Good Blessings In The Year of the Ox

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By Agape Little Uni. Parent Resources February 23, 2021

牛年鸿运—谨贺新年

新春佳节期间，幼儿园里都洋溢着节日的气息，一首首喜庆的贺岁歌曲在耳边回荡，孩子们脸上洋溢着节日快乐的笑容，翻开精美的日历，细数着农历新年的到来！

那是我们中华民族的传统节日，更是我们期盼的佳节，因为只有这几天，放松自己的心情，淘洗着一年中最欢乐的日子，在新加坡每逢春节期间，捞鱼生、布置新年面貌、舞龙舞狮、换新装等活动，尽显新年气息。

在幼儿园里，老师和孩子们也开展这些传统习俗，参与到这热闹非凡的场景当中，今牛贺岁前夕，爱加倍Compassvale分园，所有的老师和幼儿们都欢欢喜喜地开展新年活动，辞旧迎新，把新年祝福和爱传递给身边的每一个人。

捞鱼生：鱼生是一道带有吉祥意味，祈求来年有好运的菜式，捞鱼生是人们对未来生活美好祝愿的一种仪式感。

ST的萌娃们在老师的带领下，一起体验捞鱼生，小朋友们把酱料倒在一起，挥动叉子，越捞越高，幼儿能够真实感受到节日的气氛，了解到新年的习俗。

N1 狮王争霸

由于狮子为百兽之尊，形象雄伟俊武，古人将它当作勇敢和力量的象征，认为它能驱邪镇妖、保佑人畜平安。所以人们逐渐形成了在元宵节及其它重大活动里舞狮子的习俗，以祈望生活吉祥如意，事事平安。

N2 新春嘉年华展览会

欢迎来到N2的新春嘉年华展览会，新年新气象，新年新样貌，幼儿了解关于春节的一些传统习俗后，正在热情洋溢地和小朋友介绍新年的装饰，福字，金元宝，鞭炮等等，各种各样的节日仪式疑聚着传统文化的精华，感受春节的欢乐气氛，体验与大家共庆春节的快乐。

花开富贵大展宏图

福字 – 迎春接福，大吉大利

鞭炮–辞旧迎新，万象更新

金元宝 – 牛年大吉，恭喜发财

K1 校园活动迎新春

新年又称春节，它蕴含着深邃的文化内涵，在传承发展中承载了丰厚的历史文化底蕴。在春节期间，全国各地均有举行各种庆贺新春活动，形式丰富多彩，凝聚着中华传统文化的精华，当然 Agape Little Uni. @ Compassvale 的幼儿和老师们也不例外。在这充满生机勃勃的日子里，幼儿们为了把这愉悦的气氛传递出去，纷纷准备了许多新年装饰来布置校园。

幼儿们正在制作新年挂画《春暖花开迎新春》

挂画《春暖花开迎新春》成品。

新年愿景

红彤彤的装饰往墙上一挂，新年的气氛马上就被幼儿们带到了每个人眼前。看着这些漂亮的新年装饰，不禁让幼儿们想起了以往庆祝新年时的热闹。疫情肆虐，2021辛丑年过得跟以往有些不同，韩秀灵和黄浚恺（幼稚一班）各自画了一幅《新年景象》的画作来表达自己今年对新年庆祝的憧憬。

新的一年，新的钟声，新的期待，新的祝福，在这喜庆的日子里，爱加倍Compassvale全体员工带着幼儿以及自己最真挚的祝福，希望在新的一年会更加美好，2021年我们扶摇直上，开启新的篇章，感恩2020的同行，2021年我们共启新程。

《新年景象》– 黄浚恺

《新年景象》– 韩秀灵

K2 换新装，迎新年

在孩子学习的过程中，除了学校里老师的引导，还离不开家庭中父母的言传身教，在爱加倍的教学理念中，家园共育是必不可少的一部分，这次的新年庆祝，老师与家长沟通合作，希望幼儿和家长共同准备参加新年庆祝的传统服饰，不仅是希望，幼儿可以学会整理个人物品的能力，同时也希望，家长可以利用这次机会，与幼儿一起了解和探索传统服饰所表达的含义，由幼儿在新年庆祝活动中分享所了解的传统服饰知识。从而达到让幼儿将学校学到的知识，带回家中去，家里得到的信息带回学校来的目的，让每一次的活动都能够为幼儿创造多次学习机会。

疫情会造成生活中的不便，可这并不能阻挡爱加倍为幼儿提供与创造学习的机会与可能，我们相信在保证幼儿的健康与安全的基础上，会尽最大的力量，让幼儿学到更多的知识，童年只有一次，能够通过每次学习的机会，为幼儿以后的成功奠定坚实的基础，就是我们最大的心愿。在此，compassvale的全体师生，祝您新春愉快，万事如意。

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

Good Blessings In The Year of the Ox