继“Teach Less， Learn More”之后，又一个口号横空出世： Purposeful Play！
————————————————————————————————————————————————————教育部宣布新幼稚园课程框架（2013-02-20 1005）（联合早报网讯）教育部今早宣布最新的幼稚园课程框架，改良后的框架在现有的学前教育指导原则上，进一步列出幼稚园课程的学习成果，清楚阐述幼儿在上小一之前所须掌握的各种技能。（详情见明日《联合早报》）
————————————————————————————————————————————————————New preschool curriculum to include ‘purposeful play’
AsiaOne
Tuesday, Nov 20, 2012
SINGAPORE: The Ministry of Education (MOE) highlighted the significance of ‘purposeful play’ in preschool education and will be adopting it as part of the new Kindergarten Curriculum Framework.
This framework is expected to be released next year.
During the Kindergarten Learning Forum held today, Senior Minister of Education Indranee Rajah said the ministry will guide preschools in designing and implementing an early childhood programme that is based on strengthening the relationship between learning and play.
She pointed out that while many activities in preschools are labelled ‘play’, not all play experiences can be considered purposeful and may just be a period of fun time given to children as a reward for the completion of academic tasks.
“Having good intentions in the activities carried out for the children is no longer sufficient. Purposeful play is not just any play.
“Besides being enjoyable, it allows children to make meaning out of their experiences. Teachers have an important task to deepen play experiences to ensure that they are enjoyable and beneficial for all children.
“Purposeful play needs teacher facilitation and guidance,” said Ms Rajah.Refreshed Kindergarten Curriculum Framework Spells Out Clearer Learning Outcomes, Emphasises Holistic Development
1Parents and educators will be able to better understand what children should know and be able to do at the end of Kindergarten 2, with the introduction of the refreshed kindergarten curriculum framework (KCF). The refreshed KCF will guide pre-school centres (kindergartens and childcare centres) in designing and implementing a curriculum that is appropriate to the development of children in this age group. This will in turn enhance the programme quality and delivery across the pre-school sector. Ms Indranee Rajah, Senior Minister of State, Ministry of Law and Ministry of Education launched the framework, ‘Nurturing Early Learners—A Curriculum Framework for Kindergartens in Singapore (Revised 2012)’, developed by the Ministry of Education (MOE), at a visit to The Ascension Kindergarten today.
2First published in 2003, the KCF is based on early childhood education research. It describes how pre-school children learn, the key outcomes of pre-school education, the principles to guide teaching and learning, learning areas in pre-school education and the learning dispositions1 children should develop to prepare them for future learning. The refreshed KCF incorporates professional advice and feedback from Singapore’s pre-school and primary school educators and early childhood experts, as well as the best practices of curriculum frameworks internationally.New and updated elements of refreshed kindergarten curriculum framework
3The refreshed framework underscores the importance of holistic development of children. This is reflected in the updates to the key outcomes of pre-school education (refer to Annex A (48kb .pdf)). It emphasises the need to build confidence and social skills during the pre-school years and to develop learning dispositions to prepare the children for lifelong learning.Refreshed Kindergarten Curriculum Framework
4Children are curious, active and competent learners. By understanding how children learn and what they are capable of, teachers will be able to better plan classroom activities for their children. To this end, the refreshed framework elaborates on the teaching and learning principles. For example, it provides more details on the role of the teacher in facilitating purposeful play in the refreshed principle (“Play as a medium for learning” is one of the existing principles).
5Six learning areas, with a set of newly-defined learning goals for each learning area, establish what children are expected to learn by the end of Kindergarten 2 (refer to Annex B (56kb .pdf)). Crafted in consultation with early childhood experts, primary and pre-school educators, these learning areas and goals aim to facilitate children’s transition from pre-school to Primary 1. Enhanced Support for a Quality Pre-school Education
6MOE encourages pre-school centres to refer to the refreshed framework when reviewing and planning their kindergarten curriculum. It will provide greater curriculum and training support to equip pre-school teachers to put the teaching and learning principles into practice. The refreshed framework will be distributed to all kindergartens and childcare centres. The refreshed Kindergarten Curriculum Framework (13.6mb .pdf) is also available on the MOE website.
7A parents’ guide to the refreshed framework has been developed and is available on the MOE pre-school education website and Parents-in-Education website. The guide will also be distributed at MOE’s parent outreach seminars.
8An educators’ guide is being developed to support teachers in translating principles into quality learning experiences. MOE is also developing training and learning resources for all pre-school educators to train them on the refreshed framework and how they can translate the framework into enjoyable and engaging activities for their children.Footnotes:Learning dispositions are positive behaviours and attitudes to learning in children. To help children become life-long learners, learning dispositions should be nurtured, together with knowledge and skills, from a young age. The learning dispositions outlined in the KCF are perseverance, reflectiveness, appreciation, inventiveness, sense of wonder and curiosity, and engagement. ↩挺好笑的！反正我孩子大了，享用不到了！等孩子的孩子上幼儿园时，又有新的口号了吧！我孩子大了，不关心幼稚园口号。但对那’Teach Less, Learn more’一直费解，不是玩家长么好逗呀’purposeful play’ = combines teaching with pleasure ？
寓教于乐以前好像有人翻译成“ 游戏导向学习 ” 还是“学习导向游戏”什么的。。。幼儿园在游戏中学习，上学后要少教多学，好！从今以后，大海捞针式教学延伸到幼儿园阶段了。资讯不断啊～:)
费神～一头雾水阿，不过儿子明年上小一，会有影响吗？我觉得挺好的啊。我就不打算教我儿子什么，让他多玩，孩子都是在玩中学东西的。像有的幼儿园那么早就一沓一沓的worksheet，K1K2的孩子作业那么多，对孩子有什么好处呢。
关键是，幼儿园的教育方针得跟小学的衔接，要不然孩子进了小学就不能适应。说的对啊。。。对。现在幼儿园都提早教了小一的内容。其实,根本没有必要。还不如培养性格和对阅读的兴趣呢。身边的几个孩子，读不同的托儿所，其中私立的华校学的文化知道最多，因为要家长看到他们的孩子“懂”很多字了。。。
MY FIRST SCHOOL我认为不错，至于那些1000多元一个月的，未有机会了解。两则新闻：
（1）幼稚园课程新框架 明确六教学目标 (2013-02-21)
孩子上小学前应该能写自己的名字，能从一数到十，也应该懂得辨别是非，并对周围事物有好奇心。
教育部昨天宣布最新的幼稚园课程框架，在现有的学前教育指导原则上，进一步说明幼稚园课程的明确目标，阐述幼儿在上小一之前所须掌握的各项技能。
改良后的框架也着重全人教育的发展，强调让幼儿在学前时期就建立自信和掌握社交技能，培养良好学习习惯和处事态度。
教育部两年前开始检讨2003年推出的现有框架，在征询学前和小学教育工作者及专家建议后进行改良，详细列出六大学习范围个别的学习目标。
例如，在语文与识字学习范围，幼儿在上小一之前应该能通过绘画、标记、符号和书写等来传递信息、表达想法；在计算方面，学生应该能够识别不同事物在形状、大小和颜色间的关系或区别。
对于各大教学成果和原则，新课程框架也有了更详尽的解说，例如新框架明确表明玩乐学习的定义、所应包含的元素，以及教师在玩乐学习上所须扮演的角色。
近年来，有不少家长反映说不清楚孩子在上小学前需掌握哪些知识，为避免孩子输在起跑点上给他们报读各种增益课程。孩童面对的学习压力也使不少家长对生儿育女裹足不前，新课程框架为家长提供更好的指引。
律政部兼教育部高级政务部长英兰妮昨天走访荣升堂幼儿园（The Ascension Kindergarten）后接受媒体访问时说，新框架列出学前教师所应达成的目标，有助于缓解学前中心水平参差不齐的问题。
她说：“我们（改良框架）的目的是要提高业者的整体素质，不是降低。改良框架的重点是确保每名业者都能达到的基本程度，这个程度并非最底限，而是具有一定水平。”
英兰妮也呼吁家长改变“教越多越好”这一根深蒂固的想法。“教育不仅关乎数字和生词的掌握，更重要的是孩子学习到了什么态度和技能。”
教育部将把新框架指南分发到所有幼稚园和托儿所，家长也可上教育部网站浏览家长指南。接下来，教育部将着手筹备教师指南及教材等，预计全套资源明年出炉。
至于学前母语教学的课程框架，教育部说仍在检讨中，但基本原则与幼稚园课程框架一致。
荣升堂幼儿园向来主张将玩乐学习融入课堂教学，让孩子在玩乐中不知不觉地学习。园长崔莹莹受访时对新课程框架表示支持。她说：“有了新的框架，教育工作者能够花更多时间在幼儿的全人教育上，真正享受与幼儿的相处，无需时刻担心教学内容不足。”
幼儿上小学前应能：
辨别是非
愿意分享及与他人轮流参与活动
体谅他人
有好奇心并愿意探索
理解所听到的信息和自己所说的话
对自己感到自在和开心
有一定肢体协调能力、有健康的习惯、参与并享受广泛的艺术体验
爱家人、朋友、教师及学校辨别是非
体谅他人
理解所听到的信息和自己所说的话
有健康的习惯
都太难了。。。
大富翁太难，起码要等他对纸币面值的大小和四位数内的加减计算有概念后才适合玩。一般大富翁的建议年龄是8岁。
儿童桌游我一般都在淘宝上买。等我有空整理出列表给你看。我开了个儿童桌游的贴，等我慢慢填坑。。http://bbs.sgchinese.net/thread-6366600-1-1.html亲，把书单也给我一份
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