial connections with their kindergarten teachers, partners and the environment by participating in various well-designed sensory games. Since the babies' ability to express themselves is limited, teachers have to carefully observe the information they reveal through their expressions, tones and behaviors and respond to them in a timely manner. Under the careful observation and accompaniment of the teachers, they play in the classroom, and in just one month they have already started two art and sensory journeys, “School Tunnel” and “Hello Animals”.

看，萌宝们正模仿着老师的语言和动作，跟随音乐一起摇摆身体，尝试用肢体语言表达感受。

Look, the babies are imitating the teacher's words and movements, swaying their bodies together with the music and trying to express their feelings with body language.

在逐步适应幼儿园的一日/半日流程后，小不点们初步习得简单的集体规则、保持情绪安定愉快，愿意独立尝试自主吃饭，在柔软的小床上安然午睡，愿意信赖老师、向师长表达简单的需求，真的是棒棒哒！

After gradually adapting to the one-day/half-day flow of kindergarten, the little babies have initially learned simple group rules, stayed emotionally stable and happy, are willing to independently try to eat on their own, nap peacefully in their soft cots, and are willing to trust their teachers and express their simple needs to their teachers and principals, which is really great!

PN的孩子与金宝们年纪相仿，他们需要适应全日制的生活流程，逐步完成从家庭到学校的社会化。为此，金生的老师在为期一月的探究单元中专注孩子社会适应性发展，用爱心和耐心持续帮助孩子熟悉并喜欢上幼儿园。

PN children are similar in age to the King’s smart babies and they need to adapt to the full-time life flow and gradually complete the socialization from home to school. For this reason,King's teachers focus on the children's social adaptation development during the initial inquiry unit, and continue to help the children familiarize themselves and enjoy kindergarten with love and patience.

如何帮助孩子融入温馨的班级家庭，成为集体的一员？老师们鼓励孩子触摸色彩丰富、方便清洗的植物颜料，在班级相框上留下独特的手掌印——Yes，We are PN-A！这种富有童趣和仪式感的方式，可以促使孩子形成自己属于班级家庭成员的身份认同。课室前的白板记录则将孩子积极遵守班级公约的行为可视化，帮助他们习得规则意识。

How can we help children integrate into a cozy classroom family and become part of the group? Teachers encourage children to touch the colorful, easy-to-clean vegetable paints and leave unique handprints on the class photo frames - Yes, we are PN-A! This child-friendly and ritualistic approach encourages children to form their own identities as members of the class family. The whiteboard at the front of the classroom visualizes children's the children’s active participation, helping them to acquire a sense of rules.

PN级组的外教格外关注孩子的情绪认知。孩子们亲手搭建情绪积木，联想感受，匹配不同的表情，在轻松愉悦中建立对情绪词汇的熟悉，发展英文语感。餐前的自然拼读活动更是妙趣横生，孩子们跟随外教摇动可以发出声音的奇趣蛋，在游戏中感知英文律动。

The foreign teachers in the PN level group pay extra attention to the children's emotional cognition. The children built emotional blocks with their own hands to associate feelings and match different facial expressions, building up their familiarity with emotional vocabulary and developing their English language sense in a relaxed and enjoyable way. The spelling activity before the meal was even more interesting. The children followed the foreign teachers to shake the funny eggs and make sounds to create the rhythm in the game.

K1的孩子们也在逐渐适应幼儿园生活的过程中，开启了IB超学科探究之旅。3-4岁的孩子形成积极的自我概念对于他们的成长至关重要，而身体则是离孩子的生活最近且他们最为感兴趣的事物。我们希望孩子能真正在生活中观察，形成和表达自己的观点，所以师生特意开展了一场关于“生病”的讨论。

As the K1 children are settling into kindergarten life, they are beginning to explore the  IB trans-disciplinary theme. 3-4 year olds have a strong sense of self that is essential to their development, and the body is the closest and most interesting thing in a child's life. We want children to really observe, form and express their own opinions in life, so the teachers and students had a special discussion about “sickness”.

孩子们的经验具象而丰富，他们非常愿意分享自己的所见所闻。我们的身体都有哪些功能呢？他们开心地玩起了游戏，高举双臂抛掷五官骰子，思考卡片上的图案可以和哪个五官匹配。孩子们还创造性地将五官功能与班级公约加以联系：上课时，小眼睛要「Look At Teacher」哦！

Children's experiences are tangible and rich, and they are very willing to share what they see and hear. What are the functions of our bodies? They had fun playing a game of tossing the five senses dice with their arms up in the air and thinking about which of the five senses could be matched to the patterns on the cards. The children also creatively linked the functions of the five senses to the classroom rules: during class, little eyes should “Look At Teacher”!

区域游戏时间同样充满趣味。孩子们可以和「骨怪」朋友Bone Buddy一起探索身体的奥秘；用超轻粘土模拟五官做一张可爱笑脸；还可以体验身体的冒险，向骨骼图用力投掷，比一比谁先说出掷中部位的英文名称......

Small group inquiry is also full of fun. Children can explore the mysteries of the body with their “Bone Buddy”, make a cute smiley face by modeling the five senses with ultralight clay, and experience the adventures of the body by throwing things at the skeleton diagrams and competing to see who can say the English name of the body part first.......

老师们的所思所想所行，正如金生的创校愿景所言：让幼儿的美好童年和幸福人生在这里起步。我们相信，在学习者社区的共同努力下，在温暖和充满爱的氛围里，金生的孩子将成长为拥有创造力、幸福力、跨文化沟通理解力以及富有合作精神的终身学习者。

What the teachers think and do is just like what King's founding vision says: A wonderful childhood and a happy life for young children starts here. We believe that, with the joint efforts of King's learners community and in a warm and loving atmosphere, King's children will grow into lifelong learners with creativity, happiness, cross-cultural communication and understanding, as well as a spirit of cooperation.