Search results for: Kindergartens
Page 1/3 27 items
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
Negotiating Tradition and Contemporary Education: An Enrichment Center for Jewish Ultra‐Orthodox Children in Israel
This paper addresses the negotiations of Haredi (Jewish Ultra‐Orthodox) kindergarten teachers with contemporary educational understandings as these emerge in a Haredi Enrichment Center for kindergarten children. Using the prism of Thirdspace, a close look at the themes around which the Enrichment Center and its activities were organized reveals the cultural strategies involved in the amendments that contemporary ideas and practices must undergo in order to be conceptually accepted and practically implemented by Haredi educators.
Updated: Sep. 03, 2018
Tamar Pinto runs what may be the only fully Hebrew preschool in the country, explicitly meant for children of Israelis in America. Jewish preschools across the US integrate varying levels of Hebrew into the day, if only to teach holidays and prayers. But at Gan Gurim, though many of the children were born in the United States and may well live here for most of their lives, you’ll have trouble finding English – or American child-rearing norms – anywhere.
Updated: Sep. 27, 2017
The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on their Academic Achievements
The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty Israeli 4–6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and non-verbal intelligence. The three interventions consisted of (a) a mindful movement—integrating movement in academic learning, (b) a movement for its own sake—allowing children free movement without providing academic instruction, and (c) a control condition—children engaging in their regular academic environment activities.
Updated: Jul. 13, 2017
Jewish early childhood education is not only an entry point into Jewish learning for young children. Often, it also becomes a reentry point for parents: many adults disenchanted by Jewish life in their own youth (or simply lacking exposure to it) take a renewed interest in pursuing Jewish life as a family as their children are invited in through their school programs. This potential opportunity for the Jewish community is why we at the Leadership Commons are so invested in Jewish early childhood education. In this Gleanings, we explore how Jewish early childhood can ignite the fire of Jewish learning for children and their families.
Updated: Jul. 12, 2017
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
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
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
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