创设良好环境保持大脑杏仁核的稳定

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By Agape Little Uni. Parent Resources October 27, 2021

环境对幼儿大脑的发育起着关键作用。我们在前几期的系列文章中曾介绍，环境中适当的感官刺激、抚养者的关爱养育，以及健康营养的食物对于幼儿的大脑发育都有着积极的促进作用。

对于幼儿来说，环境是一大教育资源，也是支持大脑迅速发育的重要因素。本期爱加倍全脑开发加油站诚邀您走进爱加倍，通过爱加倍的环境创设，了解良好的环境对于幼儿大脑发育和身心健康发展的重要性，希望能够对您有所帮助和启发。

舒心安定的环境积极影响大脑的专注力

舒心安定的环境和氛围，有益于缓解和平衡婴幼儿大脑所接收的刺激，积极影响孩子的专注力。

大脑注意机制的三角回路示意图（网络图片）

大脑注意机制与脑干和丘脑等边缘系统的神经回路网络密切相关。通常14个月龄后的婴儿，其大脑负责警觉和定位的神经连接基本成型。大脑的注意力系统不仅发育早，快速形成，同样也具有可塑性，其中环境因素就是影响婴幼儿注意力系统发育的关键之一。

爱加倍是孩子们探索学习的乐园。课室内沉静的中性色调、墙面适当留白、适宜的空间布局营造出舒心安定的环境和氛围。

课室内点缀的绿植、灯光和自然光线等元素，以一种温和的方式向孩子传递着放松情绪、卸下焦虑和压力的信息。

在幼儿教育中，环境不单纯的只是一个空间的存在，它会说话，会引导，是幼儿的第三任老师，传播着隐形教育。创设一个舒心安定的环境，让幼儿去发现真正使自己感兴趣的事物，并持续主动探索的专注力！

健康安全的环境积极影响情绪的稳定

健康安全的环境可以使幼儿获得内在的安全感和对环境的掌控感。安全感是幼儿大脑发育的关键要素。

大脑边缘系统中的杏仁核是大脑的警报系统，对核心感觉——安全感发挥着至关重要的作用。安全感是婴幼儿最大的需求。如果长时期缺失安全感，不仅会严重影响幼儿的行为与情绪的发展，也会影响幼儿的大脑正常发育，可能出现部分脑结构体积偏小或脑功能不稳定的状况。

这里是爱加倍孩子的进餐区，也是孩子们健康身体的“加油站”。孩子们在这里愉快享用健康营养的早午餐，同时养成良好的进餐习惯。

保持环境的清洁卫生是幼儿健康安全的重要保障。

定时定期进行环境的清洁消毒，采取必要的安全防范措施。
向幼儿宣传卫生保健教育，如在洗手台边贴示洗手步骤图片，提示孩子正确的洗手方法和勤洗手，帮助孩子建立良好的卫生习惯。
制定明确的安全守则对于安全环境的创设也是非常重要的。守则根据生活常规内容制定，如：请不要在厕所里跑动，请排队等候等。简单的内容易于孩子的理解和使用。

以孩子的角度决定课室家具的尺寸和摆放布局，并在其中有序摆放开放性材料，确保材料的安全性，方便幼儿拿取。让幼儿在空间里可以安全而自由的进行探究学习。

健康的成长是幼儿学习能力的核心与基础。创设一个健康安全的环境，支持幼儿的大脑和潜能在健康和安全的环境中得到充分的开发。

幼儿的早期环境对其大脑发育有着至关重要的影响。无论是家庭，还是学校，都是幼儿所处的环境因素中的一部分，给幼儿创设一个舒心安定、健康安全的环境，对于幼儿的身心健康和大脑的迅速发育都有着重要而积极的影响。

如果您还想深入了解有关婴幼儿课室环境布置，请上网报名参加新加坡爱加倍学前教育机构举办的培训课程。

爱加倍学前教育机构针对0-3岁开设的早期幼儿培训课程还包括：

◆ 婴幼儿保育的核心理念和基础知识

◆ 婴幼儿的日常保育的实践操作

◆ 幼儿安全、健康、卫生和营养

◆ i-STREAM全脑探究式课程

◆ 幼儿的日常过渡和策略

◆ 幼儿的观察与评估

◆ 婴幼儿社交与情绪发展

◆ 婴幼儿教师的专业发展

◆ 家园合作

爱加倍全脑开发加油站温馨提示：

婴幼儿的任何活动应在看护者的视线范围内，看护者时时关注婴幼儿的各种反应和行为。
全面检查并移除环境中的不安全因素，防止意外的发生。如：被破损物体的划伤；地面水渍引发婴幼儿意外地跌倒受伤。
为了确保婴幼儿的安全，环境需受限制。如：给存放清洁用品的橱柜上锁。
在日常生活中，帮助婴幼儿养成良好的健康习惯和自我保护的安全意识

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早期教育教育加盟课程培训优才诚聘

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

创设良好环境保持大脑杏仁核的稳定

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创设良好环境 保持大脑杏仁核的稳定

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创设良好环境保持大脑杏仁核的稳定