Search results for: Early childhood
Page 1/11 109 items
While the rest of the world may be Zoom fatigued, over seventy families have continued to sign on for a free Zoom toddler music class twice-a-week. Why do these grownups and their babies, toddlers, and preschoolers keep coming back, as they have been since March?
Updated: Feb. 18, 2021
Jewish educators are not just looking to life beyond the proverbial cave and the day after COVID, but are continuing to do what good educators do: reflect on their practice and learn from their prior experiences. From these adverse and confronting times, educators have begun to see pedagogic practices that will impact Jewish education beyond the pandemic. Some educators are bold enough to declare that from this great disruption will emerge tremendous innovation, that the new normal will look nothing like what existed prior to pandemic, or even just that technology has opened their eyes up to new potential and possibilities. Some of my colleagues and I have dubbed these new possibilities as our COVID Keepers – what we think might prevail when all of this is over. We’re proud to share some of our thoughts on COVID Keepers below.
Updated: Jan. 14, 2021
The program “Book and Language”, is designed for educators of young children. Its aim is to enrich the dialogue between educators and young children through recitations and songs that accompany the young child’s everyday activities with the best that Israeli literature has to offer to young children. The website contains easy-to-understand explanations for using the program, including short video clips that demonstrate and explain how to adapt and connect the texts to the young child’s life.
Updated: Sep. 09, 2020
We are getting a lot of questions about how our fields within Jewish education are doing at this unique moment. As the pandemic has continued – and the depth of its impact on life becomes more acutely felt – we continue to try and make sense of the effect this has on Jewish education and how our fields continue to adapt. We try to reflect, often in real time, on what we are experiencing, how we can support educators and families, and what the future may look like. We share insight below from each of our fields – Early Childhood Education, Part-Time Jewish Education, Day Schools, Jewish Camp, Teen Engagement and Education, and College Engagement and Education.
Updated: Aug. 18, 2020
The CASJE Early Childhood Project, funded by Crown Family Philanthropies and led by a research team at Child Trends together with researchers from Brandeis University, examines the possibility that Jewish early care and education is a lever for increased Jewish engagement among Jewish families. The study seeks to define and measure Jewish engagement as relates to early childhood educational settings, identify promising Jewish engagement practices for families with young Jewish children, and examine childcare choices and levels of Jewish engagement among families with young Jewish children both before and after ECE enrollment.
Updated: Jul. 13, 2020
CASJE will present findings during a webinar series for Jewish Early Childhood Leaders, "Leadership in the COVID-19 Wilderness." This project is a joint initiative of The Paradigm Project, the Jewish Early Childhood Collaborative, The Jewish Education Project, The Jewish Community Federation & Endowment Fund, The Jewish Federation of Greater Pittsburgh, The Jewish Federation of Greater Washington, and JECELI.
Updated: Jun. 10, 2020
“I’m Going to Israel and All I Need to Pack Is My Imagination”: Pretend Trips to Israel in Jewish Early Childhood Education
This article examines the practice of pretend Israel trips in Jewish early childhood education. Jewish early childhood educators who work in markedly different preschool settings, and who have differing beliefs about Israel and Israel education, nonetheless converge on a practice of pretend trips to Israel that remains remarkably stable across settings. This article examines how and why these pretend trips have become part of the “grammar” of Jewish early childhood education, illuminating a practice that is simultaneously beloved and unsatisfying for Jewish early childhood educators who care about early childhood education and Israel education.
Updated: Mar. 04, 2020
In September 2018, the first group of one-and-a-half to three year-old kids began attending Olam Katan. I started this drop off playgroup because there are no reasonably priced, pedagogically sound Jewish programs in our Lower East Side neighborhood in Manhattan, and I feel strongly about my son receiving a quality Jewish early childhood educational experience that reflects my family’s values.
Updated: May. 01, 2019
PJ Library in Russia has swiftly become the predominant Jewish family engagement program in Russia, with more than 7,800 children and their families currently subscribed. Forty percent of subscribing families report that they have no other Jewish experience aside from PJ Library. PJ Library in Ukraine launched this month as a pilot program in Kyiv, Dnipro and Odessa.
Updated: Apr. 18, 2019
The purpose of this study was to identify the obstacles to information and communication technology (ICT) implementation in the kindergarten environment through exploring the beliefs of kindergarten teachers. Thirty Israeli kindergarten teachers participated in semistructured interviews. Their content analysis revealed three main obstacle-related categories.
Updated: Mar. 27, 2019