幼教权威解读：哈罗小狮课程的五大学习素养

幼教权威解读：哈罗小狮课程的五大学习素养 · 第三期

Harrow哈罗国际深圳

01-02 08:31发布于广东

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前言

为什么有的孩子“小脑袋转得特别快”

能有条理地和大人沟通

想象力、创造力也特别丰富？

这到底是个别孩子的“天赋技能”

还是说可以后天习得、强化？

本期，AISL哈罗幼教专家支招

为您解读培养宝宝认知发展

以及激励创造力的科学方式

孩子“最强大脑”，从小培养！

以下是教育专家文章

五大学习素养：认知发展

我们通常认为，思考是一个必然的、持续不断的过程，是人类行为的自然组成部分。从某种程度上来说，的确如此。神经科学研究表明，人脑总是在处理各种信息和经验，将它们联系起来并强化，由此建立新的联系。

构成大脑的神经元、细胞、树突和突触不断互动和伸展，从而建立新的联系和启动思维。我们还知道，这一过程在幼儿期尤为明显，因为新经验的“轰炸”和大脑的不重复活动会不停地创造大量的重要记忆和思维。

然而，神经科学研究还告诉我们，思考也是一种“习得”行为，因此，它也是可以教授的。我们都认可思维的重要性，并意识到知识和技能运用背后的驱动力是对于“我们掌握什么知识”的思考，从而有效地运用它们、解决问题、反映经验和创造新想法。

我们知道，通过与成人互动来为孩子提供适当的支持，尤其是利用语言将其情境化，以及介绍不同的经验，有助于孩子制定策略和了解自身的认知发展。这也是我们优化学习及其用途、更好地开发孩子潜能的重要途径。

理解这种自然驱动力和思维过程的“必然性”之后，了解认知发展的组成要素，并知道如何帮助、支持和优化儿童认知发展的每个组成部分就变得尤为重要。

发展心理学家确定的一个特征是执行功能。这是一种后天习得的、能够帮助我们组织思维，并在需要或有用时检索记忆或回忆的能力。我们的大脑总是充斥着各种各样的信息，尤其是年幼时期。

因此，对这些信息进行梳理、过滤和解释，从而让思维变得有序化是一项重要的技能。询问孩子能“记住”哪些具体的经历或事件有助于执行功能的发生，鼓励他们描述事件的顺序和细节则可以强化这一能力。

另一个非常重要的特征是元认知。元认知被描述为一种思维过程（它让我们理解“我们如何知道我们所知道的），它还是一种通过借鉴以往经验和知识来处理信息的能力。用语言描述思维过程和步骤/顺序，可以提高我们的记忆力，使我们建立联系，加强记忆和知识，从而更容易地进行检索和回忆。

对于孩子来说，我们可以引导他们描述自己是如何做成某件事情的，或者回想他们在解决问题或表达想法时所采取的具体步骤。

支撑孩子思考的第三个要素是认知灵活性。顾名思义，它包括在不同的想法和信息之间来回切换，以及根据需要从记忆的不同地方汲取知识。

这种思维的流动性和敏捷性之所以重要，是因为它让我们能够充分利用所掌握的知识和技能，并为我们运用求异思维和创造性思维求解提供了可能。鼓励孩子停下来，花一些时间思考如何尝试不同的方法或途径来解决问题，有助于培养他们的这种能力。

向右滑动，查看中文版本

Have you wondered

why some children are able to think quickly, communicate effectively,

and express ideas creatively?

Is this a "gifted talent"

of only a few children,

or can it be developed over time?

Check out the article below

and learn from our AISL Harrow Early Years Education Experts on evidence-based

methods to nurture children's

cognitive development and creativity.

The Disciplines of Learning:

Cognitive Development

We often believe that thinking is an inevitable, constant process and a natural part of human behaviour. To some extent this true, and neuroscientific research has demonstrated that we are continually processing information and experiences, linking them together, reinforcing existing connection and creating new ones as a result.

The neurones, cells, dendrites, and synapses that constitute our brains are constantly interacting and stretching out to make new connections and initiate thought. We also know that this is particularly true in early childhood when the bombardment of new experiences and the unrepeated activity of the brain constantly creates a large quantity of significant memory and thought.

However, we also know from neuroscience research that thinking is also a learned and therefore teachable behaviour. We all recognise its critical importance and realise how using knowledge and skills is driven by the ability to think about what we know in order to use if effectively, solve problems, represent experiences and create new ideas.

We know that the right kind of support through adult interaction, and particularly the use of language to contextualise it, and the presentation of different experiences helps children to develop strategies and understand their own cognitive development and it is an important way that we can optimise learning, its use and the development of children’s potential.

Building on that natural drive and the inevitability of thought process taking place, it is therefore very important to develop an understanding the described components of cognitive development and knowing how the specifics of each of these can be helped, supported, and optimised for children.

One attribute identified by developmental psychologists is that of executive functioning. This is the learned ability to organise our thoughts and retrieve or recall memories when we require them, or when they will be useful. Our brains are often overloaded with constant information, especially as young children, so being able to sort through these, filter and interpret them and therefore order our thoughts is an important skill.

Asking children what they can remember about a specific experience or event helps in this process, and encouraging them to describe the sequence of events and appropriate details reinforces the process of this as a behaviour.

Another attribute considered to be very important is metacognition. This is described as a thinking procedure that enables us to understand how we know what we know and the ability to process information by drawing upon our previous experiences and knowledge. The ability to verbally describe our thinking and the steps or sequence this takes strengthens our recall and enables connections to be made, and memory (and indeed knowledge) to be crucially strengthened so that recall can be put into effect with greater ease.

For young children this entails supporting them in describing how they have achieved something or recalling the detail of the steps they have taken to solve a problem or represent an idea.

The third element in supporting children’s thinking is described as cognitive flexibility. As the name suggests this involved being able to switch between different ideas and information and to draw knowledge from different places in memory as they are needed.

This fluidity and agility in thinking is considered important because it enables us to make full use of the knowledge and skills we have and offers us the possibility of providing solutions by thinking differently and creatively. Encouraging children to stop and spend a few moments thinking about how they might try something using a different way or approach to solve a problem helps develop this competence.

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五大学习素养：创造力

创造力即是以不同的方式思考问题、发现新想法并将其表达出来的能力或技能。创造力与我们思考问题、创造新想法和新可能性的方式有关。作为人类发展的一个重要特质，利用创造力来应对各种情况、挑战和问题，将是孩子未来发展所需的一项必备技能或思维方式。

首先，我们必须认识到，创造力并不局限于艺术领域。事实远非如此。显然，创作一幅美丽的画作、写一个故事或一首歌，除了需要技术层面的技巧以外，还需要创造力。

然而，这同样适用于生活的任何领域，因为创造力关乎我们思考问题的方式，它与数学、科学或历史等其他学习领域也相关。同样，我们在日常生活中也需要创造力，我们需要以不同的新方式思考我们的社会交往、我们所做的决定以及我们在不同的选项之间如何抉择。

其次，创造力是一种可以得到支持和鼓励的习得行为，而并非少数人独有的特质。当我们另辟蹊径地思考问题时，我们每个人都可以具备创造力。虽然一些艺术家和音乐家被公认为创造力丰富，但我们每个人都可以学习如何以创新和独到的方式思考问题。

第三，必须认可和重视不同的想法，赞美思考的过程，而不仅仅是最终的产品和结果。尤其是对于幼儿来说，他们在思考或表达时采取了什么步骤、考虑到了哪些因素，才是最需要得到认可和肯定的。

因此，要支持孩子的创造力，就要确保支持和重视他们的原创力和想象力。以不同和独特的方式做事和看待问题，是向孩子表明他们的想法受到尊重的重要方式。各方面思维的创造性是支持孩子发展、建立信心尝试新方法的重要部分。

还需要强调的是孩子如何传达他们的想法。重点在于想法本身，而如何向他人转达或表达想法可以有多种不同的形式。

孩子可能会决定通过绘画、油画或造型等艺术形式来表达自己的想法。他们可以选择大声说出来，或通过木偶或小世界人物的故事来表达。他们也可以选择跳舞或唱歌来表达某种想法。关注形式背后的想法也是认可和肯定孩子原创力和想象力的重要方法。

同样，孩子需要学习如何进行审慎性思考，获取信息并加以处理，从而决定如何处理情况，解决问题，表现或表达和交流思想或情感，或记忆一系列事件。能够选择不同的方法、有选择地使用或舍弃某些信息或技巧，是孩子开始形成和培养自主决策过程的重要途径。

向右滑动，查看中文版本

The Disciplines of Learning:

Creativity

Creativity is the ability – or skill – to think differently, see new ideas and express this in different ways. Creativity is concerned with the way we think about things and create new ideas and possibilities. This is an important attribute in human development and being able to address situations challenges and problems with creativity will be an increasingly important skill – or mindset – that our children will need in the future.

First of all, it is important to be aware that creativity is not confined to the arts – far from it. Obviously to create a beautiful painting or write a story or song require creativity along with the technical skills needed.

However, this is also true of any area of life. Because creativity is about the way we think about things, and this is equally relevant to any other learning domain such as Mathematics, Science or History. Equally, we need to be creative in our everyday lives; we need to think differently and in new ways about our social interactions, the decisions we make and how we choose different options.

Secondly, creativity is a learned behaviour that can be supported and encouraged. It is not an exclusive attribute and we can all be creative when we think about things in different and unique ways. While some artists and musicians are recognised as creative, we can all learn how to think in an innovative and original way.

Thirdly, it is important to recognise and value different ideas and celebrate the process of thinking, not just the end product and outcome. For young children particularly it is the steps and considerations required and undertaken to arrive at a particular point of thinking or expression that needs to be acknowledged and affirmed.

So, supporting children’s creativity involves ensuring that their originality and imagination is supported and valued. Different and unique ways of doing things and seeing things is an important way of showing children that their ideas are respected. Creativity in all aspects of thinking is an important part of supporting their development and confidence in trying new ways of doing things.

There also need to be an emphasis on how children’s ideas are communicated. The emphasis is on the idea, and how this is relayed or expressed to someone else can take many different forms. Children might decide to do this through an artistic route such as drawing, painting or modelling.

They may choose to say it out loud or express it through a story using puppets or small world figures, or they might choose to dance or sing as a way of expressing an idea. Again, focussing on the thought that underpins it is an important way to recognise and affirm children’s originality and imagination.

Equally, children need to learn how to think critically; taking information and processing it in order to decide how to approach situations, solve problems, represent or express and communicate a thought, or feeling or memorise a sequence of events. Being able to choose different approaches and selectively use or discard information or techniques is an important way in which children begin to inform and nurture their own decision making processes.

在未来，哈罗教育专家还将为您带来

一系列前沿幼教干货，记得密切留意哦！

Moving forward,

our education experts will be sharing more

insightful tips on early years education, so stay tuned!