2014年7月，我带领三名学生赴澳大利亚参加第一届GAIL高中生全球论坛。在为期一周的活动中，来自世界五大洲的年轻人一起聆听社会各界精英的演讲、一起参访社会机构，从多个角度了解“全球化”这一议题。会议的最后一天，所有的同学分成小组，用自己创意、编剧、拍摄制作的小电影反映年轻一代对“全球化”的认识、思考和展望。

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同学们拥有不同的面貌和文化特色，但他们展现出相似的风采：高度自信、善于聆听和提出问题、能清晰有力地表达自己的观点、待人友善、高效地分工合作。这次论坛深刻地影响了我对儿童成长和国际教育的理解。未来世界将由什么样的人才来领导？什么样的人能拥有外在的成功和内在的幸福？从逆向的角度地看待儿童教育，我认为在6岁以前，比教给孩子具体知识更重要的是培养他们拥有强健的体魄、坚强的意志、审美的情操、独立的思考、有观点的表达、自信心、同理心及对人的情感关怀。未来不可知，但年轻人就是未来。

When I was about 13 to 14 years old, I discovered my love for children. And I am great with kids. Children in the neighborhood enjoy spending time with me. I went to a normal school without much hesitation and I never left the industry. People say the happiest thing on earth is doing what you love for a living. I strongly agree. Instead of saying I chose early years education as my lifelong career when I was young, I would rather say that I was chosen by it.

Each education system has cultural and national characteristics and are in line with their modern development stages. For example, Finland and Denmark have a frigid climate. People there respect nature and believe that children grow best when they are exposed to natural weather. Children take their nap outdoors in trolleys even in wind and snow. Therefore they are very well adjusted to the climate and grow to be strong, energetic, brave and adventurous, which is something that we should learn from.

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The students had different outlooks and cultural characteristics, but they had many things in common: confidence, good listening and questioning skills, clear points of view and assertiveness, friendliness, and efficient teamwork. This convention profoundly influenced my understanding of child development and international education. Who will lead the world in the future? Who will achieve success and happiness? Looking at children’s education now, I believe that a strong mind and body, the appreciation in beauty, independent thinking, clear thoughts, confidence, empathy and compassion are more important than teaching concrete skillsets to children before the age of 6. The future is unpredictable, but young people are our future.

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Based on your 30 years of experience, what are your thoughts on BMH Pre School’s curriculum?

Our curriculum has always been play-based, inquiry and bilingual, since the school was founded. It is designed according to learning and developmental characteristics of children and is very well received. We have reformulate our concept to reflect our educational philosophy to embrace each and every child’s uniqueness. Education is a tool to help them tap into their potential and grow into the best version of themselves. We provide diverse opportunities for children to explore and play in environments that meet their unique needs. Looking ahead, we will focus on developing children’s self-management skills, communication, collaberation, critical thinking and creativity. This is an overview of our curriculum which delineates how we will achieve holistic and quality development for our children.

The concept behind this is static. How to implement it will be more dynamic and present-oriented. As one of teachers put it so delicately: “Education is a tree shaking a tree, a cloud to promote a cloud, and a soul awakens another soul.” Great curriculum is brought to life through interaction and emotional influence between teachers and students.

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BMH has a professional and loving teaching team. Local teachers and overseas teachers are together in our international learning community, dedicated to combine the best from east and west. This school year we will continue to invest in teacher’s professional development, to strive for physical, emotional and holistic well-being for children, to give them the best childhood experience possible.