Learning through partnership

A visit to Shanhu Experiment Kindergarten, Chongqing November 2012

Some contextual information

O O O O O O Local Authority-maintained nursery school St Helens Population predominantly white British Very small but regular cohort of children with English as an additional language – particularly Chinese Self-evaluation suggested greater need to raise children’s awareness of diversity, in a meaningful way 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 O O O O O How old are children when they start school?

Are there any nurseries? If so, what are they like?

What is regarded as the early years curriculum?

What does the school day look like?

What do the classrooms have in them?

What training do teachers get?

Our visit

O O O O O Six headteachers from schools in St Helens Organised by ourselves, with funding from The British Council Travel – from Manchester to Beijing via Amsterdam Two days’ stay in Beijing – cultural visit to The Great Wall, Tiananmen Square, The Forbidden City (and some shopping…) Five days in Chongqing

Visit schedule

O O O O O Daily visit to one or both of two kindergartens Observation of teaching in a primary school Performance of dance and drumming Cultural visits to historic buildings, museum, and market Celebration dinner and formal agreement signing ceremony

Our linked kindergartens

O O O O O Headteacher of two kindergartens – Miss Zhu Zhongmei – similar to executive head Children attend from 8.00am to 5.30pm

Children admitted at 3 years old until 7 years old (before transferring to primary school) Children stay all day – all sleep for a time in the afternoon 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 O O O Interest in English early years pedagogy Focus on classroom and learning environment Perception of English pedagogy as having ‘love for the child’ – (child at its heart) 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 O O O O All graduates All have to be able to play a musical instrument, sing and dance All trainee teachers learn English – ability to speak English is greatly valued New teachers are aged around 22 when they start work Young teachers earn the equivalent of around £5000 per annum

Martial arts dance…

Children’s daily experiences O O O O O O O Early start – 8.00am

whole-school dance/movement sessions Differentiated for age familiar, patriotic songs Wider community hears – public address system All teachers know the regular pattern of dance movements and can lead the session Around 150 children at a time

Classroom provision

O O O O O Tables, arranged formally – six to eight seats Shelving around perimeter Baskets containing resources Children provided with materials for set activity Stylised images

Routines

O O O O Children all sleep after lunch – bunk beds teachers work during this time, eg, on computer Teachers serve children with lunch – very organised and orderly Children respond to instructions – high standard of behaviour

Relationships with parents

O O O Contrast with England – emphasis is upon promoting children’s respect for their parents Assumption that parents are already engaged in sharing their children’s learning Parents have only one child – teachers believe this results in strong sense of ‘protectiveness’ – all cuts queried, no matter how small!

O O O

The move towards a more ‘English’ approach

Teachers at kindergarten wish to develop an approach closer to that in England ‘love for the child’ More play; activities designed to promote learning through play

Valued skills….

O O O O O O O Counting Writing Drawing - detailed Learning by rote Physical movement Music Good behaviour!

Display of children’s work

O O O Tends to be ordered – in lines, to show off pieces of work Drawings very detailed Classroom displays are often of stylised images rather than photographs or objects

Particular points of interest

O O O O O No children in class who had Special Educational Needs No real differentiation – teaching is same for whole class Much teaching delivered as whole class lesson Teachers’ own professional development seen as very important Teachers’ own well-being seen as important, eg, provision of Tai Chi classes

Our ongoing partnership

O O O O Visit to St Helens in 2013 – further visit to St Helens in June 2014 Visit to Chongqing planned – October 2014 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 Focus to be on mathematics teaching and learning