learning through partnership a visit to shanhu experiment kindergarten, chongqing november 2012

Learning through partnership

A visit to Shanhu Experiment Kindergarten, Chongqing

November 2012

Some contextual information

O Local Authority-maintained nursery schoolO St HelensO Population predominantly white BritishO Very small but regular cohort of children with

English as an additional language – particularly Chinese

O Self-evaluation suggested greater need to raise children’s awareness of diversity, in a meaningful way

O In 2012, invited by a colleague to participate in the establishment of a partnership with schools in Chongqing – to be supported by The British Council.

Questions O How old are children when they start

school?O Are there any nurseries? If so, what

are they like?O What is regarded as the early years

curriculum?O What does the school day look like?O What do the classrooms have in them?O What training do teachers get?

Our visitO Six headteachers from schools in St

HelensO Organised by ourselves, with funding

from The British CouncilO Travel – from Manchester to Beijing via

AmsterdamO Two days’ stay in Beijing – cultural visit

to The Great Wall, Tiananmen Square, The Forbidden City (and some shopping…)

O Five days in Chongqing

Visit scheduleO Daily visit to one or both of two

kindergartensO Observation of teaching in a primary

schoolO Performance of dance and drumming O Cultural visits to historic buildings,

museum, and marketO Celebration dinner and formal

agreement signing ceremony

Our linked kindergartens

O Headteacher of two kindergartens – Miss Zhu Zhongmei – similar to executive head

O Children attend from 8.00am to 5.30pmO Children admitted at 3 years old until 7

years old (before transferring to primary school)

O Children stay all day – all sleep for a time in the afternoon

O These kindergartens are ‘experiment’ kindergarten – leading innovative practice

What did our new friends want to know about early education

in St Helens?O See slide 4!

In particular…O Interest in English early years pedagogyO Focus on classroom and learning

environmentO Perception of English pedagogy as

having ‘love for the child’ – (child at its heart)

O More play, and more independence for children…the ‘experiment’ kindergartens have been given permission to develop this

What we found out about early years teacher training in China

O All graduatesO All have to be able to play a musical

instrument, sing and danceO All trainee teachers learn English –

ability to speak English is greatly valuedO New teachers are aged around 22 when

they start workO Young teachers earn the equivalent of

around £5000 per annum

All teachers are expected to be able to perform through

song, dance and music

A welcome display on arrival for the English guest

Martial arts dance…

Children’s daily experiencesO Early start – 8.00amO whole-school

dance/movement sessions

O Differentiated for age O familiar, patriotic songsO Wider community hears

– public address systemO All teachers know the

regular pattern of dance movements and can lead the session

O Around 150 children at a time

Classroom provisionO Tables, arranged

formally – six to eight seats

O Shelving around perimeter

O Baskets containing resources

O Children provided with materials for set activity

O Stylised images

Routines O Children all sleep after

lunch – bunk bedsO teachers work during

this time, eg, on computer

O Teachers serve children with lunch – very organised and orderly

O Children respond to instructions – high standard of behaviour

Relationships with parents

O Contrast with England – emphasis is upon promoting children’s respect for their parents

O Assumption that parents are already engaged in sharing their children’s learning

O Parents have only one child – teachers believe this results in strong sense of ‘protectiveness’ – all cuts queried, no matter how small!

The move towards a more ‘English’

approachO Teachers at kindergarten wish to develop an approach closer to that in England

O ‘love for the child’ O More play;

activities designed to promote learning through play

Valued skills….O CountingO Writing O Drawing - detailedO Learning by roteO Physical

movementO MusicO Good behaviour!

Display of children’s work

O Tends to be ordered – in lines, to show off pieces of work

O Drawings very detailed

O Classroom displays are often of stylised images rather than photographs or objects

Particular points of interest

O No children in class who had Special Educational Needs

O No real differentiation – teaching is same for whole class

O Much teaching delivered as whole class lesson

O Teachers’ own professional development seen as very important

O Teachers’ own well-being seen as important, eg, provision of Tai Chi classes

Our ongoing partnership

O Visit to St Helens in 2013 – further visit to St Helens in June 2014

O Visit to Chongqing planned – October 2014

O Formal agreement between each partner school, and between local Government/Education officials in Chongqing and in St Helens – St Helens LA fully committed at Council level

O Focus to be on mathematics teaching and learning