Classroom

How We Tackle Equity and Diversity in Our Classrooms

Early childhood care and education is a fragmented system, and it reflects the numerous inequities of the past which persist in a myriad of ways today. My students in EDU 685 (Equity, Diversity, and Social Policy in Early Childhood Education) are learning how to scrutinize socio-historical factors that shape early childhood care and education in the United States as they further situate themselves as advocates and leaders within the field. This course challenges students to consider how their cultures, identities, beliefs, and socialization fuel assumptions and biases that infiltrate professional identity, practices, and policies. 

As anti-bias educators, students commit to creating inclusive and welcoming spaces for young children and provide them tools and strategies that value diversity and act against injustice. We strive to raise conscientious and just children who utilize their curiosity, empathy, creativity, critical thinking skills, and problem-solving capacities to affect change in their worlds; similarly, early childhood educators engage in a parallel process of learning, acting, reflecting, and development. One student shared: “A reflection of myself, my school, and the way I teach, has been a huge part of my growth already in this program. The discussions that arise from our work have taught me so much about myself as a teacher and how I can always strive to learn more.”

I have learned so much from the vulnerability, openness, and innovative perspective of my students as they engage in their practice in their classrooms. As each week passes, I have been so impressed by their insightful examples of how they enhance their relationships, classroom practices, school culture, and educational philosophies. They have motivated me to continue reflecting on myself as a cultural being and how my own biases are interpreted into my professional work.

It is evident that these students will inspire change within the field of early childhood Jewish education. “As I take this course,” one student expressed, “I grow more confident in my ability to lead discussions in my school and implement true change to have a school that celebrates all forms of diversity. I feel truly blessed to learn with this cohort of people!”

Ilana Dvorin Friedman
American Jewish University

December 2021

To say that this year was exhausting, and challenging is an understatement.  Last year at this time we were all anxiously wondering if schools would open and would it be possible to balance COVID regulations with best practices for our children.  Somehow amidst cleaning, sanitizing, and socially distancing students we did it!

Now as summer begins, we are reflecting and evaluating what we want to keep from the past year.  What are our “COVID Keepers”? We have adopted this phrase from the workshop, Trauma in our Brains and our Bodies with Betsy Stone at the virtual ECE-RJ conference in March. 

We have decided that being outdoors as much as possible is our number one COVID Keeper.

As a school, we made the decision to spend as much time outside as possible.  We are lucky to have a large, beautiful playground surrounded by a wooded area with a little stream.  This year we had four classrooms.  The playground was divided into four sections, and classes rotated to each section over the week.  Carts were used to carry materials; individual art kits for each student and mats/trays for snack/lunch and other activities were purchased for students.  It was a lot of work at first.  Both students and teachers adapted to our new routines.  Materials and activities that were traditionally used inside pre-pandemic were brought outside.  Thinking out of the box became our daily practice.

The outside became a natural sensory bin.  Digging for worms, playing in the sandbox and mud kitchen, climbing on small trees, and taking walks through the woods.  I would ask my students to use their senses to stop and listen, to see and to smell in the woods.  Each time it rained or snowed we observed the flow and water level of the stream.  Did I mention that we are in Massachusetts and went outside every day for much of the day even when the temperatures were 20 degrees and snowing?

The first severe weather day that we could not go outside was hard for both students and teachers.  We could only have two students per table or rug area.  It was difficult to see the students playing in each area alone.  We had multiple timers going for turns with preferred toys.  On the other hand, it was a natural way to teach taking turns and patience.  Many times, the students would negotiate with each other on who’s turn would be next.

Don’t get me wrong there were challenges.  Circle time outside was often difficult.  There were too many distractions for some students.  Overall, we plan to continue spending most of the day outside.  Personally, my mindset for the past year has adapted to focus on what is possible to do and how to do it in a different way versus focusing on what is not possible.  This shift in thinking has made a huge difference in adjusting my teaching practices for the better. 

 Mazel Tov to the educators during this pandemic!  We did it!

Stacey Gabriel
Teacher- Temple Beth Avodah
Newton MA

July/August 2021

Splat Went the Tomato! -- Wonder in the Early Childhood Classroom

Wonder (noun): a cause of astonishment, admiration or rapt attention.

In the past, many teachers were given a script to follow, by which they systematically presented and guided the class in their acquisition of knowledge.  It seems that wonder was not something that many educators strived for, much less produced.

In the last decade, early childhood education has evolved to put the child into the driver’s seat, so to speak, and to allow a course of study based on their interests and preconceived ideas.  Project-based learning or child-centered education allows children to find an interest and explore every aspect.  Teachers are there to facilitate and guide; to ask the child open-ended questions that will prod the child into seeking answers. 

Throughout my many years of teaching, there have been moments of wonder that were expected… a chick hatching, finding a worm in the dirt…and some that have come most unexpectedly. For example, there was a time when my class was outside, working with our naturalist who encouraged them to explore several types of seeds from a variety of plants, fruits, and vegetables.

One boy noticed a hammer on the table and asked me if he could use it on the tomato.  “Why not?” I answered. ”Let’s see what happens.” 

Up went the hammer, splat went the tomato!

He was so shocked, as were his comrades, by the tiny gelatinous seeds that went everywhere.  How wondrous…who knew that when you hit a tomato with a hammer, seeds would fly!

Another example of classroom wonder occurred last year when I brought in an article from the New York Times about a local pencil factory.  The photos of the machinery and the process were incredible.  During circle time, the class looked at the photo essay and was fascinated.  So many questions, so many ideas, so much discussion!

That simple exercise during circle began a month-long study on factories. The children made every imaginable kind of factory using a variety of materials… think of your home junk drawer times 10!

That lesson was the definition of wonder to me…allowing children access to ideas not typically presented in a pre-k class and watching them stretch, think, explore and learn.

Chris Tolstoi
Lead 4s teacher
Iris Family Center for Early Childhood Education
Temple Sharey Tefilo Israel
South Orange, NJ

October 2019

New Jewish Education Materials Now Available

In the last few years there has been an influx of new Jewish education materials created for our Jewish early childhood community. BimBam is one of these amazing and innovative resources found on the ReformJudaism.org website. These educational videos are creative, fun, and accessible for learners of every age.  They were created to spark connections to Judaism through digital storytelling.

Here are a few of BimBam’s offerings connected to the themes and values for starting a new year of learning as we welcome our learners and their families into the community.

1. The Shehecheyanu prayer:  this prayer is central to marking times of transition and the start of something new. In a one-minute animated video, BimBam artfully illustrates both the many different times we traditionally say Shecheyanu as well as times that we may each use it in own lives.
2. The value of kehillah:  inclusivity and welcoming guests is what makes each of our communities sacred spaces for everyone. Even our youngest learners are invited to welcome new faces into their classrooms with a warm smile and greeting. Gabi and Rafael, the stars of Shaboom! (BimBam’s series for young children) help out a regular family that makes a lot of silly mistakes while exploring a Jewish value. In the first episode, Welcoming Guests: Hachnasat Orchim, they remind us how this value applies to our friends and family just as we practice this value in our schools.
3. Tzedakah:  Considering launching a new Tzedakah challenge for your community? BimBam offers a whole series of videos from another Shaboom! episode called Get with the Giving, from understanding the difference between tzedakah and charity to a DIY Tzedakah box, as well as an introductory video for parents, too.

Sharing these videos with the families of your students not only welcomes parents into the learning, it also offers an opportunity for families to continue the learning together at home. Children love to be experts, and encouraging families to watch these videos together creates a space for children to share and expand upon their knowledge with their families.

May our classrooms be sacred spaces of learning and connection. May we be inspired by our learners and the holy communities we create together.

Ellen Lefkowitz
Early Childhood Director
Temple Sinai
Oakland, CA

September 2019