EYFS幼儿园 | 十月UOI探究纪实—孩子们的自我认知与世界探索之旅

时光从初秋的9月流转至微凉的10月，华锐莱普顿幼儿园各班级的UOI活动始终充满童真与活力。从孩子认识独一无二的自己，到助力他们感知情绪、探索古生物、联结广阔世界，这两个月的每一段探究都藏着成长的惊喜。下面，就让我们一同回顾这场跨越初秋的探究旅程！

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As the bright days of September fade into the cool breeze of October, the children at Chiway Repton Kindergarten have been taking part in UOI learning filled with curiosity and joy. Over the past two months, they have been discovering what makes them unique, learning to understand and express their emotions, exploring fascinating ancient animals, and connecting their learning to the wider world around them. Each inquiry has brought new moments of growth and excitement. Let’s take a look back at this wonderful early-autumn learning journey together!

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孩子们通过小镜子观察自己的表情，模仿快乐、伤心、惊讶和生气，并用绘画和手工作品表达感受。老师提问：“当你生气时身体会有什么感觉？开心的时候想做什么？”孩子们开始学会用语言描述情绪，并理解情绪与自我的关系。

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To introduce the Unit of Inquiry to our youngest learners, students were guided to observe themselves. Children observed their own facial expressions in mirrors, mimicked feelings like happiness, sadness, surprise, and anger, and expressed them through art and crafts. Teachers asked, “How does your body feel when you are angry? What do you want to do when happy?” Children began to describe emotions and connect feelings to themselves.

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通过搭积木、捏橡皮泥和手工制作，孩子们探索手的灵活性和创造力。老师鼓励他们分享：“我的手可以做什么特别的事情？”孩子们发现每个人的小手都有独特能力。

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Through building with blocks, playing with clay, and making crafts, children explored their creativity and dexterity of their hands. Teachers encouraged sharing thoughts by asking, “What special things can your hands do?” Children discovered that everyone’s hands have unique abilities.

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在跳远、爬行、障碍跑和模仿动物动作中，孩子们体验身体不同部位的力量与协调性。老师引导他们感受：“你的腿可以帮你做哪些动作？你的手臂可以帮你做哪些事情？”

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Children also explored their gross motor skills by moving their whole body. Children explored the strength and coordination of different body parts through fun activities like imitating animals, climbing over obstacles, jumping and running. Teachers guided reflection by asking the following questions: “What can your legs help you do? What can your arms help you do?”

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孩子们带来家庭照片和故事，分享家人之间的关系和日常生活，发现每个家庭都有不同的成员和爱的表达方式。

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Children brought family photos and stories to share about family members and daily life. Listening to others, they discovered that every family is unique and love can be expressed in many ways.

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孩子们画下自己喜欢的食物、颜色、玩具和游戏，并互相分享，欣赏朋友的不同兴趣。

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Children drew their favorite foods, colours, toys, and games, and shared with classmates, learning to appreciate each other’s unique interests.

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在讨论和分享环节，孩子们总结出“每个人都是独特的，有不同的喜好、能力和家庭，每个人都值得被关爱”。老师引导孩子用自己的话说出体会，并把这些体会画成小海报或手工作品。

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During discussion and sharing, children concluded that“everyone is unique, with different likes, abilities, and families, and everyone deserves care.” Teachers guided them to express their understanding in words and create small posters or crafts to show their learning.

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孩子们通过图片讨论和情景表演学习用语言、行动和陪伴表达关爱。他们分组扮演朋友互助、照顾家人、陪伴同伴的场景，体验爱可以用多种方式传递。

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Through picture discussions and role-play, children learned to express love through words, actions, and presence, acting out scenarios of helping friends, caring for family, and supporting peers.

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通过本次探究，K1 Kenya班的孩子们学会了认识自我、理解差异、用行动表达关爱。他们在探索中欣赏自己，也学会欣赏他人，用小小的行动把爱带到身边。

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Through this inquiry, K1 Kenya children learned to understand themselves, appreciate differences, and express care through actions. In their exploration, they learned to value themselves and others, spreading love through simple everyday actions. 

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K1 France班级则设计了一系列趣味活动帮助孩子认识自我、联结同伴与世界。

分享特别物品：孩子们带来家中有意义的物品，在圆圈活动中用“这是我的___，它让我开心因为___”的句式分享，还回答同伴提问，最后共同欢呼“我们是特别的”，锻炼表达与倾听能力。

交流最爱玩具：伴着《Hello Song》开场，孩子们介绍玩具及特征，老师引导发现玩具异同，活动后制作《我们的最爱玩具》图画书，并延伸玩具分类活动。

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In K1 France, teachers designed a variety of fun and meaningful activities to help children learn about themselves, build friendships, and connect with the world around them.

Sharing Special Items: Children brought special objects from home and shared them in a circle using the sentence pattern: “This is my ___, it makes me happy because ___.” They also listened to their friends’ stories and asked simple questions. Together, they celebrated by saying, “We are special!” This activity supported both speaking and listening skills. 

Communicating Favourite Toys: After singing the Hello Song, the children introduced their favorite toys and described their features. The teacher helped them notice similarities and differences between the toys. They later made a class book called Our Favorite Toys and extended the learning through a toy-sorting activity.

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探索情绪表情：孩子们唱情绪歌、用镜子模仿开心/难过等表情，再用树枝、纽扣等材料在树桩上创作“情绪脸”，后续还分享“让自己产生情绪的事”，并贴在班级情绪墙。

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Exploring Emotional Expression: The children sang songs about their feelings and used mirrors to imitate expressions like happy and sad. They then created “emotion faces” on wooden tree stumps using loose parts such as branches and buttons. Later, they shared situations that make them feel different emotions and added them to the class “feelings wall.” 

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认识身体本领：通过《Head, Shoulders, Knees and Toes》复习身体部位，合作在大纸上画“班级身体轮廓”，玩“怪物骰子游戏”共创班级怪物；还在“身体行动站”体验跳跃、堆叠、找卡片等，感受身体功能。

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Understanding Our Bodies: Through the song Head, Shoulders, Knees and Toes, the children reviewed body parts and worked together to draw a giant “class body outline.” They played a “monster dice game” to create a class monster with unique features. At the “body action stations,” they explored jumping, stacking, and card-finding challenges to experience the strength and coordination of their bodies.

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联结世界家园：观察地球仪找到中国与厦门，讨论爱护地球的方法，用手印创作“我们的帮助之手”海报，最后唱和平歌曲，明白自己是世界的一份子。

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Connection With Community: The children looked at a globe to find China and Xiamen, and discussed ways to help and care for our planet. They created a poster titled Our Helping Hands using their hand-prints and finished by singing a peace song—learning that they are part of a bigger world and can make it better. 

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K2 Wales的在IB课程的超学科探究（UOI）活动中，一场关于“情绪（你的感觉怎么样）”的沉浸式探究正在生动上演。

课堂里，充满童趣的环创与IB探究元素巧妙融合：墙面的情绪词汇海报、“负责任”“友善”等社交技能提示牌，为探究营造了浸润式氛围。外教老师借助主题课件《What Am I Feeling?》，以色彩鲜明的卡通情绪人物为切入点，带领幼儿开启情绪认知之旅。他时而模仿“开心时蹦跳的姿态”，时而演示“难过时低落的神情”，用极具感染力的肢体语言和表情，让抽象的情绪概念变得直观可感，激发着孩子们的探究兴趣。

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In K2 Wales, children have been engaged in an immersive UOI about emotions—exploring the question: “How do you feel?”

The classroom environment has been thoughtfully designed to support this inquiry. Emotion vocabulary posters and social-skills reminders like “responsible” and “friendly” help children connect words with their feelings throughout the day. Using the themed courseware What Am I Feeling?, the foreign teacher guided students into the world of emotions through playful demonstrations — jumping with excitement to show “happy,” or drooping shoulders to express “sad.” His expressive actions made abstract ideas easy for young learners to understand and relate to.

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在小组探究环节，孩子们化身“情绪小侦探”，围绕不同情绪场景卡片展开协作。有的小组专注于剪贴分类，将“分享玩具的快乐场景”“被误解时的委屈画面”分别归到对应情绪板块；有的小组则拿着情绪卡片两两互动，通过角色扮演演绎情绪背后的故事。小剪刀的咔嚓声、同伴间的轻声讨论，让探究活动充满了童真的活力。

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During group work, children became little “emotion detectives.” They sorted picture cards into categories, such as “happy when sharing toys” or “upset when misunderstood,” while others role-played emotional scenarios with partners. The snip of scissors and quiet teamwork showed just how engaged they were in discovering the stories behind each feeling.

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而在互动体验环节，老师设置了“情绪选择站”——地面的绿色对勾与红色叉号标识，成为孩子们表达情绪判断的“小舞台”。当老师提出“朋友分享糖果时，你感觉如何”的问题，孩子们纷纷奔向对勾区域，用脚步投票的方式直观表达“开心”的情绪；当谈及“玩具被抢走时的感受”，孩子们则在老师的引导下，通过动作、表情传递“生气”“难过”的情绪体验，在亲身体验中深化对情绪的理解。

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In a fun interactive activity, the floor transformed into an “Emotion Choice Station.” Green checkmarks and red crosses gave students a way to show how they might feel in different situations — for example, everyone rushed to the checkmark when asked, “How do you feel if a friend shares candy with you?” Later, children used their bodies and facial expressions to represent the frustration or sadness of having a toy taken away. These shared experiences helped them better understand and communicate their own emotions.

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现场还架起了“情绪彩虹桥”：孩子们用拥抱接纳同伴的情绪，用乐高积木搭出自己的心情。把“我生气”“我难过”说出来、搭出来后，不少情绪小难题都悄悄化解了。看着他们认真分享、合作搭建的样子，才明白教会孩子与情绪对话，就是给成长最好的礼物。

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An "Emotional Rainbow Bridge" was also set up on site: children embraced to accept their peers' emotions and used Lego bricks to build their own moods. After saying and building out feelings like "I'm angry" and "I'm sad", many small emotional problems quietly resolved. Watching them share seriously and build cooperatively, we realize that teaching children to talk with their emotions is the best gift for their growth.

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整个UOI活动，以IB超学科探究的理念为核心，从“认知—实践—表达”多维度搭建探究支架：既通过多媒体具象化情绪认知，又以小组协作培养探究技能，更借由互动体验发展幼儿的自我情绪觉察与社交情感表达能力，让孩子们在玩中学、做中悟，逐步构建对“情绪”这一探究主题的深度理解，为其社交情感发展与终身学习素养奠定基础。

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Through a balance of exploration, collaboration, and expression, this Unit of Inquiry supports the IB approach to learning — helping children build emotional awareness, social skills, and confidence. By learning through play, our students gain not only knowledge of emotions, but also the ability to recognize and express their own feelings — laying a strong foundation for healthy relationships and future learning. 

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K3班级则开启了“当萌娃遇上恐龙：一场跨越亿年的科学冒险”，从“我们身处什么时空”的超学科主题切入探究古生物世界。

从“玩”开始：探究欲的唤醒

故事导入叩开恐龙世界大门，沙池“动物救援”让合作与挖掘的乐趣先行；AR技术让霸王龙、三角龙“跃然眼前”，孩子们分享“我知道的恐龙”，好奇的种子就此生根。随后的恐龙律动、化石拼图挑战，让“分类”“观察”不再抽象——混杂的恐龙骨骼被归位、骨架与图鉴精准匹配，词汇量与逻辑力在游戏中生长。

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In our K3 classes, the Unit of Inquiry “Where We are in Place and Time” has opened an exciting scientific adventure for the children, leading them into a world from 100 million years ago where curious young explorers discover dinosaurs.

Starting with "play": Awakening the desire for inquiry

The children stepped into the prehistoric world through storytelling, cooperative “animal rescues” in the sandpit, and AR experiences that brought dinosaurs like Tyrannosaurus rex and Triceratops right into the classroom. As they excitedly shared “dinosaurs I know,” their curiosity quickly began to grow. Hands-on activities helped turn new knowledge into real understanding. With dinosaur rhythm games and fossil-matching puzzles, students practiced observation and classification in playful ways—sorting bones into the correct positions and matching skeletons to illustrations. Vocabulary and logical thinking developed naturally through exploration and discovery.

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动手即学习：从资料到思维的转化 

化石里的科学：用面粉、盐、水混合成“古生物遗迹”，孩子们捏塑恐龙骨骼模型时，自然理解“化石是时光的密码”；

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Hands-On Learning: Learning Through Hands-On Discovery. Science came alive through fossil-making! By mixing flour, salt, and water to create their own “dinosaur bones,” children learned that fossils are like time capsules that help us understand ancient life.

The Science Behind Dinosaur Fossils: Science came alive through fossil-making! By mixing flour, salt, and water to create their own “dinosaur bones,” children learned that fossils are like time capsules that help us understand ancient life.

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测量中的数学：用乐高、绳子“丈量恐龙大小”，再用尺子精准记录数据——从具象工具到标准测量，科学探究的严谨性藏在分组协作的欢声笑语里；

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Measuring and Mathematics:Math skills also grew through playful measurement activities. Children used LEGO bricks, ropes, and eventually rulers to compare the sizes of different dinosaurs — naturally moving from concrete tools to more accurate measurement methods.

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食性的秘密：神秘袋里的牙齿、粪便模型成为“侦探线索”，孩子们画下猜想的食物、填完分类表格时，“植食/肉食/杂食”的逻辑已融入观察与归纳。

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Dinosaur Diet Detectives: Children examined dinosaur teeth, droppings and other “fossil clues” to decide whether dinosaurs were herbivores, carnivores, or omnivores. Sorting and recording results helped them build logical thinking and scientific observation skills.

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深度联结：从恐龙到生命的思考 

用黏土、树枝搭建雨林/沙漠/海洋微缩生态，孩子们结合恐龙体型、食性辩论“它该住在哪”，批判性思维在协作中萌芽；

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Going Deeper: Making Real-World Connections 
As their questions grew deeper, children began to think beyond dinosaurs.

Students built miniature habitats — rainforests, deserts, oceans — using natural materials, discussing where different dinosaurs might have lived and why.

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猜想“恐龙为什么灭绝”时，小行星撞击、火山爆发的想法被画在纸上，再通过小苏打+醋的“火山实验”化为直观科学现象

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Students also explored theories about dinosaur extinction, drawing their ideas and testing them through a hands-on “volcano experiment” with baking soda and vinegar to simulate natural disasters. 

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话题转向“濒危动物”，孩子们对比“恐龙灭绝VS现代动物濒危”的原因，喊出“不伤害小动物”“留出生存空间”的心声——环保意识成为探究最温暖的延伸。

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These discoveries led to a meaningful comparison: dinosaur extinction vs. endangered animals today. Children expressed compassion and a desire to protect life, voicing promises like:“Don’t hurt small animals,”and“Give animals space to live.” Environmental awareness started to bloom right alongside their scientific knowledge.

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行动里的成长：把探究变成责任

如今，宝贝们正用沙盘搭建濒危动物的家园，也走进濒危动物艺术馆实地探访。从“恐龙知识的学习者”到“动物保护的行动者”，这场跨亿年探究沉淀为“关注生命与环境”的责任意识。

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Growing Through Action: From Inquiry to Responsibility

The inquiry continues beyond the classroom! Children are now designing safe habitats for endangered animals in the sandpit and eagerly preparing to visit the Endangered Animal Art Museum.

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UOI探究是宝贝们在“玩中学、做中悟”的生动实践——从认识自我到探索世界，从感知情绪到守护生命，每一次观察、动手与分享，都在为他们的终身学习素养与健全人格打下坚实基础。愿这份探究的热情与好奇心，能陪伴宝贝们在未来解锁更多未知与精彩！

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This unit has shown us how powerful inquiry-based learning can be: children play, children explore, and through these experiences, children grow. We look forward to seeing their curiosity continue to guide them as they encounter new wonders in the world around them.

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