Monday, we viewed a sample daily schedule of what an EYFS kindergarten looks like in the UK. It was interesting to see that there are a lot of "free flow" throughout the day, which encourages children to use playtime as a means to learn and develop their growing minds and bodies as the enabling environment requires various ‘corners’ for children to go and explore. The child is merely playing without realizing that they are learning. Therefore, the teacher is not to interrupt the child or do something for the child to make things go faster, the child needs to be focus to do as they please, whilst the teacher observes and records their actions.

培训第***，专家展示了EYFS儿童在幼儿园***的生活学习。英式幼儿园给予幼儿每天大量的自由随性的时间和空间。老师会为幼儿营造出有利于学习和发展的情感、室内、室外环境，让幼儿可以在有准备的环境中可以自己选择不同的区角游戏活动去尝试和探索，从而得到身心的发展与成长。在此过程中，一切以幼儿为中心，而老师不过度介入的角色定位将被十分强调。在EYFS教育中，幼儿可自主游戏，选择和谁玩、玩什么、如何玩，在不涉及安全的前提下，老师需要做一个安静耐心地观察记录着，等待适当的时机对幼儿进行引导。

We also provide children for participating in teacher planned activities and teachers can use flashcards or other special resources on a specific topic that the teacher has chosen for the allocated.

老师也会鼓励孩子参与到计划预设的活动及游戏中。老师会提前准备好主题、环境、玩教具及其他相关资源，通过此类游戏来促进幼儿在某一特定领域的发展。

The next day we overviewed specific learning and developing goals (which are called "strands") vary from a very simple task to a more complex ones sit within seven learning areas for the child to achieve based on their age group. Our EYFS teachers was trained to use these strands to find out what development level children are at, and what will be their next step to achieving in that particular category.

培训第二天，我们一起梳理了EYFS儿童早期学习与发展目标，帮助我们更好地定期回顾总结幼儿的成长。此目标按照幼儿的月龄及早期教育的七大领域划分，随着月龄的增长，幼儿需要完成的“任务”越来越复杂。我们接受了深度的培训及指导，帮助了我们对幼儿早期发展是否符合典型年龄特征，以及是否存在发展迟缓的风险和发展超前的现象做出准确的判断。

This special workshop brought us a scientific way to look at early childhood education and we expect next training opportunities to work as an innovative team.

此次研讨培训意义深刻，它教会我们用一种更科学的方式来开展早期幼儿教育。我们满心期待，砥砺前行。