Tadika Eco Lodge

This Gawai is going to be a little more exciting for our 5 year-olds...

"A mother carries her child twice - first in her womb, forever in her heart."

Happy Mother's Day ❤️

A place where children love learning is always a place filled with joy.

In our Bahasa Melayu class, our 4-year-olds explored tembikai, hijau, and merah — learning new words through laughter, conversations, and juicy little discoveries together. 🍉❤️💚

🌿 从“完整呈现”到“清晰理解”

在这一次的项目中，孩子们为阿公阿嬷尝试设计一个磁力片「房子」。

一开始，他们提出用不同角度（上、前、左、右、下）拍摄「房子」，并打印成照片，让每个细节都被完整呈现。孩子们的出发点很清楚，就是想把「房子」结构讲明白，好让阿公阿嬷可以照版完成。

隔天，当孩子们自己尝试根据这些照片重建「房子」时，却发现~

“要一直看很多张，很乱”
“不知道这是上面还是旁边”
“会放错”
“会dizzy（头晕），等一下跌倒”

他们亲身感受到信息太多，反而更难理解。

于是，孩子主动将原本封闭的房子结构，改成一个正面开放、可以一眼看清的模型。这一次，只需要一张照片。

原来「完整」的解释不等于清楚，重要的是如何「让人容易理解」。

此外，孩子们也开始观察到环境对理解的影响。他们发现，当阳光透过黄色磁片照射在紫色磁片上时，紫色会呈现金色的效果。

因此，孩子见议老师拍摄时，要把「房子」放在桌子底下，这样阿公阿嬤才不会拿错 😁。

在一连串的观察、分析与反复嘗试中，孩子们不断修改自己的prototypes。

他们关注的已经不再是一个「物品」，而是整体系统的运作，比如房子结构是否稳定(多加一片磁片，"hold the weight", 孩子这么说)，信息如何呈现给阿公阿嬷(照片vs实物)，环境如何影响结果(光线)。

这是一个很真实的设计循环(design loop)，也是初步的系统思维(system thinking)。难得的是，这群孩子开始以他人为出发点做思考，如何減少困难， 让对方体验「成功完成一件事情」的快乐。

从某种意义上来说，让别人成功，本身就是一种深层的快乐。

这或许是成人世界里，比较稀缺的能力。

我想，教育走到最后，就是让人幸福，也让人更像一个「人」。

🌿 From “Completeness” to “Clarity”

In this project, children designed a magnetic-tile “house” for the elderly.

Initially, they proposed documenting the structure through multi-angle photographs (top, front, sides) to ensure completeness of information. Their intention was to communicate the structure as clearly as possible.

However, when attempting to reconstruct the model from these images, they encountered difficulties:

“It’s messy to look at many pictures.”
“Not sure which side is which.”
“Might put it wrong… feel dizzy.”

Through this experience, they recognized that an excess of information can hinder understanding.

In response, they redesigned the model—from a closed structure to an open-front configuration that allows immediate visual access. This reduced the need for multiple images; a single view became sufficient.

They thus developed an important insight:
completeness does not necessarily equate to clarity; effective communication requires reducing cognitive demand.

The children also identified the influence of environmental factors on perception. They observed that when sunlight passed through a yellow tile onto a purple one, the perceived colour shifted to gold. Consequently, they suggested controlling lighting conditions (e.g., photographing under the table) to ensure accurate interpretation.

Through iterative prototyping, observation, and refinement, the children demonstrated an emerging awareness of cognitive load and its impact on comprehension.

Their focus extended beyond the object itself to a broader systemic perspective, including:

🌱 structural stability (“add one more piece to hold the weight”),
🌱modes of representation (photograph versus physical model),
🌱 environmental variables (light and colour).

This reflects an authentic design iteration process and the development of early systems thinking.

Most significantly, the children began to adopt a user-centred perspective—seeking to reduce difficulty and enable others to successfully complete the task.

In this context, facilitating another’s success becomes a meaningful outcome in itself.

Such dispositions suggest that education, at its core, is concerned not only with knowledge acquisition, but with cultivating the capacity to understand others and to contribute to human flourishing.




#教育无他唯爱与榜样
#看见教育千树成林

Today our 4 years-old troopers arrived at MySmile Dental Clinic full of bean and energy.

Yet, the moment of gold hit ... when you realized you did not read through the terms & conditions of attending field trip, carefully.

😁

Shadows are more than just play - they are discovery.

Behind every moment of wonder, there is something very real ~ light, distance, angle, obstruction, medium.

Our children are beginning to see shadows are not magic, they are shaped by science. They discovered the science facts through explorations and enquiries.

The science that empowers imagination.

And in this space, creativity is not separate from reality, it just becomes creation rooted in understanding and science.

🌿 Design, rooted in dignity 🌱

At this stage, our six-year-old children visited an elderly care centre as observers. Instead of designing immediately, they focused on understanding real situations. As they noted, television may not always reflect reality, but on-site observation reveals genuine challenges. “See first, then think” became their starting point.

Back in class, they organised their observations—looking at quantity, size, contrast, and steps. Too many items make tasks tiring; too few limit learning—there needs to be a “just right” balance. Small or flat objects are hard to handle, low contrast causes confusion, and too many steps increase difficulty. These insights came directly from what they saw.

More importantly, they began to understand the human experience. When tasks are too difficult or require constant help, the elderly may feel discouraged. When they can complete tasks independently, they feel capable and accomplished. This led to a key idea: design for independent completion.

At this stage, the focus is not on final products, but on building understanding, judgment, and meaningful design principles from real experiences.

🍀 Note: The above content is drawn from the children’s authentic classroom conversations, which we have documented faithfully. This reflects a core element of project-based learning (PBL)—building understanding through real experiences, observation, dialogue, and reflection.

两个星期前，孩子们走进长者照护中心，观察阿公阿嬤如何使用照护中心的教具。

孩子们发现在电视上看到的与他们在现场看到的真实情况有些不同。

"TV有些是假假的。"
"看TV的话，会观察到很少。"
"我们看到那里阿公阿嬷的问题是真真的。"
"去看(中心)很重要，才知道他们适合做(合适的教具)。"
"没有看，我们会选錯(设计)。"

孩子理解了只有在真实情况下，他们才能观察更多细节，更容易发观真正的问题。

回到幼儿园后，孩子们根据现场观察，进行了很认真的整理和分数。从数量、大小、颜色对比到步骤安排，他们一步一步分析，这些教具在阿公阿嬤实际使用时的状况。

"东西太多，爺爺做到晚上，会很累想睡觉。"
"不要给太多，不要给太少，太少就学不到。"
"给他们从容易到难，慢慢学。"

这些很棒的判断，是源于孩子们对实际操作过程的观察与理解。

然而，最触动人的并非是孩子见议的「改进」，而是当他们说:

"阿嬷想要自己做，但是她不能。"
"如果自己做完，他会很开心。"
"别人一直帮他，他会伤心。"
"他自己做完，他会觉得他很厉害。"

从讨论「设计亅到关注阿公阿嬤「这个人」，我们希望带着孩子们察觉他们並非只是设计好玩的游戏。

他们是学着如何为别人好好地想多一步。

这正是我们在这个方案中所指向的 ~ design, rooted in dignity.

🍀 以上内容均整理自孩子们在课堂上的真实对话，我们将讨论过程如实记录下来。这正是项目式学习（PBL）的核心要素——从真实经验出发，通过观察、对话与反思，建构理解。

🧸小题大「做」👵
~ 跨世代游戏设计计划

这一次，六岁的孩子们走进长者照护中心，并非与长者一同进行认知活动，而是以「观察研究者」的身份，细心观察阿公阿嬷如何操作各类教具。根据这一个月来在园所中归纳出的 design rules（设计原则），孩子们坐在长者身旁，分析这些器材是否真正适用且友善。

透过真实情境的观察，孩子们注意到：

物件太小、太软或太扁，不容易抓握；
教具的颜色对比不足，影响视觉辨识，阿嬷需要眯着眼睛才能看清；
规则过于复杂，不易记住，也容易放错位置。

一位小女生说：

「如果我们帮阿公做完全部的『工作』，我们就不会知道玩具有什么问题，也不会知道阿公真正不会什么。」

很有洞察力的孩子噢！

我希望孩子明白，真正的关怀不是替长者完成事情，而是透过用心的教具设计，让阿公阿嬷能够自己做到，同时保有独立与尊严。

这段跨世代的学习历程，看似简单，却是从同理心出发，进而发展出敏锐的观察能力与逻辑分析能力。生命教育就在于尊重、理解与社会责任的学习。

接下来，这群孩子就要「闭门造车」了。他们即将进入设计与制作的阶段，实践想法。

我们很期待，看看孩子如何把这些洞见变成既好玩又对阿公阿嬷友善的「玩具」。

Our six-year-old children visited an elderly care centre as “observant researchers,” analysing how elders interacted with various cognitive apparatus based on the design rules they had previously developed.

They discovered that objects that were too small or flat were difficult to grasp, low colour contrast affected visibility, and complex rules caused confusion. One child insightfully shared, “If we help Grandpa do everything, we won’t know what problems the toys have.”

True care lies in designing materials that empower elders to do things independently and maintain their dignity. We look forward to seeing how the children transform these insights into playful and elder-friendly designs.

幼儿园的季度学科评估开始了，四至六岁的孩子很认真😝。

我们也有「假假」的监考员，"走来走去"。

评估包涵了听、说、读、写、理解以及思维表述。四岁孩子不写字😊。

这项学科评估不是用来比较差导、决定孩子的价值，它更不会是定义孩子努力的程度。一个安全、支持性且不贴标签的评估，不可能仅仅在零碎的20 - 30分钟测评时间内完成。

它的基础，是孩子在日常生活中与教师和大人之间所累积的信任关系。我们希望当孩子在熟悉但被了解尊重的氛围中，面对适性挑战时，可以自然展现真实的能力和表达自己。

这是我们支持孩子成为最好的自己，其中的方式与方向。

Our kindergarten’s quarterly assessment has begun, and our children aged four to six are approaching it with great enthusiasm 😝. To keep the experience engaging, we even have “pretend” invigilators strolling around!

The assessment covers listening, speaking, reading, writing, comprehension, and the expression of thinking. Our four-year-olds are not required to write 😊.

This assessment is not designed to compare children or determine their worth. A safe, supportive, and non-labelling assessment cannot be created within a mere 20–30 minutes of testing; it is built on the trust nurtured through daily interactions with teachers and caring adults.

In a familiar and respectful environment, children can naturally demonstrate their authentic abilities and express themselves.

This is how we support every child in becoming the best version of themselves—our way and our direction.