热烈欢迎周念丽教授来到观化启蒙园，周教授在学前教育的领域有着非常深厚的学术研究以及多年的实践经验。在本年度首次集中学习与交流中，启蒙园的教育视野也得到一次飞跃性的拓展。
Yesterday the Enlightenment Garden was happy to extend a warm welcometo Professor Zhou Nianli. Her achievements and research in the field of early childhoodeducation is bolstered by many years of practical experience. Through herguidance, the educational vision of Guanhua Kid’s Garden has already beenenlightened in this year’s first training with the professor.
周念丽 教授
观化启蒙园专家级导师
华东师范大学教育学部学前教育系
心理教研室主任、教授、博士生导师
Professor Zhou Nianli
Guanhua Enlightenment Garden Expert Education Consultant
East China Normal University Department of Preschool Education and Ministry of Education
Director, Professor, Doctoral Supervisor of Psychology Teaching and Research
教育是一件陪伴教师终身成长的事业，本次邀请到周教授莅临现场指导工作，观化托育团队展现出的人文素养和专业能力得到了周教授的高度评价， 周教授从不同的维度做出以下点评：
首先，对于托育队伍的人才选拔方面。当周教授走进观化启蒙园，就感受到每位托育人员都是爱孩子的。从活动中时刻关注孩子们的反馈能够看出给予孩子们眼神与肢体语言上的爱，而这种表现正是周教授在本次教研活动中提到的，0-3岁婴幼儿需要成人给予正向的陪伴，周教授提出一个例子，在一辆公共交通上，看到一位母亲推着孩子时，这位孩子在不停的哭闹，而家长看似并没有关注到自己的孩子，反而在低头盯着自己的手机，这一幕或许并不能说明什么，可是时间过去5分钟后，这位家长仍旧没有理会孩子或者做出任何反馈。这种冷漠和无视对于孩子而言是无法理解和接纳的，将对孩子造成难以估计的负面影响。在这一阶段，成人能够根据孩子的性格特点做出适合孩子发展的反应，将对孩子今后的发展产生积极的影响。
其次，周教授观察到启蒙园的老师们都非常的尊重孩子，在制作蜂蜜柚子茶的活动中，有一位孩子对柚子皮很感兴趣，他拿起柚子皮闻、尝，而老师看到时并没有打扰他，这位孩子非常享受这样一个探索的过程，而最终这位孩子拿着柚子皮，做出了打电话的模样，果然，再多的教学输入都不及孩子们可以自主的学习和成长。周教授还给出一个案例，两位性格不同的低幼龄宝宝，在能力方面也有着反差很大的表现，一位宝宝面对新鲜有趣的事物时，克制不住自己总是想要爬过去，即便家长在旁用语言或动作制止也无济于事。相反，另一位宝宝则在面对相同的事物时，其父母只说了一次“不要过去”，这位宝宝就很乖巧的没有过去。总结：每位孩子都是有差异性的，在不同孩子的成长阶段，要对孩子做出语言能力、肢体发展、气质性格等方面的观察和了解因材施教。
周教授也提出了家园共育的指导方案，启蒙园的家庭教育课程正是机构和家长们共同协作的一个重要工具。周教授指出，在日本的托育机构，家长和机构是密不可分的关系，家长要有主动参与到孩子的生活学习中的意识，多了解孩子在机构中的日常，并且积极的做出相应的反馈与配合。有一项研究表明，在0-3岁婴幼儿阶段，家庭成员中频繁交流的环境下，孩子的语言词汇量能够达到1200个字。而普通一点的交流环境，孩子对单词量的掌握只能达到600字。最不乐观的则是在家庭关系中，很少谈话交流的仅仅在300字这一范围。可见家庭教育的重要性。
Continuouseducation is an integral part of a teacher’s life-long growth. To guide ourwork here at the Guanhua Enlightenment Garden, we invited Professor Zhou toobserve and evaluate our teaching and environment. The humanistic qualities and professionalabilities demonstrated by the Guanhua Education team were highly praised by theProfessor. She offered us some important feedback after seeing our activities:
Inregards to our nursery team: From the moment she entered thegarden, Professor Zhou could feel that every staff member loved children. During the teacher’s training, the professor said one of themost important facets of teaching the 0-3 age group is for adults to providepositive companionship, which could be seen in the children’s feedback and bodylanguage as we went about our lesson. Professor Zhou gave an example:While riding the metro, she once observed a child crying but the parents didn’tseem to pay attention to their child, staring down at their phone instead.After five minutes, the parent still ignored the child and hadn’t given anyfeedback. Plainly speaking, this is an unacceptable and ignorant approach toparenting, and the subsequent consequences are extensive. During this stage of their lives, adults can respond to achild’s development according to their particular personalities.
ProfessorZhou observed also observedthat the teachers in the Enlightenment Gardenrespected the children very much. As the children made pomelo tea, the childrenwere interested in the peel. The children explored the textures and smells andall the while, the teacher simply observed without disturbing him. In the end,one child took the peel and made a phone call. No amount of teaching inputcompares to the independent learning of children at this age. Professor Zhoualso gave a case in which babies with Inthe activity of making honey grapefruit tea, a child was very interested ingrapefruit peel. He picked up the grapefruit peel and smelled it, and theteacher saw it. Without disturbing him, the child enjoyed such a process ofexploration very much. In the end, the child took the grapefruit peel and madea phone call. Sure enough, no amount of teaching input was enough for thechildren to learn and learn independently. growing up. Professor Zhou alsoshowed a case of two different babies with differing personalities. Whenpresented with a new an interesting plant, both children were told by theirmothers not to touch it. One baby couldn’t restrain himself from crawling overto it, while the other was quick to ignore it after her mother’s instructions.Every child is different at every stage of growth. It is our responsibility asteachers and parents to observe and understand the child’s the languageabilities, physical development, temperament and personality teach inaccordance with their aptitude.
Professor Zhou also stressed theimportance for home education, giving the teachers of the Enlightenment Gardenthe responsibility to aid parents in family education. She pointed out that inJapan’s childcare institutions, parents and institutions are inseparable.Parents must have the awareness to actively participate in their children’slife and learning, learn more about their children’s daily life, and activelyrespond with feedback and cooperation. A study has shown that a child’svocabulary can reach 1,200 words in an environment of frequent communication withfamily members from the age of 0-3. In an average communication environment,children can only master 600 words. The least optimistic is that in a homesetting, many conversations are only in the range of 300 words. This shows theimportance of family education.
《选择》一书中提到，协同是一个奇迹。它无处不在，它是整个自然界运作的基本法则。红杉树根系交错，在风中顽强伫立，生长到参天的高度。绿藻和真菌共生而成地依附在光秃秃的岩石上。在自然界中所有生物与人，我们是共存的个体，同时，如果相互协同，整体都大于个体之和。
感谢周教授的悉心指导与分享，期待下个月的相见！