Young children have voice, choice and agency over their own learning, which affects young children's sense of self-efficacy. When children have agency, the relationship between teachers and children becomes a partnership. Learning communities support agency through young children's shared vision， their abilities, and develop self-efficacy.
孩子们对他们自己的学习拥有发言权、选择权和主导权，当孩子们具有能动性时，老师和孩子们之间的关系就成为一种伙伴关系。同时，学习社区要通过孩子们的想法和能力来支持他们的能动性。
K3 Inquiry Unit
大班探究单元
[Where we are in place and time]——Travel
我们身处什么时空——旅行
Central idea：Discovering different places and cultures leads to new understandings.
中心思想: 世界上不同地域与文化给人们带来新的发现和机遇。
Lines of inquiry 探究线索:
• The way in which we can travel.（Causation）不同的旅游出行方式。（原因）
• Similarities and differences between the people and places we travel to.（Form）旅行中感知地域之间的异同。（形式）
• Communication throughout the world.（Connection）地域文化的交流。(连系)
Children could Choose and Explore Travel Cities
孩子们拥有选择权，探究旅行城市
In the beginning of the Travel Unit under the transdisciplinary theme "Where we are in place and time", the children in K3 decided to create posters featuring their own travel experiences；showing their respective holiday trips. The children used their "unique insights" to tell every one their existing knowledge and experience about "travel". Each poster was independently designed by the children and was communicated with each other using a sharing game.
在超学科主题单元“我们身处什么时空”——旅行主题的前期阶段，大班孩子发挥自己的选择权，依据自己的旅行经验选取不同地域创作了展示各自假期旅行的海报。孩子们用他们 “独到的见解”来告诉大家自己对“旅行”已有的知识和经验，每张海报都是孩子们独立设计的成果，期间还通过“甜甜圈”的分享与同伴分享和交流假期经历。
Through the travel questionnaire, children chose different cities to express their travel stories:
孩子们通过旅行调查问卷，选择不同的城市来表达自己的旅行故事：
The picture book "Wandering in the Garden" inspired children's yearning for Suzhou. The children interviewed Teacher Liu, who had traveled to Suzhou；to gain an in-depth understanding of the city. They continued to explore Suzhou's special food, traditional clothing and culture, and created a mind map of Suzhou.
在绘本《游园》中的园林画面激发了孩子们对苏州的向往。孩子们采访了曾游历苏州的刘老师，深入了解苏州的风土人情，并持续探索苏州的特色美食、传统服饰和文化，制作出苏州的思维导图。
Among different holiday posters, there was a poster showing a trip to Yunnan, which aroused everyone's interest. The children collected information in groups, studied the regional culture of Yunnan, understanding cultural differences among regions.
在分享假期海报时，被一张展示云南旅行的海报深深吸引，激起了大家的兴趣。孩子们分组搜集资料，研究云南的地域文化，探索不同区域的文化差异。
The picture book story titled " Hot Pot" inspired children to make a series of posters showing the style of Beijing, shared Beijing's special delicacies and rich cultural connotations.
一本《咕噜咕噜，涮火锅》的绘本故事，让孩子们制作了一系列展示北京风貌的海报，并在其中分享了北京的特色美食以及丰富的文化内涵。
Being able to explore different regional cultures, the children have established a cultural atmosphere of mutual respect and recognition. Throughout this inquiry, teachers understood the main characteristics of early childhood learning, paid attention to children's abilities and interests,actively listened to children's ideas and questions, extending children's thinking and facilitating their actions after making choices.
通过选择不同地域文化的探究，孩子们建立了一种互相尊重和认同的文化氛围。老师们能够理解孩子们现阶段学习的主要特征，同时关注他们当前的能力和兴趣，积极倾听孩子们的意见、疑问、看法等，以拓展孩子们的思维，促进进一步的行动。
Children were Encouraged to Voice Their Travel Stories
支持孩子们的发言权，探索旅行故事
In the process of inquiry learning, picture book research is indispensable as an important inquiry tool. During shared reading, children fully exercised their right to speak. The teachers and the children read the picture book "Travel with the Stamps" together, which stimulated the children's curiosity about postcards. The children asked curiously: "What is a postcard?" Postcards are similar to letters, with addresses printed on them. They even imagined that postcards might have been delivered by pigeons. With questions and imagination, the inquiry went in-depth. After learning about the writing conventions and mailing methods of postcards, the children decided to send a postcard to their friends. So they started their postcard mailing journey at the post office.
在探究学习的过程中，绘本研究作为重要的探究工具必不可少，在精读与老师们的问答互动中，孩子们充分行使自己的发言权。教师与孩子们共同阅读了绘本《跟着邮票去旅行》，激发了他们对明信片的好奇心。孩子们好奇地询问：“明信片是什么？”明信片与信件相似，上面印有地址。他们甚至想象明信片可能是通过鸽子传递的。针对孩子们的问题和想象，我们共同进行了深入的探索。在了解了明信片的书写规范和邮寄方式后，孩子们决定给自己的朋友寄一张明信片，这便开启了前往邮局的明信片邮寄之旅。
During the exploration activities, the children fully demonstrated their creativity and voice. In the role-playing game, children could freely choose their roles, decide the types of souvenirs to sell, how to communicate with customers and voice their own souvenirs. They used their rich imagination to design unique products and promotion plans, expressing their own unique insights. The play gave each child the opportunity to express his or her own ideas and listen to others, thereby promoting communication and collaboration among children.
在探索活动中，孩子们充分展示了他们的创造力和发言权。在角色扮演游戏中，孩子们可以自由选择角色，决定销售的纪念品种类，以及如何与顾客沟通，为自己的纪念品发声。他们运用丰富的想象力，设计了独特的商品和促销方案，表达了自己的独到见解。游戏让每个孩子都有机会表达自己的想法，倾听他人的意见，从而促进了孩子们之间的发言交流与协同合作。
Such independent exploration not only allowed the children to exercise their problem-solving abilities while enjoying the fun games, but also their right to speak was fully respected. Therefore, they had the ownership of their own learning, cultivating self-confidence and sense of responsibility.
自主探索的过程不仅让孩子们在愉快探究中锻炼了解决问题的能力，而且也让他们的发言权得到了充分的尊重，成为了自己学习的主人，这对于培养孩子们的自信心和责任感具有重要的意义。
Children Taking Initiative to Explore the Depth of Inquiry
善用孩子们的主导权，挖掘探索深度
In the action stage, we advocated student-led exploration. The children explored the traditional clothing culture of Beijing, Yunnan, Suzhou and other regions in depth. They confidently presented personal choices, tested and refined their ideas for action. By participating in the fashion show together, the children experienced cultural diversity and demonstrated self-awareness and social skills.
在行动实施阶段，我们倡导孩子主导探究，他们深入探索北京、云南、苏州等地区的传统服饰文化，自信地展示，并对想法进行检验和优化。通过共同参与时装秀活动，孩子们深刻体验了文化的多样性，在过程中自我意识得到了发展。
In the Food Fair, children jointly led a wonderful food culture feast. The children took the initiative to study the food culture of different regions. They tried foods from 12 different regions to learn about the food culture of various places. Subsequently, the children actively shared their opinions about the food and voted for their favorite type. Through this process, they showed a strong sense of ownership and social skills during the interaction.
在美食展览会上，孩子们共同主导了一场精彩绝伦的美食文化盛宴。他们自发地研究了不同地区的美食文化，亲自品尝了十二种不同地域的美食，从而深入理解并丰富了对各地饮食文化的认识。随后，孩子们积极地分享自己的见解，并投票选出自己最喜爱的美食，互动过程中他们展现出强烈的主导意识和社交能力。
In the 'One-Day Tour of Shanghai' activity, the children led the entire activity. First, they brainstormed new ideas through discussions and games, using iPads to find routes to test their choices. Children independently set tasks, observed carefully, and communicated with their peers, carrying out activities with parents, demonstrating self-awareness and empathy. Finally enjoying the fun of cooperative exploration.
在“上海一日游”的活动中，孩子们全程主导活动，首先通过讨论和游戏激发了新的想法，并使用iPad查找路线以检验自己的选择，然后，他们独立设定任务，仔细观察，与同伴协商，在家长的陪同下开展活动，展现了自我意识和同理心，最后享受了合作探索的乐趣。
As important members of the learning community,throughout the inquiry of the transdisciplinary theme, our young learners gave full play to their initiative. They were willing to express interests, make choices, and set goals to take action. They asked questions, did research, thought and developed ideas about the world around them. The teachers provided the children with various opportunities to choose and implement their ideas, further supporting their agency and actions.
在整个超学科主题活动中，作为学习社区重要成员，我们的孩子们作为学习者，充分发挥能动性，自发的表达兴趣，做出选择，并制定目标开展行动。孩子们会对自己、别人以及身边的世界，不断地探究、发问、质疑并逐渐形成一套自己的看法。在整个探究过程中，教师为孩子们提供各种机会，让他们去体验和感受自己的选择，从而进一步支持他们的能动性与行动。
