你會如何想象南京威雅學(xué)校幼兒園寶寶的一日生活?在南京威雅學(xué)校幼兒園，老師們皆有十年以上的教齡，但依然能夠?yàn)槊刻炫c孩子們發(fā)生的故事感到驚喜——老師們有故事，教育才會保持溫度，才會有能量。

優(yōu)秀的夸張派表演家

幼兒園大班主教艾琳老師的手上經(jīng)常拿著一個手鼓，隨手搖一搖一段悅耳的聲音便流淌出來，與之對應(yīng)的是孩子們的反應(yīng)。經(jīng)過兩個多月的過渡，孩子們已經(jīng)知道不同的鈴聲對應(yīng)著不同的要求，需要安靜的鈴聲，老師有話要說的鈴聲，大家一起動起來的鈴聲…

艾琳老師身上更加吸睛的一個特點(diǎn)是，夸張的表情和身體動作，但給人留下的只有渾然天成的映像。在孩子們的世界里，哪怕是再細(xì)小的事情也會引起他們的注意力。所以想象一下，當(dāng)艾琳老師用夸張的表情演繹某種現(xiàn)象時，孩子們會是什么反應(yīng)呢?

By creating different rhythms with the tambourine in her hand, Mrs. Erlynn Cabanayan manages to have the class’s attention totally under her control. After 2-months spent together at school, the children are familiar with this artistic signal and can accurately interpret and follow the various commands delivered through it. For example, a quiet sound means it is time to stop and listen to the teacher.

Another eye-catching skill of Mrs. Cabanayan is her exaggerated facial expression and body language and movement. Children’s capability of capturing even the smallest of movements can be underestimated. Therefore, the impact of large, exaggerated movements and expressions of children’s learning is phenomenal.

?艾琳老師在示范

每一天的圓桌時間，是孩子進(jìn)入正式學(xué)習(xí)的前奏。在這段時間里，擔(dān)任“星期觀察員“和”天氣觀察員“的小朋友們，都會用唱歌的方式描述具體的年月日和天氣狀況。艾琳老師則會在旁邊通過節(jié)奏的變換來調(diào)動孩子的注意力。

“要用很快的速度唱哦~一起跑動起來”

“這一次要用更快的速度唱哦~加速跑”

Circle time is the prelude to daily routine here at WASNJ kindergarten. Children named by Mrs. Cabanayan as the ‘weekly monitor’ and ‘weather monitor’ are asked to describe to the other students about what day/date it is today and what the weather is like for that day. The teacher helps to maintain the children’s attention by continuing to play different rhythms on the tambourine.

原本還只是輕輕搖擺身體，三言兩語跟唱的孩子們，就像上了發(fā)條一樣，專注力快速上升，模仿著艾琳老師的動作，手腳快速擺動，笑聲不斷?！霸诤秃⒆哟蚪坏赖倪^程中，要用孩子的語言和方式來，必要的夸張和演繹示范，是向孩子們傳遞一種信號——我和你都一樣?！卑绽蠋煾嬖V我。

圓桌時間的另一個重點(diǎn)是不斷向孩子們強(qiáng)調(diào)班級規(guī)則，建立他們的秩序感、責(zé)任感和安全意識。比如，該怎么正確拿剪刀。

艾琳老師和婷婷老師聲色生動地演繹了一番被不正確拿剪刀誤傷手臂的動作時，孩子們不一而同都發(fā)出“啊~咦~哦”的聲音，然后艾琳老師神態(tài)嚴(yán)肅地問孩子“這樣做，對嗎?”孩子們都一致的搖頭?！澳敲?，應(yīng)該怎么拿?” “要用掌心握住剪刀的前端，再遞給同伴?！焙⒆觽兡阋谎晕乙徽Z的回答著。

專注力是幼兒身上非常稀缺的心智資源，圓桌時間不是單純地讓孩子坐在墊子上聽，而是創(chuàng)設(shè)多種對話互動的情境，喚醒孩子們主動學(xué)習(xí)的意識后，每日的主題課學(xué)習(xí)便開始了。

Slow body movements gradually turn into laughter along with fast arm swings and footsteps. ‘You have to use language they can understand when communicating with children. Giving examples and exaggerating movements and expressions are necessary to encourage the children to participate. This sends them the message that everyone can do it- adults and children.’ Said Mrs. Cabanayan.

Another important message at circle time is respect for rules, which aim to build up children’s sense of order, responsibility, and mindfulness. In order to teach children how to hold scissors properly, Mrs. Cabanayan and Ms. Zhu demonstrate the result of pretending to be hurt by incorrectly holding them. Unanimous headshaking from the children when asked by the teacher ’Is this correct?’. This is followed by another round of engaging discussion when asked again by the teacher ‘What is the correct way to hold these?’

Teaching children to be focused is not an easy job. Settings such as circle time are conducted to create interactive learning opportunities. This allows students to awaken their minds to prepare them for their daily active learning.

時時刻刻的觀察家

既動手又動腦的活動，才能加厚幼兒園學(xué)習(xí)的深度。最近，孩子們以交通旅行為主題開展系列學(xué)習(xí)。艾琳老師提供了行李箱卡片、各種旅行物品的貼紙。孩子們要做的是先思考在什么季節(jié)去哪里旅行，然后用剪刀剪下對應(yīng)的旅行用品貼在卡片旅行箱上。

這個時候，我發(fā)現(xiàn)婷婷老師在晗濼的身邊蹲下，細(xì)心地告訴他應(yīng)該用拇指和食指握住剪刀的手柄，虎口處要留一些些空隙，不要握力太緊否則會影響手指發(fā)力。然后拿起剪刀先示范給晗濼看，再手把手帶著他剪下貼紙，并且告訴晗濼放學(xué)回去后要再多做一份剪紙。

活動結(jié)束后，婷婷老師告訴我，之所以在手工活動上給到晗濼更多關(guān)注，是因?yàn)槿雽W(xué)不久后她便發(fā)現(xiàn)晗濼在涉及到手部精細(xì)動作時會稍稍有些慢。而后與家長溝通后得知，孩子之前在國外幼兒園學(xué)習(xí)時疏忽了精細(xì)動作的鍛煉，在家里又一直是長輩喂飯。婷婷老師便與家長商量了在課堂上會多引導(dǎo)晗晗，在家里父母也帶著晗濼多做一些精細(xì)動作的鍛煉?，F(xiàn)在晗濼的手部動作已經(jīng)比入學(xué)之初進(jìn)步很多。

Children can benefit a lot from activities that develop both their fine motor skills and their brain. Recently in Kindergarten, the students have been learning about travel. They were required to not only think about the best travel spots for each season, but also to produce cut out pictures of travel necessities which were then glued on to their cardboard suitcase.

Ms. Zhu lowers her body and crouches alongside a boy named Hanluo who needs some guidance on how to correctly use scissors. Patiently, Ms. Zhu demonstrates many times and then she assigns the boy a challenge which is to practice cutting paper at home.

Ms. Zhu explained that she gave extra attention to Hanluo because she had observed his need to develop his fine motor skills. After communicating with the parents, she realised that similar learning opportunities were rarely offered at Hanluo’s previous kindergarten when he lived overseas. Also, he has always been fed by others at home. Bearing this in mind, Ms. Zhu has planned specific activities for Hanluo, who has consequently made a lot of progress since he enrolled.

主題課

老師們的合作觀察在孩子們進(jìn)入視線的那一刻也同步開始了。前不久，婷婷老師發(fā)現(xiàn)薇兒又想跑出教室外時，結(jié)合艾琳老師告訴她薇兒在排隊(duì)時被其他小朋友插隊(duì)的細(xì)節(jié)后，婷婷老師隨即對薇兒耐心地說：“老師允許你有小脾氣，但不能一生氣就往外跑，這樣我們會擔(dān)心你。我們做個約定，下次生氣的時候在教室里找個空間來舒緩情緒?！痹诤娃眱褐貜?fù)強(qiáng)調(diào)“約定”以后，即便習(xí)慣的改變很難，薇兒也漸漸地明白何時該控制情緒。

“對班級里的孩子會給到她們有邊界的自由。每個孩子的邊界和自由范圍是不同的，面對孩子絕不能一刀切式地教育。孩子們其實(shí)都很聰明，感受到老師的真誠時，她們也愿意打開心扉?！辨面美蠋熃忉屨f。

Teacher observations begin the moment they see the children. Believing that there is always a reason behind children’s behavior, Ms. Zhu suggested to make a deal with Weier when she observed her inclination to run out of the classroom. Weier’s unpleasant experience of witnessing someone queue-jumping may prompt her present habit of running away. As a solution to this, Ms. Zhu’s deal with Weier is that she can find somewhere inside the classroom to stay and sit quietly by herself as her way to calm herself down while staying safe.

‘Defining boundaries for every child in the class is necessary. Since every child is different, they each need different definition. Every child should be treated as a unique individual. Their intelligence and openness make communication easier particularly when they feel your sincerity.’ said Ms. Zhu.

幼兒沖突的調(diào)解員

一群懵懂的孩子剛剛邁入集體生活時，總會有大大小小的沖突時刻上演著。處理日日上演的幼兒沖突，是幼教們每天的日常。是選擇把孩子單獨(dú)拎出來私下調(diào)解，還是當(dāng)著所有人的面指出對和錯?老師解決沖突的過程，其實(shí)也是孩子們社會性發(fā)展的重要學(xué)習(xí)過程，對他們而言意義深遠(yuǎn)。

但對幼教們來說，真正解決幼兒沖突的前提是讀懂孩子的行為。小班的殷萍老師給我講述了兩個細(xì)節(jié)。

班級里的瑞瑞總愛給布布擁抱、拉手手、摸摸布布的紗裙，但布布是個不太喜愛被過度親密接觸的孩子，沒能躲過布布的動作時就會有小情緒。殷萍老師發(fā)現(xiàn)這個現(xiàn)象后，一廂單獨(dú)和布布說“如果你不喜歡瑞瑞摸你的裙子，你要對瑞瑞大聲的說出來。”幾次的鼓勵下，布布終于次開口拒絕瑞瑞，立馬見效。另一廂，她也拉過瑞瑞詢問道“你是因?yàn)橄矚g布布，才這樣做的么?”瑞瑞肯定的點(diǎn)點(diǎn)頭，但他還不知道給布布帶來了小小困擾。

隔了幾天后，班級里另外一個小朋友突然強(qiáng)制性的抱了瑞瑞一下，瑞瑞當(dāng)即反抗。殷萍老師抓住機(jī)會和瑞瑞談到“你喜歡他抱你的感覺么?”“不喜歡”瑞瑞搖頭說?！皼]錯，布布也是一樣的感覺呀。所以，下一次我們換一種方式和布布玩好不好?”自那以后，瑞瑞對布布還是一樣喜歡，但慢慢地不再給布布突然的親密接觸了。

Wherever children gather around, conflicts are inevitable. Coping with these conflicts has become a normality of teachers’ daily work. Teachers always need to make a choice between private talk and education with the class. For the children, solving conflicts is a learning process which can improve their social skills for life-long benefits.

To teachers, interpreting children behavior is the key to solving disputes. Ms. Yin from KG1 is particularly familiar with this guidance.

For those children who like their own personal space, they tend to be irritated by others’ close body contact. Ms. Yin would encourage these children to express themselves and explain how they feel. On the other hand, she also asks the other child about their motivations. Is it an act of kindness? If the answer is positive, Ms. Yin would explain how kindness can be shown in other ways as some children do not like close contact.

Creating opportunities through mediation to talk with the children about closeness, personal space, respect and empathy helps children to develop a healthy social relationship and appropriate interactions with each other.

另外一個故事細(xì)節(jié)是關(guān)于酷愛玩滑滑梯的迪倫。某一天，他躲在滑滑梯里不愿意乘校車回家。老師勸說無果后，只能讓校車按時發(fā)車，迪倫則滯留在教室內(nèi)。殷萍老師當(dāng)下給迪倫的媽媽打描述情況并商量道“今天我們要合作演一出戲，要讓迪倫知道不能因?yàn)樨澩娴⒄`回家，不能沒有時間觀念。”

天色漸黑時媽媽趕到，但并沒有立刻進(jìn)入教室，而是由殷萍老師先和迪倫認(rèn)真說“你看校車已經(jīng)走了，如果你貪玩，大家是不會等你的。老師知道你是因?yàn)橄矚g滑滑梯才想多玩一會，但每個人都有自己的事情要做，要遵循班級規(guī)則?！眿寢尰丶液笠哺蟼悘?qiáng)調(diào)“不可以任性，如果因?yàn)樨澩孚s不上校車，媽媽下一次是不會來接你的?！?/p>

校車按時發(fā)車、老師和媽媽的雙重警告，終于讓迪倫意識到了“她們沒在開玩笑”。在之后的幼兒園生活中有了改變，比如到了吃飯時間卻還想玩玩具時，開始會猶豫，會觀望其他小朋友的進(jìn)度。當(dāng)然，這樣的緊張感，對他來說，其實(shí)是好事。

Another story is about Dylan who loves slides. When Ms. Yin found Dylan was still playing on the slide instead of getting onto school bus and going home, she talked to the boy’s mother about Dylan’s unawareness of time and invited her to talk to Dylan together on how to respect other people’s time as well as possible result due to not following the rules. Following Ms. Yin’s direction, Dylan’s mom reiterated the significance of time management by telling the boy that ‘If you miss the school bus, you will need to face the consequence of being collected by no one until much later.’

Talks from different sides made Dylan realize that this was not a joke. His changes manifested themselves in later days. He began to watch if other children dropped their toys and got ready for snack. His observation and imitation behavior indicated that Dylan’s consciousness of time was gradually strengthening.

科班出身的幼教專家

翻閱中外教育部門對兒童教綱要求會發(fā)現(xiàn)，語言、社會、科學(xué)、藝術(shù)和健康是幼兒培育的幾大重點(diǎn)。不同年齡段的孩子應(yīng)該接受符合他們年齡特征的學(xué)習(xí)。這對幼教們提出了極高的挑戰(zhàn)。

但南京威雅學(xué)校幼兒園的幾位老師都畢業(yè)于學(xué)前教育專業(yè)，積累了十多年的幼教經(jīng)驗(yàn)。其中，艾琳老師更是擁有長達(dá)20余年的教齡，殷萍老師則持有蒙特梭利AMI3-6歲主教資格證。

她們對幼兒教育的認(rèn)知，不只是從理論知識而來，更是日復(fù)一日的實(shí)踐和對現(xiàn)實(shí)問題的求知與感知而來，除了以上分享給我們的經(jīng)歷和細(xì)節(jié)，還有很多價值無限的經(jīng)驗(yàn)心得。比如：

Highlighting the importance of language, social skills, sciences and arts are covered almost by every country’s learning framework for early years. Children of different ages should achieve corresponding age-related learning goals. This is seen as the biggest challenge for education of this stage. All KG teachers at WASNJ majored in Early Years Education and have worked in the industry as professional for more than 10 years. Among them, Mrs. Cabanayan has taught for more than 20-years and Ms. Zhu is a Montessori certified AMI3-6 teacher.

Their understanding of early years education is not only supported by their theoretical knowledge, but also by their daily interactions with the children. Apart from stories illustrated as above, some tips summarized by these professional teachers with multiple roles are also shared below:

# 在幼兒園的教學(xué)中永遠(yuǎn)要想在孩子之前，給孩子選擇的機(jī)會。當(dāng)遇到不善言辭的孩子時，要思考他這樣做的背后原因，并提供選擇給孩子，引導(dǎo)他們表達(dá)真實(shí)的想法。

# 和孩子之間建立信任感，不在于每天在校門口用微笑迎接他們，而是在日常的活動中教會孩子理解“老師之所以這樣做的原因”。

# 一視同仁并非是真正的平等。真正尊重個體差異在于看見每個孩子的特征，給到并記錄符合他們個體的成長進(jìn)度。

# 在幼兒園階段培養(yǎng)孩子的情商遠(yuǎn)大于智商。情商好比是未來學(xué)習(xí)的土壤，智商是長出來的果實(shí)。復(fù)雜的手眼協(xié)調(diào)、專注力、控制情緒和沖動的能力比提前灌輸知識更能幫助孩子擁有更好的未來。

# Always provide opportunities for children and let them make choices. Try to understand those who are less expressive and encourage them to articulate their thoughts.

# Build trust with children through explaining your ideas to them.

# Each child is a unique individual who deserves to be treated individually and be encouraged to grow in their own way.

# To develop their emotional intelligence is more important than their knowledge during their early stages of learning. Hand-eye coordination, concentration, and better self-control build the foundations for knowledge.

我問道老師們最后一個問題是“你會累么?”她們說“身體累了但心里滿足了?！备‖F(xiàn)在腦海里是看見每天清晨一見到自己便笑著跑進(jìn)學(xué)校的小朋友們的時刻，是小朋友們不經(jīng)意間輕輕地把臉搭在自己手上的時刻，是過往帶過的孩子打給自己說想念的時刻。

這些都是幼兒園里的非正式時刻，但卻是老師與孩子們的真實(shí)情感寫照，一層層搭建了老師們對幼兒教育的熱情千層塔。

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