Empowering: by providing children open ended choices.

Thrive and connect: Constantly update on children’s development and progress to parents, providing capabilities in the classroom.

Environment: Providing a safe and secure environment for children to learn, play and grow.

Children are encouraged to be part of the community and to shine bright for the future. Mahjulah Singapura.

What do they look like to you?

Competent learners, part of society, EBridge number 1 👑. Children who graduate from EB will be leaders of tomorrow, contribute to society

How does this relate to what we do currently?

It guides and shine our path

• allowing children to have choices

• choosing their learning space (daily routine)

• providing a wider range of learning materials

thrive:

• to do their best

• to persevere and complete their given task

• gaining independence to wear own diaper/pants

connect:

• finding materials to relate to

• scaffolding their learning

• documentations for them to relate to their personal experience

environment:

• children to feel safe and welcomed

• having fun and being engaged with educators and peers

• using diverse materials that are safe, age appropriate and engaging for children

2) Children are invited to explore various learning skills in daily experiences; incorporating different learning domains to provide holistic development for children.

3) Children are provided different experiences to explore and encouraged to think of possible ways of discovering new knowledge. Children and teachers are encouraged to ask questions and reflect on it.

Empowering: Trust by providing the children a safe learning environment.

Thrive and connect: Growing holistically and build relationship with families and children

Environment: Safe place for children to learn providing supportive and creative environment.

2) What do they look like to you?

Helping children, families and educators grow, build strong connections and succeed together in a safe, creative and inspiring place.

3) How does this relate to what we do currently?

It is our responsibilities to provide both families and children with safe, creative learning environment and inspiring place. Building a strong connections with them

Dramatic space: use the items to role play and express their ideas

Art space: using the items to create prints

construction space: Pots, pans, utensils, cups

Language space: learn vocabulary and spell those items. Books and newspaper can be placed in the space to encourage them to learn and use language.

Numeracy space: counting and stacking using

Music space: Make music with the household items such as using the fork to hit against different pots of different materials

Literacy - Sound Button. Salt writing

Art - listening to sound and recreating the waves

Construction - sound of varying resources dropping / rolling

Music - pitch sound

Discovery - exploring sound of vibration and how different resources make in bottles

Dramatic - speech, sound of items they touch, cash register

Outdoor- what sounds can you hear outdoors? Record it down. What sounds can you make?

探索空间：水的状态、过滤。

美术空间：用自然素材变成颜料变成颜料。

扮演空间：家里面跟水有关的事物。

建构空间：用竹切半变成一个流水线，冰块砌成冰屋。

音乐空间：玻璃瓶制造音阶。

數概念空间：水的温度。

正念空间：制作冷静瓶、以及提供流水海洋有关的轻音乐。

Discovery space

Invite children to: Listen carefully and mark the sources of sounds on their sound map. Compare the volume, rhythm, or pitch of each sound. Draw or symbolise what they hear to build sound–image connections.

Construction space

• Children explore construction tools and materials (wooden blocks, tubes, plastic pipes, metal objects).

• Invite them to tap, bang, or rub objects together to discover the sounds.

• Record sounds with a simple voice recorder or phone and play them back, sparking curiosity.

Numeracy space

• Play sound clips (class bell, clap, bird tweet, knock).

• Each time they hear a sound, they put 1 counter, cube, or peg on their board (up to 10).

• Match their counters with the correct big, bold numeral card (1–10).

• initially in discovery space but can be used in all spaces.

• numeracy: categorisation

• art: prints/tools

• language: beginning letter sounds/ forming of letters

• dramatic: open ended materials. example hospital: can crush the leaves to be medicine

• decoration: depends on the theme of the space

• construction: clay + stick. can construct anything

• music: create shaker in bottle, rub it together, clanging

Literacy - Sound Button. Salt writing

Art - listening to sound and recreating the waves

Construction - sound of varying resources dropping / rolling

Music - pitch sound

Discovery - exploring sound of vibration and how different resources make in bottles

Dramatic - speech, sound of items they touch, cash register

Outdoor- what sounds can you hear outdoors? Record it down. What sounds can you make?

美术

将声音画下来、利用畫下來的線條來創作，或是加入聲波圖

语言

錄音机、發音的氣不同例如：B,P 記錄下來

建构

會發出什麼聲音？ 積木掉下來 、乒乓球經過管的聲音、彈珠（各式球類）、軌道聲

扮演

在超市中你會聽到什麼（收銀機、叫賣聲、零錢） 會說什麼（歡迎光臨、謝謝、歡迎下次再來）

紙袋、塑料袋聲音的不同

探索

聲音的震動 與傳遞 杯子 跟沙子

戶外

戶外的聲音、尖叫聲、動物的聲音、車聲、交通指揮、喝水、吞嚥

材料的语言：纸

探究空间：纸的不同质量、硬度。风车

美术空间：剪纸、折纸、画画

扮演空间；纸面具、纸帽子、报纸扇子

艺术品拍卖。

Focused Learning Space - Construction Space

Possible in Other Learning Spaces: Language Space (Movement of Animals/ Transport)

Music Space (How the children explore body movement with the instruments/scarves/ribbons)

Mandarin: Language of Mouldable Materials

Focused Learning Space - Discovery Space

Possible in Other Learning Space:

Dramatic Space (Making of Food)

Art Space (Learning of Texture)

For example, when I say “one clap” (softly), the children respond with a soft clap, and when I say “two claps” (loudly), they clap loudly.

This approach helps children to focus, listen, and follow instructions while making transitions smoother and more orderly.

Transition Activity: Sound Detective

Implementation

• The “Sound Detective” game to guide children into the lesson space.

• Use sound cues linked with specific movements:

  
  

  • Tambourine → hop to the mat.

  • Drum beat → tiptoe to the mat.

  • Triangle chime → stretch arms and walk slowly to the mat

  • Clap pattern → follow the clap, then march to the mat.

  
  

• Sound is made without giving verbal instructions, encouraging children to listen carefully and respond with the correct movement.

• Sound cues are rotated across transitions to maintain engagement and novelty.

The game encouraged children to practise number recognition and estimation, and also helped them connect auditory clues with numerical concepts. By taking turns as the “hider” and the “guesser,” children developed listening skills, problem-solving strategies, and cooperative play.

同时，进行一项学习游戏——「声音地图」。幼儿需要专心地用耳朵去倾听声音，并从手中的图片卡片中，找出与该声音相对应的图片。接着，他们要思考这个声音可能来自哪个地点，并将图片贴在相应的地图位置上。

游戏以小组方式进行，鼓励幼儿互相讨论与合作。他们在讨论中会交换不同的想法，尝试说明自己的理由，最后将成果展示在白板上。老师会引导幼儿比较各组的作品，分析不同小组的观点，并提出问题：「这些声音是在哪里出现的？」「为什么会有这样的声音？」

Here are some ways we incorporated movements into our daily routines and transitions:-

1) During large group time, before the start of the lesson, we got the children to do the sit down workout song to get them ‘moving’ and at the same time it is a strategy I used to gain their attention and to get them to sit at the large group space. I also introduced the song ‘how do we say hello’ to the children where they are encouraged to do a few movements like giving high five, fist bumps and hugs as a way to say hello to their friend.

2) During transitions, I will always sing songs like ‘walking, walking’ by super simple song when walking along the corridor or outside the school to emphasise the different movements that the children can make like hopping, tip toe, spinning and jumping.

3) In between routines and transitions, I also replaced the word ‘wait’ by getting the children to move a certain way. For example, while transiting to diaper changing time from large group time, I will tell the children ‘walk to the door’, ‘squat down and count to 10’. By getting the children to do these different movements, it keeps the children engaged and hence, minimising behavioural issues during transitions.

Transition: We sing the hello song followed by the sit down workout song to tune into the lesson. My class loves to move, so including a short workout song allows them to release some energy before smoothly transitioning into the main activity.

活动名称：纸的秘密——撕纸探索

活动内容：

幼儿通过观察和亲手撕不同材质的纸（如报纸、卡纸、彩纸、瓦楞纸等），感受纸在厚薄、软硬、韧性和声音上的不同表现，从而了解纸的性能与特点。

探索方面：

1. 感官探索：通过手和耳朵感受纸张在质地、厚薄、韧性和声音上的差异。

2. 科学探索：发现纸在不同力度下的变化，初步理解材料特性。

3. 比较与分类：辨别并分类不同纸张的特征。

4 表达与交流：用语言表达观察结果，分享自己的发现与感受。

In the construction space, they experimented with ramps of different lengths - long and short, observing which cars would come off the ramp first depending on the ramp. On a later part we also talked about the angle of the ramp and observe how speed changes, fast and slow.

At first, I placed the ramps without demonstrating how to use them. I wanted to see their creativity in exploring the materials. They were observed using the ramps imaginatively like holding them near their eyes like telescopes or speaking through them like tubes. Along the way, I joined in with the children and modeled another way to play with it.

This hands-on experience introduces children to basic physics concepts like motion and gravity, helping them discover how cause and effect play a role in how the physical world works.

老师也在学习空间里提供录音器，内存卡里下载家长们爱的录音；不同类型的周围声音，包括自然界中下雨、打雷、刮风声音；常听到的小猫小狗叫声；婴儿的笑哭声；噶感兴趣的消防车、警车、海浪声等等，邀请幼儿们在空间游戏互动时，把听到的说出来，并尝试以录制方式来呈现，在玩中学习华文。录制声音需教师在旁边引导和协助，特别是摁压按钮部分，多数幼儿按一下按钮就松开；或者开始录制时害羞声量大小；不知道说什么要提示等。

N1A

在日常生活和过渡时期，幼儿们有时太活跃了，我会播放轻音乐请大家一起听听是什么声音？也会用拍手👏🏻声来拉回注意力；还有就是敲打小鼓来替代说上课时间到。去厕所时因为人数太多了，排队时如果秩序混乱，我会请幼儿们坐下来等待，直到大家都准备好了，才一起站起来排成一列走去厕所。

Description:

While waiting for their turn during toileting, we invite the children to explore and observe the natural materials displayed on the tray, encouraging calm engagement and sensory exploration.

Children's responses:

Children’s engagement increased as they became more involved in the exploration. They participated by sharing about how the natural materials look/feel/smell, etc. The classroom environment became more manageable and calm, allowing smoother transitions.

2. Sharing Stone

Description:

During our Morning Sharing Circle, children take turns holding the Sharing Stone to share something meaningful to them, such as a favourite activity or an experience from home, before the start of the day’s lesson.

Children's responses:

Children eagerly waited for their turn to hold the Sharing Stone and proudly did their sharing, understanding that it was their special moment to speak. The other peers showed empathy and social awareness when they listened to their peers. Additionally, it fostered a calm, welcoming start to the day and strengthened their sense of belonging in the group.

3. Bring a Treasure

Description:

Children are invited to find a natural material and bring it back to the teacher as a way of gathering together.

Children's responses:

Children eagerly scanned the environment, picking up natural materials that caught their attention. Some children compared their findings with friends too. The act of bringing the material back to the teacher helped them transit smoothly into group time, refocusing and reconnecting, and they appeared calm, proud to present what they had found.

后来我也带他们到户外继续探索，让他们在自然光下看面粉飘散的样子，甚至有孩子发现风一吹，面粉会像“下雪”一样飞起来。通过这样的过程，孩子们不仅在感官上得到丰富体验，也在操作中练习了专注力和协调能力。

在大组活动中，老师带着幼儿一起探索“面粉的秘密”。幼儿围坐在一起，伸出小手去摸、捏和搓，感受面粉柔软又细腻的质地。老师拿出盐，让幼儿对比两种材料的不同，大家观察到盐是粗粗的、颗粒状的，而面粉则轻轻一碰就会扬起粉末。接着，老师往碗里加入一些水，邀请幼儿一同搅拌。幼儿发现面粉慢慢变得黏黏的，有的还结成小团，纷纷用手去触摸、按压、拍打，体验面粉从干到湿的变化过程。整个活动充满好奇与探索的气氛，幼儿在动手中观察、思考和感受。

进入小组探索环节后，老师准备了勺子、碗和面粉筛，让幼儿自由尝试不同的玩法。有的幼儿用勺子舀面粉倒进筛子里，看着白色的粉末轻轻飘落；有的则专注地用手指在面粉堆里划出痕迹。老师还在地上放上黑色纸张，请幼儿把手放在纸上，同伴帮忙用筛子慢慢筛面粉，等手拿开后，纸上就出现了清晰的“手影”。幼儿惊喜地观察变化，有的还用不同方式再试一次，享受着操作、观察和合作的乐趣。

日常活动：

每天早上，幼儿进到教室后，老师会引导他们学习整理自己的物品。幼儿把书包里的奶粉、奶瓶、水壶和尿片一一拿出来，放到该放的位置上。老师在旁边给予适当的帮助，提醒他们慢慢完成。

过渡环节：

上课前：老师带幼儿做手指谣《小手拍一拍》，帮助他们安静、专注，准备上课。
去户外前：老师提醒幼儿穿鞋、排队，等待时一起唱歌或拍拍手，让过渡自然有趣。
用餐前后：幼儿洗手、排队取餐，吃完后把碗放回原位。
午睡前：老师引导幼儿拿自己的睡袋，上床喝牛奶，播放轻音乐帮助他们放松入睡。

每天早上，当幼儿进到教室后，我会引导幼儿将换洗包、水壶、牛奶瓶、鞋子等物品拿出来并发到指定的位置上。

过渡环节：

在上课前，我会先播放幼儿喜欢的儿歌如《身体音阶歌》来吸引幼儿的注意，并引导他们坐在大垫子上。

当大组活动结束后，我会唱《再见歌》来引导幼儿，我们的课堂活动已经结束，需要换到另一个空间/下一个环节。如：当课堂结束后，我会引导幼儿去到不同的空间去探索。

在世界如何运作的探究主题中，幼儿以声音作为认识世界的起点。声音成为他们理解自然现象、材料特性与人际连结的重要语言。

活动从“倾听”开始，教师邀请幼儿走出教室，展开一场声音的散步，在校园与户外的探索中，他们发现风声、鸟叫、车声与笑声，学会停下脚步，用耳朵去感受世界的变化。

回到教室后，幼儿透过“声音盒子”进一步探索不同材料之间的声音差异，摇一摇、听一听、猜一猜——他们开始发现原来质地、重量与形状都会影响声音的高低与强弱。

随着经验的累积，孩子们共同制作“声音地图”，将生活中熟悉的声音分类到家、学校与户外等场域中，学习连结声音与生活经验，发展初步的分类与归纳能力。

在小实验〈米粒在跳舞〉中，幼儿亲眼看见声音带来的震动，当鼓面上的米粒因敲击而弹跳时，他们惊讶地发现原来声音会让东西动起来！

透过这一连串的探究，幼儿逐渐从被动的“听见声音”，转变为主动的理解声音与创造声音。

他们不仅发展了感官觉察与语言表达能力，也在过程中培养了合作、倾听与表达自我的态度。

声音，成为他们与世界对话的第一种语言。

I would inform the children beforehand about upcoming activities/routines, so they know what to expect. I also provide them with simple choices to encourage independence and a sense of control. I use gentle reminders, visual cues, and positive reinforcement to help them feel confident and comfortable during each routine. Positive reinforcements would include calling out those who are able to demonstrate positive behaviours such as sitting nicely.

2. Transitions

Songs regarding the Routines are also implemented and used (E.g. Sitting down, Walking to the Toilet) for the children to understand what is happening during the transitions. We also added an element of fun by singing familiar songs and adapting the lyrics to include their names or making it a game (E.g. Red Light, Green Light, "Where is ___?") while walking to and fro during transition.

I demonstrated how we could crawl through the large box, peek from inside, or step in and out of the smaller ones. This drew their attention and inspired them to explore in their own ways.

As they moved, I observed how each child interacted differently. Some crawled carefully through the big box, while others climbed in and out of the smaller ones, balancing as they stepped down and playing peek-a-boo with their friends through hiding in the box.

A few children experimented by pushing or pulling the boxes, discovering how they could change the space around them. I described their movements to help them connect words with action and develop awareness of their bodies in space.

Throughout the experience, I remained nearby to ensure safety while allowing the children to take the lead in their exploration. This inquiry encouraged them to express the language of movement through crawling, stepping, climbing, and stretching.

大组活动中，教师向幼儿展示了面粉，引导他们一起探索面粉，老师鼓励幼儿用手去触摸面粉，感受它的质地，有的幼儿会抓起一把面粉，观察面粉从指缝间慢慢滑落，有的还用小手在面粉上画出线条或图案。

为了帮助幼儿进一步感知材料的特性，还提供了盐让他们进行触摸比较，通过触觉对比，幼儿能够更直观地感受到面粉“滑滑的”“细细的”，而盐则是“颗粒状”“粗粗的”。老师还邀请幼儿尝试在面粉中加入水进行混合，幼儿在搅拌、揉捏的过程中发现面粉逐渐变得湿润、粘稠，体验到面粉状态的变化。

日常活动 Daily Routine

幼儿进班后会自行将水壶放到水壶架上，并将棉被袋放入自己的篮子里，接着准备享用早上的茶点。

在这个过程中，教师会鼓励并协助需要帮忙的幼儿，并透过日常练习让幼儿学习执行简单的任务，如主动帮忙发放消毒泡泡。这些小小的责任不仅培养幼儿的独立性，也让他们感受到「我可以帮忙」的成就感。

Daily Routine

After entering the classroom, the children place their water bottles on the rack and their bedding bags into their baskets before getting ready for their morning snack.

During this time, teachers encourage and support those who need help, while giving children opportunities to take on simple responsibilities, such as helping distribute hand sanitizer. Through these routines, children build independence and confidence in caring for themselves and others.

⸻

过渡活动 Transition Activities

在课程衔接或转换时间里，教师会运用音乐与节奏游戏（如〈请你跟我这样做〉）帮助幼儿专注并自然地过渡到下一个活动。

也会搭配简单的歌唱，如〈收拾歌〉或〈坐下歌〉，以熟悉的旋律引导幼儿安定情绪，培养规律与节奏感。

During transitions between activities, teachers use rhythmic games (such as “Follow Me”) and simple songs like the “Clean-Up Song” or “Sit-Down Song” to help children refocus and move smoothly into the next part of the day. These familiar rhythms support emotional regulation and create a joyful classroom atmosphere.

教师运用松散素材（如自然物、瓶盖、布料等）让幼儿在教室中自由探索与想像，鼓励他们创造自己的故事或场景。

之后，孩子们会将这份想像延伸到户外活动中，让学习从空间到空间自然流动，培养观察与创造的能力。

Teachers introduce loose parts such as natural materials, bottle caps, and fabrics to inspire children’s imagination and creativity.

Children are encouraged to explore and build freely, then extend their play outdoors, allowing ideas to flow between spaces while developing observation and problem-solving skills.

学习空间过渡：我们制作了一个装有种子的小型摇铃。轻轻摇晃它，示意孩子们集合。在此之前，我通常会告诉他们，还有几分钟就要收拾了。

transition after learning space: instead of using bell or clapping, we created a small shaker with seeds. Shake it gently to signal children to gather. Before that, I would usually inform them that they are left with few minutes before cleaning up.

1) Building on the children’s interest, we brought the learning experience outdoors and got the children to observe how different vehicles move on the road.

2) We place transportation vehicles at the learning space and invited the children to move it in different ways - on a straight or curvy line, under tunnels and pushing it against the wall

introduced natural materials such as plants for children to use their senses (touch, scent, sight) and we discuss how different it smells, touch and how different it is in size

children were given some vegetable/plant and was observed what would they do with it. They took the plant and smash it, observing how some plant/vegetable gives out colour when smashed.

• During outdoor time, children are encouraged to observe their surroundings as we walk to and from the outdoor area.

• Along the way, we talk about the trees and plants we see instead of walking straight back to class.

• Children are invited to touch the leaves and bark, and to pick up fallen flowers, branches, or leaves.

• Before entering the classroom, they drop their collected items into our soil patch outside the bay.

• Through these moments, children learn plant names such as papaya tree, lipstick plant, peacock plant, and umbrella plant.

• They also learn to use descriptive words like smooth, rough, wilted, and soft when talking about what they feel.

• When Ms Alicia is unsure of a plant, she takes a photo and checks its name using ChatGPT

During outdoor learning, the children explored sound using the language of natural materials. They tapped sticks on tree trunks, shook dried leaves, drain, bicycle, wall and doors. The children listened carefully and described the different sounds they heard — some loud, some soft, some crunchy. Through this exploration, they discovered how nature can make its own music and worked together to create simple rhythms using sticks and leaves.

Big Idea: “How the World Works?”, focusing on the concept of systems.

Children began by role-playing familiar settings such as home, school, and later the community, discovering how people, objects, and routines work together.

Through these experiences, children used language to communicate roles, express ideas, and collaborate with peers.

Various materials such as loose parts, recycled boxes, household items, uniforms, and props were provided for children to create and extend their play scenarios. These materials encouraged creativity, collaboration, and purposeful language use.

Children also invited to bring an item from home to Show and Tell about home system.

Routine:
A consistent daily routine was established to help children feel secure and understand what to expect throughout the day. They learned to follow classroom expectations and manage their own tasks more independently.

Transition:
Visual cues and consistent signals, such as songs or countdowns, were used to guide children from one activity to another. This helped them manage time better and stay engaged throughout the day.

概念：系统

首先，幼儿被引导去观察身边实物中水的存在。他们会发现，水不仅仅存在于我们日常生活中随手可见的地方——比如水龙头里流出的清水、杯子里的饮用水、洗手盆里的水、流出的汗珠——还存在于自然界的各个角落：天上的云朵，随着天气变化可能化为雨，落入河流和湖泊；地面的河流、池塘和大海，它们缓缓流动，将水带到不同的地方；甚至连植物叶子上晶莹的水珠，或冰块中凝固的水，都向幼儿展示了水的多样形态。我鼓励孩子们用自己的语言描述所观察到的水。

在充分的观察和讨论之后，幼儿开始将所见所感转化为艺术创作。他们拿起画纸和画笔，描绘出心中的“一滴水的世界”。他们不仅在表达自己的观察，也开始理解水如何连接自然、动植物和人类，感受到水在世界中的重要作用。

过渡阶段，把节约用水的概念融入孩子的生活。例如，在洗手或刷牙时提醒孩子关闭水龙头，用适量水完成清洁；在喝水时倒适量，不浪费；在浇花或清洁时使用喷壶或重复利用水；在活动过渡时，也可以观察水的存在和使用，提问：“水从哪里来？我们怎样才能节约它？”通过这种随时观察、语言表达和行动实践，幼儿能够在日常生活中理解水的价值，感受到节约用水的重要性，并逐渐养成良好的生活习惯。

K2的幼儿对水不感到陌生。他们都知道日常活动中哪些物品有水或是会用到水。例如：平常地洗手：要用洗手液洗手（洗手液也是水）；喝水的水、下雨的水流进河流再经过一些系列的过滤供家里使用等。在教室里，幼儿们都会与同伴分享自己对水的概念，并尝试结合他人的想法创作新的概念。

衔接活动：

由于我们最近都在分享《彩虹色的花》及《情绪小怪兽的绘本》。因此，老师就向幼儿提问：“我们如何将水与情绪做结合呢？”。幼儿们纷纷都分享了：“加入颜料”。随后，老师就让幼儿在每次上课前，都轮流地在小白板上书写自己的名字分享今天的情绪及导致的原因。主要士让幼儿借由水的魔力分享情绪，还能逐渐地培养幼儿主动分享的一个日常活动。

起步阶段：

我向幼儿提出问题：“什么是水？水有什么特征呢？”
孩子们纷纷分享他们的想法——
“水是没有颜色的、没有味道的、是液体、抓不住的，也没有形状。”
接着，他们还列举生活中看到水的地方：水壶里的水、下雨的水、水龙头的水……
这些讨论让孩子们意识到，水原来就在我们身边的每一个角落。

发现阶段：
在一次户外自然散步中，孩子们观察到泥土上的积水，惊呼道：“水变成了milo，很肮脏！”
在早餐与茶点时间，他们也能联系生活经验，说出“牛奶也是水的一种”；洗手时，也发现“洗手液也是水做的”。
我顺势邀请他们在清水中加入不同性质的液体（如牛奶、洗手液、泥水等），观察它们的变化，并记录在画纸上。
这些探索让孩子们体会到——“水”并非单一的样貌，而是能与不同材料产生奇妙的变化。

整理阶段：
日常中，孩子们知道“手脏了就要洗”，但当我问：“那要怎样让肮脏的水变干净呢？”
他们的回答多为“用毛巾擦”或“用手搅”。
于是，我提供了不同性质的材料（如滤纸、布、砂石等），让他们尝试过滤不同类型的脏水，并观察过滤后的结果。
通过实践，他们不仅学习到“清洁”与“混浊”的概念，也发展了科学思维与探究精神。

其他活动的延伸：
水的语言并不局限于实验与观察。
在大组探究中，孩子们透过纸巾与回形针的实验，探索“浮与沉”的奥秘；
在音乐与肢体活动中，他们用身体与乐器表现“大雨、中雨、细雨”的声音与节奏。
透过不同的方式，孩子们感受到——水既有形，也有声，更有无限的可能。

一、起步阶段：声音的语言

活动开始，教师向幼儿提出探究问题：“你听到了什么声音？”

孩子们纷纷分享生活中熟悉的声音——有人提到汽车声、鸟叫声、妈妈的笑声，也有孩子模仿风吹树叶的沙沙声。

在充分交流后，教师进一步引导：“声音是怎样产生的呢？”

接着，教师带领幼儿进行了科学小实验——《会跳舞的盐》。当幼儿看到盐粒随着声音震动而“跳动”时，他们惊奇地发现：原来声音是由震动产生的！

为了加深理解，教师带领幼儿在教室中自由探索，寻找能发出声音的物品。孩子们尝试通过敲击、摩擦、摇晃等不同方式制造声音，进一步体会不同材料和方式对声音的影响。

二、发现阶段：声音如何传播？

在幼儿对“声音的产生”有初步理解后，教师提出新的探究问题：“声音是如何从一个地方传到另一个地方的呢？”

为了解答这个问题，教师设计了一系列有趣的小实验：

实验一：桌面传声

幼儿将耳朵贴在桌面上，听老师敲击桌子，再尝试耳朵离开桌面聆听，比较两种情况下声音的差异。孩子们发现——声音通过桌面（固体）传得更清楚。

实验二：水中传声

老师将播放音乐的手机放入装有水的容器中，请幼儿猜测还能否听到声音。当孩子们惊喜地发现水中依然能听到音乐时，他们认识到：声音可以在水中传播。

实验三：气泡的声音

幼儿用吸管在水中吹泡泡，听到“咕噜咕噜”的声音。教师引导他们思考：这些声音是空气在水中运动时产生的。

通过这系列探索，幼儿不仅亲身体验了声音可以通过空气、固体和液体传播的现象，也在操作与思考中形成了科学概念的雏形。

• I invited children to explore with the materials which are typically available in a classroom such as whiteboards, whiteboard markers, writing tools, magnetic letters, etc. They were role-playing and dramatising to take on different roles such as teachers, children, and how they would pretend to teach in class. They were attempting to role-play the different system in a school setting.

Language of Household Items (Inquiry)

• I brought some items such as reusable bag, a container with tongs and tweezers, empty milk carton, a pack of serviettes, a shallow tray, a measuring cup, and a table mat roll. I invited them to think of 3 different ways of how they could make use of the items and describe them in drawing and writings. Children were also encouraged to link to the systems that they know.

Language of Household Items (Outdoor)

• I provided 3 different types of items (badminton racquet, plastic PVC tube, kitchen towel tube) for children to explore and practice dribbling balls using long implement. They could associate the objects to systems such as kitchen, toys and toilet.

Language of Household Items (Dramatic Space)

• Children were invited to explore typical kitchen equipment such as pots, pans, tongs, toy food (fruits, vegetables), empty drink bottles, chef hat, chef apron, etc. They loved dramatising in the kitchen as they shared their personal experiences in the kitchen system.

Language of Household Items (Numeracy Space)

• Children were encouraged to make use of the kitchen tools and equipment to create and extend patterns. They quicjly realised that actually patterns can be done by using almost anything! 😊

Language of Household Items (Discovery Space)

• Children were invited to attempt making their own bubble soap solution using water, dish washing liquid, cup, plate dish and pipe cleaners. They could make connections to the system of cleaning and laundry in homes.

As part of our continuous efforts in using the 'Language of Household Items' to incorporate in 'Routines and Transitions', I started using the desk bell to gain children's attention and redirect their focus.

I have used it previously in Term 3 wherein the rings from the bell would represent certain instructions to help them to focus better.

Hence, I again implementation the same this term. A ring would represent the "noise level was too loud hence they would quieten down". Two rings would means for them to "cross their legs to move on to the next activity". Three rings from the bell would represent it's "toilet time".

By implementing this, it helped the children to get ready for what's next and ease the transitions and routines better.

-In the Discovery space, they enjoy experimenting with everyday items like containers, cups, food colouring, droppers, water, milk, oil, and soap.

-Art space. The children use materials such as wine corks, old CDs, brushes, and sticks to create various pieces of art. They enjoy exploring textures and finding creative ways to use these everyday items in their artwork.

- Language space- small household items such as spoons, bowls, chopsticks, and whisks are displayed for the children to explore sounds and word blends. Through playful interactions, they make connections between the materials and the words they represent.

-Dramatic space- Kitchen toys are paired with natural materials such as flowers, acorns, pinecones, and loose parts. The children use their imagination to create pretend play scenarios, mixing the natural elements with household items as they role-play

-Construction space- loose parts such as wires, old containers, sticks, and corks are provided for the children to build and create. They use these materials to design systems they have learnt , such as electrical systems, water systems, and transportation systems

-The bowl and whisk are inspired by chanting bowls, so I use them to help calm the children down. When I gently whisk or tap the bowl, it makes a soothing sound that helps the children relax and regain focus.

在我们的探究主题“世界如何运作”中，我选择了“声音”作为材料语言。

我发现，声音不仅存在于音乐活动或科学实验中，它其实也能融入孩子每天的生活日常，成为一种自然的学习方式。

比如在午餐前的收拾时间，我会用“数数”的声音来引导过渡。

当我开始从一数到十，孩子们就知道要开始收拾玩具；

随着我的声音越来越大、节奏越来越快，他们的动作也变得更迅速。

通过这样的方式，孩子们不只是完成任务，也在感受声音的强弱变化和节奏规律。

在日常中，声音其实扮演着很多角色：

它可以调节节奏和秩序，让孩子知道什么时候快、什么时候慢；

它可以支持专注与觉察，帮助他们倾听周围的世界；

也可以表达情绪和促进互动，让课堂氛围更加温暖、有趣。

当我们把声音作为探究的材料语言，孩子们不只是“听到”，而是开始“理解”声音如何运作、如何影响他人。

这样的日常声音体验，也让学习变得更自然、更有生命力。

During outdoor time, they use movement words such as stretch, sway, glide, and twirl to describe their actions. Even in simple routines like tidy-up time or lining up, the children are invited to think about how they move. When they get fidgety during lesson time, we 'dance' to the Stand up, Sit down song and then refocus after.

在过渡阶段，老师会与幼儿使用拍手和做动作的方式，邀请幼儿观察吸引他们注意，例如：大声、小声地拍手，点点手指，拍拍头等等，或是使用不同节奏的方式来呈现。

挑戰：

沒有合適的錄音器材或是聲音器材可以讓幼兒更加自由的使用。

幼儿对于声音的探索一开始其实兴趣很高,在收集声音都很好,唯一遇到挑战的地方是录制的声音永远会消失,虽然有考虑要买别的录音器材,但有点贵。

The natural materials placed on the touch tray were limited and many friends ended being disengaged after a while. Moving forward, might consider placing other natural materials that is uncommon to the children. Can get the parents to be involved by contributing natural materials that can be found at home (seeds from fruits, herbs, seashells, etc)

另外，在第十周我们做了一个自己的情绪声音感官瓶，让幼儿结合自然材料放进塑料瓶中，并聆听声音。

language of movement - the children were stuck with thinking how to think out of the box, as the teacher guided them to use a wooden plank to make a ramp, they only have the idea that they need a plank for the ramp to be possible.

language of sound - 孩子在活动时会故意发出声音，而且声音越来越大，比如敲桌子、喊叫或一直重复一些声音。这样的行为让其他正在专心活动的孩子有点分心。老师会提醒，并用靠近的方式帮助他们慢慢把声音降下来，回到适合的学习状态。

Language of Materials

Time is very tight, and the children need to quickly transition into a connecting activity. At the same time, at a certain stage, the children may lose confidence in the original material.

Trasitions：

good， children are so confident and independent

to share the emotion

1. 互相提醒同学

2. 一起制作节约用水的标语并贴在用水处

In “the language of water,” we found that even after discussing how to save water, the children still sometimes forgot. Therefore, we discussed possible solutions together with the children:

1. Remind each other

2. Create water-saving slogans together and post them near water usage areas

Language of Movement

This term, while exploring the Language of Movement, we encountered a few challenges limit the exploration of inquiry. In the construction space, certain types of movement—such as pulley systems—were difficult to introduce due to cost and feasibility, which restricted opportunities for children to experiment with a wider range of mechanical motions.

Children were still quite engaged with the movements of balls, however I wish to explore beyond that with the children.

A few challenges :

• Items are readily accessible, however, we have to keep on changing especially if it is made from cardboard, plastic etc.

• With regards to transition, mostly I have only used the desk bell to incorporate to our inquiry.

挑战：幼儿在探究面粉时过于兴奋，造成周围环境较为混乱

English (Language of Movement)

Construction space - Not all cars fit well through the tube’s diameter. Some cars may get stuck, while others pretend its a telescope.

Mandarin (Language of flour)

Discovery Space -

1. 幼儿到处乱撒、控制不了力度。

2.部分幼儿不喜欢手脏或太黏的感觉。

3.争抢材料或玩具的现象。

4.不知道怎么开始或要做什么。

5.活动区域容易变滑，容易滑倒。

在引导幼儿以绘画方式记录声音时，大部分孩子能将声音与动物或生活经验连结，并通过线条或符号表达出来。然而，对于部分幼儿来说，绘画活动容易回到他们熟悉的「图像式绘画」，导致作品偏向描述情节（如「我去吃冰淇淋」），而非表现声音本身。

在提问「你画的是什么声音？」时，一些孩子无法将画面与声音建立连结，显示他们在从“具象图画”过渡到“抽象声音表现”上仍需要更多支架与示范。这也提醒教师在未来可透过更多感官体验、声音比对、示范线条如何回应声音等方式，引导孩子更清楚理解“声音也可以被画出来”。

Safety and crowding issues
A few children might gather around the same big box at once, in excitement and curiosity. They often struggle with turn-taking, especially when the setup is exciting. It was important for us to reinforce turn-taking and waiting patiently, to avoid overcrowding or safety concerns.

Hesitation in exploring movement
Some children may be unsure or hesitant to try new movements like crawling through tunnels or stepping into small boxes. They might prefer to observe from the side or only engage for a short while before moving on.

转换到实际行动需要提醒

他们知道“不要浪费水”，但洗手时还是会开大水压，知道“可以用回收水”，但不会主动去做，需要示范与陪练。