工作坊簡介

本課程共四節，每節一小時，適合K2至K3幼兒。課程設計採用由外而內、再延伸至社交情緒發展的循序漸進模式，並透過探究式學習、高階思維及反思元素，照顧不同學習需要，包括資優學生。

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第一節：感官探索之旅

第二節：我的身體覺醒了

第三節：情緒如天氣

第四節：關懷花園
 

課程透過開放式提問、選擇機會及反思對話，延伸資優學生的學習深度，同時兼顧不同能力學生的參與。

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工作坊目標​

• 透過感官及身體靜觀活動，提升幼兒的專注力控制及自我覺察，並回應資優兒童較高的敏感度及感知能力

• 透過呼吸及身體伸展練習，培養自我調節及抗逆力，幫助幼兒應對較強烈的情緒經驗

• 協助幼兒辨識、理解及表達情緒，並強調情緒的深度覺察與反思能力

• 培養幼兒的同理心、關愛他人及正向社交互動，促進觀點取替及建立有質素的人際關係

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目標對象

本課程適合4至6歲幼兒（K2至K3），適用於一般發展及資優兒童，亦適合在專注力、情緒調節及社交能力方面需要支援的兒童。

 

課程導師 ​

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徐詩茹女士​​

徐詩茹博士為香港教育心理學家，專長於靜觀介入、社交情緒學習及幼兒發展。她曾任香港大學心理學系助理教授及教育心理學博士課程主任，並於兒童語言發展、雙語發展及讀寫障礙等範疇發表多篇學術研究。徐博士具備豐富經驗支援幼稚園及小學生（包括資優學生），並與學校、家長及跨專業團隊合作，設計及推行以實證為本的課程，以促進兒童的情緒健康、專注力及抗逆力。她亦完成牛津大學靜觀認知治療（MBCT）導師培訓，並持有MiSP及MYmind等校本靜觀課程認證，致力透過課程、專業培訓及家長教育推廣兒童的身心健康發展。

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周美玲女士​​​​

周美玲博士是教育心理學家及靜觀導師，致力於將靜觀練習融入教育領域。她的職業生涯始於教育心理學工作，曾在主流學校、群育學校及專注於資優教育的非牟利機構等不同類型的教育組織中，為學生、家長和教師提供支援。這些早期的經驗讓她深入了解資優學生的獨特需求，以及啟導他們的教育工作者所面對的情況。

她對教學的熱忱引領她加入香港大學教育學院，在那裡她為在職及職前教師設計並帶領多項獲獎的體驗式學習課程。受到靜觀作為一種轉化性練習的個人體驗所驅動，她其後參與了香港大學的一個賽馬會靜觀計劃，將靜觀培訓帶給香港校園裡數百名的學生、教師和家長。

如今，她結合了自己在教育心理學的背景，以及她在資優教育和教師培訓方面的經驗來提供課程。她的工作旨在幫助教育工作者、治療師和個人培養對當下的覺察、孕育內在智慧，並建立情緒韌性，同時讓靜觀練習變得平易近人及有趣。

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Workshop Description​

This is a 4-session programme (1 hour per session) designed for K2–K3 children. The curriculum adopts a developmental progression from external awareness to internal awareness, and subsequently to social-emotional understanding. The programme integrates principles of mindfulness, social-emotional learning (SEL), and differentiated instruction to support diverse learners, including gifted children. Learning experiences are designed to progressively engage children across levels of Bloom’s Taxonomy, from basic awareness and recognition to higher-order skills such as comparison, reflection, and application.

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Session 1: My Five Senses Adventure

Session 2: My Body is Awake

Session 3: Feelings are Like Weather

Session 4: Kindness Garden
 

Breathing strategies are integrated throughout all sessions as a consistent calming and grounding tool. The programme incorporates open-ended questioning, choice, and reflective dialogue to extend learning for gifted learners while remaining accessible to all children.

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Workshop Objectives​​​

• To enhance attentional control and self-awareness through sensory and body-based mindfulness activities, supporting gifted children’s heightened sensitivity and perceptual awareness

• To develop early self-regulation and resilience through breathing and mindful movement, equipping children with strategies to manage emotional intensity

• To support children in recognising, naming, and understanding emotions, with an emphasis on emotional depth and reflective awareness

• To foster empathy, compassion, and positive social interaction, while supporting perspective-taking and meaningful peer connections

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Target Participants / Prerequisite​

This programme is designed for kindergarten children aged 4–6 (K2–K3). It is suitable for typically developing children as well as those who may benefit from additional support in attention, emotional regulation, and social skills.​

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Workshop Instructor

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Dr. Lucy Hsu

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Dr. Lucy Hsu is an Educational Psychologist based in Hong Kong, specialising in mindfulness-based interventions, social-emotional learning, and early childhood development. She previously served as Assistant Professor in the Department of Psychology at The University of Hong Kong and Director of the Doctor of Educational Psychology programme, and has published research in child language development, bilingualism, and dyslexia.

 

Dr. Hsu has extensive experience working with kindergarten and primary school children, including gifted learners, and collaborates closely with schools, parents, and multidisciplinary teams to design and deliver evidence-based programmes that support emotional well-being, attention, and resilience. Trained in Mindfulness-Based Cognitive Therapy (Oxford Mindfulness Centre) and certified in school-based mindfulness programmes (MiSP, MYmind), she actively promotes mindfulness and social-emotional development through programmes, professional training, and parent education.​

 

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Dr. Jessie Chow

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Dr. Jessie Mei-ling Chow is an educational psychologist and mindfulness teacher dedicated to integrating contemplative practices into educational settings. Her career began in educational psychology, where she supported students, parents, and teachers across a diverse range of institutions, including mainstream schools, special schools, and non-profit organizations focused on gifted education. This early experience gave her deep insight into the unique needs of gifted learners and the educators who guide them.

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Her passion for teaching then led her to the Faculty of Education at the University of Hong Kong, where she designed and led award-winning experiential learning courses for pre-service and in-service teachers. Driven by a personal experience of mindfulness as a transformative practice, she later taught with the Jockey Club project at the university, bringing mindfulness practices to hundreds of students, teachers, and parents in Hong Kong schools.

Today, she combines her background in educational psychology and her experience in gifted education and teacher training to offer programs. Her work aims to help educators, practitioners, and individuals develop present-moment awareness, cultivate inner wisdom, and build emotional resilience, while making the practice accessible and engaging.