幼儿世界是一花一草的新奇，是一笔一物的创意。

幼儿用操作、体验和探究的方式，展现了垃圾的生产与变迁，打造了各类材料的时空变化，绘制出由一颗牙齿为起点有关成长的那些新鲜事儿……

体验与探究是幼儿学习的基本方式，也是幼儿向外认知事物，通过自己的活动，调动自我积极性，促成自主探究，最终提高学习质量的关键因素。

 

——新英才幼儿园主题展前言

 

A child's world is the novelty of a flower or a blade of grass, the creativity of a stroke or an object.
The children used perception, manipulation and ex-perience exhibiting the production and transformati-on of rubbish.
Creating a transformation of various materials from rubbish to treasure.
Drawing from a tooth as a starting point for those

new things about growing up .....

--Preface to the New Talent Kindergarten Theme

Exhibition

 

 

 

以幼儿兴趣为指引

挖掘探究的内在动力

 

（托班《我和动物做朋友》主题展）

''Make Friends with Animals''

 

从幼儿兴趣出发，将生活教育融入幼儿教育中，可以有效地促进幼儿教育的发展与进步，为幼儿的发展提供帮助。新英才幼儿园的教师坚持以幼儿兴趣为指引，着重培育幼儿的创造能力和实践能力，让幼儿可以在良好的氛围和环境下学习。

 

本次托班为期两个月的主题，教师从幼儿最感兴趣的动植物开始。幼儿通过参观、欣赏、操作等方式，对自己最喜欢的大鸟、绵羊、长颈鹿、水母、海豚、大树等动植物进行细致的观察，并用丰富多样的学习方式进行积极地感知、操作。

 

Starting from the children's interests and integrating life education into early childhood education can effectively promote the development and progress of early childhood education and aid children's development. The teachers at New Talent Kindergarten insist on using children's interests as a guide, focusing on nurturing their creative and practical skills so that they can learn in a good atmosphere and environment.

In this two-month nursery theme, teachers start with the plants and animals that interest the children most. Through visits, appreciation and manipulation, the children make detailed observations of their favorite plants and animals such as big birds, sheep, giraffes, jellyfish, dolphins, and big trees, and actively perceive and manipulate them in a rich and varied learning way.

 

 

通过整个主题活动的学习，幼儿的语言、艺术、科学、社会、健康等多方面得到整体性的发展。例如在“装扮长颈鹿”时，幼儿运用撕撕贴贴的方式，布置长颈鹿身上的斑纹，幼儿的小肌肉运动得到发展；在认识、制作各类动物时，幼儿通过观察动物的明显特征，初步探究能力得到发展；在日常生活中，幼儿积极表达自己的需要和想法，倾听与表达能力不断提升；在“解救海洋”活动中，幼儿通过体验“污水”变清澈的过程，意识到自己能为海洋做出的贡献，为自己的能干感到自豪……

 

Through the learning of the whole theme, children's language, art, science, social and health aspects are developed holistically. For example, in the 'dress up giraffe' activity, children use tearing and pasting to decorate the spots on the giraffe's body and develop their small muscle movements; in recognizing and making various animals, children develop their initial investigation skills by observing the distinctive features of animals; in daily life, children actively express their needs and ideas, and their listening and expression skills continue to improve. In the "Save the Ocean" activity, children experience the process of turning "sewage" into clear water, realizing their contribution to the ocean and feel proud of what they can do.

 

 

 

此外，为了让幼儿感知人与动植物之间的关系，在主题的后一个月，托班教师引导幼儿在真实生活中感知保护它们的方法。

 

例如，樱桃班的“保护大鸟”的系列活动，来源于幼儿户外活动时，发现学校大钟楼上原本的大鸟窝，突然塌了，七零八落的树杈散落一地，他们觉得大鸟的家没有了，很可怜。于是，“给小鸟做家”的活动由此展开。幼儿自己从家中带来报纸、自发在散步时找地上掉落的树枝，为大鸟做一个新的家，并且一直期待大鸟能重新回到幼儿园。

 

In addition, to give children a sense of the relationship between people and plants and animals, the nursery teachers guide them in real-life ways to protect them in the month after the theme.

For example, in Cherry class, "Protecting the Big Bird" series of activities came about when the children were outdoors and noticed that the big bird's nest on the school bell tower had collapsed, scattering forks and branches all over the place. They felt sorry for the birds as their home was gone. The children brought in newspapers from home and spontaneously searched for branches that had fallen on the ground during their walks to make a new home for the birds and were looking forward to the bird's return to the kindergarten.

 

 

 

由此可见，保护自然不仅仅是一种口号，更多的是引导幼儿萌发保护生命的意识，引导幼儿在所见所思所想中，感知人与自然的关系。

This shows that protecting nature is more than just a slogan; it is about guiding children to develop a sense of protecting life and to perceive the relationship between humans and nature in what they see and think.

 

 

 

以真实需要为根本

拓宽探究的横向路径

 

（小班《别让垃圾再流浪》主题展）

''Don't Let Rubbish Roam Again''

 

 

伴随着后疫情时代的到来，幼儿的认知发展不可避免地要与环境、生态、病毒生存，这些很重要的字眼相伴随。从幼儿阶段开始培养新一代的环保意识，能够防止环境恶化，促进全球环境向更美好发展。

 

小班幼儿从与自身生活最近的垃圾开始，也从他们最感兴趣的垃圾分类开始。通过探究垃圾如何分类、为何分类，逐步培养自身对环境保护的责任感、成就感，为幼儿营造了一个身心良好发展的美好环境。

 

我们来看看，幼儿们对于如何保护海洋动物的表达吧！

 

With the advent of the post-epidemic era, the cognitive development of young children inevitably must be accompanied by the environment, ecology and virus survival, which are very important words. Fostering environmental awareness in a new generation from the early years can prevent environmental degradation and contribute to the development of a better global environment.

K1 children start with the rubbish closest to their own lives and with the sorting of rubbish that interests them most. By exploring how and why waste is sorted, they gradually develop a sense of responsibility and achievement for environmental protection and create a wonderful environment for children to develop well physically and mentally.

Let's see what the children have to say about how to protect marine animals!

 

 

 

Don't Let Rubbish Roam Again

💜

 

当然，幼儿的学习不仅仅是一个个活动，他们的一日生活均是学习。例如，关于此次布展，小班教师和幼儿展开了如何布展的讨论。幼儿们基于“展览放哪里能让小朋友们、爸爸妈妈都看到”“怎样让大家都保护海洋动物、保护森林”进行细致讨论，为此幼儿们通过讨论、尝试搬运、角色扮演动物，变身小小讲解员的方式，最终呈现出属于幼儿自己的展览。

 

Children's learning is not just about one activity, their whole day is about learning. For example, the teachers and children discussed how to set up the exhibition. The children had a detailed discussion based on "where to put the exhibition so that children and parents can see it" and "how to get everyone to protect marine animals and the forest". The children were able to create their own exhibition by discussing, trying to carry, role-playing animals, and becoming little docents.

 

 

 

 

 

 

 

 

 

 

Don't Let Rubbish Roam Again

 

以丰富材料为媒介

激发探究的主动性

 

（中班《材料总动员》主题展）

''Materials Stories''

 

💜

Materials Stories

 

德国著名教育家福禄贝尔之所以将材料视为幼儿的“恩物”，是因为幼儿的发展主要通过不断接触、操作材料实现的。不同的材料有不同的特征，幼儿可以利用材料进行操作、变化，并且创造。新英才幼儿园的中班幼儿通过观察、操作、改变材料，把材料变成自己想要的物品，丰富自身生活经验的同时，提升自主问题解决能力，更好地适应未来社会生活的发展和变化。

 

在本次为期两个月的主题进程中，随着幼儿们收集的材料越来越多，幼儿们发现了生活中很多的物品都是材料，它们有不同的感觉，有不同的用途。在搜集过程中，幼儿们初次有了拼搭，制作的想法，于是简单又富有艺术气息的“材料博物馆”。

 

The famous German educator Froebel regarded materials as a 'gift' to children because children's development is achieved mainly through constant exposure to and manipulation of materials. Different materials have different characteristics and children can use them to manipulate, change and create. By observing, manipulating, and changing materials and turning them into the objects they want, the children in the New Talent Kindergarten are able to enrich their own life experiences and improve their independent problem-solving skills to better adapt to the future development and changes in social life.

During this two-month thematic process, as the children collected more and more materials, they discovered that many objects in their lives are materials, which have different senses and different uses. During the collection process, the children first had the idea to put together and make a simple and artistic 'Museum of Materials'.

 

 

 

 

在收集材料时，幼儿也会遇上难题，但这些“难题”在新英才幼儿园教师们的眼中，却是非常有价值的“教育契机”。

 

例如，在收集金属材料时，尽管幼儿们很努力地在家中“搜刮”，但只收集到数量有限的锅碗瓢盆、螺丝钉、螺母。唯一为数较多的易拉罐，还是“爸爸喝啤酒喝出来的”。教师们以此为契机，引导幼儿开展“怎样能找到更多金属物品”的讨论。在讨论中，幼儿回想起看到过维修叔叔帮助班级修东西时用过螺丝、扳手等金属物品。于是，幼儿通过拜访维修科叔叔，成功收获大批金属材料。丰富的材料环境既是教具库，又是一个“大操作台”，幼儿可以大胆地探索、交流和表现，幼儿的创作更加个性鲜明，富有创意。

 

The children also encountered problems when collecting materials, but these were seen by the New Talent teachers as valuable 'educational opportunities'.

For example, when collecting metal materials, the children only collected a limited number of pots and pans, screws, and nuts, despite their efforts to 'scavenge' at home. The only cans that were available were the ones that 'Dad's finished beer cans'. The teachers used this as an opportunity to lead a discussion about how to find more metal objects. During the discussion, the children recalled that they had seen their maintenance uncle using screws, spanners and other metal objects to help the class fix things. As a result, the children were able to visit their maintenance uncle and were able to collect a large amount of metal materials. The rich material environment is both a repository of teaching aids and a 'big operating table' where children can explore, communicate, and express themselves boldly, making their creations more individual and creative.

 

 

 

幼儿在思考“材料从哪里来，怎样让材料变得更有用”时，发生了这样一个故事，深深震撼了教师们的心。

师：你们想用易拉罐做什么？怎样让易拉罐变得更有用？

Henry：可以做垃圾桶

Mia：可以做彩虹，给大家带来友爱

米宝：可以粘起来，做个立体的椅子

京京：我想做一架飞机

而当教师询问京京为什么想做一架飞机时，京京才缓缓说出自己的想法：“前段时间有个飞机坠毁了，我想给他们拼出一个飞机。还要给那些死去的132人，每人点亮一颗星星，这样在黑夜里就会照亮他们了。”

 

As the children were thinking about where the materials came from and how to make them more useful, this story occurred and struck a chord in the hearts of the teachers.

Teacher: What do you want to do with cans? How can we make cans more useful?

Henry: You can make a rubbish bin.

Mia: You can make a rainbow to bring friendship to everyone.

Mibao: You can glue them together and make a three-dimensional chair.

Jingjing: I want to make a plane.

And when the teacher asked Jingjing why he wanted to make an airplane, he slowly revealed his idea: "A while ago a plane crashed, and I wanted to put together an airplane for them. and to light up a star for each of those 132 people who died, so that it would light them up in the dark."

 

 

与幼儿的对话，教师深深感受幼儿小小的心中，那份大大的爱。年仅5岁的幼儿们，就能赋予旧物品新意义，将爱心传递下去。可见，新英才幼儿园一贯坚持的“爱与创造”的理念就像一颗种子，在幼儿们的心中生根发芽。

The dialogue with the children allowed the teachers to feel the great love in their little hearts. At the age of five, the children were able to give new meaning to old objects and pass on their love. It is evident that the concept of "love and creativity" that New Talent Kindergarten has always upheld like a seed that has taken root in the hearts of the children.

 

下面我们来听听主题展上，中班幼儿的创意介绍吧！

Let's listen to the creative presentations of the children in the K2 Classes in the themed exhibition

Materials Stories

 

 

以实际生活为核心

深挖幼儿探究的价值意义

 

（大班《我要上小学—成长》主题展）

''I want to go to primary school - Growing up''

 

 

 

 

陶行知先生说生活即教育。大班主题起源于在开学初期，幼儿与家长共同制作的成长海报，幼儿在制作成长海报时，发现自己从年龄到身体细节的变化。幼儿在生活中讨论最多的就是关于牙齿的变化。随着越来越多幼儿一颗颗小乳牙的掉落，引发了幼儿提出一个个感兴趣的问题。新英才幼儿园的大班教师，通过梳理着幼儿生活中的兴趣点，开启为期近2个月的“我的成长之牙齿大街的新鲜事”主题探究活动。

“我的牙齿还会长出来吗？”

“为什么我掉的是这颗，你掉的是那一颗？”

“掉落的牙齿怎么处理它们？”

“动物们也会换牙吗？”

“我的新牙会长成什么样子？”

……

Mr. Tao Xingzhi said that life is education. Thetransition classes theme originated in the early part of the school year when the children worked with their parents to create a growth poster in which they discovered how they had changed from their age to the details of their bodies. One of the most talked about changes in the children's lives was about their teeth. As more and more children lost their baby teeth one by one, it prompted the children to ask interesting questions. The teachers of New Talent Kindergarten's transition classes started a two-month exploration of the theme "What's New on Tooth Street" by sorting out the points of interest in the children's lives.

"Will my teeth grow back?"

"Why did I lose this one and you lost that one?"

"What do you do with the teeth that fall out?"

"Do animals change their teeth too?"

"What will my new tooth look like?"

......

 

嵌在问题之中的，是大班幼儿真实、生动的案例故事，是幼儿们学习过程和作品呈现。

下面以“掉落的牙齿怎样处理”这个活动为例，我们一起来看看，大班教师是如何在生活中捕捉幼儿学习契机，培养幼儿主动探究的习惯，提升幼儿分工合作意识、独立解决问题能力、计划执行回顾反思等综合能力，让幼儿真正成为活动的主动建构者。

 

Embedded in the questions are the real and vivid stories of the transition children, the learning process, and the presentation of the children's work.

Let's take the activity "What to do with a lost tooth" as an example and see how teachers of transition classes capture the learning opportunities of children in their lives, cultivate the habit of active investigation, enhance children's sense of division of labor, independent problem-solving skills, and the ability to plan and execute retrospective reflections, so that children can really become the active constructors of activities. The children become active constructors of activities.

 

 

幼儿的成长和幼儿的生活是一个渐进发展的过程。新英才幼儿园的教师坚持以幼儿兴趣为指引，以幼儿真实需要为根本，以丰富材料为媒介，以实际生活为核心，围绕体验与探究这个中心环节，最大程度地促进幼儿自主探究学习意识和学习能力的提升。

The growth of young children and the lives of young children is a process of progressive development. The teachers at New Talent Kindergarten insist on using children's interests as a guide, children's real needs as the root, rich materials as the medium, and real life as the core, and focus on the central aspect of experience and inquiry to maximize children's awareness of independent inquiry learning and their ability to learn.