Search results for: Early childhood
Page 9/11 103 items
A family survey, ethnographic study, and quasi-experimental study investigated Shalom Sesame's potential to enhance understanding of Jewish culture and identity among preschool families. Preschoolers demonstrated significant learning, recognizing that people who looked different could be Jewish, and in knowledge about Hebrew words, Jewish holidays, and things they would see in Israel. Learning also extended beyond the screen, via spontaneous family discussions/activities, and an increased desire to celebrate holidays or visit Israel. The videos held particular value for interfaith families and those outside established Jewish communities. Parents valued Shalom Sesame for helping children connect to the broader Jewish community, deepening their own connection, and educating non-Jewish relatives and friends.
Updated: Sep. 30, 2013
Research studies demonstrate the efficacy of the story-sharing experience on children's moral development. This article explores how the triadic relationship between a Jewish children's story, the child, and the parent storyteller can impact the youngster's moral growth. Using examples from two leading projects in Jewish children's stories, the article examines how four key Jewish value concepts can be employed as a means to enhancing children's moral development. In addition, I propose a table of learning that provides adult storytellers with guidelines on how to engage children in moral conversations about relevant issues that surface from the stories.
Updated: Sep. 12, 2013
“It's Part of the Fabric”: Creating Context for the Successful Involvement of an Outside Expert of Jewish Early Childhood Education in School Change
The effectiveness of outside experts in professional development in Jewish schools has been questioned in light of scholarly critique of this approach. This case study examines the sociocultural context of one such long-term project aimed at school improvement through early childhood (EC) curriculum development. The research identifies cultural and organizational factors contributing to the effectiveness of the outside expert's 7-year involvement in the project. Qualitative methods include teacher and administrator interviews, artifacts, and field notes. Findings stress the importance of shared values, collaborative learning, teacher autonomy, and supportive school leadership for success of this professional development model.
Updated: Sep. 12, 2013
This article offers a conceptual framework for assessing PJ Library programming grounded in the relevant scholarly literature and illustrated by way of conversations with PJ Library parents. It is built around three themes concerning how parents view their role as facilitators in their child's religious and cultural identity formation through the reading of bedtime stories: (a) how the reading of stories nurtures affective development, (b) can be a crucial tool in mediating the development of cultural and religious identity, and (c) affects the bidirectionality of the parent/child relationship in identity formation.
Updated: Sep. 12, 2013
The authors report on the method and results of a quasi-experimental, longitudinal study in which the same individuals are followed over time as they participate in a Jewish early engagement program.
Updated: Aug. 30, 2013
Fifteen Jewish early childhood education directors and master teachers completed their participation in the Jewish Early Childhood Education Leadership Institute (JECELI) on August 1, 2013. JECELI is a joint program of The Jewish Theological Seminary and Hebrew Union College – Jewish Institute of Religion, in consultation with the Bank Street College of Education.
Updated: Aug. 21, 2013
Livnot U'Lehibanot, To Build and To Be Built: Making Robots in Kindergarten to Explore Jewish Identity
An important challenge for minority and diaspora populations is how to maintain their community from generation to generation by encouraging positive affiliation among their youngsters. This article reports a technology-rich educational program that addresses this issue using robotics in the context of early childhood Jewish education.
Updated: Jul. 30, 2013
Recognizing the unique opportunities for engagement and education of the population of young Jews (both adults and children!), the Jim Joseph Foundation has awarded grants to a variety of Jewish early childhood education initiatives. As the foundation’s grantmaking has evolved, a particular area of focus is educator training.
Updated: May. 16, 2013
Designed for educators working with children (infant through Grade 2) in Jewish preschools, day schools, supplementary schools and other educational settings, the third annual Early Childhood Jewish Education conference at Hebrew College, Newton, MA, on Oct. 29-30, 2012, will explore new and exciting ways to teach and encourage curiosity and creativity in children through science, technology, engineering, math and much more.
Updated: Aug. 12, 2012
In this article, research on the Jewish Early Childhood Education Initiative (JECEI) is presented. JECEI was selected for study because JECEI early childhood programs are characterized by healthy relationships, the capacity to successfully promote children’s learning and development, and the engagement of families in the work of school improvement.
Updated: Jun. 19, 2012