Belonging

Early childhood education is built on relationships. We know this. We talk about it when we think about children, families, and classrooms. But the longer I do this work, the more I realize that relationships are not just part of our work—they are the work.

Think about the people who have shaped you as an educator or leader. The colleague you call when you need to talk something through. The person who shared an idea that completely changed your thinking. The mentor who saw something in you before you saw it in yourself. Or the connection made at a conference, meeting, or professional gathering that became something much more meaningful over time.

Those relationships matter.

In a profession that asks so much of us, connection sustains us. We learn from one another. We challenge one another. We share resources, celebrate successes, wrestle with hard questions, and sometimes simply remind each other, “You’re not doing this alone.”

And perhaps that is where belonging begins.

Connection happens in so many layers of our work. It is in the relationships we build with children and families the everyday moments that communicate, “I see you. I know you. You matter here.” It is in the relationships we build with colleagues, when we listen, collaborate, share ideas, and support one another.

And it extends beyond the walls of our own classrooms and schools. Connection might mean helping a family who just moved to town find a pediatrician, introducing a colleague to someone who can help with a challenge, sharing a resource, or simply saying, “I know someone you should talk to.” Our relationships create bridges—not only for ourselves, but for others.

Some of the most meaningful connections begin with a simple conversation, a shared question, or an introduction. The more connected we are, the more we are able to connect others. We don’t have to have all the answers ourselves; sometimes, we just need to know who to ask.

Belonging is not something that simply happens because we are part of a classroom, school, organization, or professional community. It is something we intentionally create through relationships.

In my work, I think about belonging through six pathways: Kavod (honoring each person), Authentic Communication, Kehillah (community), Partnership, Shared Learning, and Simcha (joy). Each offers a different way to think about how we create spaces where people feel seen, valued, connected, and part of something larger than themselves. But at the heart of every pathway is the same thing: relationship.

Belonging is built in the small, everyday moments; something as simple as, “I know someone you should meet.”

As we welcome 5787, I invite you to carry these Six Pathways to Belonging with you: Kavod, Authentic Communication, Kehillah, Partnership, Shared Learning, and Simcha. Not as a checklist, but as an invitation to notice the relationships around you and the connections when we notice someone, make an introduction, share what we know, ask for help, offer support, or invite someone in.

So, think about your own circle of connection. Who do you turn to? Who turns to you? Who might benefit from a connection you can make?

Sometimes building community begins with what you have the opportunity to create.

Who might need an introduction? Who could benefit from something you know or someone you know? Who might simply need to be invited in?

As we begin a new year, may we continue to build the relationships that strengthen our classrooms, our schools, our families, and one another. Because belonging doesn’t just happen. We create it—one relationship, one connection, one moment at a time.

Shanah Tovah.

Lori Kowit, M.Ed.
Early Childhood Consultant | Kowit Consulting

© 2026 Lori Kowit. All Rights Reserved.

At the 2026 ECE-RJ Conference in Philadelphia, we spent time unpacking the idea of the classroom as the “Third Teacher.” The classroom environment should be functional, beautiful, and reflective of children’s learning, their relationships, and what is valued in that space (Robins & Kowit, 2026). As Lois Malaguzzi reminds us, “The environment should act as an aquarium which reflects the ideas, ethics, attitudes, and culture of the people who live in it” (as cited in Robins & Kowit, 2026).

Your classroom tells the story of what is happening within its walls. It reflects the learning taking place, the relationships forming, the questions being asked, and the Jewish experience unfolding. This is sacred work and the classroom serves as its home base.

Even on days when it feels like you are simply moving through routines, it is important to remember, that this is the work of early childhood. Even when it feels mundane, this is sacred work. The way you welcome children into the classroom, how you sit with their big feelings, and the care you show each day, shapes how children experience belonging and joy in learning. Your classroom doesn’t just support learning, it communicates to children that they matter and that they belong.

Of course, life in the classroom can feel overwhelming. There are many daily tasks to manage: submitting attendance, coordinating hand-washing routines, and updating families with photos and messages. In the midst of these responsibilities, it can feel difficult to think about how to elevate the classroom experience. The good news is that small, thoughtful shifts can make a meaningful difference. Below are a few practical ideas to get started.

Opportunities to Try One Small, Realistic Shift (You don’t need a full classroom makeover. Start with one doable change.)

Create a cozy or calming corner
Soft seating, a rug, a breathing chart, and simple sensory tools can support regulation and help children feel safe and grounded.

Reflect children and families at eye level
Display family photos, children’s work, and documentation of learning where children can easily see and access them. This quietly communicates: You belong here.

Bring Jewish life into everyday spaces
Place ritual objects, Hebrew labels, and holiday materials throughout the classroom so Judaism is lived and not just taught (Robins & Kowit, 2025).

Warm up the entryway
Think about how children and families feel when they first enter the classroom. A greeting sign, family message board, or child-created artwork can create an immediate sense of welcome.

Anchor Your Space in Jewish Values (Choosing one Jewish value to guide classroom design can help keep environmental changes focused and meaningful.)

Kavod (Respect)
Materials are placed at child height, routines are clear and consistent, and classroom displays reflect the identities of children and their families.

Hachnasat Orchim (Welcoming Guests)
The entryway is inviting, lighting is soft, cozy furniture is available, and plants or flowers bring warmth to the space. Teachers greet children with warmth, a favorite book may be displayed, and children see themselves reflected through photos, dolls, and their work.

Kehilla (Community)
Group projects and shared learning are visible on the walls. Materials reflect children’s interests, collaborative opportunities are present, and families are invited to participate in classroom life. The larger school community is also represented.

Simcha (Joy)
Music is incorporated when appropriate, sensory experiences are available, playful provocations invite exploration, Shabbat is elevated as a special weekly moment, and celebrations bring energy and delight throughout the year.

Reflecting on these values helps distinguish intention from decoration and clarifies the messages the environment sends to both children and families (Robins & Kowit, 2025).

Why Do These Changes Support Joyful Learning?

When classrooms are intentionally designed, clearly reflect their purpose, and are grounded in Jewish values, children are more likely to feel seen, safe, and connected. Thoughtful environmental choices support regulation, strengthen relationships, and invite curiosity and play (Robins & Kowit, 2025). Developmentally appropriate, child-centered environments also support children’s social-emotional growth and engagement (NAEYC, 2009).

You are doing deeply meaningful, heart-centered work, let your space reflect that care. Rather than feeling overwhelmed by the sacredness of your role, allow it to guide you. One small, intentional change at a time is more than enough.

By Jessica Robins & Lori Kowit
Jessica Robins – Director of Early Childhood Excellence, Jewish Education Center (JEC), jrobins@jecc.org
Lori Kowit – Early Childhood Education Consultant & Professional Development Specialist, JEC & Action for Children (Central Ohio), lkowit@jecc.org

References:

Malaguzzi, L. (n.d.). The environment as the third teacher. (Reggio Emilia approach).

National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8: A position statement of the National Association for the Education of Young Children. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf

Robins, J., & Kowit, L. (2025). Sacred spaces in the Jewish early childhood classroom: Intentional design for connection, community, and growth [Professional development presentation]. Jewish Education Center of Cleveland & ECE-RJ.