济南托马斯国际幼儿园教孩子们做“影子的朋友”

新学期，升入大班的K4-B班的小朋友很快适应了新的生活。

School started in September, and the children in K4-B were promoted to quickly adapted to their new life.

中午午休，孩子们躺在小床上，温馨的故事时间开始了！

They took a lunch break and lied in the crib. The warm story time began.

老师给他们讲了一个《熊爸爸不怕》的故事……

The teacher told them a "Daddy Bear Is Not Afraid" "s story……

在一个风雨交加的夜晚，熊爸爸被驯鹿的影子吓到了......

On a stormy night, Daddy Bear was frightened by the shadow of the reindeer...

孩子们听得入了神，对“影子怪物”产生了浓厚的兴趣。

The children listened intently and became interested in the "shadow monster".

在分享晨间信息时候，Gloria主动举手说：“我准备了一个有关影子的谜语儿歌，想和小朋友一起分享。

When sharing the morning information, Gloria raised his hand and said: "I have prepared a riddle about the shadow, and I want to share it with my friends.

“跟着我走，跟着我跳，跟着我转个圈，跟着我哈哈笑，跟着我摔一跤，甩也甩不掉，躲也躲不开。”

"Follow me, jump with me, go around me, laugh with me, fall with me, I can't shake it, I can't avoid it."

晨间信息结束后，探究“影子”之旅正式开始了。

After the greeting time, the journey of exploring the "shadow" officially began.

Teacher：“小朋友们，你们见过影子吗？在哪见过呢？”

"Children, have you seen the shadow? Where have you seen it?"

Elsa：“一到晚上，我家楼下灯那里就有我的影子。”

 "At night, there is my shadow on the lamp downstairs in my house."

Zora：“我学跳舞的那里，舞台上有一束光，就会有跳舞人的影子。”

 "It's where I learned to dance. There is a beam of light on the stage, and there will be dancers."

Aby：“我们做操的时候，操场上就有我们的影子。”

"When we do exercises, there is our shadow on the playground."

Rex:“不对，有一次做操的时候下雨了我们就没有影子了。”

"No, one time when doing exercises, it rained and we were no more shadows."

Owen：“我知道了，得有光才会有影子，没有光就没有影子。”

"I see, there must be light to have a shadow, without light there is no shadow."

孩子们热烈地讨论起这位有点奇怪的“影子”朋友，竟然自己讨论出了“光源”。

When the children discussed this strange "shadow" friend enthusiastically ,and actually discussed the concept of "light source" by themselevs.

影子是怎么形成的？

老师和小朋友们科普了影子形成的原因。

Next, the teacher and the children learned about the reasons for the formation of the shadow.

影子的产生必须具备三个基本条件：

The generation of shadows must meet three basic conditions: 

首先要有光，然后要有不透明或半透明的遮光的物体，还要有一个能显示出影子的地方。

First, there must be light, then there must be an opaque or semi-transparent shading object, and there must be a place where the shadow can be displayed.

如果缺少其中任何一个条件，都不会有影子产生。

If any of these conditions are missing, there will be no shadows.

小组课中， 老师带领孩子们开始了头脑风暴：

In the small group time, the teacher led the children to brainstorm：

生活中我们见过的光源有哪些？

What light sources have we seen in life?

你可以画出来吗？

Can you draw it?

Frederick家的水晶吊灯，Emily的大太阳，Vicky的萤火虫，还有的画出了火柴，蜡烛，钻石，星星，电鳗（钻石同月亮一样，本身不发光，反射其他光源）......

Frederick’s crystal chandeliers, Emily’s big sun, Vicky’s fireflies, and some painted matches, candles, diamonds, stars, electric eels (Diamonds, like the moon, do not emit light and reflect other light sources.)...

为了扩大孩子们对影子的认知层面，老师在益智区投放了新材料—手电筒。

In order to expand the children's cognition of shadows, the teacher put a new material-flashlight in the puzzle area.

PDR时间，拿到手电筒的孩子们像是得到了宝物。

At PDR time, the children who got the flashlight seemed to have obtained treasures.

马上投入到工作中，去寻找影子，玩具的影子，书本的影子，水杯的影子，小朋友的影子……

And immediately went to work, looking for shadows of toys, shadows of books, shadows of water glasses, shadows of children...

太阳这个巨大的光源又会带给我们什么惊喜呢？

What surprises will the sun, a huge light source, bring us?

当然少不了踩影子的游戏。

Of course, the game of stepping on shadows.

自从我们开始和“影子”打交道之后，孩子们的世界好像打开了新次元，走到哪都会时时挂念这位“影子朋友”。

Since we started dealing with the "shadow", the children's world seems to have opened up a new dimension, and we always miss this "shadow friend" wherever we go.

去户外的路上，看到有趣的条纹状的“影子朋友”，每天午餐后散步的走廊里，发现窗户框的影子好像一副画框，于是就有了一组“人物剪影”艺术照。

On the way to the outdoors, children saw interesting striped "shadow friends".When walking after lunch，children found the shadow of the window frame that was like a picture frame, so there was a group of "personal silhouette" art photos.

真的是“影入娃心”，孩子们走到哪儿，都会激动兴奋地找出一些奇奇怪怪的影子,指给老师看。

It's really "shadows into the baby's heart", wherever children go, they will be excited to find some strange shadows and point them to the teacher.

影子一直存在吗？影子会消失吗？

Does the shadow always exist? Will the shadow disappear?

让我们一起做个试验吧！

Let's do an experiment together!

Ivy：“快躲在滑梯下面，躲在墙下面。”

"Hide under the slide, under the wall."

Claire：“墙的影子会把我们的影子吃掉啊。”

"The shadow of the wall will eat our shadow."

Vicky：“为什么上午红墙这儿没有我们的影子，下午又有了呢？”

"Why don't we have our shadow on the red wall in the morning, but we have it again in the afternoon?"

Jerry：“我们得在看见太阳的地方才有影子。”

"We have a shadow where we see the sun."

Emily：“为什么有的时候我的影子像一个大巨人？”

Emily: "Why sometimes my shadow looks like a giant?"

影子都是黑色的吗？那可不一定哦，孩子们带上班里的彩色玩具，一起去寻找答案。

Are the shadows all black? That's not true. Children bring colorful toys to work together to find answers.

Jimmy：“哇，原来还有这么好看的影子。”

"Wow, there is such a beautiful shadow."

Curry：“蓝色的玩具有蓝影子，红色的玩具有红色的影子。”

"Blue toys have blue shadows, red toys have red shadows."

Frederick：“玩具上的小洞洞都照出来了，好神奇啊！”

"The little holes in the toy are all photographed. It's amazing!"

结论：当物体不透明时，产生的阴影区是黑色的，假如物体是彩色透明的，产生的阴影区则是彩色的。

Conclusion: When the object is opaque, the shadow area produced is black. If the object is colored and transparent, the shadow area produced is colored.

孩子作为课程的主导者，当他们自己提出问题时，就更愿意主动去探究答案。

As the leader of the curriculum, children are more willing to take the initiative to explore the answers when they ask questions themselves.

影子会自己动吗？影子是怎么样变化的呢？为了探究以上问题，老师和孩子们一起出发去寻找这些答案。

Will the shadow move by itself? How does the shadow change? In order to explore the above questions, the teacher and the children set out together to find these answers.

在户外，两位老师充当起了模特，分别站在一个固定位置，孩子们分小组用粉笔画出了老师的影子。

Outdoors, the two teachers acted as models, standing in a fixed position, and the children drew the teacher's shadow in groups with chalk.

午餐后散步时间，老师还是站在原来的位置，孩子们又画出了正午时分老师们的影子。

During the walk after lunch, the teacher still stood in the original position, and the children drew the shadows of the teachers at noon.

时间段的不同，阳光下照射的影子的大小也不同，它们相差多少呢？

The size of the shadows irradiated by the sun varies in different time periods. What is the difference between them? 

我们给幼儿提供了不同的自然材料，作为测量工具，供幼儿使用。

We provide children with different natural materials as measuring tools.

小组课，我们在不同的时间段，对同伴也进行了测量，并使用图表进行了记录分析。

In the small group time, we also measured the peers at different time periods and used graphs to record and analyze.

Eileen：“原来，下午的时候我们的影子最长，我就变成了瘦瘦的大高个了。”

"It turns out that we had the longest shadow in the afternoon, so I became a thin and tall man."

“影子的长短”使聪明的古代人，发明了日晷，日晷利用太阳的投影方向来测定并划分时刻。

"The length of the shadow" led the wise ancient people to invent the sundial, which uses the projection direction of the sun to determine and divide the time.

孩子们也制作了幼儿园版“日晷”。

The children also made a kindergarten version of the "sundial".

正值传统佳节中秋节来临，为了让孩子们对传统节日有更深刻的体验。

At the time of the traditional festival, the Mid-Autumn Festival, in order to let the children have a deeper experience of the traditional festival.

老师决定把每年要讲给孩子们听的“后羿射日”“嫦娥奔月”的故事换种方式演给孩子们看——皮影戏。

The teacher decided to show the stories of "Houyi Shooting the Sun" and "Chang'e Flying to the Moon" to children with shadow play.

当然，PDR环节，孩子们自导自演的皮影戏每天都在上演。

Of course, in the PDR session, children's self-directed and self-acted shadow puppets are staged every day.

在高瞻幼儿园，幼儿是课程的主导者，他们在探索的过程中享受着游戏的快乐。

In Highscope Kindergarten, children are the leaders of the curriculum, and they enjoy the joy of play in the process of exploration.

从开始的发现影子，探究影子，观察记录影子，到自主结伴、相互合作、玩出创意，都是追随孩子的兴趣开展的。

The curriculum follow the children's interests from the beginning of discovering shadows, exploring shadows, observing and recording shadows, to independent companionship, mutual cooperation, and creative play.

老师作为幼儿活动的观察者、支持者和引导者，我们鼓励幼儿把所观察、探索中获得的经验用不同的方式记录下来。

Teachers are the observers, supporters and guides of children’s activities. We encourage children to record the experiences they have observed and explored in different ways.

让幼儿通过主动性学习获得经验。

So that children can gain experience through active learning.