当国际园11个孩子走进44人公立小学课堂

“国际双语园的孩子，只能走国际路线吗？”

“如果未来选择公立小学，孩子能适应吗？”

"Do children from international bilingual kindergartens have to follow an international education pathway?"

"If they choose a public primary school in the future, will they be able to adapt?"

这是很多家长都会问的问题。

而这一次，科发K3毕业班的11位孩子，带着期待与好奇，走进了荔园小学一年级44人的真实课堂。这不仅是一场探校，更是一场关于“成长”与“衔接”的真实发生。

These are questions many parents ask.

Recently, 11 children from KOFA Kindergarten's K3 graduating class visited a real Grade 1 classroom at Liyuan Primary School. More than just a school visit, it was an authentic experience of transition, growth, and readiness for the next stage of learning.

带着100个问题出发。探校前，孩子们认真写下了对小学的好奇：

“小学有午睡吗？”

“哥哥姐姐一天上多少节课？”

“作业多吗？”

“是坐地毯还是坐椅子上课？”

Before the visit, the children carefully prepared a list of questions:

Do primary school students still take naps?

How many classes do they have each day?

Do they have a lot of homework?

Do students sit on carpets or in chairs during lessons?

带着这些问题，孩子们走进小学。最让他们兴奋的，是和哥哥姐姐面对面交流。哥哥姐姐耐心解答，分享真实的小学生活。

当听到：

“一天可能要带40本书”

孩子们瞬间睁大眼睛：

“40本？！”

当知道学校有2000多名学生时，

孩子们更是忍不住发出：

“哇——！！！”惊讶、好奇、期待，写满了每一张小脸。

With curiosity and excitement, they stepped into the primary school campus. One of the highlights was meeting and talking with older students face-to-face. The older children patiently answered questions and shared their real experiences of school life.

When they heard:

"You might need to carry around 40 books."

The children immediately widened their eyes:

"Forty books?!"

And when they learned that the school has more than 2,000 students, the response was even bigger:

"Wow!" Surprise, curiosity, and anticipation could be seen on every face.

第一次听见“小学的节奏”

最新奇的，还有小学真实的上下课铃声，“叮铃铃” 当铃声响起时，孩子们一下子安静下来，

认真观察哥哥姐姐如何快速整理、排队、进入下一节课堂。原来，小学真的和幼儿园不一样。

节奏更快，规则更明确，课堂人数也更多。而我们的11位孩子，也第一次真正坐进了44人的一年级课堂。面对陌生老师、陌生同学、陌生环境，孩子们不仅很快进入课堂状态，还积极举手、自信表达。

Hearing the Rhythm of Primary School

Another exciting experience was hearing the real school bell. As soon as the bell rang, the children carefully observed how the older students quickly organized their materials, lined up, and prepared for the next lesson. It was their first opportunity to truly experience the rhythm of primary school life. The pace was faster. The expectations were clearer. The classrooms were much larger. Our 11 children also had the opportunity to sit in a real Grade 1 classroom with 44 students. Faced with unfamiliar teachers, classmates, and surroundings, they adapted quickly, participated actively, raised their hands confidently, and shared their ideas with enthusiasm.

探校结束后，小学的德育曾主任也特别提到：“孩子们的书写非常好，而且他们很愿意表达、敢于回答问题。”

那一刻，我们看到的，不仅仅是知识。

更是孩子面对新环境时，
那份自信与适应能力。

After the visit, the school's Director of Moral Education commented: "The children's handwriting is excellent, and they are very willing to express themselves and answer questions."

At that moment, what stood out was not simply what the children knew.

It was their confidence and adaptability when facing a completely new environment.

很多人以为，幼小衔接，就是提前学拼音、算术、认字。但真正影响孩子进入小学后的，

往往是另一种能力：

面对陌生环境时的适应能力
在集体中的自信感
主动表达与思考能力

专注倾听与规则意识
独立完成任务的能力
面对变化时的情绪稳定感

Many people think school readiness means learning phonics, mathematics, or literacy skills ahead of time. In reality, the abilities that most influence a child's transition to primary school are often different:

●Adapting to unfamiliar environments

●Feeling confident in a larger group setting

●Expressing ideas and thinking independently

●Listening attentively and understanding expectations

●Completing tasks independently

●Managing emotions and coping with change

在未来充满不确定性的时代，比起“提前学了多少”，
更重要的是：

孩子是否拥有
敢于尝试、
主动表达、
持续学习的能力

In a future filled with uncertainty, what matters most is not how much children learn in advance, but whether they develop the ability to:

●Try new things with confidence

●Express themselves openly

● Continue learning throughout life

答案是：当然可以。

因为真正的教育，
不是把孩子固定在某一条路线。而是培养他们无论走向哪里，都拥有适应与成长的能力。无论未来选择国际学校，还是公立小学，孩子需要的，都不仅仅是知识本身。

而是：
自信、
规则意识、
学习习惯、
表达能力、
适应能力与独立思考能力。

这也是为什么，科发一直重视孩子“能力”的培养。

Absolutely.

Because great education is not about placing children on a single pathway. It is about helping them develop the skills to adapt, grow, and succeed wherever their future journey takes them.

Whether children eventually attend an international school or a public primary school, they need more than knowledge.

They need:

●Confidence

●Self-discipline and awareness of expectations

●Positive learning habits

●Communication skills

● Adaptability

●Independent thinking

These are the capabilities that KOFA has always valued and intentionally nurtured.

很多家长会觉得，幼小衔接，是不是到了大班才需要开始？但其实，真正的幼小衔接，从孩子进入幼儿园那一天，就已经悄悄开始了。因为我们始终相信：幼小衔接，不仅是知识的衔接，更是能力、习惯、心理与成长节奏的衔接。

托小班：建立安全感与生活能力，表达需求，规则意识，独立进餐，整理物品，愿意表达

中班：发展学习能力与精细动作，书法启蒙，手部力量训练，专注力与协调能力培养，真正的书写能力，不是“写多少字”，而是：稳定控笔 + 专注 + 耐心 + 协调。

大班：真正走近小学，模拟课堂，时间与任务意识，独立完成任务，表达能力，倾听能力，真实探校体验，让孩子愿意走向小学，而不是被推向小学。

Many parents assume school readiness begins in the final year of kindergarten. At KOFA, we believe it begins much earlier. From the very first day children enter kindergarten, they begin developing the foundations that will support their future learning. Because school readiness is not only about academic preparation. It is also about developing habits, skills, emotional resilience, and confidence.

Toddlers & Nursery

Children build: A sense of security and Independence in daily routines, The ability to express needs, Early understanding of expectations and routines

K2:

Children develop:Learning habits, Fine motor skills, Early handwriting foundations, Hand strength and coordination, Focus and perseverance. True handwriting ability is not about writing more words. It is built upon stable pencil control, concentration, patience, and coordination.

K3

Children move closer to primary school through: Classroom simulations, Time awareness, Task management, Independent work habits, Communication and listening skills, Authentic school visit experiences. Our goal is for children to feel excited about entering primary school—not pushed toward it.

这次探校中孩子们被称赞的书写能力，并不是短期训练的结果。 而是从中班开始的书法课程，以及更早阶段持续的精细动作训练：穿珠，绘画，手工，剪纸，建构，控笔。

同样，孩子们敢于举手、愿意表达，也来自长期被看见、被鼓励的安全感。

The handwriting praised during this visit was not the result of short-term practice. It reflects years of development through calligraphy lessons, fine motor activities, drawing, construction play, arts and crafts, cutting, threading, and pencil-control exercises.

Likewise, the confidence to raise a hand and share ideas comes from years of feeling seen, respected, encouraged, and supported.

这次探校还有一个温暖的巧合：

我们科发幼儿园的胥校监，是荔园小学毕业生；而如今荔园小学的校长，曾是她的老师。

从学生到教育者，从被教育到再教育。

教育最动人的地方，或许就在这里：
成长会继续影响成长。

There was also a meaningful connection behind this visit.

KOFA's Supervisor, Michaela Xu, is herself a graduate of Liyuan Primary School. Today, the principal of Liyuan was once her teacher.

From student to educator, from being taught to inspiring future generations, perhaps this is one of the most beautiful things about education:

Growth continues to inspire growth.

我们始终相信：幼小衔接，不是把幼儿园变成小学。不是不断提前学习知识。

而是帮助孩子建立：

面对未来的适应力、
面对挑战的勇气、
面对新环境时的从容与自信。

因为真正拥有这些能力的孩子，

无论未来走向国际路线，
还是公立路线，

都能够坚定、自信地，
走向更广阔的世界。

School readiness is not about turning kindergarten into primary school. Nor is it about rushing children ahead academically.

It is about helping children develop:

The ability to adapt

The courage to face challenges

Confidence in unfamiliar situations

Because children who possess these qualities can thrive wherever life takes them.

Whether they choose an international pathway or a public one, they will be prepared to step forward with confidence and embrace a world full of possibilities.