The Quiet Joys of Jewish Early Childhood Education

Being an educator in a Jewish early childhood school is often described as meaningful, spiritual work, and it truly is. For me, it is a calling rooted in compassion, presence, and the sacred work of nurturing young souls. At the same time, this work is demanding. Long days and emotional labor can sometimes veil the joy that first drew many of us into the classroom. I have learned, though, that finding joy in this work happens in spite of the challenges. It is about noticing the moments of purpose, connection, and growth that make the work feel spiritual. Joy often lives quietly, in the smallest, and sweetest moments.

Building Joyful Relationships

At the heart of Jewish early childhood education is relationship. Every interaction between teacher and child, teacher and family, and teacher and community lie an opportunity to live our Jewish values with intention and joy.

Some of my greatest joys come in the quietest moments: a child proudly reciting the Hamotzi for the first time, a spontaneous song during Circle Time, or a child offering a warm, unprompted hug to a peer. These moments remind me how important it is simply to be present.

When we show up with Jewish values woven into our daily interactions with families, those values naturally extend beyond the classroom walls and into the home. In Jewish tradition, relationships are sacred, and teaching young children allows us to live this value every single day.

As Jewish early childhood educators, we shape more than routines and early learning skills. We help nurture the spiritual foundation of a child’s earliest values—kindness (chesed), respect (kavod), gratitude (hakarat hatov), and community (kehilla).

These values are not something we simply teach or talk about; they are embedded in everything we do. By lighting Shabbat candles together, by baking challah together, celebrating Jewish holidays, and modeling mitzvot (what it means to be a mensch), the classroom becomes a living expression of Jewish life. One of my greatest joys as an educator is knowing that I am among the first to help shape how my students see themselves, not only as Jewish, but as Jewish learners.

Developing Joy Through Reflection

Joy is sustained through reflection and kavanah. We ask our children to reflect on their experiences each day, and it is just as important that we, as educators, do the same. Taking time to notice blessings, name moments of meaning, and share gratitude with colleagues helps return to our hearts with intention. When we reflect on our imperfections with chesed and hakarat hatov, joy has the space to grow and flourish.

Community and Grace

As educators, we are not meant to walk this joyful path alone. Community holds both the work and the spirit of education. Supportive colleagues, mentors, and especially administrators play a vital role in cultivating joy.

When we celebrate milestones together, share ideas, and openly acknowledge challenges, we create an environment where educators feel seen, supported, and valued. In Jewish early childhood settings, community is not just something we teach, it is something we live. Joy deepens when educators feel part of a mission-driven community grounded in shared purpose and grace.

Carrying Joy Forward

For me, joy as a Jewish early childhood educator is a spiritual practice, one that is renewed daily through caring for ourselves, our souls, and one another. Joy lives in the quiet moments and in the discovery of purpose.

By grounding our work in relationships, Jewish values, reflection, and community, we reconnect to the joy that calls us to this spiritual space and allows us to spark Jewish light in the youngest of souls, a light that will be carried forward for generations to come.

Amy DeBrecht

Teacher

Shirlee Green Preschool

Congregation Shaare Emeth

St. Louis, MO