Vision for Conservative Early Childhood Programs: A Journey Guide

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Ethical Behavior Table of Contents How to use this section 10 Bikur Cholim (visiting the sick) 11 G'milut chasadim (acts of loving kindness) 13 Hachnasat orchim (hospitality) 15 Hashavat Avaydah (returning lost property) 17 Kavod (respect) 19 Kibbud Av v’Em (honoring parents) 20 Ma'achil r'ay-vim (feeding the hungry) 22 Rodeph Shalom (pursuer of peace) 24 Samayach b’chelko (contentment with your lot) 25 Sayver Panim Yafot (cheerful attitude) 27 Shalom Ba’yit (peace in the home) 29 Shmirat HaLashon (guarding your tongue) 31 Shutafo shel HaKadosh Baruch Hu (being partners with God) 33 Talmud Torah (Jewish study) 35 Teshuvah (repentance) 36 Tikkun Olam (repair of the world) 38 Tza'ar ba'alay cha’yim (avoiding cruelty to animals) 40 Tzedakah (justice/charity) 42 Bibliography and resources 45 Grid of Stories and Values 47 Vision for Conservative Early Childhood Programs: A Journey Guide USCJ Department of Education Maxine Handelman Handelman@uscj.org 9
How to Use This Section Jewish values are a natural part of the early childhood classroom all the time. This becomes evident when a child helps another child, cares for a classroom pet, or welcomes a guest to the classroom. As we become aware of some of the key middot (values or virtues) and mitzvot (commandments), we can label them and make them part of the children’s overt experience. This guide will provide the teacher with a starting point by which the middot may be introduced and integrated into classroom life. The stories in this guide include both midrashim (rabbinic stories) and stories from the treasury of our rich tradition. All teachers bring with them their own experiences, level of knowledge, and techniques they have learned for enhancing classroom experiences. These stories are intended to be the spark that ignites the match – so that each teacher may be able to reinforce middot with knowledge and confidence. As educators, there are times when we plan to introduce a specific theme and times when a teachable moment pops up. To take advantage of both these educational opportunities: • Familiarize yourself with the stories offered here. When the middah occurs in the classroom or when you want to introduce it, you’ll have a tool at your fingertips. • Read these stories aloud or tell them using props. Jewish culture is built on storytelling. Each story is enhanced by several boxes that highlight the mitzvot and middot in the story. These boxes are not designed to be read aloud; rather they add other information so the teacher can expand on the story. Following each story are discussion questions labeled “For class discussion.” They are intended to enhance each child’s comprehension of both the story and the middot. • Questions are designed to appeal to a wide age range, so not all questions will be appropriate for every class. • There are very few yes/no or story comprehension questions. All the questions are designed to stimulate thought-provoking discussion. • Teachers may use the questions as stepping stones to other related areas that undoubtedly will arise. The last section, “For class life,” suggests ways in which you can apply the lessons learned to your classroom life in ways that are meaningful to the children in your group. • As always, your input and enthusiasm make the difference. The use of props and costumes, retelling the story, pretend role-playing the story and other activity extensions further enrich the experience for all. • Many suggestions in this section involve parents’ participation, thus spreading the sharing of Jewish values to the entire family. • Be sure to brainstorm activities and share ideas with other staff members. This section concludes with a grid which cross-references all the stories and shows all the middot and mitzvot that are highlighted in the stories (beyond the 18 main middot listed in the table of contents). Vision for Conservative Early Childhood Programs: A Journey Guide USCJ Department of Education Maxine Handelman Handelman@uscj.org 10
Page 1 and 2: Vision for Conservative Early Child
Page 3 and 4: Vision for Conservative Early Child
Page 5 and 6: Introduction Early childhood educat
Page 7 and 8: clergy and other synagogue professi
Page 9: Ethical Behavior “Justice, justic
Page 13 and 14: “I would like to have a drink of
Page 15 and 16: they shared the wheat equally each
Page 17 and 18: For class discussion: 1. How could
Page 19 and 20: Then one day, Jacob was walking nea
Page 21 and 22: Dima ben Netina and the Ruby: A Sto
Page 23 and 24: Made with Love: A Story of Ma’ach
Page 25 and 26: Aaron and the fighting friends: A S
Page 27 and 28: That night, when the sun disappeare
Page 29 and 30: The next morning King Solomon woke
Page 31 and 32: So Abba and Ima went back to their
Page 33 and 34: All the other parts of the body lau
Page 35 and 36: For class discussion: 1. Why couldn
Page 37 and 38: Impatient Abraham: A Story of Teshu
Page 39 and 40: Stone Soup: A Story of Tikkun Olam
Page 41 and 42: Rabbi Zusya and the Birds Who Would
Page 43 and 44: The Holy Miser - a story of Tzedaka
Page 45 and 46: “Almost perfect?” questioned th
Page 47 and 48: Jules, Jacqueline, The Hardest Word
Page 49 and 50: Values by story - grid 1 continued
Page 51 and 52: God and Spirituality Among the most
Page 53 and 54: Preparing Yourself for Wrestling wi
Page 55 and 56: their questions. Do not avoid the c
Page 57 and 58: • Celebrate and acknowledge life-
Page 59 and 60: 5. We are thankful for God’s gift
Page 61 and 62:
• Morning Brachot The rabbis tell
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• Shabbat Tefillot Fridays are an
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Barchu Barchu et Adonai ha-m’vora
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Informal Ways to Invite God into th
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Bibliography and References Coles,
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Jewish Learning Raise up a child in
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Children’s Learning The goals for
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Low-impact strategies: • Post pho
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Expanding Knowledge The literature
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Low-impact strategies: • Suggest
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what we teach in class with real li
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Low-impact strategies: • Offer ti
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Low-impact strategies: • Provide
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Continuity The most valuable early
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Ritual Observance and Halachah Ritu
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Kipot A kipah, also known in Yiddis
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There are many ways to explain the
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Kashrut - Dietary Laws The dietary
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Netilat Yada’yim -Ritual Hand Was
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Food Blessings In the words of the
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Cakes , Crackers And Cookies - Bore
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Birkat ha’Mazon- the Blessing aft
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Bringing Shabbat into the Early Chi
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Challah On Shabbat, we put two loav
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Havdalah Havdalah is the second sid
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3. Spices We lift the spice box and
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Rosh Chodesh - The New Month Young
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Bibliography and Resources Dosick,
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Appendix A - More Kashrut Details B
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Appendix B - Sample Letter from the
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Staff Handbook one example Our scho
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Working With Clergy (and Other Key
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Rabbi Jonathan Lubliner of the Jack
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Creating a Jewish Environment The e
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• Hebrew labels transform a print
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Conclusion In the summer of 2007, e
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Vision for Conservative Early Childhood Programs: A Journey Guide

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