从问题出发，让学习发生！
Nurturing Curious Minds: Explore Early Learning at BCIS
当孩子仰起小脸，认真地问出那句“为什么天是蓝的？”时，他真正期待的，也许并不是一个标准答案，而是您能蹲下身来，顺着他手指的方向，和他一起望向那片天空——就此开启一场关于世界的共同探索。
在北京乐成学校幼儿园，我们始终相信：每一个“为什么”的背后，都藏着一颗正在萌芽的好奇心；而每一个孩子，都是自己学习旅程的主人。
在这里，经验丰富的国际化教师团队、精心设计的学习环境，以及完善的IB课程体系，共同支持着每一个孩子的成长。我们期待您亲身感受，“以孩子为主体”的学习如何在真实的日常中发生。
“在与北京乐成学校幼儿园的工作指导访问中，我看到这里的孩子们正在不断成长——他们带着自己的能力、想法、问题与探索前行。他们的创造力在飞扬，好奇心也在不断被点亮。我对在 ECC 所看到的一切都印象深刻。我看到了这里教学团队的成长，看到了他们不断学习、持续进步的状态。这里的教师团队从不停下脚步——他们始终在探索新的理念，反思自己的教学实践，并不断寻找新的方式，让学习在孩子们身上真正发生。这里是一个让童年焕发生命力的地方，在这里，学习扎根于真实的意义之中，而不仅仅是为了记住一些未来可能用到的知识。”
—— Fiona Zinn, 国际教育咨询顾问 ，常驻澳大利亚，长期与国际学校合作，致力于推动幼儿及小学阶段教学理念、课程与学习环境的创新发展，让教学更真实地回应学校的文化与社区。
理念 · 在倾听中点燃好奇
当孩子指着窗外的落叶问：“为什么叶子会变色？”老师们不会急于给出答案。因为他们知道，孩子提出这个问题时，往往不是在等待一个结论，而是在邀请我们一起分享他的惊奇。
于是，老师会把思考的机会交还给孩子，耐心倾听他们的想法——每一个看似简单的“为什么”，都可能蕴藏着一个属于孩子自己的“小理论”。
这正是幼儿园教育的核心：跟随孩子的好奇，放大他们的想法。
在这里，老师既是观察者，也是学习伙伴。他们细心捕捉孩子兴趣的流向，让一个看似简单的问题，逐渐发展成一场持续深入的探究。依托IB探究式学习理念与多年早期教育实践，老师将孩子的兴趣转化为有意义的学习项目，让学习真正从孩子出发。
学习 · 在合作中建构意义
当孩子迈入幼儿园，开启人生第一次真正的集体学习生活时，我们格外珍视集体学习所蕴含的力量。幼儿园的学习环境和空间经过长期实践不断优化：开放式材料区、探究角、搭建区，以及融入自然元素的户外空间，都在鼓励孩子自由探索与合作学习。
在这些场所里，我们常常可以看到几个三四岁的孩子围坐在一起，针对探索和游戏中遇到的问题展开讨论、争论、协商——在交流与碰撞中，学习自然发生。
我们不希望孩子孤立地学习——在真实生活与未来社会中，合作才是常态。因此，老师会在真实的问题情境中，有意识地引导孩子学习如何表达自己的观点、如何倾听同伴的声音、如何在不同意见中寻找解决方案，并在合作中不断成长。
这些能力，与识字和算术学习同样重要。这正是IB教育所倡导的社会建构理念：孩子通过与他人的互动，共同建构对世界的理解。这样的学习体验，不仅点燃好奇心和求知欲，也让孩子在进入小学之前，逐渐建立起良好的社交能力、沟通能力与合作意识。
衔接 · 为未来的学习铺路
作为一所IB世界学校，北京乐成学校从幼儿园阶段便引入IB小学项目（PYP）课程框架，与小学课程自然衔接。这套以探究和概念为核心的体系，引导孩子在真实的探索中理解“形式”“功能”“因果关系”等概念，通过个人与集体的学习经验，逐步建立起对世界的认识。
依托完整的IB体系与成熟的教学团队，幼儿园阶段的学习不仅关注当下发展，更为未来的小学乃至更长远的学习旅程打下基础——孩子们在早期阶段便逐渐建立探究习惯、提升表达能力与独立思考能力。
因此，这里的孩子不依赖老师给出答案，而是习惯提出问题、表达想法，在探索中不断建构新的理解。老师的角色，是为孩子搭建学习的“桥梁”，支持他们成长，而非替代他们成长。这种教育，是为孩子的未来而准备，而非知识的简单复制。
当您走进教室，您会看到孩子的创造力在飞扬——因为他们知道自己的想法会被尊重；孩子的同理心在生长——因为他们知道自己属于这个集体；孩子的主体性正在觉醒——因为他们不仅拥有选择的权利，也愿意为集体贡献自己的力量。
乐成的教育一脉相承。探究精神从这里萌芽，延续至小学、中学，直至大学预科项目。当孩子迈入小学一年级时，他们已经拥有独立思考、合作学习以及倾听世界的能力。
When a child tilts their head and asks, “Why is the sky blue?” they may not be looking for a perfect answer. What they are really hoping for is that you will kneel beside them, follow the direction of their pointing finger, and look up at the sky together—beginning a shared exploration of the world.
At the Early Childhood Center of Beijing City International School (BCIS), we believe that behind every question lies a spark of curiosity just beginning to grow. Every child is the author of their own learning journey.
Here, an experienced international teaching team, thoughtfully designed learning environments, and a well-developed IB curriculum framework come together to support each child’s growth. We invite you to experience how child-centered learning unfolds naturally in everyday life.
“I’ve been so impressed with what I’ve seen at BCIS. It is exciting to witness the journey the team is on and how much they continue to learn and grow. The teaching team here never stands still—they are constantly exploring new ideas, reflecting on their practice, and finding new ways to bring learning to life for children.”
— Fiona Zinn，International education consultant based in Australia, who works with international schools worldwide to support innovation in early childhood and primary education, helping teaching and learning respond meaningfully to each school’s culture and community.
“BCIS Early Childhood Centre is the very best place for children to learn how to think for themselves, how to get along with others, and how to learn together. Our children are not reliant on adults; their teachers are there to scaffold and support them, helping them grow in their learning. This sets them up for success in Grade One. The continuous learning pattern across our school ensures that all children are being educated for their future, not their parents’past.
— Jackie Becher，Early Years Principal. Originally from Australia, Jackie has nearly 30 years of experience in education. Throughout her distinguished career, Jackie has worked as a teacher, an early childhood education and early literacy curriculum consultant, as well as a deputy principal and principal in Australia and internationally.
Philosophy · Igniting Curiosity Through Listening
When a child points to a falling leaf outside the window and asks, “Why do leaves change color?” teachers here don’t rush to give an answer. They understand that children are rarely asking for a final conclusion—they are inviting us to share in their sense of wonder.
Instead, teachers return the thinking to the children and listen closely to their ideas. Behind every seemingly simple question may lie a child’s own emerging “theory” about how the world works.
This is at the heart of early childhood education: following children’s curiosity and amplifying their thinking.
Teachers here are both observers and learning partners. By paying close attention to where children’s interests lead, a simple question can grow into a deeper and more sustained inquiry. Drawing on the IB inquiry-based approach and years of early childhood practice, teachers transform children’s interests into meaningful learning projects—ensuring that learning truly begins with the child.
Learning · Constructing Meaning Together
When children enter kindergarten, they begin their first real experience of learning as part of a community. At BCIS, we deeply value the power of learning together.
The learning environments in the Early Childhood Center have evolved through years of reflection and practice. Open-ended materials, inquiry corners, building areas, and outdoor spaces enriched with natural elements encourage children to explore freely and collaborate with one another.
In these spaces, it is common to see small groups of three- and four-year-olds gathered around a question that has emerged from their play—discussing, negotiating, and debating possible solutions. Through conversation and shared thinking, learning unfolds naturally.
Children are not meant to learn in isolation. In the real world—and in the future society they will grow into—collaboration is the norm. Teachers intentionally create opportunities for children to practice expressing their ideas, listening to others, and working through differences to find solutions together.
These abilities are just as important as early literacy and numeracy. They reflect the social constructivist philosophy at the heart of IB education: children develop understanding through interaction with others. Such experiences nurture curiosity and a love of discovery while also strengthening the social, communication, and collaboration skills children need before entering primary school.
Continuity · A Foundation for the Future
As an IB World School, BCIS introduces the IB Primary Years Programme (PYP) beginning in the early childhood years, ensuring a natural transition into elementary school.
This inquiry- and concept-driven framework invites children to explore big ideas such as form, function, and causation through real experiences and investigations. Through both individual and collaborative learning, they gradually develop their understanding of the world around them.
Supported by a complete IB continuum and an experienced teaching team, learning in the early years focuses not only on children’s present development, but also on preparing them for the journey ahead. From an early age, children build habits of inquiry, strengthen their ability to express themselves, and begin to think independently.
As a result, children here do not depend on teachers for answers. Instead, they grow comfortable asking questions, sharing ideas, and constructing new understanding through exploration. Teachers act as bridges for learning—supporting children’s growth rather than replacing it.
This is an education designed for the future, not simply a transfer of knowledge.
When you step into the classrooms, you will see creativity taking flight—because children know their ideas are valued. You will see empathy growing—because they understand they belong to a community. And you will see children developing a strong sense of agency—because they are given the opportunity to make choices and contribute meaningfully to the group.
At BCIS, this spirit of inquiry continues seamlessly throughout the school. It begins here in the Early Childhood Center and carries forward through the Elementary School, the MYP in Secondary School, and the IB Diploma Programme in Grades 11 & 12.
By the time children enter Grade 1, they already possess the foundations of independent thinking, collaborative learning, and the confidence to engage with the world.
