幼兒教育 Childcare
Early Years Learning Framework (EYLF)
的一些思考要點
Part 2
# Transitions 過渡／轉變
Throughout childhood children make a number of transitions.
Some transitions are big – starting school or child care or preschool for the first time. Some are smaller – maybe moving between rooms in a large service, or changing services.
All are important points in a child’s life.
Transitions offer opportunities and challenges. As educators our role is to help children (and their families) make these transitions as smoothly and successfully as possible.
孩子在整個童年都需要經歷好幾次的「過渡」。
有些轉變會很大，例如：第一次上學／去托兒中心／去讀學前班；有些轉變則會很小，例如：在一個大型的托兒中心裡從一個班換到另一個班／換托兒中心。
所有這些都是孩子生命中重要的轉折點。
每一個過渡都既是機遇，也是桃戰。作為教育工作者，我們的職責是要幫助孩子和他的家人們盡可能順利、成功地完成這些轉變。
Think about all the transitions that the children in your care will make.
What will you do to help prepare them so that each transition is as smooth and comfortable as possible?
How will you include families in preparation for transitions?
請想想孩子們在托兒中心會面臨什麼的轉變。
你會做怎樣做來幫助他們做好準備？從而讓這個過渡期盡可能地順利和舒適地完成。
你會怎樣讓孩子的家人們為這些轉變做好準備？
# Scaffolding 搭起支架
Scaffolding is the temporary structure used to support a building as it is being built or repaired. It helps to hold everything together until the building is able to stand by itself.
In education, scaffolding refers to the way in which educators help to support and extend children’s learning. Like scaffolding on a building, our involvement and careful questioning and suggestions, can help to support children’s learning while it is taking place.
With our support children’s learning often becomes richer and more valuable than it would otherwise.
支架是在建築或維修過程中用於支撐建築物的臨時結構。它有助於將所有東西固定在一起，直到建築物能夠直立為止。
在教育領域中，「scaffolding」是指教育工作者採用各種方式來支持和拓展兒童的學習。就像建築時搭起的支架一樣，我們參與孩子的學習過程、提出問題和建議，都有助於支持孩子的學習。
有了我們的支持，孩子的學習往往會比原來的更加豐富多彩和更有價值。
Think about the ways in which you support (or “scaffold”) children’s learning – how do you know when to involve yourself, to ask a question or make a comment or suggestion, and when to just watch?
How do you ask questions or make suggestions that encourage children’s thinking rather than shutting it down?
請想一下你是以什麼方式來支持孩子的學習方式 —— 你是怎麼知道什麼時候該參與孩子的學習過程？什麼時候該向孩子提出問題？什麼時候該發表評論？什麼時候只是觀察？
你應該要如何提問？如何提出建議？才可鼓勵孩子思考，而不是阻礙孩子的思維？
# Sustained shared thinking 可持續的觀點交流
When children have the chance to investigate and solve problems with each other and with supportive adults their thinking and learning becomes deeper and more complex. This process of working together is “sustained shared thinking”.
如果孩子們有機會在成人的支持、鼓勵、幫助下一起探索、解決問題，他們的思考和學習就會更加深入、更加全面。這個協作的過程便是「可持續的觀點交流」。
Research on “sustained shared thinking” shows that learning is most effective when:
– it is a shared experience;
– educators become involved in children’s play to “scaffold” or support learning; and
– children have long periods of time in which to get deeply involved in play and problem solving.
根據對「可持續的觀點交流」的研究顯示，在下列的情況下進行學習會更加有效：
– 學習是一種互相分享的體驗
– 教育工作者參與孩子的玩耍，並幫助他們學習，為他們的學習搭起支架
– 孩子們有足夠長的時間全神貫注地參與玩耍和解決問題
Think about the opportunities for children in your service to become involved in sustained shared thinking – where and when do they happen?
How often are you able to become deeply involved in shared problem solving with a child or group of children?
How do you involve yourself without taking over?
請想一下，在你的托兒中心，孩子們在什麼地方、什麼時間有機會參與可持續的觀點交流？
你經常跟一個或者一群孩子全神貫注地交流可持續觀點嗎？
你是以什麼方法參與其中？是誰做主導？
# Resilience 恢復能力
Being resilient – having the ability to bounce back from stresses and disappointments – is one of the best predictors of children’s later success in life. Resilience is an important part of identity (EYLF Outcome 1) and wellbeing (EYLF Outcome 3) and enables children to persevere and succeed in the face of difficulties.
恢復能力 —— 是指在壓力下或者失望當中恢復過來的能力，這是預示孩子在以後生活獲得成功的最佳指標之一。恢復能力是「身份認同（identity, EYLF Outcome 1）」和「幸福（wellbeing, EYLF Outcome 2）」的重要組成部份，可以使孩子在遇到困難時仍然能夠不屈不撓地去爭取成功。
Important characteristics such as resilience are not easily “teachable”. They are usually built over time through many experiences and through the relationships that children develop with caring educators.
像是「恢復能力」這類重要的特徵／性格，並不是可以輕易「教」到的。這通常是透過在與孩子的相處過程中的互動，或者經歷而逐漸培養出來的。
Think about the things that you do that help children to become resilient – how do you encourage perseverance, positivity and a sense of self-belief?
How do the relationships you have with children help them to become more resilient?
請想想你做了什麼來幫助孩子們培養恢復能力？你是怎樣鼓勵他們的保持毅力、積極的態度和自信心？
你跟孩子的關係如何有助培養孩子的恢復能力？
# Curriculum 日程
The EYLF defines curriculum as everything that happens in a day. It is “all the interactions, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development”. (Early Years Learning Framework, p.9)
EYLF 定義「curriculum」為每天發生的事。這包括了在一個促進兒童學習和發展為目的的環境中進行的所有的互動、日常生活和活動（不論是已計劃，或是計劃外的）。（Early Years Learning Framework, p.9）
Such a broad definition makes us think about “curriculum” differently. It is about more than just the experiences or activities we plan for or deliberately set up. Routines and everyday events can offer opportunities for learning that are just as valuable as activities provided at other times of the day.
這樣一個廣泛的定義，讓我們以不一樣的方式來思考「日程（curriculum）」。日程不僅是的們已計劃的、有意安排的活動或體驗。日常生活當中也能夠提供學習機會，這與其他安排活動一樣有價值。
Think about the “curriculum” in your service – what does it include?
Is it about more than just pre-planned activities?
How do you make use of routines like mealtimes as learning experiences?
How do you include interactions and relationships in your curriculum planning?
請想想你托兒中心的日程，它包括了什麼？
日程有包括計劃以外的活動嗎？
你怎樣利用一些日常生活（例如：吃飯時間）讓孩子學習更多？
在編排日程時，你要怎樣包括各種互動和人際關係的學習？
資料來源：ACECQA
