Ms. Sun Ling introduced a collection of letters written by Fu Min, the son of the renowned translator Fu Lei, to the older pupils. Even though the pupils were in their tender years and may not fully grasp the complexities of life, they were curious about the stories between father and son in the letters. They eagerly asked many innocent questions, and Ms. Sun patiently answered each one of them.
On Friday afternoon, some Lower school students also came to the kindergarten to read with the younger pupils.
The older pupils paired up with the younger ones, taking on the role of ‘little mentors’ to help their younger peers read stories, look at picture books, and answer questions. 
We were delighted to see the scenes of harmonious interaction between the pupils of different ages at WASHZ, showcasing their innate goodness. These moments will become cherished memories of their wonderful growth in life.
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What did the Pupils Gain?
To inspire a child's desire to draw, encouragement is needed. Encouragement does not involve unrealistic words or setting unattainable standards for the child, nor does it mean taking the pen and drawing on behalf of the child.
‘Just make a random stroke and see what you can create.’ With these words, a wise teacher opens the door to self-discovery for the child. Once the door is open, the desire for knowledge and the ability to solve problems will naturally follow.
Pamela Yu
Chinese Principal of Kindergarten
Engaging the senses through hands-on activities promotes overall development
For kindergarten pupils, art activities and literacy learning involve essential exercises for hand control. Activities like paper cutting, drawing, building with blocks, and working with clay help develop pupils' fine motor skills, coordination, and dexterity. They exercise their hand muscles, leading to a steady grasp of pen and writing skills.
Similarly, the stages of listening to stories, reading stories, and looking at storybooks allow pupils to reinforce their phonetic skills through daily language instruction, laying a foundation for reading and writing.
Art activities provide necessary sensory input for pupils. In a state where their language vocabulary has not yet been systematically established, art creation, unrestricted by form, helps pupils express their emotions and feelings in multidimensional ways.
Broadening the scope of knowledge
In the entire learning process at WASHZ Kindergarten, interdisciplinary learning and development are highly important. The kindergarten adopts the IEYC education model, and the Art and Literacy Week activities are based on this theory, which has a more beneficial impact on pupils than solely classroom-based learning. Pupils can gain a wide range of practical skills and systematic knowledge that stimulates their creativity and imagination.
Nurturing self-confidence through freedom
Protecting and nurturing pupils' innate creativity and imagination is a constant focus for the teachers at WASHZ Kindergarten. Teachers introduce pupils to new artists, painting styles, story creators, and writing styles, and then provide them with ample freedom. They have the freedom to closely follow the learned techniques or explore in their own unique ways, both of which are worthy of encouragement.
By not being afraid to try new things, daring to take risks, and not fearing mistakes, pupils develop qualities such as resilience, independence, and self-motivation. They acquire critical thinking and problem-solving skills through the process. Pupils experience the joy of expressing themselves wholeheartedly and gradually develop autonomy, building a deeper level of self-confidence.
Pupils who grow up in such an educational environment can confidently move forward on their chosen paths in the future. Possessing these lifelong qualities is more valuable for long-term growth and learning success than simply memorizing for high scores.
Collaborative teamwork skills
During the collaborative art class led by Miss Izzy, an art teacher from the Lower School, the pupils were thrilled and bursting with imaginative ideas. But what do we do when there are too many ideas?
The teacher provided ample time and patience, allowing everyone to express their opinions and guiding the pupils to express and listen to each other during the collaborative process, until they found a suitable creative solution.
By teaching pupils from a young age to share ideas, help one another, negotiate, and guide others, they develop qualities and abilities that enable them to integrate smoothly into groups in the present and in higher grades in the future. This equips them to achieve learning objectives more effectively and unleash their potential beyond cognition.
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Painting is self-discovery. Every good artist paints what he is.
--Jackson Pollock
關(guān)于我們
杭州威雅學(xué)校坐落于杭州蕭山區(qū)仙女湖畔，占地面積200余畝，學(xué)校于2021年9月正式開學(xué)，為3至18歲適齡學(xué)生提供高品質(zhì)教育和寄宿選擇。
秉承全人教育理念，杭州威雅不僅專注于學(xué)生卓越學(xué)術(shù)能力的培養(yǎng)，還通過提供豐富多元的超越課堂的學(xué)習(xí)體驗(yàn)和機(jī)會(huì)，挖掘每一個(gè)學(xué)生天賦潛能，幫助他們今后順利進(jìn)入世界知名大學(xué)，并在日益全球化的環(huán)境中取得成功打下堅(jiān)實(shí)基礎(chǔ)。
ABOUT US
Wycombe Abbey School Hangzhou (WASHZ) has integrated the best of international and Chinese education for children aged 3-18 from China and overseas. We focus on each pupil's personal growth and development and aim to cultivate future leaders who have both a profound understanding of Chinese culture and a truly global perspective, who are innovators and collaborative team players, as well as having compassion and a keen sense of social responsibility.
