许孩子一个海阔天空的未来
Crant Children a Boundless Future

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一个结合自然、人文与艺术的幼儿教育机构
A Institute that Combines
Nature,
Humanity and Art

灵性教育是
紧密连接的“母亲”与“孩子”,
标志着:
宽容与接纳、
鼓励与赞美,
以及对成长的期许与尊重。

The education for the heart is
The mother and child closely tied togethe ;
it indicates
Lenience and acceptance,
encouragement and praise,
and anticipation
And respect to growth.

毕加索曾感慨道:“我完全可以轻松的像拉斐尔那样做画,但我却花了毕生的时间去学习怎样像儿童那样画。”

这表达了艺术家对儿童质朴世界的崇尚。这里的儿童画是天真、纯朴、无拘无束的信笔涂鸦,是孩子们情感的自然流露。我们倡导顺乎人天性的儿童美术教育,摒弃那些过多修饰、过多繁变,如同成人般长时间劳作而成的儿童作品, 因为他不属于儿童,它代表的是成年人的意志行为,是以扼杀儿童的天性为代价的。


我们认为:是培养还是扼杀,在教育者的观念和行为中。

灵性教育机构是由广东东方心理分析研究中心与美国夏威夷东方智慧研究院联合创办的儿童教育机构。灵性教育机构以服务于儿童、儿童家庭、社区、社会与文化为宗旨,致力于让进入我们机构的孩子拥有海阔天空的未来。 灵性教育机构的管理团队具有国际水平的幼教理论与实践,通晓现代幼儿教育理论和幼儿园管理理念。机构与来自意大利的瑞吉欧教学体系,美国、德国的华德福儿童教育教学体系有着良好的交流与合作,采取当今世界最具创新水平的幼儿教育教学和管理模式。

灵性教育机构有国际一流的心理学背景,由著名的心理学专家指导幼儿园开展心理成长教育。幼儿园建有沙盘游戏室,在儿童自信心培养,儿童想象力与创造力培养方面具有特殊的优势。灵性教育机构有深厚的中国文化教育基础,有自己的关于儿童灵性教育的教育主张与理论,将中国的文化传统与现代儿童的教育与发展进行有效的整合。

灵性教育机构有良好的外教师资,通过在生活中学习,让幼儿获得外语学习的机会与环境;拥有富有艺术特长、高资质的幼儿教师,创造艺术教育环境,打造艺术教学特色,培养幼儿的艺术感受表现力。灵性教育机构有着严格的教育保育制度与幼儿体格锻炼制度,提供营养均衡的饮食,为幼儿的健康提供充分的保障。

灵性教育机构所属幼儿园拥有宽敞明亮、设备齐全、独具风格、舒适宜人的活动室;功能场地设置齐全,有角色表演区、资料阅览室、创意与美术活动室、科学与创造活动区、音乐与舞蹈活动室等,让每位幼儿都可以拥有自己喜爱的活动场地;除此之外,户外活动环境更是充分体现了环保、动感、文明、祥和的意念,设有户外彩绘区、绿荫休憩区、植物种植区、树下故事区、戏水玩乐池、攀爬平衡区、体能运动区和器械活动区,让幼儿园成为幼儿在任何角落都可以学习和成长的空间。


广东东方心理分析研究中心暨广州灵性教育机构
广州市沿江中路298号江湾新城C座19楼
C-19,Jiangwan New City,Yanjiang Zhonglu,Guangzhou
Tel:20-85215270
Fax:20-85210108
E-mail:psyhearter@gmail.com
Http://www.heartedu.org
Http://www.psyheart.org


灵性教育机构的教育目标是让孩子具备可以面对未来社会的充分能力与技能,我们重视培养能够维系孩子一生学习与成长的动力与能量,让孩子的领先优势可以持续到终点,使幼儿园成为孩子终身成长与发展的起点。 灵性教育机构的以独立自信、创造探索、参与合作、朴实宽厚为教育理想,通过课程模式的创新、独特的教师培训理念与系统、儿童心理教育、社区整合四大办园策略,把机构所属幼儿园办成为幼儿教育科研领域的示范幼儿园,成为幼儿园课程改革的研究型与发展型幼儿园。

Based on the child development, Our Curriculum views children as active learners, who learn best from activities that they themselves plan, carry out, and reflect upon. The children are encouraged to engage in a variety of key experiences that help them to make choices, solve problems, and actively contribute to their own development.

Through designated key experiences for children, teaching and parenting strategies, and child-observation materials, the curriculum provides a decision-making framework. Within this framework, teachers design a classroom program that reflects the expressed needs and interests of the children being served. This approach emphasizes the identification of the child's status on a developmental continuum by examining his/her strengths and accomplishments. Basing their tasks on this orientation, teachers initiate developmentally appropriate experiences in the classroom that reflect the basic long-range goals of the project. These goals are to develop children's ability to use a variety of skills in the arts and physical movement; to develop their knowledge of objects as a base of educational concept; to develop their ability to speak, dramatize, and graphically represent their experiences and communicate these experiences to other children and adults; to develop their ability to work with others, make decisions about what to do and how to do it, and plan their use of time and energy; and to develop their ability to apply their newly acquired reasoning capacity in a wide range of naturally occurring situations and with a variety of materials. The plan-do-review sequence encourages children to achieve these goals by involving them in decision-making and problem-solving situations throughout the day.