The Magic of a Multi-age Classroom | 混龄班级的魔法

The Magic of a Multi-age Classroom | 混龄班级的魔法

It’s difficult to believe that we are coming towards the end of another term and the academic school year. As it gets hotter and hotter, it would be true to say that the last few weeks of May are not the best to expect long attention spans in the classroom. The children’s bodies usually grow faster in spring and summer after the winter when they rather may grow a little fat. They all need more movement and it is almost impossible to contain their energy inside. There is not much concentration in the air and the more outdoor activities we have the better for the children.

时光荏苒,真不敢相信我们马上就要结束本学期的学习生活了。天气也变得越来越热,在五月最后的几个周里,要求孩子们在教室里长时间的保持注意力集中确实不是最好的选择。在寒冷的冬天里,孩子们的体重可能稍有增加,但通常在接下来的春夏季节,正是他们身体迅速成长的时期。他们需要更多的活动,保存精力确实有点困难。最近空气污染不严重,所以对孩子们来说户外活动越多越好。

I would like to take this opportunity to discuss about how Dr. Maria Montessori understood the importance of social and emotional development of young children and created an amazing system to support their journey of self-discovery and exploration in the prepared environment, the MULTIAGE CLASSROOMS.

我也想借此机会跟大家分享,玛利亚蒙特梭利博士是如何理解社交和环境发展对幼儿的重要性的,她创造了一个非常好的制度来帮助儿童,在一个准备好的环境中展开自我发现和探索的旅程,就是混龄班级。

In the Montessori environment, Grace and courtesy are encouraged from the moment the child enters the school, and this means the children set the example from a very early age. Having three age-groups in the same room allows for younger children to look towards the elder children as the example. Similarly, it allows the older children to develop leadership skills and intervene naturally. As part of a child’s development in the third year, we often see them taking ownership of the classroom automatically. They develop a sense of responsibility in the room and respect from their younger peers.

在蒙特梭利的环境中,从孩子进入学校的那一刻起,就会鼓励他们成为优雅和有礼貌的人,这意味着孩子们从很小的时候就有个好的学习榜样。在一个教室里,有三组不同年龄的孩子,所以年龄小的孩子可以向年龄大一点的孩子学习。同样的,也让大一点的孩子锻炼他们的领导能力,并自然的进行干预。作为儿童发展第三年的这个阶段,我们经常会看到孩子们自然而然的掌握了教室里的主动权,他们有了责任感,并且尊重年龄较小的同伴

Because the teacher is not set up as the oracle in the room, the younger children will not only look towards the teacher for guidance, but also towards the older children, who themselves have had good role models and the cycle continues. Leadership opportunities are not orchestrated by the teacher but also manifest themselves spontaneously.

因为在教室里老师不是主导者,年幼的孩子们不仅会向老师寻求指导,也会向年龄较大的孩子们寻求帮助,他们彼此相互学习并且成为彼此的榜样。领导力的机会不是老师安排的,而是孩子们自然地表现出来的。

Our older children had been practicing for the upcoming Arts Week performances and they took up the responsibility to share the learnt songs and movements with their younger peers. This wonderful opportunity allowed many children to display their growing confidence and proud and happy smiles. Hope the pictures say it all !!!

年龄较大的孩子们一直在为即将到来的艺术周表演练习,他们与年龄小的孩子一起学习歌曲和动作,并承担起一定的责任。这个美好的机会让许多孩子展现出他们日益增长的自信和自豪感,还有快乐的微笑。希望照片能告诉你一切!!!

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