Vision for Conservative Early Childhood Programs: A Journey Guide

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
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