一场工作坊的诞生——以“游戏力”工作坊为例

By Agape Little Uni. Parent Resources Healthy Recipes April 25, 2022

从2021年开始，我们就一直在探究如何更有针对性的促进家园共育，为此我们发起了一份问卷调查，希望可以从中了解家长在幼儿养育方面的痛点。经过统计，大多数家长想要深入了解“如何促进亲子关系”。针对这一主题，我与校长就活动的形式与参与者、目的和主要产出等方面进行了2次深入的探讨，基于团队能力和输出专业度，我们最终决定开展两场参与式工作坊，即“一起阅读吧”和“一起玩吧”。其中，“一起阅读吧”由校长负责，“一起玩吧”由我负责。

作为项目负责人之一，基于华文团队其他成员没有相关经验，本次工作坊不仅要面向家长，还要引导团队学会如何组织开展一场工作坊。我大量的收集与亲子游戏相关的资料，并深入阅读相关的中英文书籍和文献，于3周后基本完成本次工作坊的5P画像：目的、产出、参与者、参与过程以及可能出现的问题。在此期间，我也分享了部分文献资料给团队成员，并提供一些引导性问题让他们去探究。在5P画像基本完成后，我主持了第一次组内头脑风暴，经过引导与发散性讨论，组员达成共识，且就即将展开的行动达成一致，当然我们也在讨论中进一步完善了5P画像。于是我们正式将工作坊定名为“游戏力”，并制定了详细的分工安排以及小组的项目行事历。

在筹备工作中，大家各司其职，或准备海报，或编制报名表和调查问卷，或准备PPT等等。期间我们也进行了两场小型的组内讨论，就组员在工作坊当天的分享内容进行可行性分析和专业性把控，最大程度上设置能引起家长共鸣的案例，并且对案例的解决方案进行可行性的论证。然后我们进行了两次小组预演，同时梳理出家长可能提出的问题，并制定回应话术。最终我们工作坊顺利开展，成功接待了14组家长，且每一组家长都给予了非常积极的评价。在结束的那一刻，我们相拥着欢呼、雀跃。

在此要衷心感谢英文老师的无私分享以及校长Ms Winnie的建议。对于我们来说，每一个活动的成功开展都是整个Thomson团队的智慧凝结。

张俊楠 Agape Little Uni.@ Thomson

Grade	Activity	Focus/Objective
PG, N1	Exposure to Muse Arts Teaching Methodology	Introducing Music as a form of Instruction
	Instill Muse Arts Routine	Allow the child to better understand our requirements of them during each lesson. Setting ground rules on when to play and when to listen.
	Building their music foundation via the introduction of Music and Movement with Music	Getting used to move in a coordinated motion with the Music. Instilling a culture of Freedom within Limits’.
	Exposure to Musical Instruments	Year 1: Percussion Instruments Year 2: Melodic Instruments
N2, K1, K2	Reinforcing Muse Arts’ Teaching Methodology and Routine	Instilling our Teaching Methodology and Routine to become second nature in them to enhance its effectiveness for the purpose preparing them to participate in activities that require a stricter control of progress, and adherence to time line, e.g., Preparation for a Performance.
	Exposure to orchestrated performances	Learning to work together and listen to each other so as to create a cohesive musical piece.
	Exposing them to more specific musical instruments, such as Keyboard / Ukulele / Xylophone	Further enhancement to their musical knowledge via exposure to more specific Musical Instruments. This allows parents to discover their child’s area of interest.

Activities	What do we do everyday?
Arrival and Breakfast	Infant and toddlers arrive at any time according to the family’s schedule. For infants who arrive early, a good breakfast will keep them fulfilled and happy for the day
Morning Greetings	A time for Educarers to greet every child and share a song/book with the children
Large Group Time	Infants and toddlers gather and engage in holistic activities
Discovery Time	A time for infants and toddlers to explore the different materials and equipment in their learning environment. The infants and toddlers are free to choose what they want to do according to their interests
Small Group Time	An opportunity for Educarers and infants/toddlers to share learning moments in a small group
Outdoor Time	A time for infants/toddlers to explore the environment beyond the classroom environment. It includes time to engage in planned gross motor activities
Lunch	An unhurried time to sit together, communicate and serve lunch to the infants/toddlers
Nap Time	A time for infant and toddler to rest according to their natural sleeping time
Shower / Diaper Time	A time to bond with the infants/toddlers through shower/diaper time
Departure	A time to communicate with parents about the happenings in the day; and to model respectful communications with our various stakeholders

Step	Description	Suggested Activities
Tuning In	The main purpose of Tuning In is to stimulate children’s interests in the topic of study.	Storytelling Songs and Rhymes Picture Talk Field Trip
Storytelling	The teacher finds a suitable story that is related to the topic of the week. She models good reading habits and spoken language. She reads the story with expressions and intonation to gain the children’s attention.	Puppetry Picture Talk Dramatization
Role Play	With regards to the topic of the week, teachers plan learning experiences which allow children to enact a role or an action.	Mathematical activities Discovery activities Cookery Puppetry Songs and Rhymes
Art and Craft	Children get to master their fine motor skills and work on 2-D and 3-D artwork with regards to the topic of study.	Creating 2-D and 3-D artwork
Cleaning Up	Children learn to clean and pack up after completing their activities.	Wipe the tables Putting things back to its original places Washing of hands and tools Sweeping
Cooling Down	After the children have participated actively in the preceding activities, they take this time to calm down.	Listen to a soothing music Close eyes and rest
Wrap Up	Teachers recall the activities that were done in the day and reinforce what was taught during these activities.	Recall A story A song A rhyme A word/phrase An action

Agape Principle	What it looks like in practice?	Related EYDF Guiding Principles
Active and Authentic Learning Experiences	Provide concrete and real-life materials for learning Plan learning experiences that include an integration of various learning areas Allow children to experiment new ideas through play and planned learning experiences Children are able to connect classroom learning experiences with real-life experiences Learning experiences provide choices Learning experiences cater to the different interests and developmental stage of young children Learning experiences derived from assessment of children’s learning on a regular basis	The Developing Child The Intentional Programme
Positive Connections	Teachers work closely with parents in curriculum making Teachers use positive language to communicate with young children and their families Teachers observe and plan respectful learning experiences that embraces the diverse backgrounds of young children Teachers model good language and tone when communicate with children during routines, transitions and learning experiences Centre may invite professionals to provide talks and workshops to keep our parents abreast of the latest development in infant services and care for young children	The Involved Family The Professional Educarer The Intentional Programme The Engaged Community
Authentic Assessment	Ongoing assessment of children’s learning is carried out everyday Teacher has a systematic plan to observe and record children’s progress on a regular basis The content of each summary report is based on regular documentations of children’s learning Assessment processes include children’s views and voices	The Developing Child The Involved Family The Professional Educarer The Intentional Programme
Guidance, Empowerment and Support	Teachers and children are co-learners in the classroom Teachers develop children’s critical thinking skills by asking effective and age-appropriate questions Teachers create a conducive and rich environment for learning The learning environment promotes opportunities for choice-making and interactions Teachers provide feedback and encourage children to improve their own work	The Developing Child The Involved Family The Professional Educarer The Intentional Programme

一场工作坊的诞生——以“游戏力”工作坊为例

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一场工作坊的诞生——以“游戏力”工作坊为例

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