| 1.
|
Early
childhood is a crucial stage of development. Research indicates
that educational intervention during these years has great
impact on further development in all spheres - physiological,
cognitive, emotional, social and spiritual, with lasting effect
on the development of Jewish identity in the young child and
his immediate environment - the family. |
| 2.
|
Resources
are best invested in the professional development of personnel
working in the field of Jewish early childhood education empowering
them to be agents of change in their schools and communities.
|
| 3.
|
Each
community and each program have their own culture and challenges.
It is therefore impossible to create one ready-made "package"
which will meet the needs of all. Educational initiatives
need to be tailored to specific needs and should be the product
of collaboration between all of the agencies and institutions
involved. |
| 4.
|
In
order to achieve goals of change, initiatives should be long-term,
extending for 2 - 5 years rather than "one time encounters."
We seek to enter into relationships with communities and schools
who are interested in long term partnerships |
| 5.
|
Israel
can be a source of inspiration and an educational resource
for educators in the field of Jewish early childhood education. |
| 6.
|
"Good" early childhood Jewish education must meet
the professional standards set by leading early childhood
organizations, training colleges and research institutions.
These standards must be maintained by the Early Childhood
Division, both in the content of its training courses and
the materials designed for classroom use. |
