# data[].attributes.body
Reviewing current issues (EY/PS) and morning message (PS) implementation. Planning ahead for Term 4.

# data[].attributes.body
During a FMS lesson, I brought along sand for children to trace on. Most children displayed curiosity in wanting to manipulate the sand. As I observed that some kept using their fingers to feel the sand, I extended their learning by letting them use their fingers to trace and feel the sand as well. We talked about where sand come from and also how to use them.

# data[].attributes.body
They were able to do prediction before doing the experiment to find out the outcome.

# data[].attributes.body
Although children are not very verbal at times or they may babble things that are incomprehensible, however, using the checklist, I am able to observe children in action via their non-verbal cues e.g. gesturing to the things around them, manipulating with it, looking at them.

For example, last week I had a lesson where I invited children to use natural materials to form shapes. So, other than just asking them to just form, I used masking tape to help them as well and at the same time, I showed them how some materials can be used to form different lines.

# data[].attributes.body
AQB

Children were eager to carry out the simple experiment during DOW lessons (fish lesson, invisible ink lesson etc). They could predict and test the final outcome of the experiments. Some of them could conclude the invisible ink lesson as they had it hands-on. Some of the traits they displayed were evident on the checklist.

# data[].attributes.headline
Li 带领孩子到户外观察不同的

# data[].attributes.body
Li

带领孩子到户外观察不同的交通工具，孩子能用手指指出不同的交通工具，模仿行驶时的声音，还有做出相对应的动作。

# data[].attributes.headline
shen孩子们能够专注的注视物

# data[].attributes.body
shen

孩子们能够专注的注视物体，认真的聆听。

孩子们能够通过看、听、触摸、观察等来进行探索。根据探索的主题，有些孩子还能够提出相关的问题

。

# data[].attributes.body
Feng

在学习鱼尾狮的时候，提供了粘土给孩子们进行操作，孩子们的反应很感兴趣。

在学习交通工具的时候，在户外的时候，孩子能够模仿不同交通工具的声音。

在学习新加坡国旗的时候，部分孩子们可以用一到三个词分享他们的观察，大部分孩子尝试使用4-6个字的短句来表达自己的感受和看到的事物。

# data[].attributes.headline
孩子们在浮与沉的活动中，孩子们对活动保持的注

# data[].attributes.body
孩子们在浮与沉的活动中，孩子们对活动保持的注意力，并能发表自己的想法，能识别相似点，以口头的方式说出观察和发现。

如：如果积木放在大船里不会沉，小船会沉，因为太重了。小熊放在小船不会沉，因为很轻。

# data[].attributes.headline
 zhang 在学习多与少的知

# data[].attributes.body
zhang

在学习多与少的知识点时，孩子们认真观察并说出一样及不一样的地方。语言能力强的孩子能说出，我发现积木的颜色相同，积木的形状相同，数量不相同。语言弱的孩子能够复制同伴的观察结果。

# data[].attributes.body
AQB

For me, the checklist is quite useful as at least I can do a cross reference to track their behaviour during DOW lesson. Then I can do more to help children who are lacking in the skills.

# data[].attributes.headline
Zhang 非常好用，通过这个

# data[].attributes.body
Zhang

非常好用，通过这个表格，我们在观察孩子时进行参考，和运用不同的方式来观察孩子。

# data[].attributes.body
I think the checklist has worked as a guide to gauge which stages of exploration children have displaying, mastered or need to work on. Which helps me to focus better on the areas they need help with.

# data[].attributes.body
The checklist allows me to see children's progression in exploratory behaviour and better support them where needed.

# data[].attributes.headline
shen我觉得这个检查表格非常

# data[].attributes.body
shen

我觉得这个检查表格非常的有用。这个表格将所要检查的项目列出来，老师可以作为参考。更好的了解孩子们如何参与活动以及进行探索。

# data[].attributes.headline
我觉得这个打勾表不错，可以通过这张打勾表来用

# data[].attributes.body
我觉得这个打勾表不错，可以通过这张打勾表来用不同的角度去观察孩子的表现。

# data[].attributes.headline
Li比较详细和方便的观察孩子，

# data[].attributes.body
Li

比较详细和方便的观察孩子，是好的方法。

# data[].attributes.body
As mentioned earlier, the checklist works well for teachers to observe the children's exploratory behaviour in more detail. It will help teachers to use it as a guide/ reference to observe children's exploratory behaviour.

For example, some children who are more reluctant to touch the materials does not mean that they are not exploring, but they are actually observing what we are doing by looking.

# data[].attributes.headline
Feng因为这些问题和我们每半

# data[].attributes.body
Feng

因为这些问题和我们每半年交给家长的打勾表差不多一样，我可以利用这个打勾表和学期的打勾表做一个总结。在开家长会的时候可以和家长分享刚开始和结束的阶段观察。

# data[].attributes.headline
我在大船和小船的课里面加入沉鱼浮的活动，让孩

# data[].attributes.body
我在大船和小船的课里面加入沉鱼浮的活动，让孩子们观察用一些不同的材料放进大小不同的船里面会沉还是浮，让孩子们进行猜测和实践。我遇到的挑战是Marc还不会听指令把所有的船沉下去。

# data[].attributes.body
Feng

探索环境，空间的布局，在活动中方便孩子自由移动、协作、尝试。

提出开放性问题，引发思考如：“你觉得汽车是在哪里行驶？”

鼓励合作与分享，引导孩子之间的对话，促进沟通和交流。

可通过小组任务或共同完成探索项目。

在合作过程中容易发生混乱或争抢材料的情况，需要老师提醒这是一个小组活动，适当介入活动进行帮助。

# data[].attributes.body
One of the challenges I might be facing is inviting children to ask questions to showcase their curiosity. Right now, I model the questioning technique so that they can pick up on it with time.

Involving children in handling the materials/ preparing for their task. (salt painting, sand tracing.

# data[].attributes.headline
shen -提供更多的材料让孩

# data[].attributes.body
shen

-提供更多的材料让孩子们进行探索

-提出开发性的问题引导孩子们进行思考并回答问题。

-鼓励孩子进行分工合作，学会等待。

# data[].attributes.body
Sometimes while doing the KWL chart, children might not know what I are trying to ask from them. It's during the lesson then they would tell me they had seen/heard/experienced it before. Another challenge would be getting the materials for the lesson (fish).

At times, I would have to simplify the questions for some children so they can understand better.

# data[].attributes.body
1. Making use of close-ended and open-ended questions helps children to answer verbally and non-verbally.

2. Demonstration of the activity and teachers doing the activity together with children helps children to understand better what they have to do and at the same time, we can further extend children's thinking in the process.

# data[].attributes.headline
Zhang 关于多和少的课堂中

# data[].attributes.body
Zhang

关于多和少的课堂中，我没有直接给孩子讲多和少，会让孩子们观察在分享后进入主题。孩子们能自信的进行分享，并让孩子们逐一进行分辨多与少。并在画纸画出代表多与少的物品。

# data[].attributes.headline
Li在学习交通工具的主题时，用

# data[].attributes.body
Li

在学习交通工具的主题时，用交通工具的玩具和图片进行配对，模仿行驶的声音，做出相对应的动作，用不同材料的小船让孩子观察和感知在水中漂浮的情况。

# data[].attributes.body
Strategies

to encourage children to take turn while exploring

use open-ended questions

Challenges

Having children to work in group

# data[].attributes.body
Teachers to incorporate at least one new exploration technique in their lessons between now and the next meeting.

Reflect on personal facilitation strategies to further encourage children's persistence in exploration.

Next T&L meeting on 18/8/2025

# data[].attributes.headline
Zhang根据现有的打勾表，观

# data[].attributes.body
Zhang

根据现有的打勾表，观察情况。孩子分以下3级。

强: 通过观察孩子们都能够积极探索发表自己的看法，及用完整的语言回答问题。可以向孩子们提问更深奥的问题或是向老师提问。

中:孩子们能用简单的语言分享自己的观点。可以用开放式的语言，向孩子提问和问问题。

弱:孩子们能够复述同伴的观点。可以鼓励孩子用简单的语言或肢体语言表达自己的观点。

# data[].attributes.body
Feng

我会运用Ms HuiMin的其中一个策略多一些开放式和封闭式的问题，帮助孩子增强口语表达能力。

我会加入让孩子根据活动内容提问问题。

# data[].attributes.headline
shen:1.开放式的问题让孩

# data[].attributes.body
shen:

1.开放式的问题让孩子们进行讨论，帮助孩子们提高口语表达能力。

2.引导孩子们进行提问和思考。