📚 Tiny Tots International Pre-School and Kindergarten Shanghai | 上海泰宁外籍人员子女幼儿园
Choosing the first school for a young child is one of the most consequential decisions an expatriate family makes in Shanghai. Tiny Tots International Pre-School and Kindergarten is an international early-years institution for the children of foreign nationals, located on Taining North Road in Shanghai and built around a full English-medium teaching model, an internationally oriented curriculum and a team of experienced foreign teachers. This guide collects what families most often want to know: what the school is, how it teaches, what children actually learn, how physical and emotional development are supported, how parents are involved, and how to judge whether it is the right fit for your child.
为孩子选择第一所学校，是外籍家庭在上海最重要的决定之一。上海泰宁外籍人员子女幼儿园是一所面向外籍人员子女的国际学前教育机构，坐落于上海市泰宁北路，采用全英文授课模式，配以国际化的课程体系和一支经验丰富的外籍教师团队。本文汇总家长最常关心的问题：园所定位、教学方式、孩子实际学到什么、身心发展如何被支持、家长如何参与，以及怎样判断这里是否适合自己的孩子。
1. What the School Is | 学校定位与基本概况
Tiny Tots International Pre-School and Kindergarten is an international pre-school and kindergarten serving the children of foreign nationals. Its purpose is to give young expatriate children a coherent, English-medium start to school life, one that stays recognisable and portable when a family is posted to another country a few years later.
上海泰宁外籍人员子女幼儿园是一所面向外籍人员子女的国际幼儿园。它的核心定位，是为在华外籍家庭的幼儿提供一段连贯的、以英文为教学语言的学前教育起点，让孩子在家庭几年后迁往另一个国家时，仍能顺畅衔接当地的早期教育体系。
The name itself signals the structure: a pre-school phase for the youngest children and a kindergarten phase for those preparing to move on to primary school. Both phases sit inside one campus, one philosophy and one language environment, so children do not have to re-adapt to a new setting midway through early childhood.
园所名称本身就说明了结构：为年龄最小的孩子提供 pre-school 阶段，为即将进入小学的孩子提供 kindergarten 阶段。两个阶段共享同一校区、同一教育理念和同一语言环境，孩子不必在幼儿期中途重新适应一套全新的环境与人际关系。
For families arriving in Shanghai with limited local networks, this kind of institution also functions as a soft landing: a place where a child who speaks no English yet, or who speaks only English, can find peers in a comparable situation and adults who are used to working with internationally mobile children.
对于刚到上海、本地人脉有限的外籍家庭来说，这类机构还起到缓冲作用：无论孩子完全不会英文，还是只会英文，都能在这里遇到处境相似的同伴，以及习惯与跨国流动家庭孩子打交道、经验丰富的老师。
2. Location, Campus and Facilities | 地理位置、校园与设施
The school is located on Taining North Road in Shanghai, an area that is convenient for many expatriate families living in the western part of the city. Because early-years children travel with parents, commute time matters more than it does for older students; a short, predictable journey in the morning usually translates into a calmer start to the day.
园所坐落于上海市泰宁北路，对许多居住在上海西部区域的外籍家庭来说交通较为便利。幼儿的出行依赖家长，因此通勤时间对幼儿的影响比对高年级学生更大：早晨一段短而可预期的路程，往往直接换来孩子一天更稳定的情绪起点。
The campus is equipped with advanced teaching facilities and quality educational resources. In practice, in a well-resourced early-years setting this means bright and safe classrooms, clearly zoned activity and learning corners, age-appropriate furniture and materials, a library or book corner, spaces for music, art and messy play, and outdoor areas where children can run, climb and use large equipment.
园所配备先进的教学设施和优质的教育资源。在一所资源完备的学前教育机构中，这通常意味着：明亮安全的教室、分区清晰的活动区与学习角、符合幼儿年龄的家具与教具、图书角或绘本区、音乐与美术及动手活动的专用空间，以及可以奔跑、攀爬、使用大型器械的户外场地。
Facilities matter most when they are used well. When you visit, look less at how new the equipment is and more at whether children are actually handling it: whether books are within a child's reach, whether art materials are available without an adult unlocking a cupboard, whether the outdoor space is used daily in ordinary weather.
设施真正的价值在于被使用。参观时可以少看设备的新旧，多看孩子是否真的在用：绘本是否放在孩子随手可取的高度，美术材料是否不需要老师开柜子就能拿到，天气普通的日子里户外场地是否每天都被使用。
3. Who the School Serves | 招生对象与服务家庭
The school serves children of foreign nationals, which means families holding foreign passports and looking for an international rather than a local-curriculum early education. This is a common choice for diplomatic, corporate-expatriate and returnee families who expect to move again, and who want a school record that reads clearly to the next school.
园所面向外籍人员子女招生，也就是持外国护照、希望孩子接受国际化而非本地课程学前教育的家庭。这类选择常见于外交、外派企业以及回国发展的家庭，他们预期未来可能再次迁移，希望孩子在转学时能拿出一份下一个学校容易读懂的在校记录。
A typical early-years pathway runs from toddler or playgroup age through to the year before primary entry. Class names and age cut-offs differ from school to school, so always confirm the current intake ages with the admissions team rather than relying on a general description.
典型的学前路径一般从托班阶段一路贯通到小学入学前一年。各校的班级名称与年龄分界并不统一，因此务必向招生老师确认当年的实际招生年龄段，而不是依赖泛泛的描述。
| 阶段 / Phase | 大致年龄 / Approximate Age | 重点 / Main Focus |
|---|---|---|
| Toddler / Playgroup | 约 2-3 岁 | 分离适应、生活常规、听说启蒙 |
| Nursery / Pre-K | 约 3-4 岁 | 主题探究、早期读写与数感 |
| Kindergarten | 约 4-6 岁 | 独立性、项目式学习、幼小衔接 |
Use the table above as orientation only. Fees, class sizes, teacher-to-child ratios and exact entry requirements change from year to year and should be confirmed directly with the school.
上表仅作方向性参考。学费、班额、师生比与具体入学要求每年都可能调整，应以园方当年公布的信息为准。
4. Full English Immersion | 全英文沉浸式教学
The school uses English as the language of instruction for the whole day rather than as a single subject on a timetable. Children hear English in instructions, routines, stories, songs, games and disagreements; the language is the medium through which everything else happens, which is exactly how a young child learns a language fastest.
园所采用全英文授课模式，英文不是课表上的一门课，而是贯穿一整天：指令、常规、故事、歌曲、游戏、同伴之间的小摩擦，全部用英文发生。语言是其他一切活动发生的媒介，而这恰恰是幼儿习得语言最快的方式。
Immersion works because young children do not need translation to understand meaning. Teachers pair words with actions, objects, pictures and repetition, so a child who does not yet speak English can still follow what is happening and respond non-verbally at first, then with single words, then with phrases and full sentences.
沉浸式教学之所以有效，是因为幼儿不需要通过翻译来理解意义。老师会把语言与动作、实物、图片和重复结合起来，因此暂时不会说英文的孩子也能跟上正在发生的事，先以非语言方式回应，然后说出单词，再逐步说出词组和完整句子。
For parents, this means the silent period is normal. Some children speak very little English for the first weeks or months and then begin using it quickly once they feel secure. What matters is whether the child is settled, engaged and willing to participate, not how many English words they produce in week two.
对家长而言，这意味着一开始的沉默期是正常的。有些孩子前几周甚至前几个月几乎不说英文，一旦建立起安全感，使用英文的速度会明显加快。真正值得关注的是孩子是否情绪稳定、是否投入、是否愿意参与，而不是第二周能说出多少个英文单词。
It also means the home language should not be dropped. Children who keep a strong first language at home usually transfer those concepts, story structures and thinking skills into English rather than losing ground.
这也意味着家庭母语不该被放弃。在家中保持稳固母语的孩子，往往能把已有的概念、故事结构和思维能力迁移到英文中，而不是出现发展上的倒退。
5. Curriculum Framework and Teaching Methods | 课程体系与教学方法
As an international kindergarten, the school incorporates mainstream international teaching methods and curriculum frameworks designed for the early years. The emphasis is on child-centred, play-based and inquiry-led practice rather than on rote learning or worksheets for three-year-olds.
作为一所国际幼儿园，园所融入国际主流的教学方法与课程体系，这些体系本身就是为幼儿阶段设计的。其重心是以儿童为中心、以游戏为载体、以探究为线索的教学实践，而不是让三岁孩子做机械抄写或大量练习纸。
In everyday lessons this usually looks like circle time for shared discussion and songs, learning centres where small groups rotate between focused activities, theme or unit-based inquiry that connects subjects around one question, guided play with a clear learning intention, and regular observation of each child against developmental milestones.
在日常教学中，这通常表现为：用于集体讨论和唱歌的 circle time；小组轮换不同任务的学习区；围绕一个核心问题把各学科串起来、以主题或单元形式推进的探究活动；带有明确学习目的的引导性游戏；以及教师依据发展阶段指标对每个孩子的持续观察记录。
Assessment in this model is continuous and descriptive. Instead of marks, teachers collect observations, work samples and photographs to describe what a child can do now and what to support next, then share that picture with parents.
这一体系下的评估是持续性和描述性的。老师不用分数，而是通过观察记录、作品样本和照片，描述孩子目前能做到什么、下一步需要支持什么，并与家长共享这幅成长图景。
6. The Teaching Team | 师资团队
The educational team is made up of experienced foreign teachers who bring solid professional backgrounds and cross-cultural teaching experience. Beyond qualifications, what matters in early years is whether an adult can stay calm, warm and consistent with very young children who are still learning how to manage their own feelings.
园所的教育团队由经验丰富的外籍教师组成，他们拥有扎实的专业背景和跨文化教育经验。除了资历，幼儿阶段更关键的是：成人能否在面对尚在学习管理自己情绪的幼儿时，保持平和、温和且一致的回应方式。
Experienced early-years teachers create a good learning atmosphere by making routines predictable, giving clear and simple instructions, and using praise that names the specific behaviour rather than offering empty encouragement. They also provide individualised guidance, adjusting the level of support for a child who is shy, a child who is already reading, or a child who needs more movement during the day.
有经验的幼儿教师营造良好学习氛围的方式，是让一日流程可预期、指令清楚简短，并使用点明具体行为的表扬，而不是空洞的夸奖。他们同样提供个性化指导：对害羞的孩子、已经会阅读的孩子、或者一天中需要更多身体活动的孩子，给出不同的支持强度。
When evaluating the team, ask how long teachers typically stay, how many adults are present in each room, and how many children each adult is responsible for. Stability of adults is one of the strongest predictors of how secure a young child feels at school.
评估师资时，可以询问教师的平均在职年限、每个班级常驻几位成人、每位成人负责多少名幼儿。成人的稳定性，是幼儿在校安全感最强的预测因素之一。
7. Subject Coverage Across the Curriculum | 综合课程领域
Children encounter a broad, integrated curriculum covering language, mathematics, science, social studies and the arts. In the early years these areas are rarely taught as separate timetabled subjects; they are woven into themes, projects and play so that learning stays connected and meaningful.
孩子会接触语言、数学、科学、社会、艺术等多个领域的综合课程。在幼儿阶段，这些领域很少被拆成独立的课表科目，而是融入主题、项目和游戏之中，让学习保持连贯和有意义。
| 领域 / Area | 典型内容 / Typical Content |
|---|---|
| 语言 Language | 听说对话、绘本共读、自然拼读、前书写 |
| 数学 Mathematics | 数数、分类、规律、形状、比较与测量 |
| 科学 Science | 观察、动植物、水与天气、简单小实验 |
| 社会 Social Studies | 家庭、社区、规则意识、节日与多元文化 |
| 艺术 The Arts | 绘画、拼贴、歌唱、节奏、律动与表演 |
The goal is to spark genuine interest in learning and to build creativity along with broader competence. A child who is allowed to ask questions, test an idea and get it wrong without embarrassment is practising exactly the thinking habits that later academic work depends on.
课程的目标是激发真实的学习兴趣，并在培养综合能力的同时发展创造力。一个被允许提问、试错、即使做错也不必难堪的孩子，正在练习的正是未来学业最依赖的思维习惯。
Early literacy and numeracy are built in concrete ways: counting real objects, sorting by attribute, retelling a story in sequence, recognising their own name, hearing the first sound in a word. Nothing is rushed, and the sequence matters more than the speed.
早期读写与数感都以具体的方式建立：数真实存在的物品、按属性分类、按顺序复述故事、认出自己的名字、听出一个单词的开头音。一切都不必抢进度，顺序比速度更重要。
8. Physical, Emotional and Creative Development | 身心发展与活动安排
The school pays close attention to children's physical and emotional development. A young child's body and feelings are not separate from their learning; a child who has moved enough, eaten, rested and felt emotionally safe is a child who can concentrate.
园所高度关注孩子的身心发展。对幼儿来说，身体和情绪与学习并不是两回事：活动量足够、吃好、休息好、情绪上感到安全的孩子，才具备专注的条件。
Outdoor sports and movement activities develop gross motor skills such as running, jumping, balancing, throwing and climbing, while fine motor control is built through art, threading, cutting, construction and manipulating small objects. Both strands feed directly into handwriting and classroom independence later on.
户外运动与各类身体活动发展奔跑、跳跃、平衡、投掷、攀爬等大肌肉能力；美术、穿珠、剪贴、建构和操作小物件，则锻炼精细动作控制。这两条线都会直接支撑孩子日后的书写能力和课堂独立性。
Music and art activities give children a way to express feelings, practise turn-taking, and experience the satisfaction of making something. Group singing, rhythm games and creative work also help children build confidence, because participation is visible, achievable and shared with peers.
音乐与艺术活动为孩子提供了表达情绪、练习轮流与合作、并获得创造满足感的途径。集体歌唱、节奏游戏和创作活动还能帮助孩子建立自信，因为参与是看得见的、可以达成的，并且是与同伴共同经历的。
When you visit, watch how feelings are handled. Look for adults who kneel down to a child's level, name the emotion, offer a choice, and help the child rejoin the group. That is the practical core of social and emotional learning at this age.
参观时可以特别留意情绪的应对方式：老师是否蹲下来与孩子平视、是否说出情绪的名字、是否给出可选方案、是否帮助孩子重新回到集体中。这就是这个年龄段社会情感学习最实际的核心。
9. Home-School Partnership | 家园共育与家长参与
The school values the home-school partnership and actively encourages parents to take part in their child's education. For very young children, a close link between home and school is not a nice extra: it is part of how progress happens, because a child who sees the two settings cooperating settles faster.
园所注重家园共育，积极鼓励家长参与孩子的教育过程。对幼儿而言，家庭与学校的紧密连结并不是可有可无的附加项，而是进步的组成部分：当孩子看到家庭与学校彼此配合时，适应速度会更快。
In practical terms, the school organises regular parent meetings and parent-child activities, and shares the everyday details of a child's growth. Typical communication channels in an international early-years setting include daily or weekly updates, photo or video sharing through a school app, termly written reports and scheduled individual parent-teacher conferences.
在具体做法上，幼儿园定期举办家长会和亲子活动，并及时分享孩子成长的点点滴滴。国际学前教育机构常见的沟通渠道包括：每日或每周的更新、通过校方应用分享的照片与视频、每学期的书面成长报告，以及预约制的一对一家长会。
Through close cooperation with teachers, parents can understand more deeply how their child is learning and give stronger, better-targeted support at home. A teacher who knows a child is struggling with separating in the morning, or is fascinated by dinosaurs, can help parents respond to that at home in a consistent way.
家长通过与教师的紧密协作，能够更深入理解孩子的学习情况，并在家中给予更有力的支持与引导。当老师知道孩子早上分离焦虑、或者正痴迷恐龙时，就能帮助家长在家里用一致的方式回应这些情况。
Parents can also contribute meaningfully by sharing festivals from their own culture, joining celebration events, or reading with their child in the home language. Being visible at school is one of the simplest ways to make a young child feel that school is a safe extension of home.
家长还可以通过分享自己文化的节日、参加庆祝活动、或用母语在家陪读，作出实实在在的贡献。让孩子看到家长出现在学校里，是让孩子感到学校是家庭安全延伸的最简单方式之一。
10. Transition to Primary School | 幼小衔接与长期学业准备
The school aims to help every child discover their potential and lay a solid foundation for later academic study. In the kindergarten year, that foundation is built less through formal drilling and more through independence: managing a bag, following multi-step instructions, waiting for a turn, asking an adult for help.
园所努力帮助每个孩子充分挖掘潜能，为今后的学业发展打下坚实基础。在 kindergarten 阶段，这一基础更多来自独立性而非机械训练：整理自己的书包、听懂多步骤指令、学会等待轮流、知道如何向成人求助。
Academic readiness covers early literacy and numeracy, but also the habits behind them: sitting in a group, listening to a story to the end, holding a pencil correctly, recognising and writing their own name, counting with one-to-one correspondence, and staying with a task for a few minutes without adult prompting.
学业准备既包括早期读写与数感，也包括其背后的习惯：能坐在集体中、能听完一个完整的故事、能正确握笔、能认写自己的名字、能一一对应地数数、能在没有成人催促的情况下持续几分钟做一件事
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