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去年K2的班级，有一位男生在课堂上不爱说话，也很内向、 腼腆。记得有一次，他想上厕所可是不好意思对老师说而尿湿了裤子。在上华文课时，老师提出问题时，这位幼儿总是不好意思主动举手回答问题。老师看到这种情况，便鼓励他大胆发言，说一说自己的看法或想法。于是，这位幼儿低声地回答了几句。虽然老师听得不太清楚，还是肯定了他的做法，给予一定的鼓励。可是有好几次老师发现，当他的父母来接他回家时，他会自然地与父母交流、互动。由于这位学生只来两个月就转学了。在他离开园所时，我们发现他与同伴老师之间的互动有了一些进步，在进行小组活动时也比刚来时主动一些。

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以前有一位学生，从N1开始就不爱讲话。当时的老师没有缄默这方面的认识。因此有老师会强迫这位学生讲话，有的老师则选择放弃模式，对他没要求，让他就这么静静地坐在一旁上课。
后来在他K2时，学校有了专业人士的介入，开始对这位学生进行治疗。每周一次，治疗师会将孩子和一位他比较要好的朋友带离人多的课室，让孩子在一个舒适的环境进行辅导。孩子的症状有所改善。加上治疗师与主班老师的配合，在课堂上给机会孩子发表，但又不强迫他。慢慢地孩子能够开始与好朋友以外的班里的其他同伴或老师互动。

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This year, we have a child in our class that was diagnosed with selective mutism. The parents highlighted to us about it as they brought the child to see the specialist last year as the child could not really communicate verbally that musmch to express his needs and wants. He will nod his head when asked a questions and will be more comfortable around female adults rather than male adults. In class, he will be shy at times to answer our questions and won't answer first during group discussion. He will share his thoughts and ideas more with his friends and will whisper to them the answer to relay the message to the teachers. Simple yes or no questions he will nod his head too. We also try our best to make the child more social and comfortable in asking and answering questions by not judging him and bringing down his moral by using unkind words when he could not say anything to us during group discussions.

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PGA有一位男孩，父母也是华人。父母有与老师分享过他能用简单日常的词语进行表达，但有时就是不愿意讲。起初，刚开学校时。他都是静静坐在自己的位置，老师就会时不时去与他互动，他能用点头的方式进行回应。老师在持续观察，根据他的兴趣来与他互动和引导，当他回应时，抚摸他的头或者用击掌的方式给予表扬。他现在在学校的表现有明显的好转，愿意跟老师进行复述，听到喜欢的歌曲时会手足舞蹈进行跟唱。

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PGA有一位男孩，父母也是华人。父母有与老师分享过他能用简单日常的词语进行表达，但有时就是不愿意讲。起初，刚开学校时。他都是静静坐在自己的位置，老师就会时不时去与他互动，他能用点头的方式进行回应。老师在持续观察，根据他的兴趣来与他互动和引导，当他回应时，抚摸他的头或者用击掌的方式给予表扬。他现在在学校的表现有明显的好转，愿意跟老师进行复述，听到喜欢的歌曲时会手足舞蹈进行跟唱。

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In my class previously, there’s this boy who’s very quiet and would play and talk to few friends in the class. During lesson discussions and sharing, I would encourage him to share something about the topic. His friends would encourage and cheer on him too. There’s a time when we talked about cars. His mum shared that he liked monster trucks so, I asked his mum if he could bring the monster truck in school.

The next day, he brought it to school and happily shared it with the class. After that, I noticed that he is betting more open and participates in classroom discussions. He seems more cheerful and friendly too.

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There is a boy who is reaching 2 years old in July. He has yet to speak much in class. He likes to laugh aloud whenever he noted something he liked. He has yet to communicate much with one word utterance. He mostly displayed his communications through, sounds or babbles, non verbal gestures, laughter and smiles. He is mostly passive and does not move much about except stay in his usual seat. Teachers need to guide him and prompt him to feed himself and also to be patient with him. He was able to understand instructions and carry out the routines and activities in class. Teachers need to be patient with him and assist him when he needed to lie down on his cot for instance.

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黎老师分享我曾经班级里有一个小男

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黎老师分享
我曾经班级里有一个小男孩也是这种情况，当时我们是N2, 这个小男孩是转校生，刚来的时候我们还没有什么感觉，只是觉得可能他刚来，老师同学和环境都还不太熟悉，需要一段时间慢慢适应，时间很快，转眼就是两个月过去了，可是这个小男孩的情况和刚来时一样，静静地从不说话，不管是同学还是老师想靠近他说话，他立刻就把头埋的低低的，不看任何人也不开口。最后我们感觉不对，把情况反映给家长，结果家长告诉我们在以前的那间学校就是这种情况，家长才给他换一间学校，以为换了新的环境就好了。
我们觉得应该给他更多关注和爱，每天早上到学校我们都会抱抱他，主动和他聊天，就算他没有任何回复，我们也照样和他说话，我们也鼓励班级里的小朋友主动拉他的手一起玩，小朋友有时会带玩具来，他特别感兴趣，慢慢地开口说一两句话了，我们也鼓励家长在家里多和孩子说话玩耍，半年过去后，这个小男孩慢慢融入了班级里，也开始说几句话了…….
“爱的教育”还是有成效的。

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I have a child in the class who is quiet during large group interactions and during show and tell. Usually he talks to his friends during play. However, he does not responds to my questions when I interact with him. Also, during lesson, a small group of children, he can respond to my questions. I usually try to encourage him to echo what I say but he won't say anything.

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N2

I have encountered a child like this before, the child was 3 years old. The child answers to closed ended questions through nodding or shaking their head, hence we continued to try to ask similar questions. We created picture cards for the child to point to, to indicate their needs. She slowly opened up and started verbally asking or expressing her needs.

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My niece, who was a student on my previous childcare, was diagnosed with selective mutism. Her mum shared that she was indeed talkative at home. She had to secretly observe her when she was with a smaller group (friends that she prefers). However, she was very quiet during large group, Show & Tell and sharing sessions.

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几年前，在N1的班上有个学生，他在学校里一整年都没有说过话。他一走出校门就和家人说话，有机会去了他的家，他在家里话很多也一直找我玩。我们将他在学校的情况告诉了家长，然后在学校不强迫他说话，但一直给他说话的机会。当他和朋友说话时，我们装作没有看见，当他开始和一个固定的老师说话时，老师耐心的听，并尝试延长对话的时间和内容。渐渐地他开始和更多的人说话。

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请与我们分享您的经验——孩子年龄、事件、老师怎么处理、孩子的回应？

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Please share your experiences as such - Age of child? - What the incident was? - How did you handle the child? - What was the child's reaction?

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Please share your experiences as such - Age of child? - What the incident was? - How did you handle the child? - What was the child's reaction?