Search results for: Early childhood
Page 6/11 103 items
Every new parent understands the pressure and stress associated with finding the best ways to create a rich and fulfilling future for their children. Faced with societal expectations, money constraints, and more programmatic opportunities than ever for their young ones, Jewish life may not always make it to the top of the priority list. As a part of the Union for Reform Judaism’s Communities of Practice work, we’re partnering with congregations (both those with and without preschools) to further and more effectively engage families with young children in congregational life. The full results of this work can be found in a new resource, Engaging Families with Young Children. Here’s a look at some of the best principles.
Updated: Feb. 03, 2016
In 2013, Combined Jewish Philanthropies of Greater Boston convened a task force of Jewish early childhood professionals to acquire a better understanding of how local families raising Jewish children choose preschools. The task force worked with Professor Mark I. Rosen of Brandeis University to design a study to answer this question. Over 1,400 families completed a comprehensive survey, and the data were analyzed to compare four distinct groups.
Updated: Jan. 20, 2016
Israel's first science and technology preschool was inaugurated in Beersheba recently as part of a new government initiative called Madakids. Instead of puzzles, coloring sheets and learning blocks, preschoolers will be exposed to robotics, computers and space exploration. The goal of Madakids ('mada' means science in Hebrew) is to introduce scientific subject matters to young Israelis at the earliest possible age. This, administrators hope, will help produce the next generation of Israeli scientists. The Beersheba preschool is a collaboration of the American aerospace giant Lockheed Martin, the Beersheba municipality, the Rashi Foundation, the Education Ministry, and the Science, Technology and Space Ministry.
Updated: Jan. 10, 2016
Exposing Young Children to Hebrew as a Second Language and to the Jewish Culture - A MOFET International Webinar
The number of children who are raised with two or more languages has increased worldwide. While Hebrew is the first language for many people living in Israel, it constitutes a second or a foreign language for Jews who live in the Diaspora. In this MOFET International webinar in Hebrew to be held on January 07, 2016 at 10 pm IST, Dr. Efrat Harel will focus on exposing young children to Hebrew as a second or third language, and will consist of three parts: (1) Theories of second-language acquisition among adults as compared to children will be introduced as the framework; (2) Authentic ways of teaching young children a second or a foreign language, focusing on the integration of games, will be discussed; and (3) The Hebrew language and some of the challenges that may be experienced by Hebrew teachers in the Diaspora will be examined.
Updated: Dec. 15, 2015
Sadly, in the Jewish community, where we count and measure so much – who is a Jew; how many affiliate; how do they feel about Israel – we do not have a detailed national picture of the educators who comprise ECE and the compensation they receive for their work. Rather, we have a tiny number of community-specific studies that paint a depressingly bleak picture about how these teachers are valued and compensated. In the Denver/Boulder area for example, Jewish preschool teachers only earn about 60 percent of what kindergarten teachers earn with equivalent education. In the San Francisco Bay Area, a study conducted by the San Francisco-based Jewish Community Federation and Endowment Fund showed that in 2012, ECE educators at nine institutions had an average hourly salary of $20.75. In any community, this would be difficult to live on. In the Bay Area, it essentially is impossible. Other communities can point to other studies showing similar realities.
Updated: Nov. 11, 2015
This year’s Early Childhood Conference, Hiburim: Using Connections to Strengthen Our Communities, on October 26-7, 2015 is designed to connect you as an individual and as an educator to other people, resources, and big ideas. According to Jewish tradition, our relationships can be categorized into three types of connections or relationships: between a person and one’s self, between a person and others and between a person and the Divine. Building on these relationships we will explore how the three are interconnected and identify new forms of connections that are relevant to our generation.
Updated: Oct. 21, 2015
A Jerusalem-based group announced the opening of the first Jewish kindergarten in decades in the Polish city of Lodz. Shavei Israel, which tries to bring people with Jewish roots back into the Jewish fold, said Monday that the kindergarten would open in partnership with the city’s Jewish community of a few hundred members. The first class of 10 children will start in September. The city in central Poland, about 80 miles from Warsaw, was historically home to one of the country’s most vibrant Jewish communities – and one of the largest ghettos during the Holocaust. But Jewish life all but disappeared from Lodz in 1944.
Updated: Sep. 06, 2015
Israeli Preschools with more than 39 children will gain an additional caregiver in the upcoming school year, according to an announcement this week at a joint press conference given by Education Minister Naftali Bennett, Finance Minister Moshe Kahlon, and Haim Bibas, chairman of the Federation of Local Authorities in Israel. Some 300,000 three and four year old children are in the municipal preschool system, with many facilities filled to capacity with 35 children and only two caregivers – one preschool teacher and one assistant. Starting in the 2015/16 school year, the approximately 4,000 preschools that care for 30 for more children will have an additional assistant on staff.
Updated: Jun. 17, 2015
What is Israel in the minds and hearts of young American Jewish children? Through interviews and photo and music elicitation exercises, this research uncovers how day school kindergarten students conceive of Israel. This study, part of an ongoing longitudinal project, shows how 5- and 6-year-old children are able to form a multilayered conception of Israel, viewing it as both a Jewish state and a place for those who live there, a dangerous place and a safe haven for Jews, and a place at once special and ordinary.
Updated: Mar. 19, 2015
Teaching Traumatic History to Young Children: The Case of Holocaust Studies in Israeli Kindergartens
Recently, the Israeli Ministry of Education initiated a mandatory nationwide curriculum for Jewish kindergarten children focusing on the study of the Holocaust. This initiative raises general questions regarding the inclusion of sensitive historical issues in curricula for young children. In this article, we use the new Holocaust curriculum as an instructive case through which to address the broader questions about what might constitute an appropriate and acceptable curriculum in early childhood.
Updated: Mar. 04, 2015