When asking "What day is it the 20th of May?" Everyone here in China would knows that it is a special day to express love to your beloved one. But did you know that it is also the start of the Chinese preschoolPre-schoolEducation Awareness Month? According to the notice issued by the  General Office of the Ministry of Education, each year's 20th May to 20th June is the preschoolPre-schoolEducation Awareness Month, means to popularizingpopularisingthe importance of preschoolpre-schooleducation as well as scientific preschoolpre-schooleducation knowledge to the whole society.

每年的5月20日既是一个大家表达爱、感受爱的特殊日子，它其实也是我国“学前教育宣传月”的开端。根据教育部办公厅发布的通知，将每年的5月20日-6月20日定为学前教育宣传月，旨在向全社会普及学前教育的重要性，以及科学的学前教育知识。

This month is the 10th preschoolPre-schoolEducation Awareness Month. A lot of ideas and suggestions have been put forward by renowned teachers and researchers on the preschoolpre-schooleducation forums and conferences. We were delighted to find that many of their views echoed the EYFS philosophy. And that the practical work which have been done in many EYFS schools becomes a new direction. So, let's take a look at these ideas and find out what's the common between EYFS and their ideas, knowing the new trends of preschoolpre-schooleducation!   

今年恰逢第10个学前教育宣传月，业界的名师、专家们开展了一系列的教育论坛和会议，提出了许多重要的观点和建议。我们欣喜地发现，众多知名学者的观点与EYFS理念如出一辙，许多EYFS园所正在做的实践工作，也恰恰成为了业界提倡、推崇的新方向。接下来就让我们一起为今年的学前教育宣传日“划重点”，发现它们和EYFS的共同之处，了解学前教育领域的前沿新趋势吧！

"During the early year education activities, teachers need to observeobserveevery child and attach importance to the individual differences between every child. The core professionalism is how teachers get to know children better and make education plans according to the individual development."

--Professor Li Jimei, Department of preschoolPre-schoolEducation, East China Normal University

“在幼儿园教育活动中，教师需要观察孩子，重视每个幼儿之间的差异性。教师专业素质的核心，在于老师更加了解孩子，根据孩子的发展情况进行有针对性的教育。”

——华东师范大学学前教育系李季湄教授在亚洲幼教年会上分享

The concept of "teaching to the individual" was first proposed by Confucius, and the term is often used in education sectors. However, when back to the practical education field, this idea is not always put into practice. The prewritten lesson plans, the group teaching sessions, the textbooks and similar evaluation reports for every child proved that Confucius' education philosophy is still come to nothing. At the Asian Early Childhood Education Conference, Professor Li's emphasizedemphasisedthe importance of understanding children and individualizingindividualisingthe teaching of children according to their needs.

因材施教的概念***早由孔子提出，这个词也是被教育界经常使用的“高频词”，但回归到真实的教育现场，这个“众望所归”的教育主张却经常“只见雷声，不见雨点”。一份份提前写好的学期教学计划，一节接一节的集体教学课、一本本教材、每个孩子都大同小异的期中、期末评价报告，这一切都说明了“因材施教”还处于“喊口号”阶段。这次李季湄教授在亚洲幼教年会的发言，进一步强调了解孩子、对孩子进行个性化因材施教的重要性。

The core philosophy of EYFS is "every child is unique", which highlighted the individual differences between every child. In the EYFS practice , teachers need s to follow the OAP cycle (Observation-Assessment-Planning). Teachers need to fully understand every child's development, and make a professional assessment, finally make specific "next step" plans for every individual. Besides, teachers need to identify the needs of each child and provide them with corresponding support.

EYFS的核心理念，恰好就是“***的孩子”（Every Child is Unique）。它的重点关注了每个孩子的独特性和个体发展差异性。在EYFS实践中，教师必须遵循OAP循环圈（观察——评估——计划），在观察中充分了解幼儿发展水平，再做出专业评估，***制定“量身定制”的下一步计划。同时，教师在观察孩子们的过程中，也需要发现每个孩子的需求并提供相应的支持。

For example, a child is very interested in math, and he is better at math than his peers. However, his PSED and PD development is still at a basic level. Assuming that the teacher found this case during this child's activities, the teacher need to use the expertise to re-design activities that meet the child's individual interests and can enhance his PSED and PD, to make them subconsciously. The following picture shows a real-stage example:

例如有的孩子对数学（M）非常感兴趣，数学能力也比同龄的小朋友稍强一些，但是社交能力（PSED）及精细动作（PD）的发展还处于基阶水平。假设教师在幼儿活动过程中观察到了这一现象，则需要运用专业能力，“因地制宜”地设计既符合孩子个人兴趣，又能提升他们社交和精细动作能力的活动，让孩子在“不知不觉中”获得专属的“成长支架”。下面的图片，就为大家展示了的一个真实案例：

Math (Children's interests) + Cooperative play (developmental goal) + Fine motor practice (developmental goal) = Hanging out Elsa's dress (learning through play)

数学（幼儿兴趣点） + 合作游戏（发展目标） + 精细动作练习（发展目标）= 晾晒艾莎的裙子（“玩中学”游戏）

Math (Children's interests) + Cooperative play (developmental goal) + Fine motor practice (developmental goal) = Find the treasure in the ocean (learning through play)

数学（幼儿兴趣点） + 合作游戏（发展目标） + 精细动作练习（发展目标）= 寻找海洋里的宝藏（“玩中学”游戏）

"The most important professional competence for early childhood teachers is the capability to observe children."

--by Professor Yu Yongping, Nanjing Normal University

“对于幼儿教师专业能力，首要的便是观察能力。”

——南京师范大学虞永平教授

Comparing with writing lesson plans,dancing and singing, the most basisbasicability for early childhood teacher is to observe children. Observation is also the basis for appropriate education, and the fundamental for early year curriculum design. Teachers in Crowndream are using the OAPIn EYFS, there is an "OAP"cycle, which begins with observation during the day, then comes to assessment, then make plans for every child's next steps. What we have done is also agree with Professor Li Jimei'sJimei Li'sarguments: Education activities with high quality are not advanced by different curriculum areas, but are carried out in all aspects of the day. It should be impelled in children's playing and in the interaction between teacher and children.

比起做环创、写教案和弹唱跳，对于幼教工作者来说，观察是幼儿教师的基本功，观察也是适宜性教育的基础，是教师指导的前提，更是幼儿园课程设计的依据。而在冠萃，老师们一直运用和不断完善的都是EYFS中的，有个OAP循环（观察Observation-评估Assessment-计划Planning）。OAP循环是从一日生活中对孩子的观察开始，评估孩子的情况，再到为孩子做好下一步的计划，是一个螺旋式上升的过程。这也高度契合了华东师范大学学前教育系教师李季湄老师的观点：高质量的教育活动不是分领域推进课程，而是在一日生活中，在游戏，在老师与孩子互动中的方方面面来进行。

At the same time, corresponding to the OAP cycle, researchers argue that：

1. The purpose of evaluation is to understand children's development needs, so that teachers can provide more proper help and support.

2. The aim of evaluation is get to know children's overall development, both their current levels and their development trend and characteristics.

3. The best timing to make assessment for children is when they are in their familiar daily routines.

同时，对应OAP循环中的评价，专家们认为：

1.评价的目的是了解幼儿的发展需要，以便提供更加适宜的帮助和指导。

2.评价的内容是幼儿的***发展情况，既要了解现有水平，更要关注其发展的速度、特点和倾向。

3.对于幼儿来说，评价***还是在他们每天熟悉的日常生活中、游戏中，通过自然的方式来进行。

This kind ofassessment - the "CrownGoal E-Platform"in EYFS can also be shown in a visual way.

EYFS中的这种评估，也可以通过可视化的同时方式呈现给家长和老师：

Combined the online and one-site Observation Evaluation, the Mid-term Report and Final ReporReport, and the Radar Chart of children's development in EYFS seven areas, teacherscan unveil the details of children's growth for teachers. Teachers can also adjust their plan and make next step plannignplanningaccording to the result of observation, to make sure the education design suites the need of individual children development.

教师可以运用科技手段和客观的评价体系，帮助进行幼儿长期追踪发展评估体系。期中期末成长评价报告、可视化七大领域发展水平雷达图等，在平时的观察中积累，在真实的教育过程中伴随，教中有评，评中有教，评教合一。根据观察所出的结果来调整教师的教育行为，定制下一步计划，以符合孩子的发展需要。

"Teachers are the core of education quality. Without qualified teaching staffs, the best environment is just a space to confine children."

--Yu Yongping from East China Normal University

“教育质量的核心是教师，没有合格的师资队伍，再好的硬件也只是禁锢儿童的空间。”

——南京师范大学虞永平教授

No matter how good a curriculum is, it always needs to be implemented by teachers.The growth of an early childhood teacher does not happen overnight and teachers need to keep learning, refine their professional abilities, and strive to become a professional educator.

再好的课程体系，都需要通过***的老师才能落地。随着社会的发展，越来越多***的教育理念、课程体系被大众所认知和喜爱，但是“纸上谈兵”终究是无用的，我们需要培养出一支“教育精锐部队”，才能实现美好的教育梦想。而幼儿教师的成长也并非一蹴而就，教师的合格也不是终身概念，需要教师不断地学习，精进自身专业能力，努力成为一位专业的学前教育者。

The mission and responsibility of the EYFS academy team is to provide appropriate teacher training to help teachers get academic knowledge and gain professional growth. In addition to organizing teacher training, there are also lots of diversified training activities such as organizing teaching and research group projects, teacher development days.

因此教研工作和教研团队才变得十分重要。EYFS教研人员的使命和职责，就是提供完善的教师教研培训体系，帮助园所的每一位教师获得扎实的学术素养和专业成长。除了组织教研培训，组织教研小组课题研究、教师发展日活动、专家走进来等多元培训活动都能为教师的发展提供有力支持。

"Becoming a research-based teacher is an inevitable way for early childhood teachers to grow professionally."

--Gu Rongfang, Department of Preschool Education, Nanjing Normal University

“成为研究型教师是幼儿园教师专业成长的必然途径。”

——南京师范大学学前教育系顾荣芳

The professional growth of early childhood teachers means that teachers are also researchers. Early childhood teachers need to look back at the real education stage when looking for research material. Because "only the real education scene has the the real questions and answers"

幼儿园教师的专业成长意味着幼儿园教师是研究者，而幼儿园教师在寻找研究素材时需要回观教育现场，因为“‘大地’（教育现场）中有真问题、有真答案。”

"Educational research stems from teachers' awareness of problems, without which it is impossible to gain insight into the problems latent in education and teaching. And will make the improvement of education and teaching practice in a practical way more difficult."

“教育研究首先源于教师的问题意识，没有问题意识就无法洞察教育教学中潜藏的问题，更难以切实改进教育教学实践。”

In other words, identifying problems, observing children from the educational scene, then carrying out targeted research and analyzingthem practically in the context of the situation is the basic idea of research carried out by teachers.

换句话说，发现问题、从教育现场观察儿童、发现儿童、再进行针对性研究、结合情景切实分析，是教师开展研究的基本思路。

Indeed, at Crowndream InternationalEYFSKindergarten, teachers will conduct researches as the follow steps:

的确如此，在冠萃国际幼儿园EYFS园所中，教师们开展行动研究会遵循：

Identify a problem → Collect data and preliminary research → Develop a general plan → Develop a specific plan → Take action → Overall evaluation

发现问题→收集资料与初步研究→拟定总体计划→制定具体计划→行动→总体评价

This targeted action research model addresses practical problems in the education scene, with themes such as Challenging BehaviourBehaviorof Children and Materials in Math Area.

这种螺旋式上升、针对性解决教学问题的行动研究模式，以幼儿问题行为干预（Challenging Behavior of Children）、数学区材料设计（Materials in Math Area）等为主题，着手进行研究，解决教育现场的切实问题。

Educational theories may be divided into schools of thought, but excellent educational outcomes are not. Whether in foreign or local educational research and forums, people are all aim to educate excellent kids. That's also the reason EYFS and these ideas in pre-school education forums have so much ideas in common. We believe that through the efforts of all teachers and researchers, we will be able to leading children to their brilliant future!

教育理论可以分流派，但***的教育成果不会。无论是国外还是本土的教育研究与论坛，大家的目的都是为了培养出***的孩子。EYFS与本次学前教育月中的各种理念如此呼应，不也正是证明了这一点吗。十年育树，百年育人，相信通过各方努力，不断的探讨和摸索，我们一定能为孩子们创造更加非凡的未来！

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