北京德闳幼儿园外方副园长Stacy Andell：发现每个孩子的独特性，激发学习的主动性

导语

好的开端是成功的一半，好的教育起点，能够为教育历程打下坚实的基础。

京领国际幼儿园调研，旨在发掘海内外国际幼儿园的办学定位与特色，展示国际幼儿园的办学理念、办学思想和品牌建设，进而促进国际幼儿园特色化办学能力的提升，帮助学生科学快乐地成长，帮助广大家长科学地选择和匹配合适的学校。

本文为北京德闳幼儿园外方副园长Stacy Andell专访。

园长介绍

Stacy Andell

北京德闳幼儿园外方副园长

学校介绍

左右滑动查看

北京德闳学校是德威国际学校的姐妹校，德闳幼儿园与德威幼儿园DUCKS同样使用英国国家课程中的早期教育体系EYFS，同时遵循中国教育部《3-6岁儿童学习与发展指南》。德闳幼儿园把每个孩子都是独一无二的，每个孩子的成长发展都是独特的这一理念作为开展一切工作的核心。

德闳始终为中国孩子提供高质量的双语双文化教育，为孩子的全人发展创造条件。北京德闳幼儿园也将通过“双语双文化”来加强EYFS教育体系，助力孩子更好发展。

一、以学生为中心，以游戏为基础

关注、激发每个孩子的天赋和潜质

京领：请您介绍一下幼儿园的办学初衷。

北京德闳幼儿园外方副园长Stacy：德闳学校与德威国际学校是一脉传承的姐妹学校。德闳为中国的学生开设了面向幼儿的双语幼儿园。我们想办法从学校的幼儿园模式中提取精华，并将其与我们的双语教学模式相结合，既与英语课程相结合，又能融合中国国家课程。

京领：幼儿园的发展目标是什么？

北京德闳幼儿园外方副园长Stacy：我们的幼儿园为学生顺利进入德闳小学做准备，因此，我们为学生提供了双语和双文化的教学环境。同时，为达到这一目标，我们也注重培养孩子的探究能力和心态，也就是让孩子们掌握探索周边环境、学会提问以及深入探究事物等技能。

京领：幼儿园的使命和愿景是什么？

北京德闳幼儿园外方副园长Stacy：德闳幼儿园关注的是孩子的全面发展，所以我们不仅仅关注孩子的学术能力，更注重培养学生的社会性、情感和其他方面的素养。我们是一所以游戏为基础的幼儿园，我们相信孩子们可以在探索环境、跟随自身兴趣的过程中学习和成长。同时，我们也强调与大自然紧密联系。这也就是为什么我们在校园中打造了一个美好的户外空间，在这里，我们鼓励孩子们去思考他们与自然的联系，以及我们如何才能拥有可持续发展的未来等问题。

京领：幼儿园的主要教育理念是什么？

北京德闳幼儿园外方副园长Stacy：我们的幼儿园理念基于三个主要方面。首先是建立一个良好的关系，包括学生之间的、学生与教师之间的、学校与父母之间的以及整个社区的关系都是积极且良好的。对我们来说，拥有一个良好的关系至关重要。

第二个是我们打造一个有助于学生发展的校园环境，指的是我们打造了一个可以让我们的孩子有机会探索、尝试新事物、突破自己的极限并建立自己的独立性和适应力的教学环境。

第三个是“每个孩子都是独特的”这一理念。这是我们学校的基础。每个孩子都是不同的，每个孩子都喜欢不同的事物，以不同的速度发展，所以，德闳的工作是帮助每个孩子达到他们的个人最佳状态。

京领：请问您想用哪几个词来形容德闳幼儿园的核心文化？

北京德闳幼儿园外方副园长Stacy：我们以学生为中心，所以我们关注和爱护每一个学生个体的健康发展。每个孩子都是独一无二的，因此我们的每个老师都与每个孩子以及每个家庭形成了良好的关系，去关注每个人的需求，以便更好地对每个孩子和家庭进行关注和培养。

具体来讲，我们的校园无时无刻不奉行着“以学生为中心”这一理念，所以每天在他们进入校园的那一刻，所有的老师，甚至不是他们班主任的老师，都充满热情地在迎接每一位学生。我们知道有些孩子早上到学校时很难与家人分开，因此，我们整个教学团队都知道哪些学生需要额外关注，这样我们就可以帮助每个孩子每天顺利地进入学校。

京领：幼儿园的哪些方面体现了校园的理念和文化？

北京德闳幼儿园外方副园长Stacy：主要是我刚才提到的良好的校园关系。因为我们十分注重良好的校园关系，许多次，我们从家长那里听到他们说他们从未见过如此温暖、如此热情的幼儿园，能让每个老师都对每个孩子给予如此多的关怀和关注。

二、和谐的校园关系，

给孩子提供安全、科学的学习体验

京领：在家校共建方面，幼儿园通过哪些举措构建和谐且牢固的校园关系？

北京德闳幼儿园外方副园长Stacy：在学生方面，我们在某些课中会使用“焦点儿童”的方法。一周的某一天里，老师们会决定将学生A作为他们接下来重点关注的特定学生，然后在这一天里着重观察学生A的行为。这样他们对学生所作所为以及背后的原因会更清楚。

所以我们把这一方法轮流用在不同孩子的身上，老师们就能够非常清楚地知道孩子们的动机是什么，他们对什么感兴趣，他们有什么特点等，也可以帮助他们找到与兴趣爱好相同的小伙伴。

在学校与父母的关系上，我们每天都会使用Seesaw家校沟通软件，我们可以上传孩子们在学校的视频和照片，家长也可以在上面分享孩子们在家里的照片，这样我们就建立了双向联系，可以看到孩子们在家里如何继续应用学校所学。

在每一学年内，我们都有很多机会与每位家长联系。在开学的第一个月内，每位家长都会与老师进行15分钟的快速沟通，了解孩子们是否适应、感觉到舒适自在，确保老师为孩子做到了一切。在学年中期，我们会和家长举行更长时间的沟通交流会，向家长展示学生的作品，也从家长那里了解孩子们在家的情况。

我们还有很多其他家校沟通的机会和活动。每个月，我们都会邀请家长代表来到幼儿园，一起讨论学习上可能发生的问题，以便我们更好地帮助解决这些问题。同时，我们邀请他们品尝学校的午餐，并就此向我们提供反馈。此外，我们还有家长俱乐部，他们会聚在一起阅读有关教育或育儿的书籍。我们还有一支由家长组成的足球队，父母和老师会一起参加足球队比赛。

京领：作为幼儿园的领导，您如何带领师生践行校园核心文化？

北京德闳幼儿园外方副园长Stacy：我们将英国国家课程中的早期教育体系EYFS作为核心，结合中国教育部《3-6岁儿童学习与发展指南》，来制定我们的课程体系。我们有着复杂而系统化的教育模式，比如观察孩子们在做什么，记录他们表现出什么样的兴趣，思考我们如何扩展他们的学习，帮助他们在他们感兴趣或者正在学习的领域达到更高水平。

这就是我们在学校内的工作方式，引导教职员工更好地进行这种观察，发现孩子们的兴趣点和探索方向，并以此为基础，扩展他们的知识，给他们机会，使他们走得更远。

京领：在您看来，德闳幼儿园的核心竞争力是什么？

北京德闳幼儿园外方副园长Stacy：德闳最大的不同是能够给孩子们带来学习的主动性。孩子们不是被教导了固定的行动、思考方式，否则会在一定程度上影响他们主动面对挑战的能力。

我们去年有一个学生从外校来到我们学校，走进班级之后，这个学生就坐在桌子旁等着，等待老师告诉他该做什么、该去哪里等等。但到了年底，这个孩子就能够在进入教室后主动前往自己感兴趣的学习区域开始探索，在老师问问题时自信地解释自己的观点。

这就是我们的教育带给孩子的变化，从只是坐在桌子旁，乖乖地等老师的指令，到真正成为探究课程的一部分，孩子实现了巨大的成长。这也正是我们的竞争力所在。

京领：请问学校的师资团队有怎样的特点？贵校如何确保教学团队具备为学生赋能的能力？

北京德闳幼儿园外方副园长Stacy：我们有一个双教师系统。我们每个教室会配备一个英文老师、一个中文老师和一位助教老师。所以我们所有的教室都是不同的。当人们走进德闳，他们不会看到相同的教室一遍一遍地在重复着。相反，他们会看到非常不同的教室风格，因为每个教室都必须反映每个班的孩子。所以我们的教师给予孩子很大的空间来表达个性。我认为这是我们学校不同于其他学校的地方。

对于教师培训，这其实关乎我们的教师招聘环节。在教师招聘时，我们会着重寻找有游戏学习法经验的老师。我们非常谨慎地确保我们选择的老师了解游戏的重要性并且拥有丰富的经验，了解如何通过游戏扩展孩子的学习。

并且，当他们描述理想的班级或他们理想的教学活动时，我们也能够发现对方是否真正关注儿童发展、是否了解孩子大脑如何发育、身体如何成长。

京领：您认为什么样的课程适合幼儿阶段的孩子学习？贵校课程的最大特色是什么？

北京德闳幼儿园外方副园长Stacy：学校的学习是以游戏为主，很多人以为这意味着孩子们只是去玩，但事实并非如此。基于孩子大脑的发育过程，我们设计不同的游戏体验，以孩子们感兴趣的东西吸引他们的注意力，锻炼他们的专注度，让他们全神贯注于自己感兴趣的事情上，帮助他们的大脑成长和发展，为以后的学习打下基础。

如果一个孩子从小就进行严格的学业学习而非游戏教育，在上小学时，他们通常会很难集中注意力，因为他们从来没有在大脑中发展专注和专心这项技能。孩子们在幼儿园里不是为所欲为的玩耍，而是以游戏的方式进行学习、锻炼大脑、发展一生所需的技能。在幼儿阶段玩游戏会帮助孩子发展集中注意力的能力，并且对于培养创造力和批判性思维也是必不可少的。

我们尽可能地为孩子们创造一个赋能的学习环境，让孩子的游戏变得更有意义，激发他们的思考和成长。

三、双语双文化的全人教育，

让孩子充满自信地面对广阔世界

京领：幼儿园在人才培养方面的目标是什么？

北京德闳幼儿园外方副园长Stacy：我们致力于寻找、发掘孩子们的兴趣，并想方设法在我们的艺术、音乐、体育项目中扩展他们的兴趣，给他们提供扩展学习或表演的机会。

京领：您认为孩子在幼儿阶段最需要培养的是哪些方面的能力和素养？您认为幼儿园有哪些特别注重培养的方面？

北京德闳幼儿园外方副园长Stacy：我们注重孩子社交能力、人与人之间的相处能力的培养，这是孩子们在整个学业和一生发展所需要的关键技能。学生需要懂得如何与他人相处，如何理解他人的感受，如何理解自己的感受。

幼儿在不高兴时，通常并不知道自己为什么不高兴，他们需要逐步了解是什么导致了他们的感受，然后他们知道自己可以做些什么。这是培养孩子们冷静和专注特质的方式，帮助他们在未来成为成功的学生。

校园活动

此外，孩子大脑发育更需要实际经历、体验的构建，孩子需要大量富有创造性的经历、批判性思维的经历，来帮助他们更好理解这些概念。因此，我们在艺术、音乐、体育课堂上，让他们有机会体验各种各样的东西，随着他们经历的事情越多，他们能弄清楚的事情就越多。

同时，作为一所双语学校，我们需要为中国和世界架起桥梁。因此，我们引导孩子在认同自己中国身份的同时，将自己视为全球公民，孩子们会真正思考作为中国人意味着什么，以及作为世界的一部分意味着什么。

京领：在您看来，德闳幼儿园给孩子们带来的最大的改变和成长是什么？

北京德闳幼儿园外方副园长Stacy：我们的孩子们可以展现出强大的自信，他们愿意尝试新事物、承担新风险。并且，他们能够在同龄人中表现出领导才能。

此外，随着他们升入小学，他们能够将在幼儿园学到的所有技能应用到我们德闳小学的探究式系统以及中国国家课程中。

京领：在幼儿园的发展过程中，学校曾有哪些令您难忘的故事？

北京德闳幼儿园外方副园长Stacy：有趣的事情每天都在幼儿园里发生着，但要说印象最深刻的是去年我们一个中班，当时他们正在学习探索太空。在德闳，我们与中国航空航天有着密切联系，在小学阶段开设了航天育种的志闳课程，其中培育过的太阳花种子就是德闳学生们自己挑选的曾搭载神州十二号飞船返回地球的种子。当神州十三号载人飞船升空时，德闳学生画的图画电子版被选中带到太空，其中有一张被选中的照片正是我们这个中班孩子们的作品。这是一个非常难得的学习机会, 让学生们可以在了解中国太空计划的同时培养他们的民族自豪感。学生不仅可以近距离地接触和了解这一伟大的航天事业，更可以在过程中建立身份认同感和民族自信。

航天育种

志闳课程

京领：幼儿园在儿童培养方面有哪些令您引以为傲的办学成果?

北京德闳幼儿园外方副园长Stacy：我们有着全面而系统的教育，当我们看着一个孩子时，我们不只是看到一两个特质，而是一个完整的人。因此，当看到我们的孩子能够独立并照顾自己时，我们感到非常骄傲。

此外，幼儿园本身十分关注自然和可持续发展问题，因此当看到孩子们升入小学，仍旧带有对自然界和环境保护的兴趣时，我们也感到很欣慰。

English Version

KingLead: Could you please tell us the original intention of the kindergarten?

Stacy, Deputy Head, Dehong Beijing Kindergarten:As sister schools to Dulwich College International schools, they have the same ducks program, which is their earliest program. And so the inspiration for Dehong was to figure out how to take the best things from the ducks program and adapt them to our bilingual model that combines both the English curriculum and the Chinese national curriculum.

KingLead: What's the developed goals of your kindergarten?

Stacy, Deputy Head, Dehong Beijing Kindergarten:Our kindergarten is designed to help our student to prepare for entering our Dehong elementary. So this involves the language and cultural by environment where we have a bilingual and bi-cultural model. And it's also about instilling the inquiry mindset which is the idea of children figuring out how to explore the environment, how to ask questions, how to investigate things.

KingLead: What are the mission and vision of the kindergarten?

Stacy, Deputy Head, Dehong Beijing Kindergarten:So here at Dehong, we focus on the whole child, so that's not just academic things, but also the social, emotional, and other kind of factors as well. We are a play-based kindergarten, meaning that we believe that children learn best through exploring their environment, through following their interests, and we also emphasize a strong connection to nature. So we have a beautiful outdoor space in our campus, and we encourage children to think about our connection with nature and how we can have a sustainable future.

KingLead: So, what are the major educational philosophies of the kindergarten?

Stacy, Deputy Head, Dehong Beijing Kindergarten:Our kindergarten philosophy is based on three main things. First is positive relationships, which means the relationships between students and other students, between students and teachers, between parents, and the other people in our community. For us, relationships are key.

The second one is we have our enabling environments which means we set up our environments in order to give our children the opportunity to explore, to try new things, to push their own limits and build their own independence and resilience.

The third one is the idea of unique child. This is the foundation of all our school. Every child is different, every child likes different things, develops at a different rate, so it's our job here at Dehong to nurture every child to achieve their personal best.

KingLead: What words and phrases would you like to use to describe the core culture of Dehong Kindergarten?

Stacy, Deputy Head, Dehong Beijing Kindergarten:We are very child-centered, so we focus on caring and attention to the individual. Since every child is unique, every teacher seeks to build a relationship to find out what's important to each child and to their families, so that we can best show our care and attention to them.

To be more specific, our campuses are student-centered every day, so from the moment that children are dropped off in the morning, all the teachers, even the teachers aren't their class teacher are enthusiastic and welcoming students. We know that some students struggle when they come to school in the morning to separate from their families. So, our whole teaching team knows which students need extra attention, and which students need just that little bit extra set, to help them successfully come into the school every day.

KingLead: What aspects of the kindergarten embody the philosophy and culture of your kindergarten?

Stacy, Deputy Head, Dehong Beijing Kindergarten:I would say back to positive relationships. Since we see our relationships as the key, what we hear again and again from parents is that they've never seen another kindergarten that is so warm and so inviting that the teachers show so much care and personal attention on each child.

KingLead: In terms of building the relationship, what kind of measures and methods did you have to let your teachers to build this strong bonding and relationships with every student that you are asking for?

Stacy, Deputy Head, Dehong Beijing Kindergarten:One of the things that we use in some of our classes is called ‘a focused child’. So basically, maybe one day a week we'll decide for example, student A as the student that we are going to observe, so we will see what is going on the student A and follow what s/he's doing the whole day, in order to try to figure out everything that's going on with each child.

And as we rotate this idea of ‘a focused child’ to different kids within the room, we build this very strong understanding of what motivates that child, what's special about that child, and how we can help that child to form a partnership with other children who are interested in the same things.

In terms of the relationship with parents, on a daily basis, we use the Seesaw platform. So on Seesaw, we can post pictures and videos of what's happening at school. And we can also ask parents to post pictures and videos of what's happening at home, so we can build the connection of like how parents can see what we're learning in school and what’s happening at home.

Then we have many opportunities within the year where we check in with every parent. For example, within the first month of school, every single parent has a quick, about 15-minute check in with their teacher, just to see how students are settling in, how are students feeling at home, just to make sure that we catch everything as soon as possible so that we can support students in the school.

Then later in the year we have longer conferences where we show student work, and we get feedback from parents about what they're seeing their child doing at home.

In addition, we have many other opportunities for parents. We have a parent representative group, and each one has a parent rap. On a monthly basis, we invite them in and discuss issues that might be going on in their class, so we can better to help resolve them. We also invite groups of parents coming in to taste our school’s lunch and give us feedback on that. Moreover, we have parent clubs that meet to read books about education or parenting. We also have a football team from parents where parents and teachers who play on a football team together. So we have a wide range of things for parents.

KingLead: As the top leader of the kindergarten, how do you lead stuff and students to practice your core culture of the campus?

Stacy, Deputy Head, Dehong Beijing Kindergarten:We follow the EYFS at the early years foundation stage as our core curriculum in combination with the Chinese national curriculum. So how we do that in practice is we follow them called in the moment planning. So what that means is that we have a very sophisticated method of like observing what children are doing, documenting what sort of interests they're showing, and then thinking about how we can extend their learning, how we can provide next steps for them so that they can get to the next level in terms of what they're interested and what they're learning.

This is how we work within our school to lead staff to all understand how to do this kind of observation, because they're not just watching kids play, instead, they are looking for like, ‘what are they interested? What are they really exploring? What are some of the conversations they're having with each other’, in order to build on that, to extend their knowledge, to give them opportunities, to take it further.

KingLead: In your opinion, what is the most competitive aspect of Dehong kindergarten that can be distinguished from other kindergartens?

Stacy, Deputy Head, Dehong Beijing Kindergarten:I think the real difference here at Dehong is that students who come from other kindergartens usually have a certain way of thinking about how to do things more than challenge, but we are helping students to become active learners.

For example, we had students last year who entered our campus from other schools, and when they entered the class, they sat down at a table and they just waited. They waited for a teacher to tell them what to do, where to go, etc. But by the end of the year, that same child was able to come into the class and immediately go to the learning station that they're interested in to start a conversation or an export exploration to be able when the teacher asked them a question to confidently explain their point of view.

You can see this huge difference from when they started, where they just sat at the table and waited obediently for the teacher, then by the end, where they're really able to be part of our inquiry curriculum, our growth mindset. So I think this change is our competitiveness.

KingLead: Could you introduce us about the advantages and features of the teaching team of your school? And how do you lead or train your teaching team to have this kind of skills to help students to play?

Stacy, Deputy Head, Dehong Beijing Kindergarten:We have a co-teaching system. Our English teacher，Chinese teacher and assistant teacher in the classroom all the time. All of our classrooms are different. When people come to Dehong, they are not going to see the same classroom repeated over and over. Instead, they’re going to see different, distinct classrooms because each classroom must reflect the children who are in it. So here's a lot of room for the expression of individuality.

I think this is something that our school different from other schools to have much more of a systematic model.

In terms of training our teaching team, this is from when we select our teachers during recruiting process. So during the interviewing process, we're always looking for teachers who have experience with play-based learning.

And when they describe their ideal class or their ideal activity, these are things where we can see that they have an attention to child development that they understand how children's brains develop, how their bodies grow.

KingLead: What kind of curriculum do you think is suitable for kids at kindergarten? What is the biggest feature of the curriculum that used at the kindergarten?

Stacy, Deputy Head, Dehong Beijing Kindergarten:Our school is play-based which a lot of people think just means that the kids just go and play, but that's not really what's happening. The way we taught is all based on our understanding of how the brain develops in early years. It's all through experience, and that's what play is experience. So when we watch children, when they play, they are able to show extremely high levels of focus and concentration.

You see the difference a child who doesn't go to a play based earlier center who instead is doing strict academic work, when they get to elementary, they have real trouble focusing and concentrating. Because they never developed those skills in their brain. And this is extremely important in how we think about the use of play in early years, because I know from the outside when children are playing, when they're following their interest, they are performing at a deeper level. Playing isn’t something that can be skipped or shortened. So this playing time is essential to building a human who can be creative and a critical thinker, and be able to really focus their attention and do great things.

Thus, we tried best to make an environment that has stimulating things going on, then children have opportunities to really take their play to the next level where they can really think about how things work.

KingLead: What are the goals of your kindergarten in terms of cultivating talents?

Stacy, Deputy Head, Dehong Beijing Kindergarten:We're always looking to find children's interests and find ways to extend them within our art, our music, our sports programs, and then to give students opportunities to extend their learning or to perform in some way.

KingLead: What kind of abilities or inner qualities you think is important for students to have in the early childhood? And what aspects does your kindergarten pay more attention on to teach them?

Stacy, Deputy Head, Dehong Beijing Kindergarten:I think what we talk about most are our social skills like how people get along with each other. Because these are the key skills that children will need as they continue throughout their schooling, throughout their life. Students need to understand how to get along with other people, how to understand other people's feelings, how to understand their own feelings.

Because usually when children are upset, they don't really know why they're upset. So that's something that they need to start to understand about what causes their feelings, and then what they can do about it. This is how children develop the sort of calm and focus that allows them to be successful students in the future.

Thus, what they also need is great amount of experiences. Experiences are what can build brains, so children need creative experiences, critical thinking experiences. So we provide these kind of things within our classroom, within our art and music and sport curriculum, where they have the chance to experience a range of things. As the more things they experience, the more things they can figure out, how this relates to them, or what sort of interest they want to pursue.

For our school, a big part of our school is about building bridges between China and the world, to let students think of themselves as both Chinese citizens and global citizens. And I think that's something special to our kindergarten where kids can actually start to think about what it means to be Chinese, but also what it means to be part of the world.

KingLead: In your opinion, what could be the biggest change and growth that Dehong kindergarten bring to children when they graduated?

Stacy, Deputy Head, Dehong Beijing Kindergarten:What we see is children who have developed a lot of self-confidence who are ready to try new things to take new risks. They're able to show leadership among themselves in their classmates.

Moreover, as they go on to grade one, they're able to take all the skills that they learned in kindergarten and then apply them to the inquiry-based system that we have Dehong elementary as well within the Chinese national curriculum.

KingLead: Are there any unforgettable stories of you kindergarten during its development?

Stacy, Deputy Head, Dehong Beijing Kindergarten:We do a lot of interesting things every day, but when I thought of unforgettable stories last year, we had one of our four-year-old classes. They were doing exploration about Space. Because here at Dehong, we have a lot of connections to Space at the elementary, for example, we have a lot of programs with Space science. When our 4-year-olds were studying Space, they were able to get a picture from their class actually sent out to the Chinese Space Station and was able to like to see it on their photo out in space. So that was a really special opportunity that they had.

At our elementary level, we have our principal, April. She has a lot of connections to space research and development, so she can help us connect our students with what's going on in space. So the Chinese space program is a real sense of pride for our students to feel that they're connected to something so important in, and to develop their Chinese identity from it.

KingLead: So, in your opinion, what is the biggest achievement of this kindergarten that you are proud of in term of cultivating talents?

Stacy, Deputy Head, Dehong Beijing Kindergarten:We have a very holistic approach. So when we are looking at a child, we're not just seeing one or two things. We see them as a whole person. And so we're really proud to see the personal develop element that they made their ability to take care of themselves to be independent and responsible.

Also, because here at Dehong, we care a lot about nature and sustainability. So we can also see that as they go on from Dehong, these ideas that they're carrying with them when they go into elementary, in terms of understanding the natural world being interested in protecting the environment.

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