Being the Agent of Change

 

“Make G-d a verb, not a noun”

I recently attended the Third Annual Paradigm Project Conference, where about 160 people who are passionate about Jewish early childhood education (ECE) gathered for a three day conference. This is a unique conference, the only one that I am aware of that brings together people from all aspects of Jewish ECE. Everyone from Directors of schools, teachers, education specialists, university researchers and professors, to consultants and artists gather to learn together. Even more unique is that all ranges of Jewish observation are represented. Members of orthodox communities, Chabbad and yeshiva schools, JCCs and Conservative and Reform synagogues share experience and knowledge and work together to create high quality ECE practices and standards.

During the conference, there are a number of sessions to choose from. Whenever I attend any conference, the most stressful part for me is choosing between sessions. If it is a good conference, there are inevitably too many choices and I don’t want to miss out. I try to pick sessions that offer something that I don’t have a lot of expertise with. When I work with schools and educators as a consultant, I offer an experiential approach, such as play based workshops exploring materials, but I’ve rarely used cooking as a tool in teaching. I love using kitchen tools in the classroom and was interested in learning more about the actual process of cooking with children. This led me to choose my first session with Danny Corson of Culinary Kids Academy. His philosophy is to use cooking as a tool to teach “valuable lessons covering a broad array of subjects.” He integrates history, math, science, social/emotional lessons and standards; when teaching a Jewish audience, he bases his lessons around Jewish values and traditions.

One of the most apt statements Danny Corsun related during the session was “Make G-d a verb, not a noun.” I thought that this was a perfect sentiment for the conference and the mission of the Paradigm Project. Essentially this expression is encouraging one to take action and make the changes that one sees as necessary. The story of Nachshon* is often referred to when relating this idea of taking action and not sitting idly by waiting for change. When I heard Danny bring up this reference and the plea to “take action” it resonated even more for me given the setting and the company. I was surrounded by some of the most passionate, dedicated, hard-working educators and ECE activists in the US and Canada who embody this sentiment in real life.

The Paradigm Project community like to say #makeshifthappen. This puts the sometimes onerous task and responsibility directly on the individual. It is up to each person to make the shift and to take responsibility to be a leader that makes the positive and necessary changes. There is no better way to get the strength, knowledge and power to do this than learning with a community who has a shared vision of creating the best Jewish ECE centers possible. The Paradigm Project Conference offers a gathering place for the community to come together and #makeshifthappen. Each community and school represented at the conference is different. The schools and organizations represented vary in terms of their geography, finances, affiliation, educational philosophy, religious observance and so on, but they all have a shared vision of creating their best version of Jewish ECE and #makingshifthappen.

*During the story of the Exodus, Nachshon walked into the sea of Reeds before the sea had split and had faith that G-d would help. After Nachshon took action, G-d sea split the sea when Nachshon was almost fully emerged in the sea.

Exploring Passover in the Classroom

Passover is a Jewish holiday rich in tradition and content. The unique traditions practiced and foods eaten during the holiday can offer an exciting and enriching experience within the classroom. Combining the traditional ritual objects associated with Passover with loose parts can offer an open-ended opportunity for children to explore the holiday. For more on loose parts in the classroom, see our earlier post on play and loose parts in the classroom.

Here are a few examples of hands-on exploration ideas from a professional development workshop I recently led. 

The child safe grain grinder and wheat berries above from Kodo Kids offer an opportunity to investigate the process of making Matzah from start to finish. Highlighting and showing children each stage of wheat is a great way to develop STEM skills in the classroom. The children can see and touch the different stages of wheat from green grass to dried stalk to wheat berry and then they can grind the berries to make flour.

wheat grass

 

 

Wheat grass grows incredibly fast. The picture on the left is after 7 days of growth. If you have wheat allergies in the classroom you can use another type of grass and grind a different grain to make a wheat-free matzah.

 

 

 

 

Using wheat berries in a tray or sensory table.

Using loose parts to create a visual representation of the story of Passover. Above left: Colored sand, stones, shells and plastic people to create the parting of the Red Sea. Above Right: Blue and clear glass stones, plastic frogs, fish and plants, shells and a baby in a “basket” create the scene of baby Moses in the river.

In the pictures above, wheat stalks, white glue, wheat berries, matzah, paint brushes and liquid water colors were set-up on the table. There were no instructions or directions given to the educators about how to use the products or what to create. This provocation allowed the educators to explore the materials in any way they wished. Some used the wheat stalks as brushes. Others painted directly onto the Matzah, while others glued the materials onto the paper to create a collage with texture and color. Food coloring or dyes made from vegetables can be substituted for the water colors if children want to eat the matzah after painting on it.

Please share any of your hands-on explorations of Passover as we would love to see them.

Play in the Classroom

Incorporating Jewish Play into your Classroom

Over the past year it seems the topic of play has received a lot of attention. A recent story by NPR discussed the positive effects that play has on brain development; another story highlighted the connection between play and a child’s success in life.  Most people attribute the decrease in play in schools to an increase of standardized testing and a focus on a more “academic” curriculum. This has led to more time spent on rote instruction and less time for open-ended play.

Research shows that play is an integral and crucial part of learning and development for children. Play helps children develop skills such as language, self regulation, social competence, and emotional intelligence. Play has even been attributed to brain development. Educational philosopher Stuart Brown states, “Play is a vital way for the brain to integrate its divergent parts and build complex synaptic connections. [These connections] are critical to continued brain stabilization, organization, and development.” (Nell, Drew, Bush 15).  Classic educational theorists and researchers such as Friedrich Froebel, Lev Vygostky, Jean Piaget, and Erik Erickson all attribute and expound the importance of play in a person’s learning and development. If we accept that play in the classroom is important and we commit to providing time for it, what does play look like? Moreover, what does it look like in a Jewish classroom?

In any classroom, Jewish or secular, educators must provide a safe space and appropriate materials for children to be able to play. It is important to provide a variety of open-ended materials for children to explore. Educators can seamlessly integrate Judaism into play by adding some thoughtful elements.

Materials: By definition, there is no right or wrong way of using “open-ended materials” or loose parts. Children are not given instructions when using the materials (other than safety guidelines).  Rather, they are able to explore, create and use the materials as they wish. Open-ended materials used in a Jewish classroom can be exactly the same as those in a secular classroom. Educators can and should give children opportunities to experience specifically Jewish items, as well.

  • Do you have ritual items such as kiddish cups, shabbat candles and sticks, challah covers, kippot, a replica of a Torah, etc. available and accessible to children?
  • Do you have items used for holidays such as a lulav and etrog, chanukiah, building materials for a sukkah, seder plate, etc. available in your classroom for children to explore?
  • Are those items used for holidays available and accessible only during the holidays or are they brought out and explored at various times of the year?
  • How do you/your school/your community feel about letting the children explore Jewish ritual objects (in a safe and respectful manner)?

Music and classroom environment: Music can help create and shape the classroom environment. Educators should be intentional about playing music and the types of music being played. For example, playing Shabbat music on Friday mornings has a profound effect on classroom spirit. By playing music with holiday themes or Hebrew lyrics, educators can create a Jewish environment.

Values and Language: Play creates opportunities to discuss and teach values. Introducing language that supports values during play can encourage safe, appropriate play and offer simple ways to discuss values-based concepts in the classroom. Here are 2 examples of using play to discuss and introduce values:

  • Tikkun Olam, repair the world: Use recycled materials in the classroom. Egg cartons, empty food containers, scrap fabric, tile or wood can be used in imaginative and creative ways and offer an opportunity to discuss concepts such as recycling and caring for the Earth and resources.
  • B’tzelem Elohim, In G-d’s image: We talk a lot about treating each other with respect and kindness in preschool. For young children this value can be used to help promote the idea that all humans are similar and, although we may have differences, we should treat each other with respect and love. Highlighting this value can encourage self-regulation and cooperation.

Just like in secular play, the possibilities of Jewish Play are endless; so take a leap and explore the endless opportunities to incorporate Judaism into play in your classroom.

Finding your Shehecheyanu: How Thanksgiving is a Jewish Tradition

I have always celebrated Thanksgiving without giving it much thought. In school, I learned why we celebrate Thanksgiving: The Pilgrims were so thankful they survived a winter and were able to produce a harvest that they celebrated with a special feast. But really Thanksgiving meant a long weekend and a lot of food and family. As a Jew, however, I should feel a strong and significant connection to this holiday for two reasons: gratitude is a central component of Jewish life and many Jewish routines and rituals are based around gratitude; and Jews have a long history of being the newcomers striving to survive in a new land.

From the moment Jews wake up they are supposed to be filled with a sense of gratitude, and verbalize this through the Modeh Ani. This prayer is recited every morning to show gratitude for waking up. Before Jews do anything else, before planning the day, thinking about the million and one things that have to be done, Jews are supposed to take a moment of gratitude. Another common recognition of gratitude is the shehecheyanu. Jews recite this prayer every time they do something new in a given year. Jews recognize that this moment is special and are thankful for being able to partake in it, …[You] who has granted us life, sustained us and enabled us to reach this occasion. When I work with schools, educators and families I emphasize the power and importance of the shehecheyanu.

TurkeyAs a parent of a two year old, I have a whole new sense of gratitude. Like any parent of a young child, I find myself being grateful for many things: the incredible hugs and kisses, two extra minutes of sleep, when my daughter happily sits in the carseat without a struggle, the sweet brown eyes and smile that wake me up every morning by announcing “it’s breakfast time” (this one, I admit is sometimes harder than others to be grateful for, especially when it’s 5:00 am), the new word my daughter said that day, when my daughter offers a hug to a crying child. The list could go on and on. But like any busy parent I get lost in the everyday moments of life and lose some of the critical elements and benefits of gratitude. I find it important to recenter and refocus myself and for me, this can be done by saying the shehecheyanu. Taking a moment to stop and reflect on the moment is crucial for building gratitude and appreciation. Children, especially young children, are experiencing and doing something new all the time and are often extremely proud and excited about it. Parents can take these wonderful moments to pause from their busy lives and say the shehecheyanu to express and celebrate their gratitude for reaching this moment. If the shehecheyanu isn’t meaningful to you, create your own tradition, something that is meaningful to you and your family to celebrate a moment of gratitude. Whether or not you believe in G-d, the value of gratitude and being thankful for arriving at a moment is a universal value. Create something that allows you to take a moment to pause and reflect.

My in-laws have a tradition at Thanksgiving in which everyone at the table shares what they are thankful for that year. This year I encourage families to not only share what they are thankful for during the past year, but to also continue the Jewish tradition of gratitude and celebrate moments from your month, week, and day on a regular basis to reflect on and express gratitude.

*Modeh Ani: I offer thanks to You, living and eternal King, for You have mercifully restored my soul within me; Your faithfulness is great.

Modeh anee lefanecha melech chai vekayam, she-he-chezarta bee nishmatee b’chemla, raba emunatecha.

*Shehecheyanu: Blessed are You, L-rd our G-d, King of the Universe, who has granted us life, sustained us and enabled us to reach this occasion.

Ba-ruch A-tah A-do-noi E-loi-hei-nu Me-lech ha-o-lam she-he-chee-ya-nu v’ki-yi-ma-nu vi-hi-gi-ya-nu liz-man ha-zeh.

The Blue Trees

Once, while the sage, Honi, was walking along a road, he saw an old man planting a carob tree.  Honi asked him:  “How many years will it take for this tree to give forth its fruit?”  The man answered that it would require 70 years.  Honi asked:  “Are you so healthy a man that you expect to live that length of time and eat its fruit?”  The man answered:  “I found a fruitful world because my ancestors planted it for me.  So, too, will I plant for my children.”  (Babylonian Talmud, Ta’anit 23a)

Teaching conservation to young children can be hard. The idea that some things are finite can be a difficult concept for anyone, let alone children. That’s why I love the idea behind The Blue Trees project.

The Blue Trees is a project by Egyptian-born artist Konstantin Dimopoulos, which brings environmental consciousness and social action together in a uniquely beautiful and captivating installation. In this internationally renowned event, a series of trees are colored with a water-based, environmentally safe, blue pigment, transforming the trees into sculpture. What was once taken for granted and unseen suddenly comes to the forefront of our attention and is the impetus for dialogue about global deforestation and its impact on world ecology, and how we individually and collectively shape the natural world around us.The Blue Trees

Just imagine a school yard’s trees covered in paint, yarn, fabric, ribbons or anything else children can use to decorate trees. The ability to capture a child’s attention and fill them with curiosity and wonderment is a powerful tactic in teaching them a concept. In Judaism there is a value Tikkun Olam, to repair the world. This value not only focuses on the future and preservation but also on protecting and fixing the current world. This concept can be applied to many different actions: justice, showing empathy, hospitality, as well as protecting the environment.

Laying the foundation for children who care for their environment, including trees, can start at a young age. While children may not be able to fully understand the impact they have on the environment, they can be taught to notice, love and care for nature, which is the first step in protecting it. Taking something that children see everyday, such as trees, something that may have become mundane and blended into the background of daily life and making it vibrant and unique, just like The Blue Trees, can help capture a child’s attention.

 

 

Making your Classroom Feel More Like Home

“And you shall write them upon the doorposts of your home and  your gates”

-Deuteronomy 6:4-9/11:13-21

For some children, they spend as much time in a classroom or daycare as they do in their homes. So why wouldn’t educators commit to making the classroom feel more like “home”? Hanging a mezuzah*on the classroom door is a way to bring the home-school connection to life and make it tangible for children. Having a mezuzah on the door also makes an important statement, saying “this is a Jewish classroom”.

The start of the school year is a great time to focus on the mezuzah. Children are transitioning from home to school and this is a great opportunity to make children feel like their classroom is a safe and comfortable place, like a second home. Children love sharing stories about their lives, so let each child bring in a picture of a mezuzah they find at their house and share it with the class.  If a child does not have a mezuzah at their home, then use this as an opportunity to discuss different traditions of families and religions. Make it an inclusive project for a diverse classroom.

Children are also much more invested in something if they have a hand in creating it. Let the children help create the decorative case for the parchment scroll to hang on your classroom door. You can easily find large plain wood cases on craft sites to decorate or you can use materials such as clay, plastic tubes, wire,  etc. to create your own case. Children will be excited to see their work hanging on the door. Make sure to let the children create their own mezuzah to take home as well. One way to include families in the process is to invite them to write a prayer or wish for their children or family on the scroll.

There are a lot of opportunities to expand on the concept of a mezuzah and create an entire project around it. Here are just a few suggestions:

  • Homes:
    • Composition of a home: (doorposts), materials (wood, brick, cement)
    • houses around the world (huts, igloos, apartments)
  • Mezuzah scroll
    • Explore the different types of writing utensils and paper
  • Mezuzah cover
    • Endless opportunities to explore different materials to create a cover (wood, clay, wire, etc)
    • Are there different traditions and artistic styles for different communities and different parts of the world?

The mezuzah is an important tradition in Judaism and something we see everyday, so celebrate it and have fun exploring and creating!
*A mezuzah is the parchment scroll on which the prayer, the Shema is written and not the decorative cover. For purposes of this post, when I use the word mezuzah, I am referring to both the decorative cover and the parchment inside.

Finding Inspiration in Recycled Materials

During a recent trip to the Denver Art Museum, I happened upon a wonderfully colorful, vibrant, beautiful and thought provoking interactive installation entitled Aqua Terra. The artist, Francisco Alvarado-Jaurez took paper bags from the grocery store to create tropical sea plants and a landscape inspired by his home, Honduras. The description stated that Alvarado-Jaurez felt this piece highlights the many different ways of recycling and using everyday objects to create art. When I saw the art installation, I immediately thought what a wonderful project for a classroom to take inspiration from and create their own. The installation also invited viewers to participate in the creative process by adding a creature, note or original art to the installation. 

There are so many great learning opportunities to stem from a project like this: recycling, taking care of the Earth, learning about the environment, becoming scientists and observing your surroundings, and cooperation.   

Exploring the different themes:

Recycling

  • Discuss the concept of recycling: the process, how it works, why it is important.
  • Ask children/ families to bring in materials from their homes. It could be anything from paper grocery bags, bottles, cans, to natural elements found in their yard that the class will repurpose.
  • Look for items in the school that can be recycled and repurposed.

Science

  • Discuss the process of recycling and the concept of turning something old into something new
  • Explore and discover the environment: the school, the city. Is there an ocean, mountain, desert near by? What trees, flowers, flora and fauna are surrounding the school?

Social/emotional

  • Create and design a piece of artwork
    • discuss a plan for the classroom’s piece. Does the class want to use one type of material or multiple? Does the class want to assign roles and specific jobs or let everyone work on what they want?

Literacy

  • Create science or art journals
  • Research different art mediums and environments

Family engagement component

  • Ask families to contribute to the piece, just like Aqua Terra. Provide some guidelines for parents and families to follow

If you are in a Jewish classroom you can incorporate Jewish values and themes. Here are some values you can discuss and highlight:

  • Tikkun Olam: Repairing the Earth
  • Shemirat Ha’adamah: Protecting the Earth
  • Bal taschit: Do not destroy or needlessly waste

 

Finding Your Family Value

Every year, for as long as I can remember, my parents have hosted an open house for Rosh Hashanah. There are always the familiar faces of friends and family who have consistently attended for as long as I can remember, but every year there are also new faces, guests that we might be meeting for the first or second time. My parents are incredibly welcoming and inclusive. If they hear of someone who does not have anywhere to go for a holiday they invite and welcome them into their home. This tradition of having an open house, a truly open house, one in which it is important to create a community that welcomes people, has been instilled in me from an early age. My parents believe there is always room for one, or in their case, a lot more. They led and taught by example the beautiful Jewish value of Hachnasat Orchim, welcoming guests into your home.

In my previous blog post, Teshuvah Doesn’t Just Mean Saying “I’m Sorry”, I spoke about how Teshuvah is often mistranslated as “repentance” (instead of it’s true meaning, “return”). We can use the idea of Teshuvah to once again help guide us in raising a kind family centered around Jewish values. During the High Holidays, we want to return to our better, kinder, more moral selves. While it is effective to teach values by modeling behavior and leading by example, we often get caught up in our busy lives and don’t always take the time to really highlight and teach those values. To help guide our children in this process of returning to a better self, we can choose one or two Jewish values to focus on for a year. We can set an intention for our family.

Before or during the High Holidays consider having a family meeting. Discuss with your family the theme of returning to a better self. Give a few examples of Jewish values that are important to you (see below for some examples) and ask for suggestions from your family members. What values do your children think are important? What actions do they perform or want to perform? Vote on which values your family wants to focus on during the year. Once a value is chosen, ask for specific examples of how your family can live and express this value and set specific measurable goals. Have a few family meetings throughout the year to check-in with each other.

Keep in mind, children often need tangible examples (something they can physically see or do) to learn values. If your family chooses Tikkun Olam, repairing the world, your goal could be to reduce the trash of your household by recycling and composting. In this example you could even assign specific tasks to each member of your family to help encourage regular action and participation. You could keep a chart of how much trash, recycling and compost you have each week to keep track of your progress.

L’shana Tova Umetukah, have a happy and sweet New Year!

Examples of Jewish Values:

  • Hachnasat Orchim: Welcoming guests
  • Gemilut Chasadim: Acts of loving kindness
  • Tza’ar Ba’alei Chayim: Kindness to animals
  • Shalom Bayit: Peaceful home
  • Bikur Cholim: Visiting the sick
  • Kibbud Av V’Eim: Honoring your parents