陶行知说：“手脑一块干是创造力教育的开始；手脑全开始是创造力教育的目的。”其创新教育的概念，就是将行和知、手和脑统一起来，让幼儿在行动和思想的相互作用之下，迸发创造力。

幼儿对于积木的构建过程，其实就是一个手脑并用、相互协调的过程，他们往往需要通过对已知事物、概念进行重新分析，从中得到创造灵感。然后根据创造灵感，着手进行搭建，并在具体的操作过程之中，反复调整、多次论证，这时往往需要大脑和双手的相互协调。

对此，宋庆龄国际幼儿园常州园特地引进一套新玩具器械—大型感统体能训练万能工匠。看！宋幼的老师们在幽默风趣的专题培训中仔细了解了万能工匠的系统知识与操作过程。

Tao said: "The hand and brain work together in the beginning of creative education. The whole hand is the goal of creative education." Its concept of innovative education is to unify action and knowledge, hand and brain, so that children can be creative with the interaction of action and thought.

Children's coordination is a growing process throughout their lives. The must take what they know and try to apply to new experiences. It might be met with failure, in which case they have to think about what adjustment they need to make in order to succeed at the task they are attempting.

In response, Soong Ching Ling International Kindergarten introduced new toy equipment - large-scale tinker toys. Oh look! The teachers carefully learned about the systematic knowledge and operation processes of tinker toys in a humorous and witty training.

万能工匠是由点、线、面、轴合齿轮等组成，简单的配件通过自主拼接实现发现和创造，凭借想象构建出多种多样的作品，进行不同体育活动的器材。锻炼走、爬、跳、滚等平衡动作，在体育中找到快乐、创造、培养兴趣为一体开发智力的体育玩具！

Tinker toys are composed of spools, caps, and sticks. With imagination, various works are constructed and different activities are carried out. We can try to walk, crawl, jump, and balance in and around our creations.

因此在幼儿创造力教育中，首先要做的就是解放幼儿的双手和大脑，让幼儿可以自由、自主的通过双手操作，通过大脑思考，进行大胆的探索、实践。当幼儿看到自己的创新成就时，往往能更大限度的激发幼儿的动手热情，使得创造潜力得到更大的发挥。

Therefore, in the practice of children's creative education, the first thing to do is to let children explore on their own. So that children can autonomously think, build, explore, and create.  When children see their innovative achievements, they are motivated to continue thinking and using their hands. It helps them to realize their full creative potential.