As an international bilingual kindergarten, Hangzhou Dingwen Kindergarten is committed to providing high-quality education services for children aged 3-6, adhering to the concept of "child-centered", respecting the uniqueness of each child and maximizing the potential of children. In a safe, positive and pleasant high-quality educational environment, children are encouraged to "learn by playing", boldly create ideas and explore, cultivate their love, curiosity and exploration spirit for nature and humanistic society, help them build a complete personality, and at the same time develop their necessary knowledge, skills and literacy to cope with the present life and the future world, so as to prepare them for a happy and meaningful life.
The school curriculum is ambitious and forward-looking. Based on the IBPYP interdisciplinary inquiry course, it follows China's "Learning Development and Guide for Children Aged 3-6", and at the same time draws on and introduces the best practical experience of early childhood education courses in the UK (EYFS), Reggio and other countries around the world, and offers special courses such as nature education, forest courses, STEAM, music and drama, and art workshops, so that children can give full play to their greatest potential in the best educational environment.
The course is carried out in an immersive bilingual teaching environment, aiming at cultivating children's excellent bilingual communication skills and bilingual thinking, building their recognition and historical inheritance of China's traditional culture, and understanding and tolerance of multiculturalism, so as to lay a solid foundation for them to become builders and leaders of the future world with a global vision and mission.
IBPYP interdisciplinary inquiry curriculum framework
The IBPYP project is a world leader in the future-oriented education field and a model of the best educational practice in the world. It combines the best practices and research of different countries' education systems and the rich experience of international schools, conforms to children's curiosity and exploration desire, and provides a interdisciplinary framework with students as the center, inquiry as the foundation and responsible action as the core, so as to help them successfully cope with the challenges and opportunities in a rapidly changing world.
Mr. Ye Shengtao, a well-known educator, once said: "Teachers should teach not in full, but in camera induction."
Under the interdisciplinary framework of IBPYP, the course adopts a game-based inquiry and concept-driven interdisciplinary teaching mode, focusing on six interdisciplinary themes with global significance (who are we, what time and space are we in, how do we express ourselves, how the world works, how do we organize ourselves and share the earth). The six themes provide real life situations for young children, allowing them to explore and participate in rich dialogues and continuous cooperation, and to establish an understanding of themselves, the community and the world.
In the concept-driven inquiry, children no longer just stay in the mechanical memory of facts or isolated information, but pay more attention to the in-depth understanding of facts and the surrounding world. By applying what they have learned to different situations, they can realize the understanding and application across time, space, culture and situations, and cultivate their ability to cope with the complex and changeable real world.
Through the study of inquiry unit, project study and practical activities, the course will focus on cultivating children's five interdisciplinary skills (namely, thinking skills, research skills, communication skills, social skills and self-management skills), so that they can become efficient and self-regulating learners. Children will learn to ask high-quality questions, set practical goals, and firmly achieve their goals, so as to grow into active and empathetic lifelong learners.
The curriculum of Hangzhou Dingwen Kindergarten follows the concept of "all-round development", respects children's dominant position as learners, pays attention to their all-round development as "explorers", cultivates their ability of independent and collaborative learning, and realizes all-round development of knowledge, concept understanding, skills, accomplishment and IB ten training goals through inquiry learning and reflective learning, thus having a positive impact on their own lives, communities and other fields.
The top ten training goals of IB represent a wide range of human abilities and responsibilities, including intellectual, personal, emotional and social growth. These goals will be fully reflected in the daily teaching of Dingwen Kindergarten, laying a solid foundation for the development of children's international consciousness.
In PYP course, responsible action is the core element. Our curriculum attaches importance to the unity of knowing and doing, encourages children to reflect on the significance of learning and put what they have learned into positive and meaningful actions. At the same time, we integrate the spirit of service into children's learning experience, and strive to cultivate their sense of belonging and service to local and global communities. We encourage young children to have meaningful interaction with the local and the world, and help them understand global issues and the importance of service.
Reggio teaching method
Reggio teaching method is famous all over the world for its unique, innovative and child-centered way of early childhood education. It emphasizes that children are active participants in learning, and uses "children's 100 languages" to metaphor children's extraordinary potential, personality and independent rights and interests, emphasizing the diversity of children's knowledge construction and creation process, as well as countless forms of life expression and knowledge construction.
Dingwen kindergarten curriculum is deeply influenced by Reggio teaching method from Italy. In the course design and teaching interaction, Dingwen Kindergarten will give full play to the role and teaching significance of "the environment as the third teacher", pay attention to the beauty, openness, inspiration and interaction of the environment, respect children's interests and perspectives, encourage them to actively participate in the dynamic construction of the curriculum together with teachers and other members of the learning community, and show their autonomy, personality and potential in the positive teaching interaction.
At the same time, we also bring the project-based teaching method into the classroom, and create various special courses and learning experiences such as group inquiry activities, art workshops, forest courses, STEAM maker space, etc., to provide children with diverse teaching situations. These activities aim to stimulate children's multi-sensory experience and interdisciplinary inquiry, and meet their interests and personalized development needs. We encourage young children to use language, singing, body, art, drama and other different forms of expression as media to communicate and explore ideas, and at the same time cultivate their creativity, imagination, critical thinking, language communication and cooperation.
Taoyi classroom
Dance classroom
Music Classroom
In order to more comprehensively track and support the development level and needs of each child, Hangzhou Dingwen Kindergarten will implement a comprehensive and diversified evaluation strategy. Specifically, in addition to formative and summative evaluation in interdisciplinary inquiry, we will also make a continuous and phased evaluation of children's development in various fields according to the standards of the British National Early Childhood Curriculum (EYFS). In addition, we will ensure children's efficient learning from three key dimensions: play and exploration, active learning, creation and critical thinking.
British National Early Curriculum (EYFS)
It covers seven areas, among which personal, social and emotional development, language, communication and physical development, as three basic areas, have a far-reaching impact on the future development of young children. The three basic fields provide support for the learning and development of four specific fields: reading and writing, mathematics, understanding the world, artistic expression and design. Learning in specific fields in turn further consolidates and strengthens the basic fields, thus promoting the all-round development of children.
01 Characteristic courses and extended courses
Hangzhou Dingwen Kindergarten combines local culture and global background resources to set up a series of characteristic courses and extended courses, which are jointly taught by Chinese and foreign teachers, covering four categories: sports, art, exploration and culture. It aims to provide a more vivid background and resources for interdisciplinary inquiry and learning in subject areas, effectively support children's academic learning, physical and mental development and quality development, and also provide them with opportunities to explore more fields and skills, expand the breadth and depth of learning, help to stimulate and cultivate children's interests and hobbies that will benefit them all their lives, and bring them deep pleasure and happiness.
Nature education/forestry courses
Hangzhou Dingwen School covers a total area of nearly 400 mu, including a kindergarten building area of 10,555 square meters, enjoying 15 mu of outdoor natural space, and ecological wetlands, farms, racecourses, rivers and parks shared with the primary and secondary schools of Dingwen School. Thanks to the unique advantages of vast indoor and outdoor space and natural resources, nature education will constitute the core feature of Dingwen kindergarten curriculum, covering forest curriculum, environmental education, gardening and food education, and the United Nations sustainable development goals.
Nature education is of great benefit to the development of young children, which has attracted extensive attention and attention all over the world. In the environment of natural education, children will have more diverse, independent and multi-sensory exploration space and a safer and more stable social environment. For example, through the forest course, children can observe the growth process of different plants at close range, understand the habitat of small animals, experience natural phenomena such as wind, rain and snow with multiple senses, and feel the change of seasons; Run, jump and climb in nature, develop the body's spatial consciousness, explore the skills of survival in the wild, and learn how to assess risks; Discover and feel the beauty of nature, bring the "rare treasures" collected in the forest back to the workshop for re-creation, and express their observation and perception of nature in the form of art. ......
In this lively and interesting background, children will be able to give full play to their concentration, participation and creativity, and also cultivate children's awareness of environmental protection, love for nature, tough character and adventurous spirit, as well as good communication and cooperation skills. These abilities will lay a solid foundation for them to achieve higher achievements in academic, personal development, organizational management and other fields.
Immersive bilingual environment and multicultural community
In the curriculum design of Hangzhou Dingwen Kindergarten, the early bilingual development of children is regarded as a crucial goal. By creating a positive immersive bilingual teaching environment and a multicultural community, we provide strong support for the development of bilingual ability in early childhood.
The development of early bilingual ability not only has a positive impact on the development of children's brain and cognitive ability, but also the development of mother tongue can effectively promote the acquisition of a second language. At the same time, bilingual education is also helpful to cultivate children's multicultural personality, enhance their recognition of traditional culture and understanding and tolerance of multiculturalism, and lay the foundation for them to become excellent cross-cultural communicators in the future.
Kindergarten standard classroom
Dingwen Kindergarten has nursery classes, small classes, middle classes and large classes to meet the needs of children of different ages. The class adopts the system of Chinese and foreign dual head teachers, and each class is equipped with experienced Chinese and foreign mother tongue teachers and two teaching assistants to carry out all-day collaborative teaching, so that children can be immersed in an immersive bilingual cultural atmosphere. The average teacher-student ratio of the class is 1:4, and there are no more than 16 students in each class, no more than 20 students in each class, no more than 22 students in each class and no more than 24 students in each class, so as to ensure that every child can get enough attention and care. Children "absorb" two languages and cultural thinking in the gamification teaching and interaction. The content and form of the course are rich and colorful, covering Chinese and English children's songs, picture book stories, ancient poetry enlightenment, music and drama, natural spelling and project study.
Kindergarten library
In order to better support children's learning and development in all fields of English and make a smooth transition to primary school, we have unified the kindergarten curriculum into the curriculum planning of Dingwen School. In the fields of natural spelling, graded reading and writing, we have set clear stage requirements and guidance to ensure that children get comprehensive education and development.
At the same time, the park will also strive to build a multicultural learning community. We will make full use of local community culture and global background resources, and attach importance to the voices and opinions of every member, including students, parents, faculty and other members. By holding various cultural activities, teaching seminars, community services and other activities, we encourage members to actively communicate and exchange, and enhance mutual understanding and respect.
Malagu, the founder of Reggio Education, once said: "It is our starting point to make a lovely school a diligent, creative, livable, recordable and transmissible school, a place for research, study, re-cognition and reflection, and to make children, teachers and families feel good."
"Life is a hundred years, and it is based on childhood." Dingwen Kindergarten is committed to providing children with a diversified educational environment full of exploration, creation and development. We not only pay attention to the cultivation of academics and skills, but also pay attention to the development of children's emotional, social and psychological health. I believe that in such an environment, every child can find his interest and enthusiasm and give full play to his potential and talent.