北京乐成国际学校幼儿园园长Jackie Becher专访：在孩子成长的每个细节中赋予他们力量|key|中学|国际学校|国际教育|幼儿园

导语

好的开端是成功的一半，好的教育起点，意味着为教育历程打下坚实的地基。

京领国际幼儿园特色调研，旨在发掘海内外国际幼儿园的办学定位与特色，展示特色国际幼儿园的办学理念、办学定位和品牌文化，进而帮助国际幼儿园明确自身定位和特色，促进国际幼儿园特色化办学能力的提升，从而帮助学生科学快乐地成长，以及帮助家长为孩子科学地选择和匹配合适的学校。

本文为北京乐成国际学校幼儿园园长Jackie Becher专访。

园长介绍

Jackie Becher

北京乐成国际学校幼儿园园长

Jackie园长来自西澳大利亚州，她曾为地区、州和联邦各级教育部门工作。Jackie拥有文学学士学位、教育学士和硕士学位。她的丰富教育经历促使她尽力保证所有孩子都能接受悦纳自我的教育，也就是教师在扩展和发展孩子们好奇心的同时，引入激发敬畏和惊奇的新体验，使孩子们成为学习的积极参与者。这种持续的循环确保了学习的充实性和连续性。因此，Jackie也认为与家庭建立牢固的双向关系是学习和教育的一个重要组成部分。

幼儿园介绍

北京乐成国际学校幼儿园 (Beijing City International School Early Childhood Center，简称“BCIS ECC”)成立于2014年。BCIS ECC以基于游戏的探究式学习为基础，以IB PYP为课程框架，与创新和以研究为基础的教学方法相结合，保证孩子们强劲和有意义的发展。作为北京第一所获得“LEED”金牌认证的幼儿园，BCIS ECC为孩子们提供了最好的机会去自我发现，并与环境、同伴和老师自由互动。

有教无类，

培养学生好奇心、同理心和合作能力

京领：在创新人才培养方面，贵园的培养目标是什么？

Jackie Becher，北京乐成国际学校幼儿园园长：我们的目标与北京乐成国际学校的使命与愿景息息相关，即通过不断挑战、赋予学生力量，让他们成为富有爱心，充满灵感的人。他们视人类的幸福为己任，身体力行为实现世界的可持续发展做贡献。我们的愿景是，北京乐成国际学校将成为有教无类，兼收并蓄的现代国际教育典范。围绕这两点，我们的目标和我们所做的一切都建立在为员工、孩子们、家庭建立牢固关系的基础上。

京领：贵园的教育哲学与文化体现在哪些方面？

Jackie Becher，北京乐成国际学校幼儿园园长：我们的幼儿园是一所获授权的IB学校，以IB PYP为基础。

IB是基于探索的学习，对幼儿来说就是玩中学。然而，在我们幼儿园，孩子们玩耍，却并不意味着随心所欲。老师们做很多计划，思考要向孩子们展示什么，比如应该如何为孩子们设置环境、应该为孩子们提供什么材料。然后，他们密切观察孩子们在做什么，寻找孩子们在什么地方遇到挑战、有紧张情绪或认知异议。

概念性学习对我们来说也很重要。IB PYP关于的是概念性学习，而不是死记硬背或先告诉孩子们该怎么想，再让他们向成年人复述。IB有8个概念，有助于规划概念性学习，包括形式、功能、原因、变化、联系、观点、责任、反思。这是帮助孩子们形成自己的想法、知道什么是概念。我们知道，我们不能再教孩子们知识了，而概念是永恒且普遍的，所以我们有意识地建立了孩子们可以围绕之展开探索的概念。

人际联系是我们一直在努力的另一个方面。我认为IB是一门包容人性的课程，它帮助孩子们理解做一个好人意味着什么。做一个好人是一件社会事务。孩子们还必须了解世界是如何运作的、我们是谁、我们在空间和时间上的位置，以及我们如何组织自己。所有这些知识对未来都很重要，因为我们不知道2-6岁，甚至18岁的孩子会是什么样子。

我们幼儿园的另一个重要部分是社区，这也是我们致力于做的事。这种社区联系不容低估。家长是孩子们学习中的重要组成部分。比如，在我们的幼儿项目中，我们举办过“家长才艺秀”，家长们与孩子们分享他们的一项才能。

贯通培养，

用更长远的视角为孩子奠定人生基石

京领：与其他幼儿园相比，贵园最具竞争力的方面体现在哪里？

Jackie Becher，北京乐成国际学校幼儿园园长:首先，我们提供连续性的学习。我们不仅仅是一座幼儿园，我们是北京乐成国际学校的一员，这是一所面向从幼儿园到12年级学生的学校，它为我们提供了对孩子们下一步需要什么能力、将走向何方的深刻认知。

作为北京乐成国际学校的一部分，我们能够提供孩子们在其他地方无法获得的机会。比如，明年，全球知名教育家赵勇教授将来到我们学校，陪伴孩子们一直到12年级。如果我们不是北京乐成国际学校的一部分，我们就没有机会与像他这样的人合作。

另外一个突出的竞争力是学校的凝聚力，让孩子们理解作为北京乐成国际学校的一员意味着什么。这始于我们的吉祥物“乐乐”。我们有一个家庭日记，孩子们轮流将乐乐带回家，在家庭日记中写下“乐乐的旅行故事”，第二天带回来与全班同学分享。我们还用乐乐来解释IB学习者档案，这对性格发展非常重要。此外，我们经常和乐乐人偶一起过儿童节。孩子们也爱她，这都来源于北京乐成国际学校的凝聚力。

北京乐成国际学校拥有国际学校委员会(CIS)、美国西部院校联盟(WASC)等国际权威认证。在早教阶段，这十分独特，能够为家长提供国际教育机构定期审查的安全保障。这让我们对我们正在做的事情充满信心。

我们的设施和建筑在世界范围内都是很有竞争力的。在北京市中心，有这么大的幼儿园是令人难以置信的。我们不与小学或中学共用任何设施。我们有专门为2-6岁儿童开发的健身房、剧院和艺术室。我们在北京市中心有自己的屋顶花园，我们的孩子在那里学习从农场到餐桌的知识。我们是北京第一所获得LEED金级认证的幼儿园，这意味着在高污染的日子里，这里的孩子比在其他任何地方都更安全。我们的空气过滤系统和许多其他资源都是最高标准的。

我们为英语学习提供非常好的环境。英语是我们的主要教学语言。孩子们从小小班阶段就开始跟随外教接触英语。从小班到大班也都有外籍教师，他们只和孩子们说英语。

京领：您认为什么样的课程最适合早教阶段的儿童？贵园课程的最大特点是什么？

Jackie Becher，北京乐成国际学校幼儿园园长：首先，我认为以探究为基础的课程以及我们通过游戏来实现这一点很重要。我们从卡罗尔·德韦克的“成长型心态”理论中了解到，当孩子们在一个充满不确定性的空间里遇到挑战时，学习就会发生。因此，我们的老师正在寻找那些时刻，以确保我们的课程对每个孩子都是个性化的。

鼓励学生使用选择权和发言权是IB和我们使命的重要组成部分。通过这种方式，我们真正赋予儿童权力并激励他们，也鼓励他们相互激励。我们教孩子们如何尊重意见和不同观点。我们不去左右他们的想法。

我们制定了新的战略计划，为未来5年设定了方向，即个性化、协作力，与学校社区每个人的领导力。比如，我们为孩子们举办家长才艺表演，因为家长对孩子们具有带领作用。我们之所以进行员工共享，是因为每个员工都是领导者。所有这些都为我们正在进行的旅程汇集在一起。它描绘了我们的未来，这在不确定的时代很重要，因为我们确实找到了一些方向。它足够广泛，使我们能够作为一所学校变得敏捷和灵活。

持续进步，

基于牢固的师生家校关系推动学校发展

京领：作为园长，您如何带领师生践行贵园的文化？您采取了什么措施？

Jackie Becher，北京乐成国际学校幼儿园园长：对我来说，我本质上是一个幼儿教师。我有3个幼儿教育学位。我花了很多时间在教室里。我知道每间教室都在发生什么。我和老师们一起解决问题。我们正在共同改进课程和教学实践。这是我一天中重要的一部分，也是我工作中最有收获的部分。

我鼓励意向性。我在帮助教师有意识地设置环境，有意识地使用他们正在使用的语言，有意识地阅读，并帮助他们明确哪些是工作重点。

我们能顾吸引高素质员工的原因之一是我们提供的专业学习——一部分由我提供，一部分由IB课程协调员提供。在员工分享中，我们还希望教师们可以互相介绍各自在课堂上的工作，我们也愿意邀请教师们就他们的所听和计划提出建议。

我们还有长期的校内研究项目，这些项目围绕个性化、协作和领导力展开。我们与外部专家合作的时间至少为2年。我们正在与一位与哈佛大学有联系的专家合作，研究一个专门针对2岁幼儿的研究项目。我们正在与一位著名的基于概念的学习专家合作，这也是一个持续两年的项目。

有意识地引导和帮助老师发展他们的专业知识是我领导风格的关键。我很自豪能跟上教育学、幼儿学习方式、神经科学和儿童社会学的发展。正如IB所做的那样，我的职业是跨学科的。

京领：贵园在家校关系建设方面采取了哪些措施？

Jackie Becher，北京乐成国际学校幼儿园园长：家长永远可以找到我，这对我来说很重要。我确保孩子们早上来和下午回家时都能看到我，这样家长就可以停下来和我聊天了。

我们的过渡计划不同于其他幼儿园。当孩子们刚加入我们幼儿园时，我们鼓励父母在最初的几周里留下来帮助孩子们过渡，这有助于父母在这里感到更安全，孩子们在这里感到不那么焦虑。

我们还有一个开放式校园，这是北京乐成国际学校独有的。我们鼓励家长进入校园，并在孩子们白天上学的时候使用校园。家长们可以坐在大厅里用笔记本电脑或用手机工作。他们可以作为旁观察这里每天发生的事情，这有助于建立信任。我们的校园从早上8点到下午4点30分对儿童和家庭开放。我们鼓励家长和孩子在放学后留下来使用校内设施。

沟通很重要。一天结束时，家长们可以在放学后与老师聊天。他们每天都要面对面沟通。我们还通过各种平台与家长进行电子交流。

我们有一个广泛的社区和家长教育计划。对北京乐成国际学校感兴趣的家长希望更多地了解什么是国际教育。我们为家长提供应如何应对幼儿的辅导，我们指引家长儿童如何学习识字、算术和社会情感发展。我们也回应了家长们的要求。比如，他们要求举办家长研讨会，讨论当一个家庭中有两个以上孩子时会发生什么。今年，我们在这个领域向家长们做了30多次不同主题的家长工作坊。

我们还有主班老师代表。我每4-6周与他们见面一次。我们将研究课程中我们认为重要的内容，以便他们与其他家长分享。他们还为我们提供了改进建议，这非常好。他们有一个公开的论坛，我和副园长也在其中。他们可以与我们分享他们希望看到的改进。我们为家长提供论坛，让他们也给我们反馈。我们有一个双向交流的过程，或偶然发生，或有意组织，我们和家长一起不断地学习。

我们的家长委员会也做了很多工作。他们经营书籍、俱乐部、野餐和各种各样的活动。我们的图书馆是世界上6个只供2-6岁儿童使用的图书馆之一。我们的图书馆星期六上午开放。一年级的孩子们会来读他们为幼儿创作的书。然后我们将举办北京乐成国际学校社区活动。我们有乐成偶像、圣诞市集、中秋集市、生态市场等等。

兼收并蓄，

让孩子充满自信地走向未来

京领：孩子们毕业时，贵园能够带给他们的最大变化或成长是什么？

Jackie Becher，北京乐成国际学校幼儿园园长：我们的孩子对自己的学习和与他人的合作非常有信心，无论对方是熟悉的人还是不熟悉的人。他们精通英语，这有助于他们的学习。他们具有面向未来的技能。他们有知识基础，但也知道如何探究以及如何学习。他们善于发现问题，也善于解决问题。

他们还善于反思。前几天，我在幼儿园的一个班上，我们在玩耍中学习气泡，学习化学和物理。孩子们向我解释他们在第二语言英语中的发现。他们有很好的能力来解释自己学到的东西，然后反思。

我们的孩子是很好的冒险者。他们明白，一路上他们会犯很多错误。我们有意在整个学习计划中做一些事情来促进孩子们的冒险精神。我们欢迎孩子们错误，我们也告诉父母说，孩子们犯错是件好事。

京领：在创新人陪培养方面，贵园取得的最让您感到骄傲的成就是什么？

Jackie Becher，北京乐成国际学校幼儿园园长：我为孩子们的自信和能够用英语或普通话与任何人交谈的能力感到骄傲。

我很骄傲也很荣幸能与我们的家庭和一群可爱的人一起工作，他们都专注于孩子的学习，不仅希望他们的孩子得到最好的，而且希望这里的每个孩子都得到最好的。这是一个真正的学习者群体。

我为我们的教职员工感到骄傲。他们在加入我们幼儿园之前就都是颇有成就的人，但他们每天都在不断更新自己的专业知识，以及思考如何向孩子们展示学习者的意义。他们对孩子和家庭的承诺令人难以置信。我为他们表现出的关心、爱和热情感到骄傲。

我很骄傲能成为北京乐成国际学校和乐成教育的一员。我很幸运，我在过去的工作中看到了很多不同的教育体系。我在研究芬兰、欧洲和美国的教育方面做了很多工作，我认为我们幼儿园的教育方式有所不同。它的教育愿景非常了不起，这是我在世界上从未见过的。它将为孩子们创造一个非凡的未来。在这个未来，北京乐成国际学校的毕业生将改变世界。

English Version

Cultivating Curiosity, Compassion, and Collaboration in Community

KingLead: What are the goals of your kindergarten in terms of cultivating talents?

Jackie Becher, BCIS Early Childhood Principal:Our goals relate directly to the vision and mission statement of BCIS which is tochallenge and empower students to be compassionate and inspired people, who act for the good of all and the sustainable development of the world. And thenour vision is that BCIS will be widely respected as an inclusive school offering a model cosmopolitan education. Around these two statements, our goals and what we're doing here are grounded in building strong relationships across staff, with children, and with their families.

KingLead: What aspects of BCIS ECC embody the philosophy or culture of your kindergarten?

Jackie Becher, BCIS Early Childhood Principal:Our kindergarten is based on theInternational Baccalaureate Primary Years Program (IB PYP). We're accredited to run it.

The International Baccalaureate is aboutinquiry-based learning, which for young children is play. However, the children here play, but they are not free to do whatever they want. The teachers do a lot of planning and thinking about what they will present to children in terms of how they set the environment up and what materials they're offering the children. They will then observe the children closely in what they're doing, and look for where the children are challenged or have tension or cognitive dissidents.

Conceptual learningis also important to us. The IB PYP is about conceptual learning, as opposed to rote learning or telling children what to think and then repeating it back to an adult. The IB has eight concepts that facilitate planning for conceptual learning, including Form, Function, Causation, Change, Connection, Perspective Responsibility, and Reflection. It's about forming children’s own ideas and understanding of what a concept is. We know we can't teach children knowledge anymore, what we know as timeless and universal is the concept, so we put in place intentionally concepts that children can explore.

Connectionis another one of those we are constantly working on. I think the IB is a curriculum that embraces humanity and helps children understand what it means to be a good person. To be a good person is a social stuff and children also have to understand how the world works, who we are, where we are in space and time, and how we organize ourselves. All of that knowledge is important for a future that we don't know what's going to look like for our 2 to 6, or even 18-year-olds.

Another key part of our campus and what we do here is ourcommunity. That community connection cannot be underestimated. Parents are a key part of the learning program here. For example, in our toddler program, we have a parent talent show happening in which the parents are coming and sharing with the children one of their talents.

Ensuring Continuity of Learning to Facilitating Children Development

KingLead: What is the most competitive aspect of BCIS ECC that can be distinguished from others?

Jackie Becher, BCIS Early Childhood Principal:Firstly,Continuity of learningis what we offer here. We are part of something bigger than just the early childhood center. We are part of BCIS, the Toddler to Year 12 program, which provides us with great insight into where children will be going next.

Being part of BCIS also affords usopportunities that are not available elsewhere. For example, next year, Yong Zhao, who is a distinguished professor, is coming to our school to work with toddlers through year 12. We would not have that opportunity to work with someone as sustained as he is if we weren't part of BCIS.

We also havethe cohesion that Children understand what it means to be a BCISer. That begins with our mascot “LeLe”, a horse warrior. We have little home journals in which LeLe goes home in children's bags and they write stories about what they did at home and bring them back the next day to share with the class. We also use her to explain about the IB learner profile which is important to character development. Also, we often have the children's day with the big dressed-up LeLe. The children love her as well because she's something that we would not have if we weren't part of BCIS.

BCIS is accredited by the Council of International Schools and WASC. This is something unique for early childhood education that gives parents the security that we are regularly reviewed by international bodies in education. And that gives confidence in what we're doing.

Ourfacilities and buildingsare competitive. I don't know where else in the world, we would find a facility like this. In the middle of Beijing to have such a big ECC is incredible. We don't share any facilities with the elementary school or the secondary school. We have our own gymnasium, theatre, and art room specifically developed for 2 to 6-year-olds. We have our own rooftop garden in the center of Beijing where our children are learning about farm-to-table. Urban children getting that opportunity to do that type of thing in such a cosmopolitan large city is just amazing. Our building was the first kindergarten in Beijing to have the gold standard LEED certification, which means that on high pollution days, children are safer here than anywhere else. The air filtration system and many other resources are imported which are of the highest possible standards.

We provideanexceptionally good environment for English language learning. English is our language of instruction here. The children are exposed to English from the toddler program. We have an expatriate working across the toddler classrooms who intentionally does not understand Mandarin. Then from nursery up to kindergarten, every homeroom has an expatriate teacher who speaks English only with the children.

KingLead: What kind of curriculum do you think is suitable for children in early childhood? What is the biggest feature of the curriculum used at this kindergarten?

Jackie Becher, BCIS Early Childhood Principal:Firstly, I think thatan inquiry-based curriculumand that wedo it through playis important. We know from Carol Dweck’s work around the growth mindset that when children are challenged in a space where they're not quite sure about something, that's where learning occurs. Therefore, our teachers are looking for those moments that ensure that our curriculum is personalized for every child.

The idea that weencourage student choice and voiceis a big part of the IB and our mission. In that way, we truly empower and inspire children, and also encourage them to inspire each other. We teach children how to respect opinions and different perspectives. We don't tell children what to think.

We have our new strategic plan which is setting our direction for the next 5 years which is aboutpersonalization of education, cultivating collaboration, and seeing everybody in our school community as a leader. All those things come together for the journey that we're on. And it maps what our future will be, which is important in times of uncertainty when we do have some direction. It's broad enough that enables us to be agile and flexible as a school.

Building Strong Relationship and Keep Upgrading

KingLead: As the top leader of the whole kindergarten, how do you lead staff and students to practice the core culture of the campus? What measures are implemented?

Jackie Becher, BCIS Early Childhood Principal:For me,I'm an early childhood teacher at heart. I have 3 degrees in early childhood education. I spend a lot of time in classrooms. I know what's going on in every classroom. I'm working alongside teachers with problem-solving together. We're improving curriculum and pedagogical practices together. That's an important part of my day and the most rewarding part of my job.

I encourageintentionality. I laid a lot about that in helping teachers be intentional in how they're setting up environments, intentional in the language that they're using, intentional when they're reading a book, and knowing which bits they're going to highlight.

One of the reasons we attract high-quality staff is theprofessional learningthat we provide. I provide some of that professional learning, and some are provided by the IB curriculum coordinator. We also do staff sharing where we expect staff to present to each other work that they're doing in the classroom and then invite suggestions of what teachers have heard and different ways they could take things.

We also havelong-term in-school research projectsthat are centered around personalization, collaboration, and leadership. We work withoutside expertsfor a minimum of 2 years. We are working with an expert who has connections with Harvard University on one research project that's particular to our toddler program for 2-year-olds. We're working with a renowned expert in conceptual-based learning that is an ongoing 2-year project as well.

Intentionally pacing and helping teachers develop their professional knowledge is key to my leadership style. I pride myself on keeping abreast of pedagogy, how young children learn, neuroscience, and the developments in the sociology of childhood. As the IB does, my profession is transdisciplinary.

KingLead: What measure does BCIS ECC implement in terms of building the relationship between school and family?

Jackie Becher, BCIS Early Childhood Principal:I’m accessible to our parents. That's important to me. I make sure that I am visible when children come in the morning and go home in the afternoons so that parents can stop and chat with me.

Ourtransition programis different from other early childhood centers. The parents introduce and show the children and they are encouraged to stay for the first couple of weeks to help with that transition which helps parents feel safer and children feel less anxious here.

We also have anopen campuswhich is unique to BCIS. It means that parents are encouraged and can use our campus during the day while the children are here. Parents can sit in our lobby working on their laptops or having a chat on their phones. They get to see as bystanders what happens here on a daily basis, and it helps to build trust. Our campus is open to children and families from 8 am. to 4:30 pm. Our school day finishes at 3:20. We encourage parents and children to stay and use our facilities after school hours.

Communicationis important. At the end of the day, parents can chat with teachers after school. So they have aface to face communicationon a daily basis. We alsocommunicate with parents electronically through various platforms.

We havean extensive community and parent education program. Parents who are interested in BCIS want to learn more about what international education is. We've offered parent education in coping with toddlers, and how children learn literacy, numeracy, and social-emotional development. And we respond to what parents are asking for as well. For example, they asked for some parent workshops on what happens when there are more than two children in a family. We've done over 30 different PAL (Parent as Learners) workshops this year to parents in that space.

We also havehomeroom representatives. I meet with them once every 4 to 6 weeks. We will go through elements of the curriculum that we think are important that they can share with other parents. They also give us advice on how we can improve, which is fantastic. They have an open forum with myself and the deputy there. And they can share with us improvements that they would like to see. We provide forums for parents to give us feedback as well. We have got a two-way communication process happening, either incidentally, or intentionally mating. We are on a constant learning journey with our families.

OurPTAdoes a lot of work as well. They run books, clubs, picnics, and all types of things. Our library is one of six in the world that is only for 2 to 6-year-olds. Our library is open Saturday mornings. And year one children will come and read books that they created to the early childhood children. Then we have our whole BCIS community events. We've had BCIS idol, the Christmas Bazaar, the mid-autumn fair, Eco Market, and all kinds of things.

Intentionally Bring Children to a Confident Future

KingLead: What could be the biggest change or growth this kindergarten brings to children when they graduated?

Jackie Becher, BCIS Early Childhood Principal:Our kids areexceptionally confidentin their learning and working with others, whether familiar or unfamiliar people. They havea good command of the English languageto assist their learning. They have future-oriented skills. They have aknowledge base, but alsoknow how to inquire, and how to learn. They'regood problem-finders and problem-solvers.

They are also good atreflecting. The other day I was in one of our kindergarten classes, and we were inquiring about bubbles and looking at chemistry and physics through play. Kids were explaining to me what they found in their second language English. They have the wonderful ability to explain their learning and then reflect.

Our kids are greatrisk-takers. They understand that they are going to make many mistakes along the way. We intentionally do things throughout the learning program to promote risk-taking with the kids. We celebrate mistakes and we educate parents about how mistake-making is a good thing.

KingLead: What is the biggest achievement of BCIS ECC that you are proud of in terms of cultivating talents?

Jackie Becher, BCIS Early Childhood Principal:Thechildren'sconfidenceandtheir ability to talk to anyone in either English or Mandarinis something that I'm proud of.

I'm proud and honored to beworking with our families and a lovely community of peoplethat are all focused on children's learning and wanting not just the best for their child, but for every child here. It is truly a community of learners.

I'm proud of ourteaching staff. They are accomplished people when they come to us, but they are constantly updating their professional knowledge and how they demonstrate to children every day what it means to be a learner. Their commitment to the children and the families is incredible. And I'm proud of the care, love, and passion that they show.

I'm proud tobe part of the whole organization of BCIS and YueCheng Education. I've been fortunate that I have seen lots of different educational systems from my past job. I did a lot of work in looking at education in Finland, Europe, and the US, I think it's doing education differently here and its vision for what education can be is quite remarkable that I have never seen in the world that will set children up for an extraordinary future where the BCIS graduates will change the world.

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