Anji play что это

AnjiPlay

An educational philosophy and approach created by Cheng Xueqin, in Anji County, China.

Grounded in love, risk, joy, engagement, and reflection, AnjiPlay returns the right of True Play to every child.

AnjiPlay

An educational philosophy and approach created by Cheng Xueqin, in Anji County, China.

Grounded in love, risk, joy, engagement, and reflection, AnjiPlay returns the right of True Play to every child.

The Future of Education

“AnjiPlay is a global leader in preparing today’s children for life in tomorrow’s society.”

-Dr. Mitchel Resnick, LEGO Papert Professor of Early Learning, MIT

The Future of Education

“AnjiPlay is a global leader in preparing today’s children for life in tomorrow’s society.”

-Dr. Mitchel Resnick, LEGO Papert Professor of Early Learning, MIT

Источник

СОДЕРЖАНИЕ

История

Источник

В 1996 году Министерство образования Китайской Народной Республики выпустило «Стандарты для дошкольного образования». Он рассматривает игру в детском саду как «основную деятельность, которая должна быть включена в каждый вид учебной деятельности», т.е. игра является обязательным условием обучения.

Расширение

Сегодня Anji Play признан во всем мире как учебная программа для детей младшего возраста, используемая в 130 государственных детских садах в округе Анжи, Китай. Он расширился на международном уровне и адаптируется в Соединенных Штатах, начиная с Центров раннего обучения One City в Мэдисоне, штат Висконсин, и публичной библиотекой Мэдисона.

Философия

В нынешней реализации Anji Play у детей есть как минимум два часа бесплатной игры каждый день. Игровая среда находится на открытом воздухе с минимальной структурой, и простые инструменты, сделанные из натуральных материалов (например, веревки, легкие бамбуковые лестницы, простые глиняные горшки), предоставляются в виде игрушек, а не предметов, которые продаются и продаются как игрушки. Во время игры учителя наблюдают, документируют и действуют как параллельные участники.

Anji Play состоит из простых инструментов, сделанных из натуральных материалов, таких как глиняные горшки, веревки, легкие бамбуковые лестницы и другие предметы повседневного обихода, такие как бочки и шины. Дети в игровой среде Anji Play взаимодействуют с этими объектами, чтобы создать свою собственную игровую площадку, руководствуясь своими собственными правилами. По сути, с помощью Anji Play дети вместе развивают социальные и моторные навыки, чтобы играть.

Взрослым и инструкторам рекомендуется не вмешиваться и инструктировать, а наблюдать. Со стороны инструкторов учат доверять детям и понимать, как дети справляются с конфликтами и сотрудничеством.

Этот стиль игры без инструкций определяет фразу «Истинная игра». Anji Play описывает философию True Play в нескольких категориях (разделенных на «Права детей» и «Обязанности учителя / взрослого»):

Источник

КСО Ривина у китайцев: Истинная Игра

Anji Play, гугль-перевод (по наводке mi3ch ) (о КСО Ривина см. по тэгам КСО, Ривин)

Anji Play является международно признанной философией и подходом к раннему обучению, разработанным и протестированным в течение последних 16 лет педагогом Чэном Сюэцином. Сегодня Anji Play является учебной программой 130 государственных детских садов в округе Анжи, Китай, обслуживающих более 14 000 детей в возрасте от 3 до 6 лет. Благодаря сложным практикам, специфичной для сайта среде, уникальным материалам и интегрированной технологии экология обучения Anji Play быстро утверждается в качестве нового глобального стандарта для образования детей раннего возраста и переопределения понимания обучения, когнитивного развития и дизайна. Возвращение права на самостоятельную игру детям и общинам в среде, определяемой любовью, риском, радостью, участием, размышлением, является руководящим принципом игры «Анжи».

В детских садах «Анжи» дети ведут свою игру и самовыражение. Они выбирали, что, где и с кем играть. Самоопределение в игре, владение открытием и обучением в игре, а также время и свобода выражения сложных намерений в игре означает, что игра «Анжи» является истинной игрой.

Учителя, родители и бабушки и дедушки поддерживают рост и размышления, которые происходят в классе, и привносят свой межпоколенческий и межкультурный опыт игры в материалы и среду как в школе, так и в обществе в целом.

Игра «Анжи» справедлива и универсальна. Каждый ребенок в округе Анжи имеет доступ к детским садам Anji Play. 99,5% детей 3-6 лет в округе Анжи посещают школы игры «Анжи» независимо от их правового статуса или финансовых средств.

Пилотные программы Anji Play в лабораторных школах community college, частных некоммерческих сайтах и публичных библиотеках и общественных программах в Соединенных Штатах и во всем мире сосредоточены на том, чтобы принести радость истинной игры детям и сообществам, которые имеют наибольшие ограничения на их доступ к игре и создание глобального сообщества практики.

М неподражаемо структурированные, открытые среды позволяют детям исследовать, воображать и творить. В игре «Анжи» эти среды предназначены для максимизации возможностей для воображения, исследования и контакта с природными явлениями и элементами. Вода, песок, грязь, деревья, бамбук, канавы, туннели и холмы являются одними из экологических особенностей, которые привлекают детей к бесконечным исследованиям, открытиям, риску, решению проблем и созданию знаний. Принципы подхода игры «Анжи» проявляются в помещении, на открытом воздухе и в лиминальных средах. В каждом случае окружающая среда позволяет детям организовывать и управлять своими собственными материалами; свободно передвигаться; проявлять наибольший диапазон мастерства над своей средой; проводить заинтересованное исследование; описывать, выражать и документировать свой опыт и наблюдения и видеть эти выражения и описания, представленные таким образом, который доступен и заметен в классе и школе.

Практика и технология

Эти структуры для метакогнитивного отражения позволяют детям и взрослым получить более глубокое понимание сложности их мыслей, действий, изучения и развития, способствуют большей сложности и проблеме в игре и позволяют взрослым соответственно поддержать игру, сообщая их решения об окружающей среде и материальном дизайне и развивая позицию, методы и язык, чтобы описать значение и ценность опыта ребенка. Эти практики наблюдения, размышления и исследования формируют основу для профессионального развития в Anji Play ecologies и выходят за рамки учителя, включая участие семей и общин.

Источник

AnjiPlay 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 five years, the AnjiPlay curriculum, approach and philosophy have become the focus of pilot and demonstration programs in the United States, Europe and Africa.

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

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 AnjiPlay. 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 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.

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 play should be directed to serve specific educational and developmental goals.

“Ms. Cheng asked herself a basic question: ‘What are my deepest memories of play as a child?’”

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 where 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?”

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 the space, freedom, materials and importantly 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 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 play time 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.

“When children engage in True Play, they are realizing specific intentions. Most simply put, they intend to have fun. But when given the space, freedom, materials and importantly time, these play intentions manifest themselves in high degrees of complexity”

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.

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 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 understand that the most effective learning takes place when a child owns her own experiences and discoveries”

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 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. 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 olds 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.

“AnjiPlay 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.”

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, AnjiPlay, 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.

Источник