普林云海国际幼儿园 | All about me | 在IB课程中发掘内在的宝藏
自我认同就像指南针，引导我们的选择、行动和与世界的联系。
Self-identity is like a compass, guiding our choices, actions, and connections to the world.
孩子们将了解个人认同、情感和人际关系如何在这个认同的拼图中发挥作用。
Children will learn how personal identity, emotions and relationships play a role in this identity puzzle.
“是什么使你成为你自己？”
"What makes you, you?"
在课堂讨论上，孩子们分享他们对自我认同、个人特征和人际关系的初步想法。
A class discussion was encouraged, allowing students to share their initial thoughts on self-identity, personal characteristics, and relationships.
镜子中，孩子们看到了自己的倒影；在故事中，他们找到了自己的影子。
In the mirror, children see their reflection; in the story, they find their shadow.
通过自画像了解自己以及碎片游戏去探索家庭，孩子们学会了如何识别和表达自己的感受，这是他们社交技能发展的重要一步。
Understanding Yourself Through Self-Portraits and Piece Play to Explore Family, children learn how to identify and express their feelings, an important step in the development of their social skills.
“每个孩子都是一幅画，用色彩斑斓的笔触描绘自己。”
“Every child is a painting, depicting themselves with colorful brushstrokes.”
在这个阶段，我们鼓励孩子们探索自己的身体特征和情感世界。
At this stage, children are encouraged to explore their physical characteristics and emotional world.
这个阶段我们更深入地探讨了关键概念 - 责任、变革和联系，并提供了现实生活中的例子。
Concept development delved deeper into the key concepts - Responsibility, Change, and Connection.
分配了与个人认同、情感和关系相关的小组项目，比如创建“我是谁？”，“情感”和“关于我”的海报。
Their significance was discussed, and real-life examples were provided. Group projects related to personal identity, feelings, and relationships were assigned, such as creating “Who am I?” , “Feelings” and "All About Me" posters.
鼓励孩子们保持反思性日志，记录他们的个人成长和自我发现。
Students were encouraged to maintain reflective journals to document their personal growth and self-discovery.
孩子们反思了他们所学到的关于自己、他们的身体特征和个人社会关系的知识。
Students reflected on what they had learned about themselves, their physical characteristics, and their personal social relationships.
他们探讨了这些方面是如何塑造他们的自我认同的。
They explored how these aspects had shaped their self-identity.
孩子们在课堂上能够分享他们的见解、挑战和新获得的知识。
Class discussions were promoted, allowing students to share their insights, challenges, and newfound knowledge.
孩子们进行了个体反思，思考他们的个人成长和对自我认同的理解。
Students engaged in individual reflection, contemplating their personal growth and understanding of self-identity.
我们鼓励进行小组讨论，以分享见解并庆祝本单元的成就。
Group discussions were encouraged to share insights and celebrate the unit's achievements.
我们鼓励孩子们将他们关于自我认同、责任、变革和联系的学习应用到日常生活中。
Students were encouraged to apply what they had learned about self-identity, responsibility, change, and connection to their daily lives.
计划了一些活动，以促进对不同文化、社区以及人际关系重要性的理解和欣赏。讨论围绕社区内的权利和责任以及个人行为如何影响更大社会展开。
Activities were planned to promote understanding and appreciation of different cultures, communities, and the importance of human relationships. Discussions revolved around rights and responsibilities within a community and how individual actions could impact the larger society.
在孩子们学习“我们是谁”单元的过程中，鼓励他们具备IB学习者特质，比如反思、开放心态和关爱。
Encourage IB learner attributes such as reflection, open mindedness and caring as the children progress through the Who We Are unit.
通过“关于我”的探究单元，孩子们不仅学会了认识自己，还学会了尊重和欣赏他人的差异。
Through the “About Me” unit of inquiry, children learn not only to recognize themselves, but also to respect and appreciate the differences in others.
这个单元为孩子们的个人成长和社交发展打下了坚实的基础。
This unit has provided a strong foundation for the children's personal growth and social development.
我们期待孩子们在未来的探究中继续发展这些技能，并将其应用于更广泛的学习领域。
We look forward to the children continuing to develop these skills in their future explorations and applying them to wider areas of learning.
*综合内容来源学校，如有不妥，请告知。