权威幼教解读：建立孩子自信和归属感，这项素养别忽略

如今，探索世界变得轻而易举。曾经遥不可及的异域国度，现已变成能够轻易抵达的旅游胜地。我们生活在一个全球交流频繁的世界。曾经的我们去往新的城市工作，而现在，我们的脚步已经拓展至新的国家或大陆。随着交通工具持续进步，出国学习和工作的机会不断增加，以及探索热情被教育点燃，我们的孩子未来进入的世界将显得更“小”。

家庭和年轻人的全球流动正在成为一种普遍现象，国际移民的数量在过去 20 年中大幅增长。联合国2020 年最新数据显示，全球有 2.72 亿人生活在其祖国以外的地区，这些国际移民占世界人口的 3.5%。在这些不断增长的统计数字中，有一个尚未被熟知的群体，他们被称为第三文化小孩或全球游居者，特指那些成长于多元文化和不同国家的孩子，其成长环境往往和他们家庭的祖国文化背景不同。

第三文化指的是儿童不属于其家庭所来自的祖国文化（亦称为第一文化或护照国文化），也不属于他们所生活的东道国文化（即第二文化），而是对他们所经历的所有文化都拥有归属感，从而形成了独特的第三文化。这种第三文化并非第一文化和第二文化的同质混合体，而是指与其他具有类似多文化童年经历的人（而非固定的地理位置）的归属感。 

Today, the world easy to explore, with destinations previously considered as far away and exotic now becoming easy to reach tourist destinations. We live in a globally mobile world; where once we moved to new cities for work, we now move to new countries or continents. The world that our children will have access to will seem smaller still with advances in travel, enhanced opportunities for study and work abroad, and the ignition of a passion to explore that will hopefully be lit through the education they are exposed to.

Global mobility among families and young people is becoming a common phenomenon, and the number of international migrants has grown significantly over the last 20 years. Recent figures from the United Nations (2020) suggest that 272 million international migrants, or 3.5 percent of the world’s population, live abroad. Within these growing statistics is a less well-known population, referred to as third culture kids orglobal nomads who have grown up in multiple cultures and countries that are different from their parents’ or their own passport country.

Third culture describes children who do not belong to their family’s ancestral culture (first culture or passport culture) or the host culture (second culture) in which they live but feel a sense of belonging to all the cultures they have experienced, creating a unique third culture. This third culture is not a homogenous mix between the first and second cultures, but it refers to a sense of belonging with others who have similar multicultural childhood experiences rather than geographically fixed locations.

庆祝各种全球性的文化节日和活动，探索它们的真正意义，而非仅从营销或消费主义的角度了解它们。

邀请教学团队成员或学生家庭分享他们的传统和文化传承故事，包括了解传统服饰、食物、音乐及文化独特性。

鼓励讨论差异性——与其回避差异，不如拥抱差异，帮助孩子们看到彼此之间的共同之处。借此良机将相同点与价值观和行为联系起来，从而能帮助他们认识到行动比外表更重要。

创设多样化的环境，使其反映所有在场儿童的文化和传统：确保玩偶有各种不同的肤色和发色；微缩人物模型能够代表世界各地的特征；各种资源能够反映家中熟悉的物品；美术作品、海报、照片和视觉图像反映幼儿熟悉的社区；提供与不同家庭组成方式相关的书籍；让幼儿接触世界各地的音乐、歌曲和舞蹈；以及提供反映不同文化和风味的食物。

Celebrating a variety of global cultural festival and events, exploring the true meaning of them rather than anything associated with marketing or consumerism

Inviting members of the teaching team or families to share their traditions and heritage-based stories – this may include learning about traditional dress, food, music, and unique aspects of their culture

Encouraging discussion about differences - rather than avoid differences, embrace them and help children to see all that they have in common too. This is a wonderful opportunity to relate similarities to values and behaviours, so that they appreciate actions as being more important than appearances

Creating a diverse environment that reflects the cultures and traditions of the children present, ensuring dolls with various skin tones and hair colours, small world figures representative of different parts of the world, resources that reflect familiar items from home, art, posters, photographs and visual images of familiar communities, books with families of all kinds, music, songs and dances from around the world and providing foods that reflect different cultures and flavours.