Search results for: Early childhood
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It sounds like a Jewish mother’s nightmare: a preschool class held outdoors in the desert. But parents in this remote Israeli town drop off their children at Gan Keshet every weekday during the school year, setting them free to cook on a campfire, whittle sticks with switchblades and search for scorpions. Class goes on rain (rare) or shine (intense). Gan Keshet, which means “rainbow kindergarten” in Hebrew, is the country’s first “forest kindergarten” – and it’s public. Thanks to local media coverage and word of mouth, parents have lined up to enroll their children and educators across Israel have sought to emulate the model.
Updated: Jun. 19, 2017
Making Decisions about Jewish Education Today and Tomorrow: Presentations at the Network for Research in Jewish Education
Over the last year, The Jewish Education Project, has embarked on several research studies that had their own rationales, objectives and discrete findings. Our presentation at the NRJE brings together four separate research projects commissioned and/or conducted by The Jewish Education Project spanning 3 often distinct age groups in Jewish education (0-5 yrs; youth; and teens).
Updated: Jun. 18, 2017
As a teacher in Jewish early-childhood settings for over six years, I observed implementation of a wide variety of Israel curriculum. This experience inspired me to write my masters project about Israel education at a typical synagogue-based early-childhood program in Los Angeles. I interviewed 21 educators across a span of religious and ethnic backgrounds, including over a third non-Jews. Teachers were asked about their initial exposure to Israel, how they teach Israel in their classroom, and how they use Hebrew in their curriculum.
Updated: May. 03, 2017
New Project Will Explore How Jewish Early Childhood Education Can be a Gateway for Ongoing Involvement in Jewish Life
CASJE, the Consortium for Applied Studies in Jewish Education, has announced the next steps in its long-term research project to explore how Jewish early childhood education (ECE) can serve as a gateway for deeper and more sustained involvement in Jewish life. While broadly conceived, the study will include a focus on ways that ECE institutions can better engage interfaith families and families that are not currently involved in a synagogue or other Jewish institution.
Updated: Apr. 26, 2017
The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over a control group on most measures, including vocabulary, morphology, phonological awareness and print concepts.
Updated: Apr. 26, 2017
Instead of toys, kindergartens across Israel often furnish their play areas with junk in an effort to help children test their abilities, learn to cooperate, and be creative.
Updated: Apr. 19, 2017
The JCC of Krakow has received a $500,000 grant from the New York City-based Eric and Erica Schwartz Family Foundation, the largest single grant awarded to a Krakow Jewish organization in the last 20 years. The funds will support the creation of an Early Childhood Center at JCC Krakow located in Kazimierz, the heart of the city’s Jewish district. It will be the first full-time that a pluralistic Jewish nursery school will be open in Krakow since before World War II. The school is scheduled to open in fall 2017 with a soft opening earlier.
Updated: Mar. 01, 2017
What Are the Goals of Kindergarten? Teachers’ Beliefs and Their Perceptions of the Beliefs of Parents and of Agents of the Education System
The study examined the beliefs of kindergarten teachers (K-teachers) regarding the goals of kindergarten. We asked K-teachers to reflect on their own beliefs, their understanding of parents’ beliefs, and their understanding of the beliefs that guide agents of the education system. We further examined differences between K-teachers based on the type of kindergarten in which they worked (religious or secular) and the socioeconomic status of children’s families (middle-high or middle-low). A total of 120 K-teachers responded to closed questionnaires, and 12 teachers also participated in a semistructured interview.
Updated: Feb. 22, 2017
Once again we will gather together to #shifttheparadigm in Jewish early childhood education on May 7-9, 2017 in Waynesboro, PA. Are you ready to make a difference? Do you contribute your heart, your energy, and your time to #makingshifthappen? If so, we need you with us in 2017! The Paradigm Project is a grassroots change initiative and growing network of practitioner-activists that seeks to multiply and nurture the seeds of excellence in Jewish early childhood education.
Updated: Feb. 01, 2017
Based on different development theories that combine nature and human psychology, nature-oriented methods of education have started to emerge. The subject of nature-oriented preschools addressed in this study comprises two aspects: (1) the psychological developmental theories that create the theoretical background for the insertion of human-nature interactions and their effects on the preschool children, especially on their socio-emotional development, and (2) a literature review of the theories dealing with the impact of nature on people, including the effects of both flora and fauna. The study presented here is part of a larger research plan investigating the effects of nature-oriented preschool system on several socio-emotional aspects of Israeli children.
Updated: Feb. 01, 2017