Vision for Conservative Early Childhood Programs: A Journey Guide

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Infants to 24-month-olds What the teacher needs to understand: 1. Wonder is a part of every day. 2. Blessings and God-talk are a part of every day. 3. Jewish ritual objects are a part of every day. 4. Rituals and routines, from the mundane to the sacred, are a part of every day. 5. Children’s quality relationships with parents and caregivers provide a foundation for a relationship with God. 6. Just as Adam and Eve named the animals in the Torah, so too do children begin speaking and connecting to their world by naming things and people. 7. Just as God commands through mitzvot (commandments), the act of commanding appears in early speech patterns, as children command in order to act within their world. What the child understands: 1. I can make things happen in my world by my words and actions. 2. I am surrounded by people who love me and care for me. 3. I explore my world. Two-year-olds What the teacher needs to understand: 1. Wonder is a part of every day. 2. Blessings and God-talk are a part of every day. 3. Jewish ritual objects are a part of every day. 4. Prayer and blessings are a way to talk to God. 5. Children’s quality relationships with parents and caregivers provide a foundation for a relationship with God. What the child understands: 1. We discover and appreciate things in nature. 2. We try to be kadosh (holy) like God. “Holy” is special the way God is special. 3. When we treat other people with love and chesed (kindness), we are being like God. Three-year-olds What the teacher needs to understand: 1. Wonder is encouraged and fostered with exploratory questions. 2. Blessings and God-talk are a part of every day. Just as we teach children to say please and thank you, we can teach that blessings to God are our way to say thank you to God. 3. Jewish ritual objects and Jewish rituals and life cycle events, such as birth and death, are opportunities to talk about God. 4. Prayer and blessings are a way to talk to God. What the child understands: 1. We discover and appreciate things in nature. 2. We try to be kadosh like God. 3. When we treat other people with love and chesed, we are being like God. 4. Each and every person is created b’tzelem Elohim. Vision for Conservative Early Childhood Programs: A Journey Guide USCJ Department of Education Maxine Handelman Handelman@uscj.org 57
5. We are thankful for God’s gifts. 6. God created the world, and on Shabbat God rests and so do we. Four to five-year-olds What the teacher needs to understand: 1. Wonder is encouraged and fostered with exploratory questions. 2. Blessings and God-talk are a part of every day. 3. Jewish ritual objects and Jewish rituals and life cycle events, such as birth and death, are opportunities to talk about God. 4. Prayer and blessings are a way to talk to God. 5. Shabbat and holidays provide different opportunities to experience God. What the child understands: 1. We can talk to God with prayers that other people wrote or with prayers that we make up in our own hearts, and with our own words. 2. We try to be kadosh like God. 3. When we treat other people with love and chesed, we are being like God. 4. Each and every person is created b’tzelem Elohim. 5. We treat every person with respect and compassion because each person is created b’tzelem Elohim. 6. We are thankful for God’s gifts. 7. Blessings are a way of saying thank you to God. 8. The way that we prepare our food and the types of food we eat connects us to God. - # " ! ' )& &. ' $ / /! ' )& & & & 0 & & $ # 0 & ! 1 0 1 & & # $ $ $ ! 0 $ $ 1 % ! 9. God created the world, and on Shabbat God rests and so do we. 10. We are partners with God, so we help protect the earth. 11. We can learn about God from the Torah, the siddur, and Jewish stories. 12. No one knows everything about God, so we each have to keep asking and sharing our ideas. 13. We can explore our understandings of God and our relationship with God with grown-ups, including our parents, teachers and rabbis. 14. God has many names. 15. We cannot see God, but we can see evidence of God all around us, in other people, in nature, and in ourselves. 16. God is always. Vision for Conservative Early Childhood Programs: A Journey Guide USCJ Department of Education Maxine Handelman Handelman@uscj.org 58
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 and 10: Ethical Behavior “Justice, justic
Page 11 and 12: How to Use This Section Jewish valu
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: • Celebrate and acknowledge life-
Page 61 and 62: • Morning Brachot The rabbis tell
Page 63 and 64: • Shabbat Tefillot Fridays are an
Page 65 and 66: Barchu Barchu et Adonai ha-m’vora
Page 67 and 68: Informal Ways to Invite God into th
Page 69 and 70: Bibliography and References Coles,
Page 71 and 72: Jewish Learning Raise up a child in
Page 73 and 74: Children’s Learning The goals for
Page 75 and 76: Low-impact strategies: • Post pho
Page 77 and 78: Expanding Knowledge The literature
Page 79 and 80: Low-impact strategies: • Suggest
Page 81 and 82: what we teach in class with real li
Page 83 and 84: Low-impact strategies: • Offer ti
Page 85 and 86: Low-impact strategies: • Provide
Page 87 and 88: Continuity The most valuable early
Page 89 and 90: Ritual Observance and Halachah Ritu
Page 91 and 92: Kipot A kipah, also known in Yiddis
Page 93 and 94: There are many ways to explain the
Page 95 and 96: Kashrut - Dietary Laws The dietary
Page 97 and 98: Netilat Yada’yim -Ritual Hand Was
Page 99 and 100: Food Blessings In the words of the
Page 101 and 102: Cakes , Crackers And Cookies - Bore
Page 103 and 104: Birkat ha’Mazon- the Blessing aft
Page 105 and 106: Bringing Shabbat into the Early Chi
Page 107 and 108: Challah On Shabbat, we put two loav
Page 109 and 110:
Havdalah Havdalah is the second sid
Page 111 and 112:
3. Spices We lift the spice box and
Page 113 and 114:
Rosh Chodesh - The New Month Young
Page 115 and 116:
Bibliography and Resources Dosick,
Page 117 and 118:
Appendix A - More Kashrut Details B
Page 119 and 120:
Appendix B - Sample Letter from the
Page 121 and 122:
Staff Handbook one example Our scho
Page 123 and 124:
Working With Clergy (and Other Key
Page 125 and 126:
Rabbi Jonathan Lubliner of the Jack
Page 127 and 128:
Creating a Jewish Environment The e
Page 129 and 130:
• Hebrew labels transform a print
Page 131:
Conclusion In the summer of 2007, e
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