mindfulness

When I lead professional development on inclusion for Jewish early childhood educators, I often begin with a familiar teaching: “Educate each child according to their way” (Proverbs 22:6). It calls on us not only to teach, but to see each child, recognize strengths, understand needs, and create environments where every learner can thrive.

Inclusion can feel complex and overwhelming. It is often seen as something extra - something we do for certain children. But inclusion is not an add-on or even a program. It’s a culture and a mindset. At its best, it reflects the belief that special education is just really good education. When we design schools and classrooms with inclusion in mind, they work better for everyone.

At its core, inclusion means that every child can meaningfully participate in classroom life. Instead of asking whether a child can succeed, we ask how to design environments that support every child’s success.

That work begins with culture. All children must experience their classroom as a place of belonging. This is built through intentional language, clear expectations, and modeled values. In inclusive classrooms, differences are acknowledged openly and respectfully. Even with our youngest learners, teachers can help children understand that everyone has strengths and needs, modeling that “fair” does not need to mean “same.” Over time, this shapes how children see themselves and one another.

Inclusion must also be reflected in classroom design. Rather than reacting when challenges arise, educators can proactively create flexible, accessible environments. Visual schedules, varied seating (i.e. wobble cushions, cube chairs), movement opportunities (i.e. frog jump to your center, circle time yoga poses), and multiple ways to engage with materials (i.e. provide vertical (easel) and horizontal (table/floor) workspaces; offer blocks, Magnatiles, loose parts, and recycled materials) support a wide range of learners. These strategies, often associated with disability support, benefit all children by creating calmer, more predictable classrooms.

Understand that behavior is communication. When a child struggles, we can take on a “detective role,” asking ourselves what the child may be trying to express. A child who resists transitions may be overwhelmed; one who cannot sit in the circle may need movement to regulate. When we address the underlying need, we create more lasting change.

Some children will need additional, individualized support. Through thoughtful scaffolding, such as visual plans, personalized schedules, weighted lap pads or stuffed animals, fidgets or tools that ease transitions, educators can make success possible while maintaining opportunities for growth.

This work thrives on collaboration among educators, specialists, and families, and extends beyond individual children to the entire classroom community. When inclusion is done well, all children benefit with stronger social skills, deeper empathy, and more meaningful learning.

It’s important to remember that Inclusion is not about perfection. It is about commitment to flexibility, reflection, and possibility. When we create schools and classrooms where every child belongs, we bring our deepest values to life and begin to see how we can truly educate each child according to their way.

Meredith Polsky
Executive Director
Matan (www.mataninc.org)
MPolsky@mataninc.org

Mindfulness Through the  Holidays

Children and adults thrive with routine, but trying to maintain it through the holidays might be hard. Family members have taken over the children’s bedrooms and the couch, and you can’t find the creamer for your morning coffee because it’s hiding behind all the food that you will be happily cooking for your family in a day or two (yes, I said in a day or two…).  You want to spend as much time as you can with your family, so, of course, they arrived a few days before the big family holiday feast!  You may ask, “How can we keep a mindfulness practice when our routine is out of whack?” My question is, “How can you afford NOT to keep a mindfulness practice during this time of year?” 

Here are some ideas that will help you keep your sanity during the crazy holiday season!

Setting the tone for the day
If running is your thing, make sure you get out the door before everyone else gets up. If you are like me, coffee is what keeps you going – wake up extra early to make sure you have it! Inform visitors that the first 15 minutes of your day are sacred so that they know that you need your space and time. Trust me, it will be worth it!

Routines in the classroom 
Plan your day in a way that you will start and end the way you usually do. Share any changes to the schedule with the children - it is important that they know what is coming and when it will happen.

Connect and empathize
Ask your students about changes in routine at home - discuss their family plans are and how they feel about them.

Move and Breathe
Make time for mindful movement, breathing breaks or short meditation throughout the day. This will help the children (and you) reset and move on to the next activity. I especially like to do these before big events, like holiday parties, even if this means we will be 3 minutes late. Trust me, it helps so much!

Communicate
I believe the secret for a successful holiday season is communication between you and your family or you and your students and their families, so there are no surprises.  Recently, before my family arrived for a 28-day visit, I informed them that the first 15 minutes of my day are sacred to me; they knew not to get up before I had my cup of coffee!

Consider everyone’s needs
Be mindful of everyone’s needs, especially your own! Take breaks and breathe! Hide for a few minutes if you must. Take the long way home.

Do whatever it takes and remember, we are all experiencing similar stressors so be kind to everyone you encounter and to the person you see in the mirror!

Bela Barbosa
Social Emotional Learning (SEL) consultant
Temple Sharey Tefilo-Israel's Iris Family Center for ECE
South Orange, NJ