ANJI PLAY

From Anji Play to Children’s Bamboo Park

A Dream

A Movement

and

A Personal Challenge for the Readers

從 <安吉遊戲> 到 <滿竹天地>

是夢想

也是運動

更是讀者的挑戰

K K Tse

香港出生, 讀個九間小學, 基礎雄厚. 中學因而瀟灑自如, 有空鑽研文學, 及創辦了十多個學生組織.

1970年進入香港中文大學, 主修社會科學, 以甲級榮譽畢業.

留學英國, 攻讀社會學, 獲曼徹斯特大學碩士及博士銜.

回港後曾任職於南順集團及瑞安集團. 1992年創辦<謝家駒管理顧問公司>, 是第一代的土生土長管理顧問.

Born in Hong Kong, KK holds a record of having studied in nine primary schools. Owing to this solid foundation, he had an easy time in high school. He immersed himself in self-study literature and excelled in organizing over ten student organizations.

He entered the Chinese University of Hong Kong in 1970, and graduated with First Class Honors in social sciences.

He pursued postgraduate study at the University of Manchester, UK, where he was award MA and Ph.D. in sociology.

On his return to Hong Kong, he worked as a business executive at the Lam Soon Group and Shui On Group respectively, before setting up his own management consulting firm KK Tse & Associates in 1992. He was the first generation of a local management consultant.

<仁人學社>, <夢創成真>, <仁人行動>等.

近年來推動主流企業的變革, 開創<共益企業>運動, 現為

<港澳共益實驗室>聯合主席.

去年榮獲國際組織 Schwab Foundation for Social Entrepreneurship 推選為<2020年度社會創新前瞻思想家>.

KK retired early at the age of 52. He traveled around the world for a number of years before embarking on his second career when he turned 60. He has been active in promoting social entrepreneurship and social innovation in Hong Kong and China. He was the Founding Chair of the Hong Kong Social Entrepreneurship Forum and was the co-founder of a number of social enterprises, including Dialogue in the Dark (HK) Ltd, Education for Good, Dream Impact and Impact Partners.

In recent years, he turned his attention to promoting the transformation of mainstream businesses. He was active in the global B Corporation movement and is currently the Co-Chair of B Lab (HK & Macau).

KK was honoured by the international organization Schwab Foundation for Social Entrepreneurship with the title of “Social Innovation Thought Leader of the Year 2020”.

非一樣的書

You are reading a unique book

第一章：<安吉遊戲>簡介

Chapter 1: Introducing Anji Play

第二章：老師的角色

Chapter 2: The Role of the Teacher

第三章：家长是拦路虎

Chapter 3: Parents as Barriers

Chapter 4: The Five Principles of Anji Play

Chapter 5：How Did “Anji Play” Go Global?

Chapter 6：Who is Your Role Model?

第七章： <安吉遊戲>在香港

Chapter 7：Anji Play in HK

Chapter 8: Anji Play and Children’s Bamboo Park: a Dream Combination

下一步: 滿竹遊戲嘉年華

Next Steps: Bamboo Play Festival

聯絡我們

Contact Us 

It tells you the story of Anji Play and describes the dream of the world’s first-ever Children’s Bamboo Park

It is a unique book because

這本書讓你感受<安吉遊戲>的驚喜, 及與你分享全球首創

<滿竹天地>的夢想

何以說是非一樣?

The title of this book is

Let me begin with the Children’s Bamboo Park.

The creation of a Children’s Bamboo Park is part of the Bamboo Generations Movement – a movement to highlight the power of bamboo in fighting the climate crisis.

We are deeply concerned about the climate crisis – and time is fast running out for massive actions before it is too late. There is of course a lot to be done, and we have identified bamboo as an iconic material to inspire the public to take action. 

Bamboo is tangible, touchable, and can be part of everyday life. It provides a down-to-earth anchor for actions once we have gained an intellectual appreciation of the danger and challenges of the climate crisis.

We started with organizing Bamboo Scaffolding Workshops, which have proven to be very popular as it is fun and stimulating to work with bamboo. In the workshops, we enabled the participants to master the basic skills of bamboo scaffolding, which turned out to be not so difficult to acquire. In fact, we normally ‘taught’ it for 10 mins and then allowed the participants to practice it. The results have been phenomenal. 

這本書的書名是

要從<滿竹天地>說起.

<滿竹天地>是我們正在推行的<竹世代運動>(Bamboo Generations Movement)的一部份. 請留意Generations 是眾數的. 原本我們以為催生年青的竹一代已經是不簡單. 但當我們向一位竹運老前輩介紹這個想法時, 他馬上當頭棒喝, 豪不客氣對我們說: “ 錯! 要當今所有世代都要成為竹世代!”, 堅持我們要加上眾數, 代表著所有人無論是哪一世代, 都要成為竹世代.

事實上, 我們選擇竹是有特別意義的.

氣候危機 (不單祇是氣候變化) 已成為全球逼在眉睫的挑戰. 警鐘已敲晌, 避無可避, 必須全力付諸行動, 才有望扭轉人類文明趨向災難性毀滅的厄運.

竹是日常生活用品, 實在, 可觸摸. 當我們對氣候危機有了深刻了解後, 可以通過竹來實現一連串有助於改變氣候惡化的具體行動.

我們以<搭棚工作坊>來做切入點. 出乎意料之外, 反應異常熱烈. 不到四個月, 已舉行了七場工作坊. 在這些別開生面的工作坊上, 我們讓學員掌握搭棚的基本技巧. 看似高深莫測, 原來搭棚的基本技巧其實不難掌握. 通常用十分鐘示範, 馬上便可讓學員親自動手, 成效出人意表. 既生動活潑, 亦興趣盎然.

After mastering the basic techniques, the participants were not asked to build bamboo scaffolding as such – that could be left to the trained and experienced tradesmen. Instead, they were encouraged to design and create bamboo products of various kinds. We were amazed by their ingenuity and craftsmanship. A range of bamboo products was built by the workshop participants, and these were being productively used by various parties.

This was how the idea of a Children’s Bamboo Park came about.

In subsequent workshops, we encouraged the participants to design and create bamboo products/facilities for display and use in the Children’s Bamboo Park.

The Park will be open to the public, and we have a specific group of children in mind – those from low-income families. We firmly believe that children have the right to play. But in the HK context, many children are deprived of this right. Children from low-income families are particularly disadvantaged in this respect. Just think: Where is the right to play for children living in sub-divided flats?

學員掌握了基本技巧後, 我們並不真的要他們去搭棚 – 這還是留給訓練有素的專業師傅 – 而是要求他們去設計及創造用竹作為材料的各種實用物品. 他們發揮創意, 運用新學的技術, 往往能巧奪天工, 做出不同的產品, 例如背囊架, 茶几, 花座, 書架, 水鞋架, 甚至十多呎高半個籃球場大小的防雀棚架等. 這些物品確實有實用價值, 分發給不同人士採用.

這就是<滿竹天地>的來源 – 由不同搭棚工作坊的學員設計及製造以竹為材料的玩具及設施, 放在一個特別構建的公園裡供小孩子享用, 滿佈竹玩具, 孩子會玩得多麼滿足!

<滿竹天地>將會向公眾開放, 但我們特別希望吸引低收入家庭的孩子來享用. 我們深信, 所有孩子都應該有遊戲的權利, 但此時此地, 很多孩子都缺乏遊戲的機會, 低收入家庭的孩子尤甚. 我們希望<滿竹天地>有助改變這情況.

我們憧憬<滿竹天地>不祇一個, 而是可以在全港各區遍地開花, 令所有兒童都能夠方便地經常享用. 設想一下, 住在劏房的孩子哪兒有遊戲的權利?

We would like to build not just one Children’s Bamboo Park, but many versions of it in different parts of HK so that they could be within reach of most children.

It was after we embarked on the path to realizing this ambitious dream that we were introduced to Anji Play by one of our partnering organizations. After some research on this new and powerful phenomenon, we were convinced that Children’s Bamboo Park and Anji Play could complement each other. We will actively learn from the Anji Play movement and incorporate its principles and practices into the design and operation of the Children’s Bamboo Park.

At the same time, we feel that the Children’s Bamboo Park has something unique to offer, as it is built around the imperative of tackling the climate crisis, which is not prominent in the Anji Play movement.

Now we will tell the amazing story of Anji Play.    

無獨有偶, 正在我們策劃推動<滿竹天地>的時候, 其中一個合作夥伴向我介紹了<安吉遊戲>, 我們驚為天人. 馬上深入探討, 發覺它與<滿竹天地>的理念異常吻合, 可以相輔相成, 互相補充, 互相輝映. 我們將會把<安吉遊戲>的原理及實踐, 結合到<滿竹天地>的設計及運作上, 這簡直是夢幻組合.

與此同時, 我們覺得<滿竹天地>亦有其獨特的地方, 因為它是通過竹來宣揚環保的重要性, 讓孩子們從小便認識到氣候危機的挑戰, 假若我們不同世代不積極採取行動, 孩子每長大一歲, 大自然被破壞的程度也越深, 這一點是<安吉遊戲>未有強調的.

假若你還未能下定決心, 加入<竹世代運動>, 不妨從以下兩個TED Talks 獲取靈感. 

第一個是瑞典少女, 格雷塔·通貝里, 代表著新世代的聲音與希望.

另一位是建築工程師, Pablo van der Lugt, 他讓我們重新發現竹作為可持續發展材料的無限可能.

Ted Talk - Pablo van der luge

In case you think you need some more convincing before joining the Bamboo Generations Movement, I would recommend the following TED Talks to you.

One is Greta Thunberg, who made the compelling case that we must act now on climate change.

Ted Talk - Greta Thunberg 

The other is architectural engineer Pablo van der Lugt, who helped us rediscover bamboo as a sustainable material with endless possibilities.

Ted Talk - Pablo van der luge 

最近一個朋友對我說, “KK, 你已這麼大年紀, 為甚麼還這麼熱心去搞<滿竹天地>給小孩子玩耍?”

我反問他, “你的孩子有多大?”

      “八歲.”

      “她最喜歡玩甚麼?”

      “打機.”

      “你覺得好嗎?”

      “不好, 但沒辦法. 我和太太也想限制她. 但沒用. 轉過頭她又在打. 反正我們不能每分鐘看著她. 你有何提議?”

      “我一直都沒有. 過去我能做到的, 是不買靠手機游戲來賺錢的公司的股票, 也積極鼓勵身邊的人不要買. 但於事無補. 我搞<滿竹天地>, 其中一個願望是想打造一個平台去創造多些環境, 讓小孩子知道及經歷除了打機之外, 還有很多遊戲方法, 同樣開心, 刺激, 及可多方面鍛練自己. 但首先要有吸引力, 他們會渴望投入, 不祇是一年一兩次, 而是習以為常地參與. 殊不簡單, 極具挑戰. 我們最大的競爭對手是打機.”

一枝竹難敵打機百萬大軍?

Bamboo Parks Vs Mobile Games

A friend said to me recently, “KK, you’re not young any more, why are you so keen to build the Children’s Bamboo Park?”

I asked him back, “How old is your child?”

“Eight.”

“What does she like to play?”

“Games on her mobile.”

“How do you feel about it?”

“Not good at all. But what could I do? Her Mom and I are keen to stop her spending so many hours on it. But once we lose sight of her, she is back on it again. Any good ideas?”

“No, I don’t have any – yet. All along what I have been doing was to discourage my friends from buying stocks from companies that make money from mobile games. But it doesn't have any impact. The main reason I am keen to build the Children’s Bamboo Park is to create a new platform to generate more opportunities for kids to play. I want them to know and experience other ways to enjoy themselves, which can be exciting, fun and have ample opportunities to challenge themselves. But it should not be something that they would do only once or twice a year, but something that they will keep coming back for more.

“Children’s Bamboo Park’s biggest competitor is mobile games.” 

The fight has hardly begun. So you could appreciate how anxious and restless I am. Maybe you could join us and help make it possible to have the Park available all over Hong Kong.

The challenge of introducing Anji Play here is twofold as I am aware of two types of readers of this book:

a)Those who know little about Anji Play; and

b)Those who have some knowledge or even direct experience of Anji Play.

For the first group, it may be relatively easy. However, the challenge is to use the minimum of texts and the maximum of images and videos to create a striking and lasting impression to the point that they would like to find out more about implementing it in HK.

For the second group, who might have more direct experience of Anji Play than myself, the challenge is to summarize the gist of this powerful movement in such a way that they feel the urge to share it with their friends and associates.

在這裡介紹<安吉遊戲>會面對一些挑戰, 主要由於本書的讀者有兩大類:

a) 對<安吉遊戲>所知不多;

b) 對<安吉遊戲>已有相當了解, 甚至有一些親身體會

對於第一類讀者, 可能比較容易. 挑戰是如何用最少的文字及最多的圖象及視頻來作介紹, 讓他們有強烈及深刻的印像, 從而會想進一步知道在香港如何推行.

對第二類讀者來說, 他們對<安吉遊戲>的體會可能比我更深, 挑戰是把這個運動的要旨精簡地勾劃出來, 引起他們的共鳴, 從而有衝動馬上將信息傳播出去, 例如將本書的連結分享給他人.

第一章 <安吉遊戲>簡介

Chapter 1 Introducing Anji Play

‘Anji’ is the name of the county in Zhejiang province in China where the Anji Movement started. It is about three hours by train from Shanghai.

‘Play’ refers to the unique curriculum for kindergarten children between 3 and 6.

If a picture paints a thousand words – so to speak – what could a video do?

Far more than a thousand words. For sure.

So let’s watch a video before we say anything more about Anji Play.

There are dozens of videos available on the internet (whether or not you google Anji Play in English or Chinese), we have selected this one for you to begin: ANJI Play Videos

‘安吉’是中國浙江省的一個縣名,

是.<安吉遊戲>的發源地,

距離上海市大約三小時車程.

‘遊戲’ 是指一個獨特的幼兒教育

(三至六歲)課程.

如果一幅畫可以比千言萬語更傳神, 那麼, 一個視頻豈不威力更大. 所以讓我們首先欣賞一個視頻.

在互聯網上, 已有數以十計關於<安吉遊戲>的視頻 (中英文皆然), 我們選擇了這個給你: 安吉遊戲視頻

這個視頻大大方便了我們介紹<安吉遊戲>的精神, 原理及實踐.

<安吉遊戲>其實是一個幼兒教育的課程, 專為三歲至六歲兒童而設計.

所謂’課程’, 可能跟一般的了解有所不同. 它特別的地方, 是讓在學的兒童, 每天上課時不學習傳統的科目, 不教生字, 數學, 英文等, 而是大部份時間讓他們盡情遊戲.

每天早上, 有兩小時遊戲時間. 然而, 怎樣玩是關鍵所在.

基本上, 學童可以:

• 自主決定玩甚麼?
• 怎樣玩?
• 與誰玩?
• 玩多久?

     等等

This video enables us to appreciate the spirit, principles, and practice of Anji Play.

Anji Play is an early childhood curriculum for children between 3 and 6. It is a curriculum in a very special sense. The most defining characteristic is that children focus on playing rather than learning in traditional subjects like spelling, arithmetic, or English.

Every morning, children will have two solid hours of free play. During this period, the children could decide:

     Etc.

老師與成年人不參與意見, 祇是從旁觀察, 祇有在可能出現重大安全風險時才插手.

他們的 ‘玩具’ 也很特別. 視頻中見到的是部份的玩具材料, 很有代表性. 完全沒有一般游樂場顏色鮮艷的塑膠或金屬玩具.

<安吉遊戲>所用的全部都是散件的, 沒有裝設好的, 很少加工的, 與日常生活息息相關的, 輕便得連小孩子也可以搬弄的….

例如: 木梯, 木板, 竹子, 磚頭, 磚狀木頭, 輪胎, 超大油罐, 繩索, 顏料, 油掃, 沙, 水, 沙灘遊戲工具, 等等

這些物料看似平凡, 但在孩子眼中及手上, 卻是變化多端, 無限組合, 可以天馬行空, 創意無窮. 他們每天用不同的方法及形式, 構建出不同的玩具, 不似在遊樂場中千遍一律, 了無新意.

Teachers and adults would not come in to assist or guide them. Teachers are present and closely observe the children at play, and they intervene only when they notice major hazards.

The materials the children play with are specially designed and selected for the purpose. As seen from the video, they are typical of the materials available, which are drastically different from the colorful plastic and metal materials found in most playgrounds.

The materials used in Anji Play are mostly loose items, minimally structured, related to daily life, light enough for children to move around.

Such as ladders, wooden boards, bamboo sticks, bricks, wooden bricks, tires, oil drums, ropes, paint, brushes, sand, water, beach wares, etc.

These materials look plain and ordinary. But in the eyes and hands of the children, they are vastly versatile, infinitely combinable, full of creativity and unlimited possibilities. They would come up with different formats to play with every day, unlike the standardized items typical in most playgrounds.

這樣的環境下, 容許及造就了 ‘真遊戲’的出現. 所謂 ‘真遊戲’是相對於 ‘假遊戲’而言. 後者是指那些由老師設計及安排學童參與遊戲的活動. 用意是非常良好的, 亦有機會讓學童玩得痛快, 有益身心. 但‘真遊戲’對學童來說, 他們會更加主動, 投入, 開心, 享受, 有更高的真實感, 參與感, 成功感及滿足感.

一位老師的分享正好反映出兩者的分別: “我精心設計了遊戲讓同學參與, 他們也很開心. 結束後一位同學問我 ‘我們現在是否可以玩?’ 很傷我的心. 原來對他們來說, 剛才不算玩的.”

總而言之, <安吉遊戲>給與學童無限的空間及自由度, 讓他們能夠:

Such circumstances are conducive to the emergence of ‘True Play’, as contrasted to ‘False’ Play’ which are designed and administered by well-intentioned teachers. In ‘True Play’, the children are far more proactive, more involved, and feel more happy and enjoyable, making possible a heightened sense of realism, participation, sense of achievement, and satisfaction.

A teacher’s remarks underline the difference between True Play’ and ‘False Play’: “ I meticulously designed and administer a game for the children to play and they seem to enjoy it. When it ends, the kids asked me, ‘Can we play now?’ This really hurts me. They don’t think they have just played.”

In short, Anji Play provides the children with unlimited space and freedom, and makes possible the following:

這與傳統課程設計有著根本性的分別, 因為它沒有要求學童在指定時間內(如一個學期) 達致一些具體目標, 例如認識多少個生字, 掌握多少數學計算方式, 學識多少個英文字等.

反之, <安吉遊戲>讓學童在遊戲過程中自我學習, 享受學習, 不用追求成績, 更不需要任何考核, 在不知不覺中, 體驗及掌握一些對他們以後學習及生活極其有用的態度及方法.

現在重新看看這視頻的內容:

All these are in stark contrast with the conventional curriculum. There is no expectation of meeting any targets for learning outcomes, such as spelling, counting, English words, etc.

In Anji Play, children learn and enjoy through play, without any regard to scoring and assessment. They could just immerse in experiencing and acquiring some skills and habits that are essential for their future learning and career.

Let us look at the contents of the short video again:

總括一句, 這個視頻已將<安吉遊戲>的精要展示出來.

讀者如欲多些觀察<安吉遊戲>的運作, 不妨在互聯網上多看幾個視頻, 例如這個: This is Anji Play 

To sum up, this video reveals Anji Play in action.

If you are interested in getting a better feel for Anji Play, try this video in English: This is Anji Play

於聖誕假期中(2018年), 本會聯校校長能參與西貢校長會到安吉縣交流學習及參觀, 實在感恩！

「安吉遊戲」是中國幼兒教育的改革歷程，這也是我去取經原因之一。

「安吉遊戲」推行者程學琴主任說明這是一場擲地有聲的教育實踐 - 堅持 “遊戲點亮兒童生命”的信念，馳而不息，走向世界，這不但影響著世界對學前教育的發展，更引發我有不同的教育新思潮。

是次在杭州參觀幼兒園推行「安吉遊戲」指導明確，實踐效果良好，值得我校學習的東西很多。特別以「遊戲是兒童的基本活動」和「遊戲＝學習」，作為幼兒學習特點的歸納。我欣賞「安吉遊戲」最重要的地方是把遊戲的權利還給了孩子, 讓孩子自由、自主、自覺地開展遊戲。

最深刻的是看見孩子們自主地設計著十分冒險的遊戲，幾個朋輩嘗試走過自己搭建的獨木橋，然後自由自在地任意飛馳，這一下讓我更嘆為觀止。當然，把遊戲的權利還給兒童，不等於將孩子「放羊」。

“安吉遊戲”也是孩子的天空辦學理念：孩童為本、愛心為本、美育為本校訓：教養孩童，使他走當行的道，就是到老他也不偏離。(箴言 22 章 6 節)

另一個讓我深刻的情景是安吉幼兒園的老師們隨時隨地伴隨著孩子們，在旁邊觀察、記錄和必要時參與孩子們的游戲當中；在游戲前的發動和游戲後的回顧和反思，都鼓勵孩子動用各種表達、分享參與游戲的過程與結果、發揮支持和引導的作用。這樣的游戲，成了孩子充分發揮天性的活動，也成了學習和交往的課堂。老師則靜靜地在一旁，只看不說，認真記錄。

這裡，孩子們自發地三五成群， 進入了各種類別的游戲情境；這裡，沒有教師向孩子交代游戲玩法，沒有教師組織安排；這裡，更沒有教師教導孩子應當幹什麼、不應該幹什麼。 這讓我更想將「安吉游戲」的精髓帶回校與老師們分享。

「安吉游戲」的創始人程學琴主任坦言，教師們管住了手和嘴後，他們的眼睛裡終於看到了孩子們，並為他們驚人的能力所欣喜。在幼兒教育改革中，第一步就是讓教師“管住你的手，閉上你的嘴，睜開你的眼，豎起你的耳，發現兒童”。

「安吉游戲」體現出的投入、反思、冒險、喜悅、愛，極大地感染了每一位前來參觀的人，孩子們用自己的生活經驗構想遊戲的情節，玩在學中，學在玩中， 為遊戲而學，使孩子的智力、身體協調能力、對情感的體驗能力都得到全面發展。 從而讓「安吉游戲」再次吸引了世界的目光。

香港信義會聯校幼稚園 <園訊>

2019年2月(第十五期)

假如你是一位現職幼稚園老師, 看見以下的一段招聘廣告, 你會有甚麼反應? 你的選擇可以是:

本幼稚園採用<安吉遊戲>為基本課程. 各級學童每天主要活動是自由遊戲, 讓他們通過遊戲來學習. 老師不需作任何教學, 但需要對學童有極大愛心, 並作深度觀察, 以一對一或小組進行引導, 幫助他們建立自信, 提高表達能力, 主動學習, 發揮創意, 及樂於合群.

受聘老師將會接受為期兩個月的<安吉遊戲>訓練, 完成後可獲發証書, 並有機會到浙江省安吉幼教中心進行學習交流, 有關費用全部由園方負責.

有興趣應徵者請將履歷以電郵傳給本園校長收.

If you were a practicing teacher at a kindergarten and you come across the following advertisement, how would you react?

Our kindergarten is practicing the “Anji Play” curriculum. Every day our pupils learn through self-directed free play. The teachers do not ‘teach’ anything, instead, they are expected to care for the pupils, observe them closely, and conduct 1-on-1 and group guidance, in order to develop their self-confidence, communication abilities, self-initiative in learning, creativity, and teamwork.

All newly appointed teachers will receive two months intensive training and will be awarded a certificate on completion. They will also have the opportunity to go to Anji County in Zhejiang, China, for advanced training. All expenses will be borne by our kindergarten.

Applicants are requested to send their CV via email to the Principal.

第二章 老師的角色

Chapter 2 The Role of the Teacher

如果你未能作出決定, 以下的介紹可能會有幫助.在一間推行<安吉遊戲>的幼稚園當老師, 你是需要重新接受再教育的.

首先, 你要有意識地反省及摒棄你現有關於幼兒教育的觀念及方法.其次, 你要有心理準備, 你參加了<安吉遊戲>的幼稚園工作後, 便很難離開這類崗位, 重新担任傳統的幼兒教育工作, 因為這兩種工作的性質有著根本性的不同, 你很難再適應. 最重要的是, 你會覺得採用<安吉遊戲>來培養學生, 他們會很開心地學習成長, 你也會樂在其中, 並需要不斷提升自己, 及通過與其他<安吉遊戲>老師的交流, 對<安吉遊戲>有更深刻的了解, 掌握更多知識及方法, 不祇成為一個專業的<安吉遊戲>老師, 更造就自己成為<安吉遊戲>運動的推動者.

理由很簡單, 當你體會過<安吉遊戲>的威力後, 你會渴望所有幼稚園都採用這理念及方法.因此之故, 我不知道有多少現職老師有興趣加入<安吉遊戲>的教育改革運動.

且看<安吉遊戲>的創人程學琴女士能否說服你:

https://www.facebook.com/AnjiPlayWorld/videos/3503361536369951/

If you find it difficult to make a decision, the following description of the teacher’s role may be of interest to you. Before you could become an Anji Play teacher, you may be required to re-educate yourself.

First, you may have to re-examine and probably reject many of your current approaches and methods in early childhood education. Second, you have to psychologically prepared that once you have taken up a post in an Anji Play kindergarten, it will be very difficult for you to leave this job and go back to a conventional kindergarten. The nature of work in these two types of schools is so dramatically different that you will have tremendous difficulty in adapting. Above all, once you have begun teaching pupils with the Anji Play methodology, you will notice how happy they are and how happy you yourself will be. This also means that you will have to continuously upgrade yourself and share with and learn from other teachers in order to acquire a deeper understanding and more effective skills in Anji Play. In short, you will likely be not only an Anji Play teacher but more of an Anji Play advocate.

The reason is simple. Once you appreciate the power of Anji Play, you would like to see all kindergartens be converted into this approach. I am not sure if you will be ready to take the plunge. 

https://www.facebook.com/AnjiPlayWorld/videos/3503361536369951/

上面所說, <安吉遊戲>的老師需要 “再教育”, 並非誇大之詞.

現在看看他們工作的三大部份:

如上章所顯示, 在上午學童自由遊戲的時段, 老師的職責有三方面.

第一是觀察學童個別及整體的活動. 看似簡單輕巧, 其實不然. 他們要 “一眼關七”; 既要留意個別學童的舉動及行為, 特別注意是否會構成對學童自己及他人之安全. 又要留意其他在場學童無論是在排隊等候,或進行準備工作, 會否有安全風險.

第二是深度觀察. 老師除了要觀察活動外, 還要留意他們行為的動機, 用意, 後果等. 當然, 一位老師不可能對數十名學童進行深度觀察, 但會留意一些過別出位的表現, 包括 過份 “英勇”, “沉默”, “自利”, “無私”, “進取”, “不合作” 等. 這些觀察都有助老師在下午與學童討論或個別輔導時之用.

第三是運用 “高科技”, 主要指圖片及錄像. 老師會把大部份學童活動紀錄下來, 這些將會在下午的反思時段大派用場.

We mentioned ‘re-education’ above. It is not an exaggeration. You could tell yourself by reviewing the key duties of the Anji Play teacher as follows:

• Observation in the morning session
• Leading the reflection session in the afternoon
• Learning from fellow teachers

You have to observe the activities of the individual pupil and the entire group playing together. This sounds simple enough but is actually very demanding. You have to be ultra-meticulous because you have to observe if the actions of the individual pupil are causing danger to themselves and those around them. There are also pupils who are queuing up for play or are making all sorts of preparation to join the play.

Secondly, you may have to exercise deep observations. Sometimes, you have to pay attention to the motives, intentions and consequences of individual actions. You could not possibly cover all pupils to the same depth. But you may have to identify those who are particularly ‘courageous’, ‘silent’, ‘self-centred’, ‘selfless’, ‘proactive’ or ‘uncooperative’, etc. These observations will be valuable during the debriefing and reflection session in the afternoon.

下午的反思時段是<安吉遊戲>的關鍵部份. 可以說, 沒有這部份, 絕對稱不上是貫徹了<安吉遊戲>的精神. 對老師來說, 這部份亦是最大的挑戰.

我們並不需要甚 ‘高科技’, 但好好地運用早上用手機錄下來的影像已經很有用.

學童午睡後就是反思時間, 大約兩小時. 老師與學童分成多個小組, 每組由一個老師帶領, 坐在課室里電視機面前, 老師播映學童早上活動的片段. 學童見到自己遊戲時的表現, 另有一番體會.

老師開始引導學童討論. 以下是四個通常接觸到的話題. 

這是個可以輕鬆地回應的問題. 由於他們親自經歷過, 所以往往能夠很有信心, 很有條理地講出來, 但不同學童可以會有不同的理解及演繹方式, 討論及辯論一下也無妨.

This forms a critical part of the Anji Play approach. Indeed, if the pupils are just allowed to play without this reflective session, it is not appropriate to say that it is true to the Anji Play spirit.

The ‘hi-tech’ used is just the recording done in the morning session, which is now being played on a big TV screen. 

Although there is no pre-set format, the teacher typically raises a set of questions to solicit pupils’ responses.

This is the simplest and most direct question. As the pupils have just experienced it, they could usually tell with confidence and logical structure. Different pupils may express the same activity with a somewhat different understanding and in different manners, which are all OK.

首先他們是否覺得碰到問題? 老師認為是問題的在他們的眼中可能不是問題. 反之亦然. 總之, 老師嘗試了解他們見到的問題. 然後了解他們如何應對. 最後的解決方法, 他們事後怎樣看? 有否更好的方案?

 

老師可以特別指出一些比較危險的例子, 讓學童發表意見, 例如, 可以問: 你們剛才的做法似乎有點危險性, 為甚麼還要這樣玩? 不怕受傷嗎? 看看他們如何回應, 藉此來了解他們如何評估風險. 大部份老師的經驗顯示, 其實年紀小小的學童, 已經很懂得平衡風險與樂趣, 他們不會做超出他們能力而外的動作, 給自己帶來傷害. .

事實上, 他們設計一些難度高或有點危險性的玩兒, 其實可以理解為是他們對自己作出的自我挑戰.

 

Did they feel they encountered any problems or difficulties in the first place? Sometimes what seemed a problem to the teacher may not be seen as such by the pupils. How did they handle them? What solutions were arrived at? How did feel about them with hindsight? Are there alternative ways of handling them?

 

The teacher could highlight some examples with apparent high-risk, and ask the pupils, What you did seem to be dangerous, why did you do it? Were you not afraid that you will get hurt? Such questions could help to assess how they look at risk and risk-taking. From the experience of many teachers, these young kids are actually quite good at assessing risks. They seem to know how to maintain a balance between risks and anticipated benefits. They are usually very careful not to do things outside their abilities, in order not the cause harm to themselves.

Indeed, more often than not, they design apparently ‘dangerous’ activity as self-challenge.

早上的遊戲內容多樣化, 而且天天不同. 有些很簡單, 有些則比較複雜. 究竟是誰提出來? 何人和議? 有否討論? 有否出現不同意見? 如何作最後決定? 決定後怎樣分工? 由誰來指揮? 怎樣保証做出來的東西符合原來的設想? 中途如何作調整? 等等. 

由於沒有老師及其他成年人的參與, 這些都是學童之間自我摸索的結果. 他們可能未有聽過甚麼 “團隊精神”, “領導” 這些概念, 但實際上就是體現了出來.

During the morning play sessions, many forms of play are available. Every day is different; they seldom repeat themselves. Some are relatively simple, while others are more complicated. The teacher could ask: who raised their ideas? Who seconded? Was there discussion or debate? How was the decision made? How was work divided among the pupils? Who directed it? Was what was finally produced close to what was originally planned? Were there any changes or modifications in the process? Who initiated them? Etc. etc.

Since no adults were involved in the process, the pupils have to do all these in their own ways. They may not have such concepts as leadership or teamwork, but they are actually practicing them.

上面提到, 老師要先接受<安吉遊戲>的訓練才能參與教學. 但這訓練不是一次過便足夠.

在實踐過程中, 老師會碰上很多新的挑戰, 需要不斷學習來提升自己的能力. 由於還沒有適當的課程可供老師進修, 最有效的方法是與其他的老師交流切磋, 包括本園的及其他幼稚園的老師, 甚至國外的老師.

We mentioned above that Anji Play teachers need to undergo training before they start work. The training is not one-off; there needs to be continuous training and enhancement. But there are few training courses for the purpose, as most learning and skills could be acquired through formal classroom training. For Anji Play teachers, the most effective way to enhance their skills is through exchanges with and learning from fellow teachers, in the same kindergarten or across kindergartens. Every kindergarten practicing Anji Play is conscious of the need of providing opportunities for teachers to learn from each other. Indeed, special time slots are provided for the teachers for this purpose.

Teachers who are in the process of continuous professional development realize that one major benefit is getting to know more about oneself, including:

• A better appreciation of one’s interest and passion
• A better appreciation of one’s strengths and improvement areas
• Strengthening one’s growth mindset

This chapter addresses some issues that may or may not be unique in Hong Kong.

The big characters in the Chinese text are difficult to translate. I will try my best.

Please answer the following question honestly.

Assuming you have a 3-year-old child and there is an Anji Playschool in your neighbourhood, would you enrol your child there?

I wonder if you find it easy to give a response.

In the Hong Kong context, I have the feeling that over 90% would say NO.

讀者們, 請坦白回答以下問題:

假如你有一個三歲的孩子, 而你所住的區域有一間推行

<安吉遊戲>的幼稚園, 你會否送他入讀?

我相信不易回答吧! 我估計, 此時此地在香港, 一般家長可能超過90% 選擇不會.

第三章 家長是攔路虎

Chapter 3 Parents as Barriers

The main reason: they have not heard of Anji Play.

But you as a reader of this book is different. You have at least some knowledge of Anji Play by now and would probably give a different response.

Let me ask you again?

Would you send your child to an Anji Play kindergarten?

These are some possible responses:

• No
• May be, but I would like to talk to the principal and some teachers there first
• May be, but I would like to know if their teachers are properly trained in Anji Play
• May be, but I would like to talk to some parents, to know their views and experience
• May be, but I would like to observe the classes in action
• May be, but I would like to know more about it on the internet

Still, these will be a minority of the parents. The overwhelming majority – I would say, over 90% - may not accept the Anji Play approach at all. Let us take a closer look.

主要原因是: 他們根本不認識<安吉遊戲>.

但你不是一般的家長, 至少你讀過本書兩章, 對<安吉遊戲>有點了解. 讓我再問一次, 你會否送你的三歲孩子到一家奉行<安吉遊戲>的幼稚園?

• 不會
• 可能會, 但我要先和校長及部份老師聊聊
• 可能會, 但我要知道老師們是否訓練有素
• 可能會, 但我想和一些家長談談, 了解他們的意見及經驗
• 可能會, 但我會要求園方安排我觀察上課情況
• 可能會, 但我會上網先了解多些

This a deeply ingrained in the minds of most Chinese parents.

‘Diligence has its rewards’ means children should be diligent in study, do homework, review what has been learned, read reference books. Children are also supposed to take part in various interest classes, such as music, arts, sports, foreign languages, etc. The more the better.

‘Play leads to nowhere’. It is considered to be unproductive, not worthwhile, a waste of time.

In short, play is not essential, the less the better, so as to allow more time for other diligent activities.

Even in kindergarten, play is not valued. How could you expect parents to embrace Anji Play?

這個觀念可以說是根深蒂固.

‘勤有功’ 主要是指勤讀書, 做功課, 功課即是做完, 也應溫習, 看參考書, 總之是勤學習, 手不離卷, 就是好學生. 除了讀書, 還可以勤力地學習多種技能, 樂器, 美術, 藝術, 體育, 外語等, 愈多愈好.

‘戲無益’ 就是不多玩, 愈少愈好, 反正是無益的, 不應浪費時間.

這樣一來, 遊戲變得是可有可無, 最好減至最少, 讓出時間來學其他東西.

即是在幼稚園, 甚至幼兒班, 遊戲沒有地位, 不受重視. 家長又如何會接受<安吉遊戲>?

In traditional Chinese thinking, parents feel the urge to make the children the best in everything. Some of them even use forceful and repressive measures to compel their children to excel themselves, including attending all sorts of interest classes, forcing them to practice long hours, deprive them of rest and playtime, or room for pursuing their own interest.

Are these measures effective? Sometimes they are. But the social costs are also huge. The most detrimental damage is depriving their children the opportunity to initiate their own development, rendering their dependence on parent instructions and arrangements, hurting their self-confidence and self-esteem. In many cases, the relationships between parents and children also suffer, and in extreme cases, may cause serious defects in the children’s character development, or pushing them towards anti-social and law-breaking behaviour in later life.

All in all, even if some Tiger Dad and Tiger Mom manage to produce some results with some of their children, I would say that the overall impact is negative rather than positive.

What proportion of parents are Tiger Dad and Tiger Mom in HK? I doubt if there are reliable statistics. My guestimate is over 50%, among them are usually those who are relatively well off and more educated.

受’望子成龍, 望女成鳳’思想驅使, 很多父母採用種種強硬及高壓手段來控制子女的活動, 包括逼令他們參加各式各樣的興趣班, 強逼他們進行地獄式練習, 剝奪他們休息, 遊戲及個人興趣發展的時間及空間.

有沒有效果呢? 很難說. 有些時候是會有的. 但無論如何, 代價都是異常龐大. 最致命的是扼殺了子女的自由發展, 同時做成子女過度依賴父母的安排, 打擊他們的自信心, 自尊心, 甚至影晌親子關係, 及對父母產生怨恨, 嚴重的更會造成人格障礙, 長大後做出各種違法及反社會行為.

總之, 虎爸爸虎媽媽即使在個別活動上取得成績, 整體來說, 對子女都是害多於利.

香港一般的父母有多少比例是虎爸虎媽呢? 似乎沒有準確的估計. 但相信至少超過一半, 而且往往是家境較好, 教育程度較高的一群.

More often than not, they may not have the means to send their children to various interest classes or have the capacity to take multiple trips in a week to attend those classes.

Their ‘bitterness’ comes about because they want their children to do good but could not afford to make it happen.

Will these Tiger and Bitter parents be receptive to Anji Play? I doubt it. In fact, I see this as the biggest obstacle to promoting Anji Play in Hong Kong, and it is these types of parents that we need to put in special effort to win them over.

還有另一類家長, 無以名之, 姑且稱之為 ‘苦爸爸, 苦媽媽’. 這些父母有虎爸爸虎媽媽的傾向, 奈何沒有足夠條件去做. 他們可能經濟條件較差, 教育水準較低, 未能像虎爸爸虎媽媽一樣有時間去控制監視子女的活動, 或有閒錢去送子女參加各種的興趣班. 他們很多都是兩口子都要長期工作, 見到子女的時間也較少, 管教及休閒的空間都有限.

他們’虎’不得, 卻是’苦’得很. 虎爸虎媽, 苦爸苦媽會否領會

<安吉遊戲>的最大障礙, 也是我們最需要爭取的對象.

This is another fatal idea: obsession about winning at the starting line. Again, this is an antithesis of Anji Play. For many parents in HK, it is imperative to prepare their children in the best possible manner in order to have a great start in education (read schooling). The assumption is the earlier the preparation, the better. This simple idea has driven many parents to act in ridiculously counter-productive ways. Before their children reach kindergarten age, they are already in pre-school classes in order to be exposed to and start to learn a vast array of subjects, all for enhancing the chances of entering some ‘good’ kindergartens.

At the kindergarten, the emphasis is to prepare them to gain access to ‘good’ primary schools. Whatever the primary school would assess during admission, kindergartens would provide systematic and intensive drills for the children to get up to speed. This is repeated at the primary school level, where all the curriculum caters to preparing the pupils for getting good grades to enter ‘good’ secondary schools.

This cascading of demands is most strongly felt at the kindergarten level, which has basically sacrifice the childhood of the children for school examinations. This is a far cry from what was the rule some 30 or 50 years back when kindergarten was joy and fun for the kids.

Under such circumstances, what is left of the role of play?

The question is: Would parents think that Anji Play could help prepare their children to win at the starting line?

另一個難以克服的觀念, 是所謂’贏在起跑綫’. 這個觀念也是與<安吉遊戲>背道而馳.

要能夠在起跑綫上比人家優勝, 孩子便要在年紀最少時便要作好準備, 愈早愈好. 此時此地, 情況已走火入魔.

未進入幼稚園, 便要學習很多東西, 來方便報考’好’的幼稚園. 在幼稚園的時候, 則要為考入’好’ 小學作準備. 小學階段就要為中學舖路. 中學的目標就是入最’好’的大學.

一層一層的要求, 改寫了兒童的童年生活. 幼稚園的課程, 也弄得像密麻麻的軍事訓練.

這樣一來, 幼稚園那里有遊戲的空間?

簡單地說, 家長難以想像<安吉遊戲>可以為他們的子女 ’贏在起跑綫’.

Imagine the following scenario: A group of Tiger Dad and Mom were invited to observe Anji Play classes in action.

How would they react?

I am sure they would find it Utterly Incredible. They would ask:

This reaction is perfectly understandable.

As mentioned above, Anji Play is revolutionizing early childhood education, something that most people (including teachers, parents, and educators) may not have comprehended or appreciated.

Every new approach and methodology takes a long time to gain acceptance. 

設想一下, 假若你邀請一些虎爸爸虎媽媽來參觀<安吉遊戲>的上課情況, 他們會有甚麼反應?

我相信他們的感覺會是 ‘匪夷所思’: 甚麼都不教, 不學? 整天遊戲? 功課也沒有? 這是甚麼教育? 那些是甚麼教師? 甚麼學校?

這樣的反應, 一點不足為奇. 因為正如上面所說, <安吉遊戲>是一個革命性的幼兒教育方法, 一般人(包括老師, 家長, 教育決策者) 未必認識及理解.

一個新的理念及方法要獲得廣泛的認識及認同, 是需要一個頗為慢長的過程的.

Fortunately, Anji Play has been practiced in Anji County for some twenty years and there is a lot of experience accumulated. Moreover, this approach has gained international recognition and acclamation. In HK, there is a group of twenty kindergartens that have signed up for a 3-year pilot scheme, with the support of the Anji Centre for Education Research in China.

In the coming months and years, more and more people will begin to appreciate the nature, benefits, and potential of Anji Play in transforming early childhood education in this part of the world. (More discussion below).

However, it remains clear that we need to mount an enlightenment movement on Anji Play.

The publication of this book is part of this effort.  

但毫無疑問, 當下之急是要發起一場<安吉遊戲>的啟蒙運動. 本書的編寫亦是這個運動的一部份. 

通過二十多年經驗的累積, <安吉遊戲>總結了五大原則: 愛, 冒險, 喜悅, 投入, 反思.

The philosophy that supports the practice of Anji Play is founded on the value of and ability of the adult to discover the child—see the child’s abilities, and record and reflect on them when possible—and then provide the physical and human environmental conditions for the child’s continued reflection and expression of ability.

The outcome of love—a safe, accessible, consistent, honest, open, predictable environment that is characterized by clearly articulated, simple, and reasonable expectations and expresses trust for each person—allows for freedom and risk.

Self-determined risk, the natural trajectory of our growth and learning, is most often experienced as joy and characterized by deep engagement.

When reflection is the core practice of adults and children, myriad opportunities for revisiting experience naturally create a structure for the continued growth of the child, adult, family, and community. 

愛是<安吉遊戲>的根基, 也是結果.

老師愛學生, 學生愛老師. 同學之間, 老師之間, 學校, 老師, 同學, 家長之間, 都是互相愛護, 尊重, 支持. 以愛為起點, 才可以讓愛不斷深化, 融入所有關係之中, 因此愛是根基也是結果.

作為幼兒教育的指導性原則, 冒險似乎是一個頗令一驚訝的主題. 然而, 這是<安吉遊戲>的一個關鍵性的中心思想.

兒童在學習過程中, 他們會主動去冒險, 成年人不應阻止他們. 正如一個初學行的嬰兒, 他要站起來, 首先必要跌幾次, 父母都不會去阻止他們. 學童自主地遊戲的時候, 他們也會去冒險. 大量的觀察所得, 他們不會輕易冒險, 而是懂得衡量風險, 以及很清楚知道為甚麼要冒險. 他們通過冒險去達致一些目的, 是他們自我挑戰的表現.

第四章 <安吉遊戲>五大原則

Chapter 4 The Five Principles of Anji Play

當孩子們自主地遊戲, 他們的喜悅是見諸於形色的. 他們會覺得是無拘無束, 在無限制的空間探索, 發揮自己的創意, 與其他的孩子互動及合作, 做自己喜歡做的事.

他們亦知道, 每天都有這樣的機會. 燦瀾的笑容, 不停的走動, 沾污了的雙手, 都是喜悅的標誌. 學童們的喜悅, 也是老師的喜悅.

• Bonds of trust and respect between children, their teachers, families, and the environment.

• Safety, broadly understood to develop from clear expectations, responsiveness, predictability, stability, consistency, honesty, and trust created by the adult for the child is a powerful expression of love.

• In Anji Play environments, love is the foundation for all relationships. Only in an environment that supports freedom and self-expression can the child engage in physical, emotional, social, and intellectual risk, continuously discover and pose questions, and challenge themselves to the furthest limit. In Anji Play environments, not only do teachers love children as if they were their own, but the relationships between children, between teachers, between the school and the family, and between the school and the community are characterized by love. Love plays a critical role in establishing the Anji Play ecology and influences Anji Playschools and the life of the community.

充滿愛的環境, 冒險的空間, 無限的喜悅, 都足以令<安吉遊戲>的學童及老師全情投入. 事實上, 每天兩小時的游戲時間, 非常緊湊, 各人有著不同的活動, 可以主動地選擇玩甚麼, 怎樣玩, 與誰人玩, 玩多久…他們的投入程度, 相比於傳統的課堂活動, 不可同日而語.

老師們的任務看似簡單, 但實際上要全情貫注, ‘一眼關七’ , 又要留意拍照及錄像, 一絲不苟, 與學童相比, 一動一靜, 相互輝映.

• The experience of physical, intellectual, social, and emotional learning takes place when we are uncertain about an outcome and make an attempt.

• Doing something based on a prediction is a risk. This is also the basis of deep learning, and central to the scientific method.

• Without risk, there is no ability to solve problems. Without problem-solving, there is no learning. Children select challenges according to their own ability, time, and place. In the exploration of the limits of their own abilities, children discover difficulty and solve the difficulty. In Anji Play environments, the adult is present to observe, document, and support, but not to interfere, intervene, or direct (unless there is a specific danger to the child or the child has truly exhausted all approaches within their grasp), and, to the greatest degree possible, guarantee the child’s access to and enjoyment of physical, cognitive, and interpersonal risk.

反思這一環節, 是<安吉遊戲>另一獨特之處. 事實上, 這個環節做得不好, 或乾脆不做, 便不能稱得上是推行<安吉遊戲>.

每天下年的反思時間, 是用來幫助學童反省早上的活動, 用圖像及語言來描述游戲的過程, 討論遇上的問題及解決方法, 探討冒險的風險及挑戰, 與及隨之而來的滿足感, 亦會討論同學間如何互相合作, 群策群力的過程與樂趣.

不祇學童們得到反思, 老師也會在反思過程中, 更了解他們的內心世界, 表達方式, 興趣及專長, 有助於日後的觀察及引導. 同時, 老師亦可以自我反思, 精益求精, 提升自己的能力. 

• The reward of self-determined discovery, growth, and learning.

• Positive feedback and reward (internal and external) give us joy and motivate us to continue pursuing joy.

• Without joy, play cannot possibly be true play. Joy is the outcome of self-determined participation in play, self-adjustment of the difficulty of play, and continuous reflection. The standard that adults should use to assess the content of any day is whether the child has achieved a state of joy in their activities. In their experience of joy, the child can be quiet or focused, they can be raucous or expressive...joy is the state of mind that nourishes the life of the child.

• A deep connection with the world and all that inhabits it.

• The experience of pursuing limitless depth is engagement.

• True engagement arises from the process of a child’s passionate exploration and discovery of the physical and social worlds. Anji Play confers the greatest degree of freedom to the child, allowing the child opportunities to move within an open-ended space, to fully explore and experience the surrounding environment, and therefore fully engage body and mind.

• The self-guided understanding, expression, and development of complex thinking.

• The story of our experience is reflection.

• Reflection is the crucial process that transforms the child’s experience into knowledge. In Anji Play environments, the child reflects and expresses their daily experiences through a range of means, and continuously adjusts their own knowledge of the world on the foundation of their pre-existing experience. The teacher and parent, both through materials and environments, support the self-determined reflection of the child on the child's own experience, and through their observation of the child and exploration of their own memories of play, participate in the child’s reflection.

安吉 – 仰慕已久的地方, 因為那里有一群執著幼教人進行了一場深刻的遊戲革命, 邁過了我國幼兒教育一直邁不過的坎.

作為一個縣級範圍的幼兒遊戲, 享譽海內外, 連當地的出租車司機也知道它的存在. 此次去學習安吉遊戲, 我覺得這就是一個奇迹.

我也用安吉遊戲的五個關鍵詞談一下此次培訓的學習體會.

愛, 是做好一切的基礎. 正是孩子的愛, 對幼教事業的愛. 和自己身上那份沉甸甸的使命感才有了以程學琴老師為代表的安吉幼教人, 他們在真遊戲的道路上孜孜不倦地進行了19年的探索和實踐. 正是有了愛才有尊重孩子, 理解孩子. 放手孩子.

冒險, 正是他們的冒險精神才有了幼兒教育課程的革命. 正如程老師所說, 我們進行安吉遊戲的時候, 沒有 ‘吉安’ 阿! 雖然這只是一句笑話, 但是也說出了當時進行安吉遊戲探索時的壓力, 他們是第一個吃螃蟹的人. 沒有冒險就沒有解決問題的能力, 就沒有突破幼教發展瓶頸的途徑, 就沒有安吉遊戲.

愛就放手  陳金枝

Love is the foundation for all the relationships in Anji Play. The teachers love the children, their families, and the community. The children love their teachers, each other, their families, and the community. The families love the children and the teachers and the community.  And the community loves the children, their families, and the teachers. Love is all around in Anji kindergartens. Only with love can the children be free to engage in self-directed true play.

Risk is probably the hardest principle to accept for those of us who feel that it is our job to keep young children safe. First, safety is a big issue in Anji Play, and the teachers are there to keep the children safe. But safe does not mean risk-free. Risk is a natural component of true play. Only through risk do children learn how to problem solve and truly express themselves.  The first time I watched a video of Anji Play, I must have reached out to grab what I felt was an unsafe structure about a dozen times. However, the teacher who was there the whole time only had to provide extra support once. 

             Denisha Jones                    June 3, 2019

喜悅, 在安吉的老師和孩子是幸福愉快的. 安吉的老師從勞神費力卻無用的環境創設中解脫了, 不用為了吸引孩子, 像演員一樣在講台上手舞足蹈, 聲情並茂; 不用為了各種活動而發愁犯難;更不用為了每天的常規日程像警察一樣耵著孩子….

在安吉, 孩子是快樂的, 孩子是自己的主人, 可以快樂地做自己想做的事情, 再也不用看老師的臉色行事, 每天在快樂中學習成長.

正是基于以上三點, 孩子和老師都心無旁騖. 孩子在自己喜歡的生態環境中輕鬆地投入游戲和深度學習中, 老師放下包袱投入自己喜歡的事業中.

The children knew how to assess the level of risk and how to make sure the structure was safe. I saw this with my very own eyes at the Anji Experimental Kindergarten. A little girl was climbing on a structure that did not appear safe. As I watched her, I noticed how she was the best person to determine if it was safe. She stopped several times to reorient the structure, and finally, she called in reinforcements to make sure she could make it across safely. I was impressed with her ability to engage in a self-assessment of the risk.

When the children are loved and allowed to take risks, they experience joy. This joy can only come from self-determined uninterrupted true play. Joy is abundant in Anji Play. Even with all the adults watching and taking pictures, the children are expressing pure joy. Their eyes smile wide, and laughter is the universal language of true play.

Because they are experiencing true joy, the children are fully engaged in Anji Play. They have hours to explore with the materials as they see fit before they go inside for play stories and play sharing. The concentration level of these children was mesmerizing. Whether they were painting outside, playing with water, or building complex structures, these children were fully engaged.

05 反思

通過學習安吉遊戲, 參觀安吉幼兒園, 聆聽八位專家的報告, 我對自己近二十年的工作, 進行全面的對照及深刻的反思. 我也愛孩子, 但是我的這份愛中對孩子有著太多的不信任, 有著過多的包辦代替甚至高控, 還美其名曰 ‘為了孩子’.

此次學習改變了我的教育觀 – 愛就放手, 把遊戲還給孩子, 相信孩子, 放手孩子,發現孩子, 給孩子一個幸福快樂而有意義的童年.

https://www.ajplaychina.com/content/article/article_detail/id/73735/cid/118/cid/118

Reflection happens at the end of the play, and I think this is one of the unique aspects of Anji Play. Children come inside and draw pictures of their play. Then the teachers select pictures from the children and photos and videos that the teachers captured and engage the children in play stories. Although I could not understand the discussion because I do not speak Mandarin, what I saw was a group of children spending 40 minutes with their teachers discussing one play story. The children were attentive and focused on the discussion. Not once did the teacher had to remind anyone to keep their hands to themselves or pay attention. Perhaps when children get hours of true play, they no longer have a problem sitting in a group! Watching the reflection was truly inspiring because it was obvious that the children enjoy talking about their play and problem solving together!

本章的主題, 是<安吉遊戲>為何受到國際幼兒教育界的重視, 何以世界各地不少專家專程到安吉取經, 以至歐美發達國家也有不少教育機構開始推行<安吉遊戲>.

我們身在華洋雜處的香港, 可能覺得有點詫異, 西方的教育制度 (包括幼兒教育), 不是相當先進的嗎? 何以會對中國內地一個縣級幼兒教育機構開創的幼教課程產生這麼大的興趣? 西方一般的幼兒教育不是已經給予學童很大的發展空間, 相比於

<安吉遊戲>, 他們有那些不足?

這些疑惑都很合理. 以下嘗試解答一下.

首先, 西方國家的幼兒教育中, 確實給予學童較大的遊戲空間. 這是無可置疑的. 不過, 亦不是所有幼兒教育機構都是這樣的. 在西方發達國家流行著一個說法, 就是 ‘富有的孩子, 上學是為了玩耍; 貧窮的孩子, 上學是為了學習.’

This Chapter focuses on the following: Why is Anji Play gaining so much international attention and recognition? What draws the continuous stream of educators from all over the world to come and observe Anji Play in action? Why are some educational institutions beginning to practice Anji Play in their respective countries?

Living in Hong Kong – a major confluence of the West and the East – such a phenomenon comes as a surprise, to say the least. We used to think that the Western education system (including early childhood education) is generally superior to that in Eastern ones. What makes it possible that a county-level early childhood education system could become a global attraction? It appears to us that the Western education system is already providing far more room for children’s development than their Eastern counterparts, what makes them come short compared to Anji Play?

These are legitimate queries. Let’s explore them.

First, it is true that there is more room for the play of various sorts under the Western education system. But this is far from universal. Some schools have more rooms than others. There is a popular observation circulating in Western societies: “Rich kids go to school to play; poor kids go to school for instruction.”  

第五章 “安吉遊戏”- 缘何风靡欧美

Chapter 5 How Did “Anji Play” Go Global?

意思是說, 富有孩子的家長知道遊戲對兒童身心發展的重要性, 因此他們樂意讓他們玩耍. 貧窮孩子的家庭, 送孩子上學是很大的經濟負担, 因此希望他們多學習, 不浪費時間在遊戲上. 反正遊戲在街上也可以進行,犯不著交學費回學校玩耍. 所以, 在經濟發達國家, 也不一定所有孩子都有同等的遊戲機會.

第二, 即使有充份遊戲機會的學校, 與<安吉遊戲>對比下, 有一點是顯著不同的, 那就是反思過程. 西方教育制度即使重視遊戲, 但往往沒有系統性的反思, 不像<安吉遊戲>一樣, 規定每天下午時段必定由老師主持有系統的反思, 以幫助學童從遊戲中汲取及總結經驗, 鍛練他們的表達,衡量風險, 解決問題等能力.

第三, 西方國家幼兒教育中的遊戲, 通常是很個人化的. 即使同樣是自主學習, 但出發點及形式都傾向重視個人發揮. 

<安吉遊戲>則不同, 比較重視群體活動及合作. 學童們雖然自主地選擇玩甚麼, 怎樣玩, 與誰玩等, 但通常先要有互相溝通, 商議, 然後一起去搭建游玩設施. 一般來說, 很少純個人的游戲活動. 

因此, <安吉遊戲>的一個吸引點, 就是鼓勵互相溝通, 互相合作, 群策群力, 培養團隊精神.

Parents of well-to-do families appreciate that play is beneficial to their children and could afford to let them play in school. For the not-so-well-off families, sending kids to school is already a financial burden, and they would like their children to learn rather than to play. They would think that playing could be done elsewhere and less expensively than in schools. In short, not all children have equal access to play even in economically advanced countries.

Second, even in schools where play is allowed or encouraged, it differs from Anji Play in one significant way: the lack of systematic reflection. With Anji Play, in contrast, the afternoon reflection exercise is mandatory, and is well planned and conducted so as to enable the children to learn from such things as storytelling and communication, taking and managing risks, problem-solving, etc.

Third, in playful endeavors in the Western education context, the individual is at the center. It may be self-initiated and self-directed, but the individual is the de facto driver and player. In Anji Play, while self-initiative and self-direction are equally emphasized, the play as such often takes place on a group level. The child decides on what to play and how to play, but they typically have to communicate with each other, discuss and deliberate on options, and once a consensus is reached, they have to work together to create the ‘toys’ or facilities to play with. There is a large amount of team communication and teamwork to make play possible.

第四, <安吉遊戲>另一獨特之處, 是遊戲物料的設計及運用, 這是與西方國家幼兒教育機構所提供的有很大迴異. <安吉遊戲>強調提供大量簡單, 低度製作, 輕便, 容易組合的物料, 方便孩子發揮創意, 自我設計遊戲的方式, 在沒有成年人的指導下構建天天不同的玩意.

第五, 老師的角色亦有很大的差異. 基本上, <安吉遊戲>的老師與傳統學校的老師的作用及功能有著顯著性的差別. 

<安吉遊戲>的老師不作知識的傳授, 也不規範或影晌孩子的遊戲活動, 而是作為一個觀察者. 紀錄者, 引導者, 刻意創造安全及方便的環境讓孩子快樂地學習成長. 西方國家的專業老師若要成為<安吉遊戲>老師, 首先必須接受再教育.

總的來說, 最關鍵的是以上各點形成一個系統. 這個系統中的一些基本構成部份, 在西方教育制度中或多或少存在, 祇是

<安吉遊戲>把它們有機地揉合起來, 形成一個方便管理, 易於執行的系統. 當西方教育專家親眼見到它的實際運作的時候, 往往恍然大悟, 嘆為觀止.

Fourth, another distinctive element of Anji Play is the design and supply of materials to play with. Anji Play deliberately chooses a range of simple, minimally-structured, lightweight, and easily assembled materials that the children could combine in limitless ways. This makes it possible for new ‘toys’ to be created on a daily basis with little guidance from adults.

Finally, there is a difference in the role of teachers. Those in Anji Paly take up a very different role as compared to those in conventional schools. Anji Play teachers do not provide instructions in traditional subjects, nor do they influence or interfere with how the children play. They serve more like an observer, a recorder, and a counselor. Their job is to create a safe and conducive environment for the kids to play and learn happily. Conventional teachers may need re-education if they choose to become Anji Play practitioners.

Above all, the various elements mentioned constitute an integrated system. To be sure, some of these elements are also present in Western education systems. What is unique about Anji Play is that they have been combined in such an easily managed and implemented way that its operation reveals logic and magic to Western educators who witness it.

誰也不會想到，來自浙江省安吉縣的幼兒遊戯教育正在風靡歐美。

德國著名學前教育家奧斯納布呂克大學的雷娜特路齊莫爾博士慕名來到安吉考察後，在德國媒體上發表了《我眼中的中國安吉學前教育》，引起了德國學前教育的一次變革。

美國賓夕法尼亞大學客座教授切爾西路貝利博士，歷時三年、先後五次走進安吉而起草的《安吉遊戲國際推廣計畫》，今年11月1日正式實施，根據此計畫，美國、加拿大、澳大利亞和新西蘭等國12位學前教育與遊戲專家組成了專家委員會，負責向國際早期教育聯盟、國際遊戲聯盟和各自國家推介。

“安吉遊戲”到底是什麼？又緣何成了國際學前教育的樣本？

"I have seen the future of early childhood education and it is Anji Play.

Phenomenal learning takes place in Anji—cognitive, social, emotional, creative, scientific—because pressure and conflict have been replaced by love and support.

We have known for a long time that children learn best when they are fully engaged with their teachers, their peers, and their environment.

They learn best when they feel joy rather than fear or boredom.

 All of these things are evident in every aspect of Anji Play, all day long, to a degree I have not seen anywhere else."

—Dr. Larry Cohen, author Playful Parenting

家長們怎麼看遊戲教育？安吉縣機關幼稚園大一班朱閔煊小朋友的爸爸起初並不理解為什麼幼稚園反對孩子提前學習認字，直到今年孩子上了大班，兩件事情讓他若有所悟。

“今年，我給他報了一個‘珠心算’的班，沒想到他學起來特別快，有一天在幼稚園裏學象棋，只用了一天就把象棋上所有的字認下來了。”朱爸爸說，可能孩子們玩遊戲的時候，就已經在潛意識裏打下了認字、數學的底子，一時還看不出來，但等到真正學起來，就會顯得很有悟性。“所以，我現在對幼稚園遊戲教育是非常讚賞的。”他欣慰地笑著說。

　　

孩子在玩遊戲，幼稚園的老師在幹什麼？其實只做兩件事，一是在旁邊細心觀察，二是在現場錄影和拍攝照片。

Have you ever stepped back to watch what really goes on when your children play?

As psychologist Lawrence J. Cohen points out, play is children's way of exploring the world, communicating deep feelings, getting close to those they care about, working through stressful situations, and simply blowing off steam.

That's why "playful parenting" is so important and so successful in building strong, close bonds between parents and children. Through play, we join our kids in their world and help them to:

- Express and understand complex emotions

- Breakthrough shyness, anger, and fear

- Empower themselves and respect diversity

- Play their way through sibling rivalry

- Cooperate without power struggles

From eliciting a giggle during a baby's first game of peekaboo to cracking jokes with a teenager while hanging out at the mall, Playful Parenting is a complete guide to using play to raise confident children.

Written with love and humour, brimming with good advice and revealing anecdotes, and grounded in the latest research, this book will make you laugh even as it makes you wise in the ways of being an effective, enthusiastic parent.

走進園內的“冒險島”，溝壑、山坡、草坪、秋千、木屋、繩網，不僅提供了孩子們鍛煉體能的機會，更給孩子們無限的遊戲想像，既具有挑戰性，又具有原始生態性，而遊戲中提供的麻袋、麻繩、木樁、木條、木箱、梯子等更可讓孩子在自主自由的環境中生成各種遊戲。“塗鴉區”內的瓷磚牆面、大滾筒、各號畫筆、棉棒、滾筒刷、水桶、抹布、廢舊材料等，可讓孩子們在自由自在的方式中盡情表達，有的是隨性的線條與點的組合，有的是天馬行空的想像畫，有的是生活情景的再現。

在中班遊戲區的孩子們正十分忙碌，有的手中拿著用竹子做成的竹梯子、竹竿、竹筒構建著自己的設計，有的在用磨光了棱角的磚頭和木板搭房子，有的在綁著許多輪胎的高大攀緣架上坐著、吊著、爬著，靈活得好似小猴子，也有的孩子如雜技演員一樣，踩在圓形油桶的桶壁上，讓油桶滾動自如。從孩子們的臉上你能看到那種安靜和專注，個個洋溢著幸福和快樂。

This is One City Early Learning Centers in Madison, Wisconsin. Four-year-old Max builds with unflagging enjoyment with simple wood blocks, alternating between horizontal and vertical, building higher and higher. He adds two wheels on top, a cross-beam spanning front and back, and then erects a long wooden plank in front. After thirty minutes an American tank takes vivid form.

In that moment, the joy of success is manifest on Max’s face. He shows a broad, beaming smile, and his mother, seeing the scene, hurries over and hugs Max from behind, moved to tears.

“Anji Play” is shorthand for Anji Kindergarten Play Education. It is an entirely new educational practice developed through the reforms and research of Cheng Xueqin, Deputy Director, Office of Primary Education, Anji County Department of Education, Zhejiang Province, based on the educational ecology of Anji County, in which play is the primary form of education.

In 15 years of profound experience, “Anji Play” has not only provided deep change and an entirely new perspective to the world of Chinese early education, but today it has also entered the world, and is currently influencing the development of global early education by bringing joy to children of diverse ethnicities in different countries? 

“ The playfulness, authenticity and experience of true childhood inherent to natural play”

“Anji Play” is an exceedingly common sounding name, but this kind of play, the kind of play that children like, is the activity that is most self-determined, most in accordance with their natures, and most capable of manifesting the essence of their childhoods,” Dr. Hua Aihua, Deputy Chair, China National Society of Early Childhood Education, Professor, East China Normal University, Department of Early Education, said during an interview with China Education Daily.

Dr. Hua has spent the last fifty years researching childhood play. Five years ago, when she first encountered “Anji Play,” “I was delighted to experience the state of play that I had been seeking in vain for so many years.”

What was this state of play? Dr. Hua recalled the scene of her first time observing “Anji Play.”

At the time, she had come to observe outdoor, self-determined play at Anji County Municipal Kindergarten and Anji County Experimental Kindergarten, what she saw was a deserted, unprepared space.

“安吉遊戲”是安吉幼稚園遊戲教育的簡稱，不久前獲得了中國基礎教育國家級教學成果一等獎，作為一種遊戲教育的形式覆蓋了整個安吉縣所有幼稚園。在“安吉遊戲”中，全縣13206名幼兒是遊戲的主宰者，而老師們只是為兒童提供遊戲的材料、創設遊戲的環境並保證他們遊戲的時間及安全，同時，他們要能敏感地解讀出兒童遊戲行為背後的發展。

走進安吉縣機關幼稚園，就走進了一個奇妙的世界：大班遊戲區內鍋松林、歡樂運動場、戶外建構、冒險島等一字排開，中班區內農家樂、小樹林、大腳丫池、石玩坊等錯落有致，小班區內塗鴉、廢舊工廠、沙灘等也比比皆是。園長盛奕說：“我們就地取材創設了18個野趣遊戲區，各年齡段按不同遊戲區進行輪換，週二、週三、週四全園896名幼兒在相對固定的遊戲區遊戲，週一、週五各班自由選擇遊戲區遊戲。” 

在報福鎮幼稚園，遊戲結束後，年輕的女老師用PPT放映著她剛剛拍攝到的一些兒童遊戲時的照片和錄影，小孩子們看著、笑著，老師對每一張圖片和每一個鏡頭每提出一個問題，幾十個孩子幾十個答案，笑聲、掌聲充滿著課堂。與小孩子分享後，老師們課後也要一起探討，像看圖說話一樣對照描述兒童遊戲的過程。

在安吉的遊戲教育中，老師總是儘量地“讀懂”孩子。用安吉縣教育局基礎教育科副科長程學琴的話來說，兒童在角色遊戲中都是天生的編劇，“在遊戲過程中，孩子們遊戲情節轉換和想像替代越多，說明孩子的能力越得到了鍛煉，老師沒看懂時千萬不要打擾他們的遊戲。”

“看著孩子們做遊戲的過程，老師自自然然地就會欣賞孩子，會看到每個孩子的獨特之處。很多老師對我說，‘看到孩子們那麼聰明那麼能幹，我們愛都來不及’。”程學琴介紹，在安吉遊戲中，老師對孩子的觀察使得師生之間不再是一種無愛的教育，老師開始由衷地愛孩子，而孩子也回饋給老師以愛，不再有退縮，也不會有消極的師生間的對抗。

美國切爾西路貝利博士對此也深有共鳴：“相互的愛正是‘安吉遊戲’最重要的價值，孩子們在愛中長大，也學會了寬容，這種愛能夠改變世界。”

Who would have imaged that when 9:00 have arrived, children would fly out of the school building and move from the areas surrounding the yard the materials that they wanted to play with ladders big and small, wood boards and blocks, tires, cubes and a multitude of other playthings, no teacher explaining the rules of play, no activities organized by the teacher, children independently forming into groups and entering into a variety of play contexts? In the play, no teacher directed children to do or not do anything.

“I was quickly drawn to the profound expressions of the children in this play. I quickly took up my camera to capture their movements only to discover that I hadn’t charged the camera,” Dr. Hua sighed. The children really knew how to play, creating so many unimaginable ways of playing, “It allowed me to see the long-forgotten playfulness, authenticity, and experience of true childhood inherent to natural play”

In contrast to Dr. Hua’s rational analysis, the response of Chinese early education over the last few years to “Anji Play” has been feverish. Since 2005, innumerable principals, teachers, and educational administrators have flooded Anji and have sought to learn and emulate “Anji Play.” For a moment, many kindergartens across the country lived under the shadow of “Anji.”

安吉幼兒遊戲教育從無到有已走過了14個年頭，程學琴把這14年劃為3個階段：

2000年到2003年是幫助老師們樹立“樸素資源觀”，竹梯、竹筒、木塊、木板、箱子、石頭、樹墩、木條、輪胎、油桶……這些充滿鄉土氣息的本地資源和廢舊材料都可以給孩子們用作遊戲材料。

從2003年9月開始，程學琴用了近5年時間來幫助老師們轉變教學觀，讓老師們明白遊戲的重要性，於是，孩子們有了充足的時間到戶外活動區做遊戲。

2008年9月至今是第三個階段，程學琴將這個階段命名為“真遊戲”的實踐研究，即把遊戲的權利完全放給孩子，但是老師作為觀察者要能解讀出兒童的遊戲過程。

安吉幼兒遊戲教育能有今天的成績，也得益於政府的推動。

分管教育的副縣長任貴明說，6年前，安吉縣“一鄉鎮一中心、輻射管理行政村”的學前教育辦學格局、“村鎮一體化”學前教育管理模式曾入選“浙江省改革開放30年30件教育大事”。現在安吉農村最漂亮的房子是幼稚園，僅近3年就投入3億多元進行建設和裝備，使全縣幼稚園的遊戲區和玩具材料配備能夠充分滿足孩子遊戲需求。

Those captivated by “Anji Play,” include educators and child psychologists from a range of countries and regions, who have travelled thousands of miles undaunted to this small county seat located in the North of China’s Zhejiang Province, in search of Anji’s secret to early education.

Dr Chelsea Bailey, former director of the Department of Early Childhood Education at New York University, engaged in early education research for over 20 years. During her first visit to Anji in July 2014, she was deeply captivated: “This is true play. In this play, you can see the child, and feel a joy that comes from within the child.”

Dr Renate Zimmer, Professor in Movement and Sports Sciences at the University of Osnabrück and Head of the Institute of Early Childhood Education and Development of Lower Saxony. When she set foot in an Anji kindergarten in 2008, said delightedly, “This is the best kindergarten I have ever seen! So many children and every person can find the thing they want to do. The teachers gravitate towards the children who are most in need of assistance.”

Dr Kim Plunkett, Professor of Cognitive Science, Oxford University, specifically arranged to visit Anji, seeing the children playing he gasped in admiration, “Fantastic! The children are moonwalking like Michael Jackson on those barrels.” He suggested his interest in establishing a base for research into childhood development in Anji.

中國學前教育研究會理事長虞永平認為：“安吉幼兒遊戲教育對教學環境、主體、方式進行了重大革新，顛覆了中國傳統幼稚教育形式，其生態式教育，極其符合幼兒身心發展需求，具有普適性和有效性，在全國產生了巨大的影響力，這樣的幼教目標與國際幼教宣導的先進理念不謀而合。”

The reporter has learned that in addition to the above-mentioned countries, experts and kindergartens from Canada, England, Australia, Brazil, Indonesia, India, Nigeria, Korea, and other countries have already become a part of or have expressed an interest in becoming part of “Anji Play.”

資料來源: 陈毛应 <光明日报 >（ 2014年12月23日）

Attempting to solve the challenges facing the global development of early childhood education.

So then what is “Anji Play” exactly, and why does it have a hope of becoming an international model for early education?

Jesse Coffino who plans organizes, and helps implement “Anji Play” outside of China explained to the reporter that growing income inequality and centuries of racism in America have had a negative impact on many children. “Children who live in poverty, who experience intergenerational trauma, and who live in environments of de facto segregation are being forced to learn because people with decision-making authority see this as a strategy to solve unequal outcomes.”

Dr. Hua’s observations of developments in American early education confirm the analysis of Jesse Coffino. “The condition I observed in America in 2005 was that rich kids went to pre-k to ‘play’ and poor kids went to pre-k for ‘instruction .’”

For that reason, many American educators are seeking a high-quality educational concept that seeks to address the educational inequalities that exist in America.

When Dr. Bailey and other experts visit Anji, they see the developmental level of children engaged in “Anji Play” and their reactions have been exclamatory. They visit town kindergartens and village teaching points to observe and research how “Anji Play” promotes learning and development and are moved and inspired by what they see. In the economically underdeveloped rural Chinese kindergartens, early childhood teachers lack high levels of education and the majority of the children belong to the unique Chinese phenomenon of the “left-behind child”. As a result of these kindergartens, not only are children achieving high levels of development in play, but this has attracted a high level of interest from foreign experts, who are attempting to study, and introduce “Anji Play.”

“Our response to a large migrant and left-behind child population in our villages is to allow every child to enjoy equal, universal and universally beneficial, quality early education.” Cheng Xueqin said that this is the root cause of the generation of “Anji Play.”

At the beginning of this year, at the 30th Annual Conference of the WestEd Program for Infant and Toddler Care, on the invitation of the event, Cheng Xueqin and President of internationally recognized Reggio Children and Reggio Children Loris Malaguzzi Centre Foundation, Professor Carla Rinaldi took the stage together for dialogue and exchanged with American early educators, “Anji Play” addressing the real issues of children in bad circumstances, and a concept of respect and development of children elicited a strong reaction.

One City Early Learning Center, as the first pilot site for “Anji Play” in America with a total initial investment of $2 million, the school occupies a site of 1243 square feet, it is designed to enroll 110 children. The CEO of One City, Kaleem Caire, plans to open 12 “Anji Play” schools in the next five years, with a goal of enrolling 1,100 low-income children.

In America, libraries and local governments are bringing “Anji Play” to areas for interaction in the library, the development of the ecosystem on a city level will broaden the implications of “Anji Play” itself.

Valuing the play of children is not a new concept. Two hundred years ago it was recognized and affirmed. As a result, the unavoidable reality is that adults have always anticipated using so-called “instruction” in the place of “learning” inherent in and arising from the child.

This was once also a difficulty in the development of Anji early education — the teacher’s painstakingly maintained classroom was for strictly teaching children to accept elementary level knowledge, but the teachers daily activities cutting and pasting collages, singing, and dancing tired them to death, the children not only were not happy, but the learning outcomes were not as had been hoped, the relationship between the child and teacher was contradictory and full of conflict.

“There must be a problem somewhere,” Cheng Xueqin said. She, through a large amount of visiting with teachers, parents, came to an important conclusion: play is the form of learning most preferred by children and it is the primary form of activity from which children obtain development and growth.

As a result, they discarded unified, prescribed syllabi, turning the role of “teach” in teacher to that of the researcher of the child and develop and produce richly local play materials. This reform, made them finally discover the important secret of the self-determined development that children obtain in play.

China National Society of Early Childhood Education President, Nanjing Normal University Professor Dr. Yu Yongping said while being interviewed by the reporter, “Only by truly taking the stance of the child, can you truly appreciate the meaning of the play. “Anji Play” satisfies the innate needs of the child, open, self-determined and rich environments realize the development of the child.”

Dr. Bailey has in all visited Anji five times spending months in her investigations. She particularly identifies with the spirit of engagement, risk, joy, reflection, and love in “Anji Play,” which believes that this can allow children to gain self-determined development, learn how to solve problems themselves, a spirit needed by all the children of the world.

Regarding how to adapt and study the methods of Anji, Dr. Bailey believes that educators, parents, and government leaders should provide their clear understanding of “Anji Play,” and take part in the work of research into the spirit of “Anji Play” so that Americans can understand why they should adopt and how they should scale “Anji Play.”

“We must do this by approaching all of our relationships with respect; with our hearts, minds, ears, and eyes open and ready to listen and learn; with an attitude of collaboration and problem-solving. It is necessary to work closely with communities to understand, implement, and assess a model of “Anji Play” that is both true to Ms. Cheng’s vision and resonant with the lives of families, children, and the larger cultural context.”

In these encounters and exchanges, how will Anji protect its progress and value? “If, through its encounter and communion with other world cultures, “Anji Play” is capable of absorbing the essence of these cultures and evolves into a more complete, systematic, harmonious, active, developing and symbiotic curriculum, how could that not be a good thing?” Cheng Xueqin stated.

Dr. Yu assesses “Anji Play” as “presenting a self-confident Chinese early education, a kind of confidence that derives from a recognition of the patterns of child development, from a genuine interest in the child and the child’s need for mastery, and from an understanding of the child’s spiritual world.”

Education is not race specific, it has no nationality. The history of Chinese early education spans more than one hundred years. In that time, we have always looked to countries outside of China to learn, and have built our curricula based on their view of education and their system of values to educate our own children. The emergence of “Anji Play” has allowed us to view Chinese early education with hope and confidence because it brings the same joy to children throughout the world.

(Translated from the original Chinese by Jesse Robert Coffino)

Source: 

The True Play Statement was first made on May 15, 2019, in Anji County, China at the 1st International True Play Conference. After Ms. Cheng Xueqin read the statement in Chinese, and Mr. Jesse Coffino read the statement in English, educators from ten countries, including China, signed the statement as founding members of the True Play Advocacy Alliance.

True Play, as defined below, is valued as the primary experience of learning in Anji Play environments. Routines, schedules, reflection, and other activities in Anji Play programs are organized to provide the greatest potential for trust, freedom, and depth in these True Play experiences.

True play is deep and uninterrupted engagement in the activity of one’s own choice.

True Play is most frequently characterized by observable experiences of risk, joy, and deep engagement. This is the deepest manifestation of learning, growth, and development.

True Play flourishes in places of love where the materials, environments, and decision-making attend to the needs and differences of the individual and the group.

When given space to reflect, those who experience True Play and those who take part in deep and engaged observation of True Play will create ecologies that prioritize the understanding of learning and development in their respective communities.

Educators and policy-makers committed to True Play protect the child’s right to experiences of True Play, and make True Play a priority in their decision-making about education.

Professor Feng Xiaoxia (China)

Professor Li Jimei (China)

Professor Hua Aihua (China)

Ms. Cheng Xueqin (China)

Ms. Sheng Yi (China)

Ms. Zhang Jie (China)

Dr. Doris Pui Wah Cheng (HKSAR, China)

Mr. Jesse Coffino (U.S.)

Ms. Jordy Coldwell Angel (Mexico)

Mr. Salvatory Kisude (Tanzania)

Dr. Peter Mangione (U.S.)

Mr. Gregory Mickells (U.S.)

Ms. Safina Mutumba (Uganda)

Mr. Jean Christophe Ndikumana (Burundi)

Dr. Andreas Roepstorff (Denmark)

Ms. Eszter Salamon (Hungary)

Dr. Rona Jualla van Oudenhoven (Canada)

Dr. Nikolay Veraksa (Russia)

不錯, 我相信很多人都有同感. 但是這樣理解Role Model, 與我的理解有頗大的分別. 雖然Role Model 是個很普通的名詞, 但在英文及中文都沒有一個大眾接受的定義. 我從事社會創新近二十年, 發覺不同的人都有不同的瞭解. 直至有一天, 我發現我自己的Role Model, 才去嘗試為這個名詞下一個定義. 我的提法最早是英文的: A role model is someone who inspires you so much that you want to exceed his (her) achievements. 你的典範是一個感染你的程度深至令你想去超越他 (她) 的成就.

我的第一個Role Model 是尤努斯, 孟加拉人, 因推動微型貸款運動去扶貧獲得巨大成績, 而成為第一位獲頒諾貝爾和平獎的社會企業家. 

You may find it strange: this is the most difficult chapter to write in this book. It could have been easy. It appears that all I need to do is to provide a biographical sketch of Ms. Cheng Xueqin, founder of the Anji Play movement. But after a deep dive into her work, I felt that it is not that simple. Her story is so rich and inspiring that I think the readers should take time to go deep into it and absorb as much insight as possible from this amazing journey.

A friend of mine has called Ms. Cheng her Role Model. I was intrigued; I would like to know what she meant by Role Model. She said that she adored and admired Ms. Cheng and had learned a tremendous lot from her.

I admit that many would feel the same. But this is an understanding of the Role Model that is somewhat different from mine. Role Model is a common term, but surprisingly there is no commonly agreed definition of the term. I have been in the social innovation field for some twenty years and found that people used this term to mean different things. I came to develop my definition of a Role Model after I found my first Role Model. This is my definition: A Role Model is someone who inspires you so much that you want to exceed his (her) achievements.

My first role model was Muhammad Yunus from Bangladesh. He started a movement of micro-finance to alleviate poverty in rural areas and became the first social entrepreneur to be award the Nobel Peace Prize in 2006. 

第六章 程學琴是否是你的典範?

Chapter 6 Who is Your Role Model?

也許很難相信, 本章是本書最難寫的一章. 本來可以很簡單, 祇要將<安吉遊戲>創辦人程學琴的生平及奮鬥經過介紹出來便大功告成. 但當我稍為深入瞭解她一步一步創造<安吉遊戲>的過程後, 便覺得殊不簡單. 因為這個過程有很多啟示, 值得讓讀者深深感受, 透徹地咀嚼及吸收.

我聽過一位朋友說, 程學琴是她的Role Model (典範). 我很想瞭解她說這句話的意思. 於是問她如何理解Role Model. 她說很敬佩程女士, 甚至崇拜她, 覺得她是個典範, 可以從她身上學到很多東西.

有一年他來香港作公開演講, 我有幸與他見面. 我當面告訴他, 我把他視為Role Model, 並解釋了我為Role Model 下的定義. 我還說, 雖然我獲得諾貝爾和平獎的機會微乎其微, 但不代表我不能超越他的成就. 我祇要繼續做好我的社會創新教育工作, 假若有生之年, 在中國大地有人直接或間受我的影晌而獲得諾貝爾和平獎, 我便認為我已超越尤努斯的成就.

值得指出, 你想超越另一個人的成就, 並不代表要跟他人競爭或評比, 而是受到深刻感染令你為自己提出一些高遠的理想. 我終於能否超越尤努斯並不重要, 但是我更清楚明確自己的方向及努力目標, 這才是關鍵.

這和一般人說自己有Role Model 有何關係? 分別確實很大. 一般人對Role Model 的定義, 在我眼中看來, 是不到肉的, 因為看不出你認為是Role Model 的人究竟對你有多大感染, 有多大影晌.

用我的定義來看任務Model, 要求便高了很多. 你不會隨便認定一個人作為Role Model, 除非你真的相信他 (她) 感染你的程度之深令你有激情去超越他 (她) 的成就.

從另一角度來看亦很有意思. 我在香港的社會創新領域中算是略有虛名, 亦有一些人說我是他們的Role Model. 你設想一下, 我聽到這些說話有何反應? 其實, 我會馬上問, 你所說的Role Model 是怎樣定義? 當然絕大多數都不是我的定義. 我就會向他們解釋我的定義.

 

During one of his visits to Hong Kong, I was fortunate enough to have met him in person. I told him that he is my Role Model and shared with him my definition. I also said that although my chances of getting a Nobel Peace Prize are close to zero, it did not mean that I could not exceed his achievements. I thought to myself: as long as I continue to do my work in social entrepreneurship education and if anyone in the Greater China Region directly or indirectly influenced by me were to be awarded the Nobel Peace Prize, I would consider that I have exceeded Professor Yunus’ achievements.

It should be pointed out that being able to exceed the achievement of another person does not imply competition or comparison. It only highlights that you are being inspired to set the highest possible goal for yourself and focus on achieving it.

What has this to do with the popular conception of the Role Model? Could be substantial. In my view, the popular notion of the Role Model is not inspiring enough, as it does not inspire you to aim high and act boldly to achieve your goal.

With my definition, you would not lightly call someone your Role Model. You are forced to ask yourself: is this person inspiring me to the point that I feel the urge to exceed his (her) achievement?

Let’s take a look from another angle. I have a modest reputation in the social innovation field in Hong Kong, and because of this, some people said that I am their Role Model. How do you think I typically respond? In fact, I would ask them about their definition of role models. Of course, hardly any of them has a definition close to mine. In which case I would explain my definition to them.

很簡單, 我不計較有多少人以我作為他們的Role Model, 但我很珍惜那些接受我的定義, 而又仍然以我為Role Model 的人. 我的生命始終有限, 我最大的願望就是能夠感染更多的人去超越我的成就.

現在讓我們重新來看<安吉遊戲>的發起人程學琴女士, 是否我們的Role Model.

我希望大家接受我的定義, 然後自己決定程女士是否你的Role Model.

至於我自己, 我就認為她是我的Role Model. 她對我有很大的感染力, 令我渴望超越她的成就. 我對自己說, 假若在我有生之年, 通過我的努力, 推動香港的安吉運動, 令所有的幼稚園及小學 (不敢包括中學) 都採用<安吉遊戲>作為課程設計的藍本, 我便覺得我已超越了她的成就.

各位讀者, 假若讀畢本書之後, 你會接受我的定義與及視程女士為你的Role Model, 請說明你希望在那些方面著力, 以達致超越程女士的成就.

It is apparent that I don’t care how many people consider me their Role Model. But I do treasure those who adopt my definition and still regard me as their Role Model. For me as a mortal, my greatest wish is to have as many people as possible who want to exceed my achievements.

Now let’s return to the question of whether or not Ms. Cheng is our Role Model.

I hope you would accept my definition and then you decide whether or not Ms. Cheng is your Role Model.

For me, she is my Role Model indeed. She inspires me so much that I want to exceed her achievement.

I said to myself: if within my lifetime, the Anji Play movement that I helped launch has succeeded to make Anji Play become the basic curriculum blueprint for all kindergartens and primary schools in Hong Kong, I would consider I have exceeded Ms. Cheng’s achievement.

Dear readers, if after reading this book you would accept my Role Model definition and consider Ms. Cheng your Role Model, I would like to know how you see yourself exceeding her achievement.

二十世紀八九十年代，針對辦園條件差、遊戲材料缺乏的現狀，我們開始自己開發並設計玩教具，沒有經費，就利用本地豐富的竹資源自製玩教具，在日常生活中挖掘遊戲材料。但由於教學觀念沒有轉變，教師認為增加了玩遊戲的時間，就意味著浪費了學知識的時間。所以儘管當時開發了豐富多樣的遊戲材料，卻沒有真正利用，成為了擺設。

一直到2000年前，大部分幼稚園仍然處於“無遊戲”狀態。然而，幼稚園小學化做法的犧牲品不僅僅是孩子。幼兒教師也成為眾矢之的，經常被小學老師指責：拼音發音不准確，寫字筆順不正確等等，同時又被家長責怪在幼稚園教的漢字、算術不夠多。對此，幼兒教師經常感到自卑和無奈，困惑於幼兒教師的專業性和價值在何處。此時，我剛從教研員調任縣教育局的幼教行政管理崗位。經過深入調研，我深深地意識到，幼稚園小學化帶給孩子們身心發展的種種危害，以及給幼兒教師帶來的負面情緒和工作壓力，於是開始尋求幼稚園教改之路。

2001年《幼稚園教育指導綱要（試行）》（以下簡稱《綱要》）頒佈後，安吉作為湖州地區的“貫徹《綱要》試點縣”，開始了“去小學化、開展區域活動、實行多樣化教學”的改革。

(以下是程女士的自白)

經過近二十年來的探索和實踐，安吉的學前教育課程實現了由單一的集體教學向“以遊戲為基本活動”的轉變；教師從高控到放手，逐漸學會了觀察和解讀孩子的遊戲行為，成為了將遊戲經驗轉化為教學資源的能手；家長不再反對兒童遊戲，取而代之的是對遊戲的理解和認同、接納和支持；兒童更是從教室走向大自然，成為自信、專注的探索者和學習者。

可以說，安吉遊戲課程探索的過程，就是教師、家長和兒童共同成長的過程。這個過程體現了安吉縣政府層面的積極扶持，凝結了安吉學前教育工作者二三十年來的集體智慧和辛勤汗水。

“安吉遊戲”的發展主要經歷了三個階段：無遊戲階段，假遊戲階段和真遊戲階段，其中真遊戲階段又涉及兒童觀、教育觀和課程觀的三大改變。如果不了解前兩個階段，就很難理解安吉遊戲的第三個階段是如何實現的。而對前兩個階段的反思，在現如今，依然存在相當的現實意義。

至於最討厭的，一是老師上課時“叮叮叮”敲小鈴的聲音，二是不想睡又被強制午睡。被記住的，是屬於孩子自己的“真遊戲”；被忘卻的，是過於強調知識技能的學習，還有活動內容及活動方式充滿暗示和規定的假遊戲。當幼兒的自主性和興趣受到了很大的限制，遊戲便不再是幼兒自己的。嘔心瀝血設計的遊戲是剝奪孩子遊戲自主權的假玩，對遊戲真相的反思結果讓我們震驚，也促使我們去追問更多的真相。

我選擇縣機關幼稚園、曉墅幼稚園等7所不同級類的幼稚園，進班觀察，記錄一日活動的各個環節。我發現，一天下來有17～21個環節，孩子們統一行動，消極等待，不斷地被老師呼來喚去，在幼稚園生活的真相是配合老師完成一日流程。而老師們不停說教，組織紀律，情緒焦慮，身心疲憊，咽喉炎成了職業病！

老師周而復始地備課、上課，真相又是什麼？我為此對全縣幼兒教師進行了一項專門的調查。在回收的700多份調查問卷中，居然清一色的答案是“備課是為了園長的檢查”。我繼續進行調研，又吃驚地發現優質課獲獎者、骨幹教師、老教師和年輕教師進行集體教學的有效性居然沒有多大差異。一直在辛辛苦苦研課、磨課的教壇新秀、教學名師的日常教學居然沒有真正意義上的改變。

老師們開始關注“讓孩子怎麼玩”，並竭盡所能地為幼兒設計遊戲材料和玩法，“沒日沒夜，廢寢忘食”，甚至“全家齊上陣”。這一時期，幼稚園的環境變得琳琅滿目，頂上掛的、牆上貼的、地上擺的都滲透著當地竹資源的利用——“竹鄉一條街”“竹鄉熊貓之家”“竹鄉旅行社”“竹鄉警察局”等等。這一切讓我們贏得了很多讚譽。

2004年，安吉被教育部授予“全國幼稚教育先進縣”稱號，同年浙江省區域活動研討會在安吉舉行。2005年，安吉縣“貫徹《綱要》,利用地方資源創建低成本、高質量的學前教育”課題的研究成果在“全國落實《綱要》經驗交流會”上交流發言。我們雖然得到了各級領導的肯定，但是仍沒有從根本上取得兒童發展、教師成長、家長與社區共同支持的改革成效。我們意識到，出現了“假遊戲”問題。

看似有了遊戲區域、更多的遊戲材料，但教師思考的是如何規定遊戲玩法，如何制定遊戲規則。幼兒被固定在教師規定好的環境中，按照教師規定好的遊戲規則與步驟操作。與此同時，教師們開始疑惑自己的專業定位，倦怠情緒十分嚴重 —— 除了遊戲前要花費大量心思設計遊戲、準備材料和玩教具外，遊戲過程中還要擔心孩子是否會把玩教具破壞，遊戲後還要整理混亂的場面、修補材料及玩教具。漸漸地，教師們開始對遊戲產生了明顯的抵觸情緒，甚至覺得這一時期比教幼兒寫字、算術更辛苦，而幼兒也同樣得不到快樂。

我曾詢問當時已上中學的女兒。於是，女兒講述了自己幼稚園時的記憶：每天最開心的時候就是吃完午飯，端著小凳子到活動室外面自由活動一會兒，想玩什麼都自己決定。除此以外，似乎就沒有什麼開心的記憶了。

遊戲是兒童的天性。因此，“放手遊戲 發現兒童”是追尋學前教育真諦的邏輯起點。循著這個實踐邏輯，2007年，我開始有計畫地對各個年齡段的人進行訪談，讓他們回憶童年時期的遊戲，講述童年最快樂的故事。訪談中，我聽到最多的令人難忘的遊戲有一個共同的特徵就是沒有成人的干預，大多發生在戶外，是自己和夥伴們想怎麼玩就怎麼玩的遊戲。這些真誠樸實的遊戲回憶讓我逐漸感悟到”真遊戲”的真諦和價值，於是向全縣幼兒教師發出號召“讓自由的遊戲點亮兒童的生命”。

我們將課程改革和教師專業成長緊密結合分步實施,將觀察解讀兒童的能力作為教師的核心素養,將遊戲作為培養這一核心素養的重要途徑。我們用最大程度的自由和最小程度的干預來實現解放兒童的目標，開啟一場把遊戲的權利還給兒童的“真遊戲”革命，並不斷尋找幼兒教師自己的專業定位。從2007年至今，“真遊戲”階段經歷了三大步。

訪談中，我得到的答案是：為了美化、裝飾，迎合成人視角，孩子們看不見，也不感興趣；按照教材要求、檢查要求，像機器一樣去拼湊牆面，三年一輪回，還可以重複用。當我問及：“這樣的環創對孩子有沒有好處？對你們的業務有沒有幫助？”回答是：“沒有。孩子們等於都在幫老師做事情。”我又追問對誰有好處，得到的回答是：“領導。因為有人來參觀覺得好看，園領導寫課題也需要這些照片。”這些回答讓我突然有種“皇帝的新衣”的感覺，羞愧於自己是自欺欺人中最可憐的那個。

我訪談了部分園長。有的回答是：“實際是為了特色而特色，綜合幼稚園各方面的資源優勢，比如有某一方面特長的老師或專家資源，選一個本縣其他幼稚園沒有做的領域，傾一園骨幹之力，千方百計想出些花樣來集中編寫，考核評比完了就束之高閣。”當我問及班級老師“你們的特色是什麼”，回答經常是“這是園領導的事情，我不清楚”。老師仍然我行我素地照著自己的老套路組織活動。

原來，真相是形式主義使教師職業倦怠，是功利主義讓我們自欺欺人！我們在反思中痛下決心，要打破形式主義和功利主義的舊殼，找回我們的專業定位，找回對兒童的尊重和理解。只有從高控中解放出來，兒童才有機會盡情地展現自己的最大潛力，教師才有可能認識每一個真實的兒童。教師只有準確地認識兒童，才有可能以適當的方式去發展兒童。

另外，遊戲時如果讓老師為孩子擺放和收納遊戲材料，每次遊戲起碼得花上幾小時，戶外遊戲還涉及換鞋、換衣、沖洗、脫衣等護理事項。為此，我們就設計了大量配套的收納設施，保障幼兒遊戲材料觸手可及，同時設置了方便幼兒自我護理的沖洗、脫換衣鞋等裝備，讓幼兒在自主收納、整理遊戲材料和自我護理的過程中獲得更多的學習機會，解放老師，成就兒童。

保障遊戲時間和遊戲權利，要讓老師發現兒童，先讓園長發現兒童。我們改革了一日生活時間的安排，保障每天一個小時以上的自主遊戲時間，保證幼兒對材料的探索、對遊戲內容的規劃、對遊戲場景的建構、對遊戲本身的盡情盡興。但是，想要徹底消除”假遊戲”，還必須從老師的行為改變入手。針對老師們嘴巴說個不停、手指不斷指點的現象，我們便在一開始就提出了“閉住嘴，管住手，睜大眼，豎起耳”，要求老師們用謙遜的態度去放手發現兒童的遊戲需要。但是，對老師們來說，這太難做到也太難接受了。

提供可移動、可組合的遊戲材料，讓孩子有東西玩。我們當時面臨的挑戰是：玩具既要滿足孩子想怎麼玩就怎麼玩，又要把一線老師從收集製作和管理遊戲材料中解放出來，集中精力觀察發現兒童。

要解決這個難題，首先，遊戲材料必須是自然生態、可反復使用、不必經常更換的；其次，遊戲材料須由幼稚園層面統一規劃投放，能夠滿足不同年齡段孩子的遊戲需求；第三，遊戲材料是孩子可以自主掌控，有無限玩法的；第四，遊戲材料的收納整理及遊戲過程中的護理工作，必須支持幼兒自主完成。

我通過回憶童年遊戲記憶，在童年遊戲的玩具和玩法中尋找靈感，和園長們一起創設了一百多種貼近生活、堅固耐用、可移動、可組合的遊戲材料。這些材料全部由幼稚園統一配置，投放到戶外遊戲區。

比如，我們選用了可以站立的雙梯和可隨意架構的直梯，各種高度的單雙梯滿足了孩子在安全範圍內的攀爬體驗；到處找水缸、箱子等半封閉材料，讓孩子有地方可藏；在諮詢建築行業的專業人士，什麼材料最簡單又能夠進行最複雜建構後，把真的輕體牆磚投放在幼稚園，還用木頭按照標準磚塊的尺寸製作了國內首創的戶外炭燒積木給孩子玩，接著又設計製作了大量長短大小不同的木塊、木板等充分滿足孩子的需要。我們小時候還特別愛玩滾動的東西，於是找來了廢舊的油桶和大小不等的儲水桶、各種尺寸的水管給孩子探索；還在大小不一的麻袋、編織袋內裝上軟的填塞物，滿足遊戲中安全保護的需求。

改變家長的觀念並不是一朝一夕的事情，要接納家長的心態，理解他們的擔憂和需要，同時通過讓家長參與、觀察、解讀遊戲，在親身體驗和眼見為實中理解遊戲的價值。我們引導家長參與孩子的多種遊戲反思活動。比如，為孩子的“遊戲故事”做實錄。教師讓孩子把自己畫的遊戲故事帶回家，講給家長聽，並讓家長把孩子的話原原本本地記下來。這個互動過程讓家長更加系統地看到了遊戲，同時也能直觀地感受到孩子的語言和思維得到了很好的發展。再比如，實行家長駐園制度，讓家長觀察遊戲後，參與教師組織的遊戲反思活動，傾聽、參與幼兒的反思。慢慢地，家長們認同了安吉遊戲，成為了幼稚園課改堅定的支持者。

要有效地改變老師們的觀念，光喊口號是沒用的，首先得從園長入手。園長的顧慮不解除，改革不會真正起步。園長的改革認知不突破，改革只會停留在形式和功利上，無法真正推進！只有園長真正確立了“相信孩子”的認知，才能指導教師去改變。所以，我們就給園長佈置觀察作業，舉行園長間觀察兒童遊戲的比賽，為園長開辦觀察經驗交流論壇。

雖然園長們開始也有質疑、困惑，但是經過一系列活動，他們從內心慢慢樹立起了正確的兒童觀，並影響了一線教師，每個園都大刀闊斧地改變以往的教學狀況。教師們也在觀察孩子遊戲、反思自己童年玩耍記憶的過程中，看到了“了不起的兒童”，感受到了深深的愛，更新了兒童觀：孩子是主動的、有能力的學習者！孩子太聰明了，聰明得讓人愛他們都來不及！孩子太能幹了，能幹得讓人意想不到！孩子是值得被崇拜、尊重、敬畏、深愛的!

讓家長成為“真遊戲革命”的“同盟軍”。任何教育改革如果離開家長的支持肯定是有風險的。最初，家長們不能理解為什麼要放棄文化知識的學習，轉而浪費時間讓孩子隨便玩，同時也擔心孩子的安全得不到保障。於是，就有祖輩來園干擾正常教學秩序，也有父母直接向政府投訴，要求轉園。

首先，通過視頻回放、照片展示、文字敘述等形式，向老師們展示遊戲案例；然後，請老師們交流自己在觀察中看到了什麼，分析幼兒的這些行為表現了什麼，包括想像、探究、體驗、合作交往、認知水準、最近發展區等。在遊戲解析的專業研訓活動中，大家發現，以前教師花大力氣教的內容在遊戲中都有體現：遊戲中，同伴協商與合作、解決問題、創新玩法、自我保護、運動，自主與自律、專注與堅韌、冒險、愛等學習品質，以及整理和自理方面的良好習慣等等，都自然形成。這些基於核心素養所追求的幼稚園課程目標，在孩子的身上都被充分地實現著。

“真遊戲”階段的第二步讓我們的老師和園長們樹立了“遊戲即學習”的信念！這個信念的建立，讓我們開始走上了真正理解兒童的康莊大道，明白了班級老師才是幼兒一日課程的真正領導者和建設者。於是，我們就開始改革一日生活的組織方式，由班級老師根據幼兒活動節律實行彈性安排，在一日生活中開始滲透遊戲精神。

老師們還發現，為了達到某些教育目標而辛苦備課、製作各種教具變得毫無意義，孩子們在遊戲中就已經自然習得很多經驗和知識，如果再去開展集體教學，勢必會產生很多問題。所以，很多園長開始主動反思傳統集體教學的有效性，引發了第三步行動。

在樹立起了正確的兒童觀，發覺遊戲的重要意義之後，我們要求教師能夠從觀察遊戲出發，進一步地思考和分析兒童的遊戲，努力發現遊戲背後的學習，分析遊戲行為背後的兒童發展。為了更好地幫助教師進行觀察分析，我們在整個縣域層面廣泛開展了有關觀察解讀遊戲的教師培訓，創設了一套觀察與反思的培訓系統：每週五下午三點，全縣統一開展各園的園本大教研；將全縣老師分為核心骨幹教師、園長、骨幹教師、中老年教師、新教師等五個層次，進行遊戲觀察培訓和開展案例式教研，讓大家對照《3-6歲兒童學習與發展指南》（以下簡稱《指南》），解讀遊戲中幼兒五大領域的發展。教師關注兒童在開放的環境和材料中如何進行遊戲，嘗試去分析兒童的遊戲。同步開展家長培訓，使家長發現遊戲中的學習，明白遊戲是幼兒特有的學習方式。

我縣幼兒教師的學歷背景非常普通，有的雖然接受過理論培訓，不缺科學理念，但缺的是對理念的透徹領悟和具體實施。對這樣的教師該如何培訓？如何提高他們觀察、解讀兒童的專業素質？這些成為擺在我們面前的巨大挑戰。教師教育行為的轉變，必然是在不斷解決實踐過程中的困惑和問題下，逐步內化理論認識的過程。於是，我們就通過組織教師邊實踐邊撰寫遊戲觀察案例，開展多層次、多形式的案例剖析、分享等研訓活動。

在“真遊戲”裏邁出的三大步也是教師成長的三個階段，不同教師處在不同的階段和水準，但是每個教師都會在各自的水準上向前邁進。正是這三步讓安吉的幼稚園都陸續突破了形式主義，回歸了“真遊戲”，最終收穫了教師、家長、幼兒的共同成長。

這場深刻的真遊戲革命，讓老師找到了專業定位、職業身份和在教育領域中的地位。我們感悟到老師觀察到遊戲中的複雜學習越多，對兒童的理解會越深，家庭、社區和政府就會越珍惜老師的角色和兒童的能力。

如今在安吉，不僅老師們像愛自己的孩子一般愛著每一個幼兒，幼兒之間、教師之間、幼稚園與家庭和社區的關係也充滿了愛。愛，幫助構建了安吉遊戲的生態體系。這一體系對兒童充分信任和尊重、充分支持和放手，讓兒童在有安全感的環境中盡情冒險並體會戰勝自我的喜悅，全情投入並享受體力、智力、情感上的突破，靜心反思並沉浸於複雜、深刻的學習。

       

改革永遠在路上，當今，我們以愛、冒險、投入、喜悅、反思這五個關鍵字為準則，堅持兒童在前、教師在後的課程理念，在不斷的反思性實踐中，全力打造安吉遊戲理念下的課程建設共同體，不斷促進教師課程領導力的提升，不斷提高安吉遊戲課程的實踐品質，保持安吉遊戲課程的旺盛生命力，推進安吉遊戲教育生態的優化，不斷為兒童的真遊戲和真學習創造條件。

資料來源:

https://zhuanlan.zhihu.com/p/287938347

我們發現傳統集體教學和“真遊戲”並不匹配，教學的起點不在於教材，於是開始重新思考，放棄了統一征訂的教材、部分無意義的集體教學，將教學的起點與內容聚焦於兒童的遊戲與生活。教師們開始真正懂得生活中的點滴機會都是寶貴的課程資源，對大課程、整合課程、生成教學等有了初步的理解，課程觀發生了真正意義上的改變。

這一階段我們開始學習捕捉遊戲和生活中的教育契機，以適宜時機和方式回應遊戲，生成與《指南》目標一致的教學，推動幼兒基於遊戲和生活的深度學習，我們開始室內外打通使用，互通互補。如室內的主題牆成了孩子自主記錄的遊戲瞬間和遊戲故事、教師與幼兒一起反思遊戲所產生的共有經驗的遊戲故事牆，以及觀察記錄牆、閱讀記錄牆等等，室內的環境處處充斥著孩子們的生動表達，真實呈現了兒童發現世界、教師發現兒童、支持兒童深度學習的精彩過程。

基於對兒童的遊戲、生活的觀察後生成的教學，帶有很大的不確定性，給教師們帶來了更大的挑戰，也給教師專業成長提供了有效途徑。比如，遊戲後分享教學，要求老師在觀察孩子遊戲後即時進行，老師沒有時間備課，只能進行延後的反思性、回顧性備課。正是這個過程推動著教師每天反思自己的觀察與傾聽、提問與對話的效果，有效提升了回應孩子的能力，也徹底改變了以往備課為了檢查而抄寫教材的現象。

 In Anji County, Zhejiang Province, China. 14,000 children, ages 3 to 6, take part in a highly sophisticated curriculum of self-initiated, self-determined play, reflection, and self-expression. Children build bridges with ladders and planks, run across oil drums, and construct their environments with bricks and lumber, and rope. Every day these same children watch videos of their play and discuss their discoveries and intentions and create complex drawings, schematics, and symbolic writing systems. They attend public kindergartens filled with risk, love, joy, engagement, and the deep participation of their families and communities. The approach is called Anji Play. The inventor is Ms. Cheng Xueqin.

Anji, China is a verdant, mist-shrouded rural county approximately three hours driving distance from megacity Shanghai. Once known only for its white tea, bamboo products, playing host to the wire-fight scenes in Crouching Tiger Hidden Dragon and as the birthplace of ink painter Wu Changshuo, the name Anji has today become synonymous with innovative early childhood education practices in China.

Anji Play is a comprehensive curriculum and approach to early education developed by Ms. Cheng Xueqin for the public early childhood programs of Anji County, Zhejiang Province, China. In the past ten years, the Anji Play curriculum, approach, and philosophy have become the focus of pilot and demonstration programs in the United States, Europe, and Africa.

The Anji Play curriculum and play materials have been adopted at the province level in Zhejiang (soon bringing Anji Play to two million more children), and Anji Play is being practiced in public early childhood programs in all of China’s 34 provinces and administrative regions. In recent months, Anji Play has become a focus of Ministry of Education efforts to expand universal access to public early education in China.

When she received the new guidelines, the idea that play was fundamental to children's experience and learning deeply resonated with her, and she began to experiment with how to introduce play into classrooms where it was formerly absent. But as she began to experiment, she did not see the joyous discovery of young children at play in her classrooms. What she saw, she described as “false joy,” the play she observed she termed “false play.” Ms. Cheng observed joy being “ruthlessly stripped” from children in the service of adult ideas about how the play should be directed to serve specific educational and developmental goals.

In an effort to understand why her students weren't playing and why her teachers and administrators were frustrated, that despite their best efforts, the children in their care were not truly happy, Ms. Cheng asked herself a basic question: “What are my deepest memories of play as a child?” And she also began to ask her teachers and administrators the same question. What she found was that their deepest memories of play were defined by risk, self-determination and that their meaningful play took place on a grand scale were big, hard to handle materials became tools and building blocks of imagination and cooperation. And Ms. Cheng said to herself, “if the children in our care have this one unique moment of childhood in their lives, why are we stripping away the joy and discovery that is so essential to it?”

Anji County is home to 130 public preschools and village teaching sites that serve 14,000 children ages 3-6. For many years the Anji approach to early childhood education was that of the majority of Chinese schools: get kids to sit quietly at their desks until they were ready to return to the care and supervision of their parents at the end of the day. But Ms. Cheng, whose position put her in charge of those 130 preschools, would soon change the status quo.

In 1989 China signed and became a party to the United Nations Convention on the Rights of the Child. Article 31 states, “...parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.” In 1996, in an effort to bring China's pre-k standards in line with the developed world, the Ministry of Education released “Standards for Kindergarten Education.” Article 5, section 25, subsection 6 of these standards states that kindergarten education should treat play as a “foundational activity to be included in every type of educational activity.”

So she began to experiment. She began to introduce large, minimally structured materials, and open-ended, minimally-structured environments. She told her teachers to back off and watch, to observe what the kids were doing. And as months turned into years, as she designed and refined the materials and environments in her schools and the protocols for observation and reflection that her teachers engaged in with their students on a daily basis, she made further observations.

When children engage in “True Play,” she noticed, they are realizing specific intentions. Most simply put, they intend to have fun. But when given space, freedom, materials, and important time, these play intentions manifest themselves in high degrees of complexity. So with 10 minutes and a climbing structure, a child might climb up and down and maybe jump. But with two hours and a range of open-ended materials, children will organize and create highly complex structures and rules to govern their use. 

Moreover, they will seek to eliminate those factors that stifle their play intentions. They will solve conflicts, remove the danger and create order because it makes their play more fun. They will seek to understand what they are doing and they will ask for help if they need it. Time is crucial here. Originally, Ms. Cheng allocated 1 hour of outdoor playtime for her students in the morning, but this gradually expanded two 2 hours as she realized that greater time led to greater complexity, that when children have the time to complete their intentions they stay highly focused and engaged in their projects.

Teachers have an important role in the learning and discovery that takes place in the kindergartens of Anji. But they are not guides, they do not structure play towards specific goals, and they do not view children as unsophisticated thinkers that need to be directed towards achievement. Teachers in Anji observe and take part in the play, but they do not intervene. They understand that children choose to resolve their own conflicts, manage and regulate their own risk and develop rules and order to get the most fun out of their play. They trust children.

The teachers and parents of Anji also understand that the most effective learning, whether it is social, emotional, STEM, or otherwise, takes place when a child owns her own experiences and discoveries. But it wasn't always so. The parents of Anji were dead set against play in their schools. They protested vociferously about time being wasted that could better be used in the study, and about the dangers of risk and dirtiness. They wrote letters, they reported Ms. Cheng to high-level officials and they refused to send their kids to school. 

Ms. Cheng also observed the difficulty her teachers faced when trying to assess the developmental level of one child in order to provide specific activities and materials that addressed that child at her specific developmental level. When she multiplied that number by 30, she immediately understood the impossibility of designing developmentally appropriate activities for an entire classroom of kids. Instead, she found that when kids are given the freedom of self-determined, risky play and open-ended materials, they will challenge themselves at their own developmental level.

The teacher’s frustrating task of measuring and designing is eliminated when activities no longer need to be geared to the base-line of developmental appropriateness because the children challenge themselves. This gives teachers the freedom to observe, understand and support the children in their care. It also frequently leads teachers to a deep admiration for the abilities of their students. Admiration, joy, trust, participation, and understanding are ingredients for a relationship of love between child and teacher, the foundation of the bonds of attachment that support a child’s emotional, social, and brain growth.

When we consider what we want our babies and toddlers and kids to be in a few years’ time, is it stationary test-takers, adept receivers of standardized knowledge? Or do we want compassionate, joyous, engaged, creative, and curious citizens? As foreign as it might seem, this approach, Anji Play, is founded on deeply-rooted trust in our children. It is, at its core, a movement of love, risk, joy, engagement, and reflection.

We owe it to our children, to ourselves, to our societies, and to the world to embrace these core principles. They are non-denominational, they are not based on wild theories and conjecture, they are not culturally specific. They are fundamental and powerful. The time has come for a movement of 21st century early childhood education.

Source: True Play Foundation website

In response Ms. Cheng had copies of China's national guidelines for childhood development printed, bound, and sent to every household in the county. She asked the parents and grandparents of her students to bring these guidelines to school and observe their children and grandchildren at play. The discovery that their four years old were possessed of such high levels of bravery, compassion, and intelligence brought many of the parents to tears. Overnight, once resistant parents had become adamant supporters and took on the role of training incoming parents on the skills of observation and documentation.

In 2014 Ms. Cheng received the highest honor awarded for early childhood education in China. She received this award from the President of China. In the 15 years that she has been working to refine her approach, thousands of teachers and administrators from across China have visited her schools to learn from her successes. Elementary school teachers in Anji are finding that the children entering their classrooms are highly engaged, that they have concrete, first-hand experiences that support the abstract concepts they are expected to learn, and that they are adept at cooperation, self-initiated learning, and that they are highly creative.

第七章 <安吉遊戲>在香港

Chapter 7 Anji Play in HK

首先問大家幾個問題, 測試一下大家對<安吉遊戲>的了解:

Anji Play 安吉遊戲在香港 Quiz

寫到本章, 我有一種特別的心情: 強烈的逼切感.

First of all, let me check your understanding of Anji Play.

Here is the Quiz. 

Writing this chapter, I was struck by a strange feeling: an extreme sense of urgency.

I was keen to find answers to the following questions:

為甚麼說這些是困擾?

因為基本上反映出三大問題:

1)假如<安吉遊戲>真的這麼好, 就應該儘早在所有幼稚園全面推行

2)要全面推行的話, 最關鍵的因素如何解決? 包括: 經費, 師資培訓, 家長再教育等

3)<安吉遊戲>是否可以跳出學校的環境, 在其他公眾場地進行?

• Is the Hong Kong government supportive of Anji Play? Would they provide financial support to kindergartens implementing the scheme?
• When a kindergarten in Hong Kong plans to implement Anji Play, does it have to secure the support of the parents?
• What if the parents oppose to it?
• What can the kindergartens do to secure parents’ support?
• Could a kindergarten in Hong Kong implement only part of Anji Play instead of a full adoption?
• If so, would it violate the basic principles of Anji Play?
• Could Anji Play be applied to primary schools?
• Could Anji Play facilities be offered outside kindergartens? Could public libraries offer such facilities, as has been done in some overseas countries?
• What about public parks?
• If Anji Play is offered outside school environment, would there need to have teachers present?

1. If Anji Play is so wonderful, how could we ensure that all kindergartens will implement them as soon as possible?

2.What are the critical success factors? Funding? Teachers training? Parents re-education?

3.Could Anji Play be made available outside the school environment?

2016年6月, 香港教育學院(教大前身)幼師校友協會一行25人, 專程前往浙江省安吉縣考察安吉遊戲. 帶團的是香港教育學院幼兒教育學系教授鄭佩華博士, 及香港教育學院幼師校友會主席麥謝巧玲博士.

他們帶著開放及熱切的心情去實地瞭解安吉遊戲的現場實踐, 同時也帶著很多疑惑及問題, 希望統過觀察及交流來解答. 

他們很珍惜這次學習的機會. 對他們最大的啟發是來自家長們的分享. 後者現身說法, 介紹了他們孩自己孩子在遊戲中學習的經歷及效果. 分享了很多關於幼兒溝通能力, 表達能力, 想像力, 合群力等學習故事. 這些分享充份反映站在家長的角度對遊戲學習的認同. 

In June 2016, a delegation of 25 experienced teachers went to Anji to learn about the theory and practice of Anji Play. The delegation was organized by the alumni of the Hong Kong Institute of Education (which subsequently became the Hong Kong Education University).

They went to Anji with an open mind and much curiosity. They were also eager to find answers to many intriguing questions surrounding the Anji Play phenomenon. 

It was undoubtedly a great opportunity to learn. It turned out that what impressed them most was the sharing by the parents of Anji Play children. They spoke from their experience of how their kids were transformed by playful learning, in such as areas as communication, imagination, team work and the like.

結合上對學童在遊戲中的觀察, 老師在旁不發一聲的”引導”, 與及下午時段生動有趣的反思討論, 令香港的幼教工作者深深感受到”百聞不如一見” 的威力.

• 一個學童的爸爸說, 孩子在遊戲中有合作精神, 分工明確, 從遊戲中學到如何遵受規則, 令他十分欣慰
• 一個學童的媽媽說, 孩子們在遊戲前要脫外套, 帶水壺, 做很多必要的準備功夫, 遊戲後還要自己收拾材料, 潛移默化中, 孩子的自我管理能力都增強, 做事情也很有序. 這都是游戲的功勞.

這次學習訪問, 對香港的朋友來說是大開眼界. 他們親身體會到安吉遊戲的理念及實踐方式, 對他們在港分享及推廣經驗產生很大鼓舞作用.

以下是另一個香港訪問團的

The visiting delegation was also able to observe the kids in Anji Play and felt the silent presence of the teachers, as well as sitting in the afternoon reflection sessions. All these prove the power of first hand witnessing of an education revolution in progress.

Needless to say, the visit was an eye-opener for the Hong Kong delegation. The personal appreciation of Anji Play’s principles and practice enable them to spread the word about the power of Anji Play on their return to Hong Kong.

The following is video report in China mainland news on another Hong Kong delegation visiting Anji: video report

5 月12 - 15日, 由<香港幼稚園教育專業交流協會>組織的40人香港代表團前赴安吉進行學習交流, 成員包括香港教育局課程發展主任, 師資培訓機構學者, 幼稚園校長, 主任, 老師, 家長等.

行程包括出席”安吉 . 真遊戲”國際研討會 (The 1st International True Play Conference)

5 月25日, 更邀請到安吉遊戲創辦人程學琴女士率領安吉幼教團來港舉行一系列的專題講座.

May 12-15, 2019 witnessed another 40-person strong delegation to Anji led by the Hong Kong Association of Professional Exchanges for Early Childhood Education, among them were curriculum development officer of the Hong Kong Education Bureau, scholars from education teachers training institutions, principals and senior teachers from local kindergartens, parent representatives, etc.

Their itinerary in Anji included attending The First International True Play Conference.

May 25, 2019 was even more significant. A delegation led by Ms Cheng Xieqin, founder of Anji Play, came to Hong Kong to conduct a series of talks and workshops.

The First International True Play Conference was the first of its kind, bringing together experts and scholars in the early childhood education field to Anji for exchanges on the significance and value of Anji Play. There were numerous presentations and small group discussions, enabling a rare collective exploration of a subject with international implications.

在安吉舉行的國際研討會, 有來自世界各地的教育專家及學者, 一起探索安吉遊戲的教育意義和價值, 更設有國內外實踐專場和小組論壇, 讓各地與會人士能相互交流及實踐經驗.

在香港舉行的專題講座分為上下午兩場. 上午場對象是香港幼教工作者, 主題為<經驗與實踐>; 下午場對象是幼童家長, 主題為<家長的角式>.

講座有超過210間幼稚園及幼教機構參加, 人數逾1,000 人, 座無虛設.

The Hong Kong talks were organized into two main tracks, one for early childhood educators with the theme of “Anji Play: Experience and Practice”, and the other for parents with the theme of “Anji Play: Parents’ role”.

The workshops were attended by over 210 kindergartens and early childhood education institutions with a total participants of over 1,000.

這份文件中, 雖然沒有提到<安吉遊戲>, 但有頗多篇幅介紹遊戲學習的重要性.

其中特別指出:

由此可見, 教育局對遊戲學習異常重視, 祇是未有提出一套以游戲為中心的課程.

In the 2017 Kindergarten Curriculum Guidelines issued by the Bureau, “Learning through Play” was the central theme.

Despite the absence of direct reference to Anji Play, the document highlighted the following:

• Play is proven to be the most effective route for young kids to learn
• Play is being considered as the ideal mode for developing young kids personal and emotional development
• When young kids make use of their language, numeric literacy, various senses and previously acquired experience to play, the process enables them to develop their creative thoughts, self-development, and adaption to the environment.
• Young kids love to play, and play with others. In the process they learn to cooperate, and adopt various imagined roles, giving them pleasure, excitement and sense of achievement and engagement.
• In addition, learning through play enables the development of the kids’ various muscular strengths, enhancement of hand-eye coordination, control of body motion, as well as releasing their emotions, building self-confidence and promoting interpersonal development.

20間本地幼稚園參加了一個為期三年的計劃, 全部經安吉幼兒教育中心評估後始納入, 並由該中心提供師資訓練. 部份培訓在香港進行, 小部份老師前赴安吉實地考察及接受訓練.

該計劃另一個特別的地方, 是每一間幼稚園每年都要派兩位家長前赴安吉作實地體驗, 回來後與其他家長分享經驗及體會, 籍此來改變家長的看法, 增加他們對<安吉遊戲>課程的認同.

這個計劃原定在2020年一月起動, 由於疫情的關係, 被逼延後舉行, 至2021年3 月仍未有確定啟動日期. 期望在不久的將來, 此計劃能順利開展.

20 local kindergartens have been screen and accepted to join a 3-year pilot program with direct support from the Anji Early Childhood Education Research Centre in Anji. The latter will be providing teacher training for the participating kindergartens. Most of the training will be conducted in Hong Kong, while a small group of teachers from each of the kindergartens will be sent to Anji for intensive training.

Another special feature of this pilot scheme is that each participating kindergarten is required to send two parents to go to Anji each year for observation of Anji Play in action. This is considered to be an effective way to educate the parents as the returning parents will be require to share their observations and insights with other parents.

The scheme was scheduled to commence in January 2020. Unfortunately, because of the covid-19 pandemic, the entire scheme has to be delayed. As of March 2021, there is no definite dates for its commencement.

即使計劃能於本年內開展, 仍有下列問題未有答案:

總之, 我渴望見到<安吉遊戲>在香港落地生根, 遍地開花.

下一章, 把它結合到<滿竹天地>來一起推廣.

Even when the scheme could be re-started within 2021, there are still some unanswered questions, such as:

All in all, I am keen to see that Anji Play will be available to the largest number of kids, especially those who are from low-income families.

In the next chapter, an attempt will be made to link the Anji Play movement to the Children’s Bamboo Park.

Bo Stjerne Thompson, 樂高基金會 (LEGO Foundation) <全球研究總監>指出:

“<安吉遊戲>充份發揮兒童通過遊戲來學習的潛力.

從我們的比較研究中, 可以見到安吉遊戲在促進發展兒童的社交, 情感, 體能, 創意及認知能力上的重大作用, 足以培養兒童終身學習的態度, 並成為富社會責任感的未來公民. 程學琴女士具有一種罕有的能力, 把兒童學習的具體現實, 連結到教育政策及管理支援上, 並將之發展成為一個不單祇在中國大地可以廣泛推行的課程, 而且可以造福全世界.”

Bo Stjerne-Thomson, Global Head of Research at the LEGO Foundation notes 

“[the Anji Play] approach embodies the true potential of how children learn through play, and in our comparative research, also a strong articulation of how children develop the social, emotional, physical, creative and cognitive competencies essential to become a lifelong learner with both the individual, ethical and social responsibilities of future citizens… [Cheng] has a unique ability to combine the practical reality of children’s learning with public policy and managerial support, and to integrate this into a curricula scalable not only in China, but across the world.”

第八章 <安吉遊戲>與<滿竹天地>相輝映

Chapter 8 Anji Play and Children’s Bamboo Park: a Dream Combination

本書的書名是<安吉遊戲>與<滿竹天地>相輝映, 現在就讓我們探索以下問題:

這些都是有趣及難以解答的問題.

首先談談為甚麼有竹的介入.

簡單的答案是氣候危機.

我們想運用竹來教育兒童, 讓他們知道採取行動對抗氣候危機的重要性.

The title of this book is From Anji Play to Children’s Bamboo Park. Now let’s explore the following:

These are interesting and intriguing questions.

Let’s begin with why bamboo comes into the picture.

The short answer is the Climate Crisis.

We want to leverage bamboo to educate children on the imperative of taking actions to address the climate crisis.

Our Children’s Future is At Stake

<安吉遊戲>的推行, 是為了讓孩子們能夠有能力面對他們一生中多方面的挑戰. 這是關乎他們的未來.

我們有否想到, 他們可能沒有未來?

今年進入幼稚園的兒童, 將會在2080 年退休. 坦白說, 我們不知道2080 年的世界會是甚麼模樣. 政治, 經濟, 社會上的變遷, 將會出現前所未有的景象.

但有一件事是可以肯定的, 那就是: 假若我們不馬上採取行動, 全球的生態環境將會惡化到連世界文明也可能受到威脅.

如果我們真正關心孩子(與及他們的孩子)的未來, 我們今天便得正視氣候危機的威脅, 否則可能為時已晚. 事實上, 根據一些氣候科學家估計, 現在已經太晚.

結論其實簡單不過: 我們今天為孩子們提供的教育中, 應對氣候危機是不可或缺的關鍵部份.

Anji Play is about educating the children to equip them to tackle the multiple challenges they will face in the entire life. It is about their future.

What if there is not a future for them?

Children entering kindergarten this year will retire in 2080. Nobody knows what society will be like in 2080. Politically, economically, and socially – society will change beyond recognition between now and 2080.

But there is one thing that is quite certain, and that is, if we don’t act now to address the climate crisis, the physical environment of the world will have deteriorated to such a state that civilization may not be possible.

If that happens, what kind of future our children will be having?

If we do care about the future of our children (and their children), we have to address the climate crisis before it is too late. Indeed, according to some climate scientists, it is already too late.

This points to a simple and important conclusion:

Bamboo to Fight Climate Crisis

以下一個視頻正是對這個議題說得清楚:

2018年, 聯合國跨政府氣候專家小組發表了一份關於世界生態的悲情報告.

當地球氣溫上升攝氏1.5度的時候, 氣候變化對人類健康, 生活, 洪水安全, 食水供應, 生命威協, 經濟成長都會產生巨大影晌. 升至2 度則更甚. 我們必須馬上尋找解決方案, 以減低高溫, 旱災, 泛濫, 與及貧窮的禍害.

Here is the message from the video Combatting Climate Change with Bamboo.

A part of the solution may be found in a surprising place – bamboo.

其中一個解決方案出現在一個頗為意外的地方 – 竹.

全球有三千萬公頃的竹林 (一公頃等於一萬平方米. 2018年, 中國總耕地面積約為六千萬公頃). 竹可以吸收及儲存二氧化碳, 比大多數的樹吸收能力更強. 竹生長得特別快, 並容易收割, 可以製造出大量耐用產品.

這些產品可以異常耐用, 並能循環再用, 足以替代很多不環保的物料, 例如塑膠, 鋁, 鋼材, 及石屎等.

竹亦是一種可持續的生物能源, 可以直接用來作燃料, 或是加工成為竹炭用作煮食及生熱, 亦可轉化為氣體,作取暖及發電用途.

此外, 竹林還可以有助於減少沙漠化.

總之, 對於世界各地不少社區來說, 竹的種植與應用有助於抗衡氣候變化的不良影晌, 包括提供全年.可持續的收入, 及創造具彈性, 堅固, 有抗災力的房屋等.

There are at least 30 million hectares of bamboo in tropical and subtropical areas of the world. Bamboo can be an important carbon sink, storing more carbon than many trees. Bamboo grows very fast and can be harvested regularly, creating a large number of durable products.

What a 竹 !

• Bamboo is one of the most sustainable materials in the world.

• Unlike fossil-based materials, which will be depleted once they are used up, bamboo is a permanently available material for human use.

• Unlike wood, bamboo grows very rapidly (one species can grow up to a meter in a single day) and can be harvested in 4-5 years, compared to most trees which take 30-50 years, and for some hardwood, over 100 years.

• Bamboo releases 35% more oxygen than trees.

• No need for irrigation or pesticides to cultivate bamboo.

• Apart from traditional uses, the greatest potential of bamboo lies in engineered bamboo, that is, industry treated and processed bamboo to be used for heavy-duty construction, furniture, interior decoration, panelling, flooring, daily products from utensils to containers, pens and bottles, paper and textiles – basically unlimited applications.

• 竹是世界上最具持續性的一種物料.

• 化石物料(如金屬等)終有一天會完全用馨, 竹卻是永遠用之不盡.

• 相對於樹木, 竹生長極其迅速 (有些品種可以一天長高一米), 並可在四至五年便可收割使用, 樹木一般要40至50年, 有些硬木更要100年以上.

• 竹比樹木發放多35% 氧氣.

• 種竹時毋須灌溉, 也不需要用殺蟲葯.

• 竹的應用廣泛. 除了傳統的製品外, 最大的潛力是經處理過的嶄新物料. 這些經過工業流程改造的竹料, 可作為有高度負載力的建築材料, 與及用作傢俬製作, 室內設計, 木板, 地板等用途, 更可用來製造各式各樣的日用品, 例如餐具及容器, 筆與樽, 紙張及布料等. 基本上, 有無窮的應用.

• Bamboo is light and saves a lot of energy in transportation.

• Bamboo has a tensile strength that rivals steel.

• Bamboo scaffolding is a traditional craft with unlimited future possibilities.

• ‘I would rather eat without meat than dwell without bamboo” – from a famous Chinese poem

• In Chinese traditional culture, the basic qualities of bamboo are said to be the same qualities that every person should aspire to have: upright, stiff as steel, flexible, humble (hollow inside), and demonstrating integrity.

• There is even a Bamboo U based in the Green School, Bali, Indonesia, which offers a range of practical courses on bamboo uses and applications.

• 竹很輕, 運送時可以節省大量能源.

• 竹的拉抗強度可媲美鋼材.

•  搭建竹棚是一種中華傳統工藝, 尚有無限發展空間.

• “寧可食無肉, 不可居無竹” – 蘇東坡詩句.

• 位如印尼巴厘島的Green School 開創了一間竹大學, 提供一系列關於竹的課程, 為全球首創.

以上說明了環保教育在幼兒教育中的重要性, 也展示了竹在環保教育中的關鍵角式.

問題是: 如何去落實?

我們有幸地發現了搭棚這回事, 發覺它刺激, 有震撼力, 又富娛樂性.

眾所週知, 搭起的棚架在香港每一角落都隨處可見. 在中華大地上使用, 已有數千年歷史. 但不幸地, 現在祇有在港澳才見到; 在中國大陸及台灣, 都主要因為安全而不再使用.

竹棚高度可達五十甚至一百層高. 看上去高不可測, 複雜, 甚至神秘. 但其實它的基本技巧卻是十分容易掌握. 十分鐘之內, 任何人都會學懂, 馬上便可親自動手嘗試, 立見成效.

過去六個月, 我們已先後舉行了超過十五場工作坊, 學員來自商業機構, 學校, 非牟利組織, 甚至外藉人士.

Having established that environmental education should form an integral part of early childhood education, and that bamboo could be an iconic material that can be leveraged in the educational effort, the question remains on how it could be effectively implemented.

We have stumbled on the idea of bamboo scaffolding which proves to be exciting, powerful and fun.

Bamboo scaffolding as used on buildings is visible on almost every corner of Hong Kong. It was a century-old Chinese traditional craft but is now practised only in Hong Kong and Macau. It has been banned mainly for safety reasons in Mainland China and Taiwan.

Bamboo scaffolding could cover buildings 50 or 100 stories high. They look imposing, sophisticated, almost mystic, and yet the basic skills for bamboo scaffolding are surprisingly easy to master. One could be taught within 10 minutes and could immediately practice it with amazing results.

In the past six months, we have conducted over 15 bamboo scaffolding workshops for participants from corporates, schools, NGOs, and expatriate groups. 

工作坊通常是半天或整天, 其中學員需要設計及製造竹的產品. 雖說是搭棚工作坊, 掌握了其本技巧後並不真的要去搭棚, 而是運用想像力去創造可供日常使用的竹製品或設施.

搭棚工作坊既刺激又有教育性, 更充滿歡樂氣氛, 因此適合不同背景的人參加, 包括不同教育程度, 體能, 性別, 年齡 (七, 八歲以上)等, 甚至‘多元人材’, 意指有特殊情況或需要的人士.

在工作坊中, 參加者可以感受到竹作為一種環保及可循環再用的物料, 以及它對抗氣候危機的價值.

基本上, 我們是用搭棚作為切入點, 去帶出以下信息:

Within a half-day or full-day workshop, participants could start designing and creating all sorts of products with bamboo as the key material. To be sure, although they are taught the basic skills of bamboo scaffolding, the participants are not asked to do bamboo scaffolding as such (this could best be left to the professionals); instead, they are encouraged to use their imagination to come up with innovative uses of bamboo to create everyday products that could be used immediately.

Bamboo Scaffolding Workshops have proven to be exciting, educational, and fun, suitable for individuals of diverse backgrounds, education levels, physical strength, age (from 7 to 8 years old onwards), male or female, and even ‘People of Differences’ (that is, physically challenged, individuals).

At the workshops, we could enable the participants to appreciate the value of bamboo as an environmentally sustainable and recyclable material that could contribute significantly to tackling the climate crisis.

In essence, we are using bamboo as the entry point for effecting a mindset change for all who come into contact with it:

一連串的搭棚工作坊証明了一個令人驚喜的結果: 參加者能夠設計及創造竹製品, 而且可以即時分發到不同的地方使用. 這已經是很難得. 但我們忽發奇想, 假如這些製成品集中放在一個地方來使用, 豈不更妙? 祇不過, 這樣一來, 便成為陳列品, 而非日用品?

就是在這個情景下, <滿竹天地>的意念孕育出來.

所謂<滿竹天地>, 其實是一個充滿以竹作為主要材料的遊戲空間. 我們大可以要求搭棚工作坊的參加者, 設計及製造遊戲設施放在這個地方, 供小孩子享用.

再者, 我們可以讓孩子們參加搭堋工作坊, 讓他們自己設計及製造玩具. 最理想的組合, 是讓10 至20 歲的孩子, 去設計玩具給10 歲以下的兒童享用.

After we have conducted a number of Bamboo Scaffolding Workshops and found that the participants could indeed design and create useful bamboo products after the training, we stumbled on a wild idea: Why don’t we assemble the bamboo products in one place to show their magic?

Great idea indeed. But then the ‘useful products’ will not be used as such when they are just being displayed.

Here was how the Children’s Bamboo Park idea was born.

When we conduct Bamboo Scaffolding Workshops we ask the participants to design and create bamboo products that could be enjoyed by children. Then we assemble them in a Children’s Bamboo Park (or parks) for children to play with.

What is more, the children themselves could contribute to designing and creating the toys themselves. Indeed, it would be great for teenagers between 10 and 20 to take part in the workshops and create bamboo toys and facilities for kids under 10 to play with.

<滿竹天地>的創建可以是一石眾鳥:

A Children’s Bamboo Park could be one stone capturing a number of birds:

就在我們全速策劃<滿竹天地>的同時, 一些學校聯絡我們, 要求我們協助他們在校園內建立以竹為主體的遊樂空間.

直至2021年四月, 我們已為一間學校建成了<滿竹遊樂場>, 另一間學校在建設中, 還有一間在醞釀中. 預料這些項目會陸續出現.

這是第一個的<滿竹遊樂場>:

 

校園內的<滿竹遊樂場>有以下特徵:

• 我們同時為學生, 老師, 家長提供搭棚培訓, 然後由他們一起創造遊樂設施
• 經培訓及實踐後, 他們會有能力不斷優化設施, 添加, 更改, 甚至重建皆可
• 初步建成後, 我們會邀請一位專業搭棚師傅作定期的安全及質量檢查
• 此外, 我們要求在週末及假期中, 開放遊樂場給基層家庭的子女及家長享用

我們正為此設計一個認証制度, 以方便更多學校較容易地建設他們的<滿竹遊樂場>.

While we are actively planning for the creation of the first Children’s Bamboo Park, we have been approached by a number of schools to assist them in creating Bamboo Playground on their campuses.

Up to April 2021, we have completed one such project, another one is in progress, while a third one in the pipeline to start in April. We expect more to follow.

A glimpse of our first bamboo playground:

The Bamboo Playground in a school context has the following features:

• Students, teachers and parents of the school are provided with training in bamboo scaffolding and they collectively design and create the bamboo playground
• They will be equipped to continuously modify, extend, or even rebuild the playground
• The safety and workmanship of the bamboo products will be inspected by a professionally qualified bamboo scaffolding practitioner on a regular basis
• The playground will be opened for use by underprivileged kids during weekends and school holidays under supervision by qualified personnel

我們發覺<滿竹天地>與<安吉遊戲>有很多共通的地方, 例如:

• 兩者都刻意創造空間讓兒童通過遊戲來學習
• 兩者都採用貌不驚人, 未經處理的物料讓兒童創造遊戲設施
• 兩者都嘗試激發兒童的創意及團隊精神
• 兩者都儘量減低老師或成年人左右遊戲的進行
• 兩者可以同時運用, 相輔相成

We have found that Anji Play and Children’s Bamboo Park share a lot of similarities and could be mutually reinforcing.

For example:

• Both provide a creative environment for children to learn through play
• Both use unsophisticated, ‘minimally structured’ materials for children to play with
• Both aim at stimulating the creativity and teamwork of the children in play
• Both do not require instructions and directions from teachers and adults
• The two could go together and could reinforce each other

But there some crucial differences, namely,

• Children’s Bamboo Park leverages bamboo scaffolding to introduce bamboo as an iconic, sustainable material to combat the climate crisis;
• Anji Play makes no explicit reference to the imperative of tackling the climate crisis
• Children’s Bamboo Park could be set up in any open space; Anji Play is primarily for kindergarten settings
• Children’s Bamboo Park could serve a variety of age groups; Anji Play has been designed exclusively for kindergartens
• Children’s Bamboo Park(s) could be set up here and now without obtaining permission or endorsement of any official authority; kindergartens wishing to adopt Anji Play require securing official support from Anji Early Childhood Education Research Centre, Anji, China

無論如何, 從<滿竹天地>的覺度來看, <安吉遊戲>的方法及實踐可以成為<滿竹天地>的一部份.

事實上, 當家長參與<滿竹天地>活動的時候, 是理想時機向他們介紹<安吉遊戲>, 讓他們了解及體驗兒童通過遊戲來學習的功效及樂趣, 與及如何促進他們合群能力及個人成長的發展.

毫無疑問, <滿竹天地>對家長及教育工作者會產生巨大作用, 讓他們領會到 ‘真遊戲’的威力. 他們通過觀察兒童在遊戲中學習, 會明白到傳統學習方式的局限, 與及為兒童提供多種學習形式的重要性.

總之, <滿竹天地>將會是引進<安吉遊戲>的一個重要方式, 讓學童與家長一起體驗<安吉遊戲>的實踐.

有興趣深入了解<安吉遊戲>的人士, 不妨首先經歷一下<滿竹天地>.

結論:

In any case, from the Children’s Bamboo Park perspective, Anji Play is a methodology and approach which can be integrated into Park activities.

Indeed, when parents come to take part in Children’s Bamboo Park events, it would be an ideal opportunity to introduce them to Anji Play so that they could better appreciate the value of true play for their children in terms of enjoyment, learning, teamwork and personal development.

Children’s Bamboo Park could play a vital role in enabling parents and educators to experience true play themselves, observe how kids behave and learn from playful activities, and appreciate their multiple potentials not discovered or valued in the conventional learning environment.

Above all, the Children’s Bamboo Park could provide an effective introduction to Anji Play, allowing children and parents alike to have exposure to Anji Play in action.

We would welcome all those who are interested in exploring the benefit and potential of Anji Play to obtain a first-hand experience of the Children’s Bamboo Park.

安吉 X 滿竹 = 寓學習於遊戲的新天地

Anji X Bamboo = a Brand New World to Learn through Play

Impact Partners HK is committed to creating a movement to leverage Anji Play X Bamboo Playground for the purposes of

You could choose for yourself and your organization what would be best for you. 

<仁人行動>致力於開創一個運動, 以安吉遊戲及滿竹天地為杠杆,

  以達致下列目標:

你與及你的機構可跟據需要選擇參加

A Festival typically comprises a variety of events and attractions. One could hardly attend all of them.

It’s always a matter of choice, and sometimes a division of labour when you have a group of people attending it.

We have designed this Bamboo Play Festival for you to gain a feel for the experience, benefits and power of Anji Play and Bamboo Playground.

The Festival events have no pre-set timing. They will be available on demand. There is no specific sequence that you have to follow (except for B5, which is a Deep Dive).

As with most Festivals, you will also meet many like-minded persons in the process of enjoying the events.

You may make new friends, discover new insights and networks, explore synergy and collaboration, and have fun.

If you have any questions or suggestions, please 

contact our Festival Ambassadors:

Phoebe Lam at phoebe.lam@impactpartners.hk.com

Or

Vickie Yip at vickie.yip@impactpartners.hk.com

對於你來說, 最好的策略是多人分工, 有些參與A 部份的活動;

另外一些參與 B 部份的活動.

然後可以交流心得及觀察, 在決定下一步行動.

我們這個嘉年華並無時間限制, 所有活動都是按需求舉行.

亦無先後次序的顧慮 (除了B5 一項)

像其他的嘉年華一樣, 你會在過程中極可能遇上一些志同道合的朋友.

你可能建立新的友誼及網絡, 發現新的啟示, 探索新的合作方式, 並從中得到無限樂趣.

林小姐 Phoebe Lam at phoebe.lam@impactpartners.hk.com

葉小姐 Vickie Yip at vickie.yip@impactpartners.hk.com

If you are interested in this Idea or you have any thoughts, please contact us at info@impactpartnershk.com (Phoebe Lam)