初试混龄|冬日暖阳,彼时花开 Mixed-age Education
Maria Montessori
不“混”则非“蒙”,蒙特梭利认为:“一个团队里应该容纳不同年龄阶段的孩子,基于孩子们之间的这种关系,将会对他们的文化发展产生非常大的影响,你无法想象一个年幼的孩子是如何从一个年长的孩子身上进行模仿和学习的,而一个年长的孩子在面对年幼的孩子提出的问题时,他能表现出如此足够的耐心。”
Montessori believes: "A team should accommodate children of different ages. Based on this relationship between children, it will have a great impact on their cultural development. You cannot imagine how a young child would be Imitate and learn from an older child, and an older child can show so much patience when faced with questions from younger children. "
陶行知
我国教育家陶行知先生说:“生是生活。先过那一种生活的便是那一种生活的先生,后过那一种生活的便是那一种生活的后生,学生便是学过生活的人,先生的职务是教人过生活。小孩子先过了这种生活,又肯教导前辈和同辈的人去过同样的生活,是一名名副其实的小先生。”追其根本,这两位学者的教育理念有不谋而合之处,都提倡不同年龄段孩子之间相互学习的重要性。
Mr. Tao Xingzhi, one of the most important educator in China, said: "Life is life. It is the kind of life that leads the life first, and the kind of life that comes after it is the afterlife of that kind of life, and the student is learning The person who lives, the duty of the gentleman is to teach people to live a life. Children who live this kind of life first, and are willing to teach their predecessors and their peers to live the same life, is a veritable little gentleman. " The educational concepts of the two scholars coincide, and they advocate the importance of learning between children of different ages.
何谓混龄?
混龄教育强调孩子发展的需要和孩子的需求,主要是将3-6岁的学前儿童编排在一个相对大的环境里共同学习、生活、游戏,以促进幼儿人格、认知和社会性的发展。
Mixed-age education emphasizes the needs of children's development and children's needs. It mainly arranges preschool children 3-6 years old in a relatively large environment to study, live and play together to promote the personality, cognition and social development of young children .
初试混龄
今年的冬天与往年不同,没了往日的寒冷,多了份温暖。而这份温暖来自于中B班与宝A班两个班的混龄教育。他们在这个暖冬中如娇嫩的花朵静静成长、绽放。一个月的混龄生活,为孩子们创造了一个浓缩的小社会,这个浓缩的小社会具有复杂性与层次性。对于中B班的孩子来说他们从被照顾的小朋友,逐渐角色转换为照顾别人的“大人”,并肩负着榜样的使命感。而对于宝A班的孩子来说,他们有了观察、模仿与学习的对象,增加合作交往的机会。他们经历了陌生——试探——磨合——熟悉——认同的过程,过渡到现在的相亲相爱,共同成长。
This year's winter is different from previous years. The coldness of the past is gone, and it is warmer. This warmth comes from the mixed-age education of the two classes of Middle B and Baby A. One month of mixed age life has created a concentrated small society for children. This concentrated small society is complex and hierarchical. For the children in class B, they gradually changed their role from being cared for children to "adults" who take care of others, and shouldered the sense of mission of role models. For the children in Bao A class, they have the object of observation, imitation and learning, which increases the opportunities for cooperation and interaction. They went through a process of unfamiliar-temptation-running-familiar-Trust, transition to the current love and mutual growth, and grow together.
大小手,分享爱促使幼儿积极人格的发展
幼儿时期是积极人格培养的关键时期。在这个混龄的班级中,他们大手牵小手,一起生活,陪伴在对方的身边,哥哥姐姐是弟弟妹妹生活的照顾者,弟弟妹妹是感恩者,他们彼此分享爱,使得语言表达能力,感情表达能力得到提高,并不断培养其积极的人格。
Early childhood is a key period for positive personality development. In this mixed-age class, they hold hands big and small, live together, and accompany each other. Brother and sister are caregivers for brother and sister life, and brother and sister are grateful. They share love with each other, making language expression ability, emotional expression Improved abilities and continuously develop their positive personality.
我们一起手拉手去上烘焙课噢~
柚子:“妹妹不哭,姐姐给你擦擦眼泪。”
小宁:“谢谢姐姐,有姐姐在我没那么难过了。”
柚子:“妹妹终于不哭了,但我有点害羞。嘻嘻!”
沫言:“姐姐,你可以帮我爬山坡吗?”
小雨:“可以啊,我带你去爬山坡、玩游戏。”
沫言:“谢谢小雨姐姐。”
湘榆:“老师,弟弟把走线的圈撕坏了,我 要把它弄好。”
汪泽:“姐姐,我也来帮忙。”
大小笑脸,体验乐 促成幼儿社会性发展
同龄交往和异龄交往对儿童的成长都是不可或缺的。在混龄中,幼儿在一起生活、学习和游戏,形成了一种能有效促进幼儿社会交往的组织形式,使他们学会学习、学会合作与学会思考的同时,也使他们表现出更多的亲社会行为,如分享、宽容、谦让、互帮互助等。
Peer-to-peer contact and inter-peer contact are indispensable for the growth of children. In mixed ages, young children live, learn and play together, forming an organizational form that can effectively promote young children's social interactions, so that they learn to learn, learn to cooperate and learn to think, and also make them show more pro Social behaviors such as sharing, tolerance, modesty, mutual help, etc.
12月的四个小寿星,我们一起过了一个难忘的生日。
晨骁:“弟弟,你把球从我们搭的桥滚过来。”
快看,我们的球从跑道滚出来啦。
哇,我们的操场会喷雾噢~就像在大森林里。
阳阳:“这树叶是从哪种树掉下来的?”
宇杰:“什么?让我们看看。”
大小先生,互相学促进幼儿认知发展
在混龄交往中,孩子们是观察者、模仿者、学习者、领导者。在互动中,哥哥姐姐是弟弟妹妹的“大先生”,带领弟弟妹妹游戏,制定游戏规则,将自己的知识技能教给他们,而弟弟妹妹也争着当哥哥姐姐的“小先生”,积极展示他们所学的本领。在这个过程中双方自我调节、自我认知,互相适应从而达到互相学习的状态。
In mixed-age interactions, children are observers, imitators, learners, and leaders. In the interaction, the elder brother and the elder brother are "brothers and sisters" who lead the siblings to play games, formulate the rules of the game, teach them their knowledge and skills. The younger brothers and sisters are also vying to be the "sisters" of their brothers and sisters, and actively show their learned skills. In this process, both parties self-regulate, self-recognize, and adapt to each other to achieve a state of learning from each other.
欣蕾:“我们喜欢弟弟妹妹教我们的手指操《baby shark》。”
洛克:“我们学会了哥哥姐姐教我们的手指操《千字文》。”
姐姐:“妹妹,你看,这个要放在这里,你可别放错了哦。”
千芮:“哇,姐姐好棒哦!”
晨骁:“弟弟,你要认真看我是怎么工作的哦。”
汪泽:“恩,好的,哥哥。”
宸诺:“曼琪,把饺子馅舀到我手上的饺子皮里。”
曼琪:“好的,我舀肉肉,哥哥来包饺子。”
小雨:“曼琪,我们一起看书吧。”
在充满爱的环境里,只要你慢慢聆听,仔细观察,就会发现孩子们在促进彼此的成长,在混龄班级中发生着一个又一个温馨的小故事......
In this loving environment, as long as you listen slowly and observe carefully, you will find that they are promoting each other's growth, and one warm story after another in mixed age classes ...
初试混龄爱的种子在发芽
孩子们说
洛克(3岁)我想跟哥哥姐姐一起吃饭、一起工作。
曼琪(3岁)我最想欣蕾姐姐,想和她一起玩。
小雨(5岁)我很想弟弟妹妹,我很想跟他们一起玩。
柚子(5岁)弟弟妹妹,新年快乐!
初试混龄遇见更好的自己
老师们说
Mia老师
混龄应该是在一个像家庭一样的温馨环境中,有不同年龄的孩子,他们一起生活、一起游戏、一起学习。这段时间的混龄教育给孩子们提供了更多异龄交往的机会,让我看到了孩子们相互学习的可能性,进一步学会关心、分享与合作。
Joy老师
在混龄教育中,幼儿的个体差异本身就是一种宝贵的学习资源。对于年长的孩子,通过独立工作或者协助年幼孩子,获得自信心、责任感和领导力。年幼的孩子通过观察、模仿、参与学习,获得关照、引导和帮助。孩子们在混龄的环境中潜移默化地成长。
Mina老师
混龄教育给孩子们创设了一个包容、理解、关照、和平而温暖的环境。本次活动,我看到哥哥姐姐做了很好的榜样作用,能够真正用心去感受到自己的能量和爱,弟弟妹妹在一日生活中去观察、感受、体验自己和哥哥姐姐的不一样,感受他人对自己的照顾。当然,在活动中也会有老师预想不到的小插曲,但更多的是美好,看着孩子们的笑容,暖心、有爱,这或许就是混龄的魅力吧。
Lynne老师
在本次的混龄中,孩子们从最初的陌生感慢慢的转变成惺惺相惜,对于中B班的小朋友们来说,他们不但收获与弟弟妹妹之间深厚的友情还让他们更加独立与懂事,语言表达以及情感表达能力得到发展。对于宝A班的小朋友,他们收获了哥哥姐姐的爱,还在哥哥姐姐那学会了合作、坚强与知识。初试混龄,我们不断摸索——反思——改进,与小朋友们一起播散爱的种子,一起成长,静待花开。