📚 Song Ching King Kindergarten International Division: A Complete Parent Guide | 宋庆龄幼儿园国际部全解析
Song Ching King Kindergarten International Division is a well-regarded early-years institution located in Beijing. Its international division is dedicated to children aged three to six, offering a high-quality foundation programme within a genuinely multicultural environment. This guide walks parents through its philosophy, campus, curriculum, teaching team, daily routines and admissions process, so that families can judge whether the school fits their child.
宋庆龄幼儿园国际部是一所坐落于北京、广受赞誉的学前教育机构。其国际部专门为 3 至 6 岁孩子提供高品质启蒙教育，并打造多元文化交融的成长环境。本文将从办学理念、校园环境、课程体系、师资团队、一日流程到报名参观等角度逐一介绍，帮助家长判断这所幼儿园是否适合自己的孩子。
1. An Overview of the International Division | 走进宋庆龄幼儿园国际部
Song Ching King Kindergarten International Division operates as the international section of an established kindergarten. It welcomes families who want their young children to grow up in a setting where more than one language and more than one cultural tradition are treated as normal parts of everyday life.
宋庆龄幼儿园国际部是这所成熟幼儿园下设的国际部，欢迎那些希望孩子在多种语言与多种文化传统中自然成长的国际家庭与本土家庭。
The division focuses on the three-to-six age band, which is widely regarded as the most sensitive period for language acquisition, social habits and self-regulation. Rather than rushing children into formal academic drilling, the programme builds curiosity, confidence and good learning habits first.
国际部专注 3 至 6 岁这一年龄段。这一阶段通常被视为语言习得、社交习惯与自我管理能力发展的关键期。课程并不急于让孩子进入正式的学术训练，而是优先培养好奇心、自信心与良好的学习习惯。
The stated aim is to give every child a solid foundation for the years ahead while nurturing young citizens with a global outlook. Parents who visit often comment on the calm, purposeful atmosphere in the classrooms.
园所的明确目标是为孩子的未来打下坚实启蒙基础，同时培育具有国际视野的世界小公民。到访的家长常常提到教室里那种安静而专注的氛围。
2. Educational Positioning and Vision | 办学定位与教育愿景
The international division positions itself as a bilingual, inquiry-oriented kindergarten rather than a test-preparation centre. Its vision rests on the belief that early education should develop the whole person, not merely measurable academic skills.
国际部将自身定位为一所双语、探究导向的幼儿园，而非应试培训机构。其愿景建立在这样的信念之上：早期教育应当培养完整的人，而不只是可量化的学业技能。
Three principles guide daily practice. First, respect for the individual pace of each child. Second, an open and encouraging learning climate. Third, a genuine partnership between home and school.
有三条原则指导日常实践：第一，尊重每个孩子的发展节奏；第二，营造开放、鼓励探索的学习氛围；第三，建立家庭与园所之间的真诚合作。
Because the division serves both local and international families, cultural exchange is not an occasional theme but an everyday reality, reflected in festivals, food, stories, songs and classroom routines.
由于国际部同时服务本土家庭与国际家庭，文化交流并非偶尔出现的主题，而是日常现实，体现在节日、饮食、故事、歌曲与班级常规之中。
3. Admissions, Age Grouping and Class Size | 招生对象、年龄分班与班级规模
The international division accepts children from three to six years old. Classes are grouped by age so that activities, materials and expectations match each stage of development.
国际部招收 3 至 6 岁儿童，按年龄分班，使活动内容、教具材料与成长期望与每个发展阶段相匹配。
| Class | 班级 | Typical Age | 常见年龄 | Focus | 发展重点 |
| Nursery 小小班 | 3-4 | Separation confidence, routine, spoken language | 分离适应、常规养成、口语表达 |
| K1 小班 | 4-5 | Peer play, fine motor skills, early literacy | 同伴游戏、精细动作、早期读写 |
| K2 中班 | 5-6 | Inquiry projects, number sense, collaboration | 探究项目、数感、合作能力 |
| K3 大班 | 6+ | School readiness, independence, presentation | 入学准备、独立性、表达展示 |
Small class sizes and favourable child-to-teacher ratios allow staff to notice each child's progress and difficulties promptly. Placement decisions are made after an observation session rather than by age alone.
小班额与较高的师生比，使教师能够及时发现每个孩子的进步与困难。分班并非只看年龄，而是在观察环节之后综合决定。
The admissions process usually begins with an enquiry, followed by a family interview, a short classroom observation and a written offer. Parents are encouraged to ask about waiting lists and mid-year entry.
招生流程通常从咨询开始，随后是家庭面谈、简短的课堂观察，最后发放录取通知。建议家长主动询问候补名单与插班入学的可能性。
4. Campus Facilities and Learning Spaces | 园内设施与学习空间
The campus is equipped with modern classrooms, a children's library, art workshops and outdoor play areas. Each space is planned with a clear pedagogical purpose rather than simply to fill an area.
园内配备现代化教室、儿童图书馆、艺术工坊和户外游乐区等一流设施。每一处空间都有明确的教育目的，而非单纯填满场地。
The children's library holds picture books, graded readers and bilingual titles arranged at child height, so that even the youngest learners can choose books independently. Story time in the library is a fixed part of the weekly timetable.
儿童图书馆收藏绘本、分级读物与双语图书，书架按儿童身高设计，连最小的孩子也能自主选书。图书馆故事时间是每周固定的安排。
Art workshops provide clay, paint, recycled materials and natural objects. Children are free to test ideas, make mistakes and revise their work, which builds persistence and creative confidence.
艺术工坊提供陶泥、颜料、回收材料与自然物。孩子可以自由尝试、犯错并修改作品，由此培养坚持性与创作自信。
Outdoor play areas support gross motor development through climbing, balancing, running and ball games. Teachers supervise closely while allowing reasonable risk-taking, which is essential for physical confidence.
户外游乐区通过攀爬、平衡、奔跑与球类游戏支持大肌肉发展。教师在密切看护的同时允许合理的冒险，这对建立身体自信至关重要。
Carefully planned spatial design stimulates curiosity and creativity, laying a path towards all-round development and lifelong learning. Corridors double as display galleries for children's work.
精心规划的空间设计充分激发孩子的好奇心与创造力，为全面发展和终身学习铺就道路。走廊也被用作展示孩子作品的画廊。
5. A Multinational Teaching Team | 跨国教师团队
The international division employs an experienced multinational teaching team whose members come from a range of cultural and educational backgrounds. Many hold qualifications in early childhood education and have worked in more than one country.
国际部拥有一支经验丰富的跨国教师团队，成员来自不同的文化与教育背景。许多教师具备学前教育专业资质，并曾在多个国家工作。
Foreign and local teachers co-teach in the same classroom, which means children hear authentic language models throughout the day rather than only in isolated lessons.
外籍教师与本土教师在同一课堂协作教学，孩子在全天生活中都能听到真实自然的语言示范，而不只是在孤立的语言课上。
Staff are trained to observe and record children's development systematically, using portfolios, photographs and written notes. These records form the basis of reports shared with parents.
教师接受过系统观察与记录儿童发展的培训，使用作品集、照片与文字记录。这些记录构成与家长分享的成长报告的基础。
Teachers accompany every child with warmth, patience and genuine care, creating an open, exploratory learning atmosphere in which questions are welcomed and mistakes are treated as information rather than failure.
教师以热情、细腻且充满关怀的方式陪伴每一个孩子，营造开放、鼓励探索的学习氛围。在这样的氛围里，提问受到欢迎，错误被视为信息而非失败。
6. The Whole-Child Development Philosophy | 全人培养理念
The school holds firmly to a whole-child approach, attending to moral character, intellect, physical fitness, social skills and emotional wellbeing as an integrated set of outcomes.
园所坚守"全人培养"理念，关注品德、智力、体能、社交与情感等综合素质的成长，并将其视为彼此关联的整体成果。
Moral character is developed through everyday routines: sharing materials, waiting for a turn, helping a classmate, caring for plants and animals. These small habits matter more in the long run than any single test score.
品德的培养融入日常常规：分享材料、轮流等待、帮助同伴、照顾动植物。长期来看，这些小习惯比任何一次测验分数都更重要。
Physical fitness is supported by daily outdoor time, movement games and simple nutrition guidance. Emotional wellbeing is supported by naming feelings, teaching calming strategies and giving children safe spaces to express frustration.
体能通过每日户外活动、运动游戏与基础营养指导来支持。情感健康则通过识别情绪、教授平静策略以及提供安全表达挫败感的空间来实现。
Social skills grow through cooperative projects, group discussion and conflict resolution with teacher scaffolding. Children learn to negotiate, apologise and repair relationships.
社交能力在合作项目、小组讨论与教师支持下的冲突解决中发展。孩子学会协商、道歉与修复关系。
7. Curriculum: Global Vision with Local Roots | 课程体系：国际视野与本土特色
The curriculum blends an international outlook with local characteristics. Themes are drawn from both global and Chinese cultural contexts, so children see themselves and the wider world in the same frame.
课程融汇国际视野与本土特色。主题既取自全球文化情境，也取自中国文化情境，使孩子能在同一框架中看到自己与更广阔的世界。
Learning domains include language and early literacy, early mathematics and number sense, scientific inquiry, music and visual arts, physical education, and social-emotional learning.
学习领域包括语言与早期读写、早期数学与数感、科学探究、音乐与视觉艺术、体育，以及社会情感学习。
Early mathematics, for example, is taught through sorting, pattern-making, measuring, cooking and block building. Children meet ideas such as shape, quantity, sequence and comparison long before they meet worksheets.
以早期数学为例，它通过分类、找规律、测量、烹饪与积木搭建来教授。孩子在接触练习册之前，早已通过实物认识形状、数量、顺序与比较等概念。
Chinese language and culture are given a firm place, including festivals, stories, calligraphy appreciation and traditional games. Bilingual children gain the advantage of strong roots alongside an open outlook.
中文与中国文化占有稳固位置，包括节日、故事、书法欣赏与传统游戏。双语儿童因此能够兼具扎实的文化根基与开放的视野。
8. Teaching Methods in Practice | 教学方法：情景、游戏与体验
Teaching draws on scenario-based instruction, gamified learning and experiential activities. These methods are chosen because young children learn best when knowledge is embedded in meaningful action.
教学采用情景教学、游戏化学习、体验活动等多种方法。之所以选择这些方法，是因为当知识嵌入有意义的行动中时，幼儿的学习效果最好。
Scenario-based teaching places children inside a story or a real-life situation, such as a shop, a hospital or an airport. Language and reasoning emerge naturally from the roles children take on.
情景教学把孩子放进故事或真实生活情境中，例如商店、医院或机场。语言与推理能力从孩子所承担的角色中自然产生。
Gamified learning uses rules, turns, points and cooperative goals to sustain attention. Games are not rewards for finishing work; they are the medium through which skills are practised.
游戏化学习通过规则、轮流、积分与合作目标来维持注意力。游戏不是完成作业后的奖励，而是技能练习的载体。
Experiential activities include planting, cooking, visiting the neighbourhood and simple experiments. Children observe, predict, record and explain, which builds the foundations of scientific thinking.
体验活动包括种植、烹饪、社区参访与简单实验。孩子观察、预测、记录并解释，由此建立科学思维的基础。
Teachers adapt the balance of methods to the group and the individual, so that quieter children and more active children both find an entry point.
教师会根据班级与个体情况调整各种方法的比例，使安静的孩子与活泼的孩子都能找到参与的入口。
9. Home-School Partnership | 家园共育
The kindergarten places strong emphasis on working with families. Parent-child activities, parent meetings and campus open days are organised at regular intervals throughout the year.
幼儿园高度重视与家庭的联动，定期组织亲子活动、家长会和校园开放日。这些安排贯穿全年、按固定节奏进行。
Parent meetings give a structured picture of each child's development across all domains, supported by portfolios and observations rather than vague praise.
家长会系统呈现孩子在各个领域的发展情况，以作品集与观察记录为依据，而非笼统的赞美。
These arrangements help parents understand their child's progress clearly and provide timely support and advice along the educational journey. Teachers also share practical suggestions for routines at home.
这些安排既帮助家长清晰了解孩子的进步，又在教育路上给予及时的支撑与建议。教师也会就家庭作息提供可操作的建议。
Open days allow families to see ordinary lessons rather than a prepared performance. Parents are encouraged to ask difficult questions about transitions, behaviour and language support.
开放日让家长看到日常课堂，而不是精心排练的表演。园方鼓励家长就升学衔接、行为引导与语言支持提出真实的问题。
10. A Typical Day at the Kindergarten | 幼儿园的一日流程
A predictable daily rhythm helps young children feel secure. The schedule alternates active and quiet periods, indoor and outdoor time, and group and individual work.
可预期的日常节奏能让幼儿获得安全感。一日流程在动静之间、室内与户外之间、集体与个别活动之间交替安排。
| Time | 时间 | Activity | 活动 |
| 08:00-08:40 | Arrival, health check, free play | 入园、晨检、自由游戏 |
| 08:40-09:20 | Morning circle, bilingual songs and news sharing | 晨圈、双语歌谣与分享 |
| 09:20-10:20 | Inquiry or project work in learning centres | 探究或项目活动（分区学习） |
| 10:20-11:20 | Outdoor play and physical games | 户外游戏与体能活动 |
| 11:20-12:00 | Lunch and self-care practice | 午餐与自理练习 |
| 12:00-14:00 | Nap and rest | 午睡与休息 |
| 14:00-15:30 | Art, music, library or story time | 艺术、音乐、图书馆或故事时间 |
| 15:30-16:30 | Review, tidy-up, departure | 回顾、整理、离园 |
Self-care routines such as dressing, handwashing and clearing the table are treated as real learning, not as chores to be hurried through.
穿衣、洗手、收拾餐具等自理环节被视为真正的学习内容，而不是需要匆匆完成的事务。
11. School Readiness and Lifelong Learning | 幼小衔接与终身学习
In the final year, the programme gradually strengthens school readiness: sustained attention, following multi-step instructions, holding a pencil, managing belongings and speaking in front of a group.
在最后一年，课程逐步强化入学准备：持续专注、执行多步指令、握笔、管理个人物品以及在集体面前表达。
The emphasis remains on genuine competence rather than rehearsed performance. Children who can plan, ask for help and recover from setbacks adapt quickly to primary school.
重点始终放在真实能力而非排练式表现上。能够制定计划、主动求助并从挫折中恢复的孩子，往往能更快适应小学。
Reading aloud, storytelling and conversation are the core of early literacy. A child who has been read to daily arrives at primary school with a larger vocabulary and a longer attention span.
朗读、讲故事与对话是早期读写能力的核心。每天有人为其朗读的孩子，进入小学时往往词汇量更大、专注时间更长。
Above all, the division aims to lay a solid foundation for childhood and to nurture young global citizens for the future. The lasting outcome is not a set of facts but a durable attitude towards learning.
最重要的是，国际部致力于为童年铺下坚实的启蒙基石，培育面向未来的世界小公民。持久的成果不是一堆知识点，而是一种可持续的学习态度。
Under professional guidance and genuine care, each child can enjoy a happy learning experience and accumulate strength for long-term development in life.
在专业与爱的守护下，每个孩子都将拥有快乐的学习体验，为人生长远发展积蓄力量。
12. Enquiries, Campus Visits and Next Steps | 咨询、参观与报名流程
Families who are interested in Song Ching King Kindergarten International Division are welcome to make contact at any time. The admissions team can provide more detailed information and help arrange a campus visit.
如果您对宋庆龄幼儿园国际部感兴趣，欢迎随时联系，我们将提供更详细的信息并协助安排参观。
Before a visit, it helps to prepare a short list of questions about class size, teacher turnover, language support for beginners, meals, allergies, school hours and fees.
参观之前，建议准备一份简短的问题清单，涉及班额、教师稳定性、初学者的语言支持、餐饮、过敏处理、在园时间与费用等。
During the visit, watch how children move around the rooms, how teachers speak to them and how conflicts are handled. These everyday details reveal more than any brochure.
参观过程中，请观察孩子在教室内如何活动、教师如何与孩子说话、冲突如何处理。这些日常细节比任何宣传册都更能说明问题。
We look forward to starting this journey together with you and your child, and to sharing this wonderful early-years education experience.
期待与您和孩子一同启程，分享这段美妙的学前教育之旅。
更多咨询请联系 16621398022（同微信）。
Published by TutorHao | Early Years Admissions Series | aleveler.com
更多咨询请联系16621398022（同微信）
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