Early Childhood Center

While curriculum goals remain consistent across age groups, children move through these goals at their own pace. In our 3s and 4s classes, we recognize and support the range of development by thinking in terms of “Emerging 3s” and “Developing 4s.” This allows teachers to scaffold learning in ways that are both responsive and realistic.

Emerging 3s (young 3s)

Children who are:

• Settling into group routines and just beginning to gain independence
• Still developing impulse control and verbal conflict resolution
• Exploring materials and concepts in more concrete, sensory-driven ways
• Often parallel-playing or beginning to experiment with cooperative play
• Needing adult support to navigate transitions, follow multi-step directions, or stay with a task

How we support:

• Shorter activities with built-in movement and choice
• Frequent visual and verbal cues
• Intentional opportunities for turn-taking, naming feelings, and practicing routines
• Modeling and narrating social interactions (“I see you’re waiting for a turn, let’s find a way to ask…”)
• Sensory play and open-ended exploration as entry points into academic domains

Developing 4s (young 4s)

Children who are:

• Starting to internalize routines and transition more independently
• Initiating play with peers and demonstrating early negotiation/problem-solving skills
• Interested in storytelling, symbols, and concepts that extend beyond the here-and-now
• Beginning to take ownership of their ideas and make thoughtful decisions
• Ready for longer engagement, early project-based learning, and gentle challenge

How we support:

• More sustained group activities and collaborative projects
• Encouraging children to reflect on choices and outcomes (“What could you try next?”)
• Supporting pre-literacy and numeracy through journaling, games, and documentation
• Expanding pretend play into stories, roles, and group scripts
• Asking open-ended questions to stretch thinking (“What do you notice?” “What else could happen?”)

Math Readiness
Children instinctively incorporate math into their daily life.  In order to present sound mathematical understanding, children will participate in activities that will use numbers, develop quantitative concepts and become aware of time and space.  The approach to the learning of these skills will be based upon and integrated with the children’s day-to-day experiences.

• Geometry
  Begin to identify circles, squares, and triangles (i.e., fill a bag with shapes and have child pick one and identify it)
• Measurement
  Identify concepts of big/little, heavy/light, more/less
• Numeration
  Rote counting 1-2-3-4-5, quantity recognition to 3
• Sets
  Can construct sets up to 3, can sort objects into given categories

Reading Readiness
The following goals of reading readiness are recognized as developmentally based pre-academic goals.  These skills can be incorporated into other areas as well as stand as independent activities.  Pre-reading skills are important pre-requisites for future academic life.  Appropriate games, songs, and stories are some materials that are utilized in the classroom for this area.  We firmly believe that first-hand experiences and objects manipulated by children at play are necessary to attain reading readiness skills.

• Auditory
  Listens to short stories and/or simple poems on daily basis; recognizes environmental sound (i.e., fire bell, animal sounds); follows 1 –step directions, repeats songs and finger plays
• Visual
  Matches and names colors and pictures
• Alphabet
  Exposed to written language through books and name on cubbie, bulletin boards, projects

Writing Readiness

• Scribbling, painting with various mediums, Play Doh
• Directionality
• In/out, up/down, top/bottom, over/under

Language
Language development is central to every area of growth in preschool.  The goals are included in every activity in which a child participates, outdoors, indoors, structured, and unstructured.  An enriching environment, appropriate materials, books, experiments, and socialization opportunities are essential in reaching the following goals.

• Language Development
  Expresses him/herself to adults and peers, enjoys looking at storybooks, uses simple words, phrases, or sentences to express ideas
• Comprehension
  Understands simple stories.

Creative Arts
It is the goal of these activities to create an enjoyment for music and movement, art, and dramatic play through a variety of experiences.  Children will be encouraged to explore the arts as a means of self-expression and creativity.  Successful experiences in the arts build positive self-image.  Our focus is the process of the child’s creative art experience rather than the final product.  With the arts there is no right and wrong.  Weekly music class with a specialist is part of the 2s curriculum.

Physical Development
By providing an environment that encourages children to expand their gross motor and fine motor skills we enhance positive feelings of self-esteem and encourage the development of cognitive skills. They further develop their ability to follow directions, improve eye-hand coordination, expand their physical capabilities, and work together as a team.  Achievement will be obtained at different rates. Weekly gym classes are part of the 5 day and Transition 2s curriculum.

• Gross Motor Skills
  Jumps on both feet and rolls ball at a target.
• Fine Motor Skills
  Builds with blocks, puts large pegs in a peg board, paints with a large brush on a large piece of paper, puts together 4-piece puzzles, and scribbles.
  

Social and Emotional Development
Our program focuses on achieving the following skills.  Although there is no specific timetable for development we do recognize progression between the different age groups.  Activities encourage positive self-esteem and positive group interaction. Allowing for individual differences and personalities is very important.  Giving the child opportunities to develop these skills is necessary for healthy social/emotional development.

• Objectives
  Accepts teacher direction, accepts group limits, accepts correction, flows with group routines, helps with classroom maintenance and clean up, has the ability to concentrate on appropriate tasks, exhibits self control, has the ability to go through transitions, respects the rights and property of others, engages in cooperative play, engages in make believe games, shares materials, speaks to others when spoken to, develops independence, attempts to help other children, relates to other children, learns to express feelings appropriately, understands the concept of taking turns, participates in group activities

Curriculum Units
Below are curriculum units that are taught in our school. In addition to learning about the holidays, each class studies some of the “miscellaneous” units in any given year. For example, one teacher may embark on a long term study of a unit such as “Noah’s Ark” in which they would include an in depth exploration of land animals, ocean animals, rain and rainbows.

American Holidays
Thanksgiving
New Year’s Day
Martin Luther King Jr Birthday
Groundhog Day
President’ Day 

Earth Day
Mothers/Fathers (or Parents) Day
Memorial Day 

Jewish Holidays
Rosh Hashanah
Yom Kippur
Sukkot
Shemini Atzeret
Simchat Torah
Hanukkah
Tu B’Shevat
Purim
Passover
Yom Haatzma’ut
Lag B-Omer
Shavuot

Miscellaneous
Animals
Colors
Community Helpers
Democratic Process
Gratitude
Nursery Rhymes
Recycling
Scientific method (predictions, experiment, observations)
Seasons
Self  (name, body parts)
Shapes

Math Readiness
Children instinctively incorporate math into their daily life.  In order to present sound mathematical understanding, children will participate in activities that will use numbers, develop quantitative concepts and become aware of time and space.  The approach to the learning of these skills will be based upon and integrated with the children’s day to day experiences.

• Geometry
  Children will match circles, squares, and triangles and name the shapes
• Measurement
  Children will recognize whole/half, tall/short, and full/empty
• Numeration
  Rote counting to 10 numeral recognition 1-5 quantity recognition to 5 sequential ordering 1-5 (i.e. place one dot, two dots,…) ordinal counting 1-3 (i.e. first, second, third)
• Sets
  Matches sets up to 5 objects constructs sets of blocks when given a model identifies an empty set of having no members
• Patterns
  Patterns of two
• Estimation

Reading Readiness
The following goals of reading readiness are recognized as developmentally based, pre-academic goals.  These skills can be incorporated into other areas, as well as stand as independent activities.  Pre-reading skills are important pre-requisites for future academic life.  Appropriate games, songs, and stories are some materials utilized in the classroom to work on these skills.  We firmly believe that first-hand experiences and objects manipulated by children at play are necessary to attain reading readiness skills.

• Auditory
  Listens to a story/or poem on daily basis, begins to recognize rhyming sounds, follows 2-step directions, along with following directions in sequential order; in addition to classroom activities, the children have weekly time in the Tepper Library where they are read a story.
• Visual
  Reproduces patterns with block and pegs using a given design, recognizes likeness and difference in shapes, sizes, and designs, recognizes first letter of his/her first name
• Alphabet
  Identifies first letter of his/her first name

Writing Readiness
Draws lines and circles, proper grip of writing utensil with pincer grasp (i.e. crayons, markers, chalk), writes first name, cuts, used tweezers and hole punch

Directionality
Front/back, introduced to left/right

Language
Language development is central to every area of growth in preschool.  The goals are included in every activity in which a child participates – outdoors, indoors, structured, and unstructured.  An enriching environment, appropriate materials, books, experiments, and socialization opportunities are essential in reaching the following goals.

• Language Development
  Expresses him/herself to groups, engages in simple conversation, enjoys telling stories for dictation
• Comprehension
  Answers questions about a story, re-tells familiar stories

Science
To develop the ability to solve problems, children will be exposed to a variety of science experiments with the emphasis on learning through first –hand experiences.  It is important to help children observe all aspects of things before reaching conclusions and understand that conclusions are not absolute.  Children are encouraged to develop minds that can adapt to change and accept mistakes.  

• Objectives
  Identify problems, observe discrepancies, draw inferences, generate hypotheses, interpret results, draw conclusions.
• Scientific Process
  Investigating, observing, defining, comparing, grouping, discovering, fostering thinking skills, finding solutions, relating, sorting, classifying
• Social Studies
  Social studies starts with the area closest to the child, him/herself, and moves to the next closest, family, then outward into the community, and further out into the discovery of the world at large.  Self-discovery, sharing similarities, and respecting differences in culture and family are essential.

Self
Children are given the opportunity to create projects concerning him/her self. 

Family
Identifies members of family living in their home, discusses members of extended family, children are given the opportunity to share special family events, children are given the opportunity to become acquainted with parent’s careers.

Community
Children are exposed to different community workers and services and their importance to their lives

American History
Children are exposed to American holidays through a variety of art, music, and dramatic play experiences

Multicultural Education
Children are taught a respect for their own culture and the cultures of others

Creative Arts
It is the goal of this program to create an enjoyment for music and movement, art, and dramatic play through a variety of experiences.  Children are encouraged to explore the arts as a means of self-expression and creativity.  Successful experiences in the arts build positive self-images in children.  Our focus is the process of the child’s creative art experience rather than the final product.  With the arts there is no right and wrong.

• Music/Movement
  Sings simple songs/finger plays, develops a sense of beat and  rhythmic awareness for simple rhythmic patterns, recognizes contrasts in music (i.e. loud and soft, fast and slow, high and low), moves comfortably to musical sounds with or without props (i.e. streamers, scarves)
• Art
  Expresses ideas and feelings through use of varied materials, increases creativity and self-confidence through independent use of variety of materials, works in two and three dimensional levels, works individually and in varied size groups with Studio Art Teacher to further expression through art materials
• Dramatic Play
  Acts out stories and finger plays, explores structured and unstructured role-playing (i.e. doll corner, puppets). 

Physical Development
By providing an environment that encourages children to expand their gross motor and fine motor skills we enhance positive feelings of self-esteem and encourage the development of cognitive skills. They further develop their ability to follow directions, improve eye-hand coordination, expand their physical capabilities, and work together as a team.  Achievement is obtained at different rates.  Pressman offers as part of our curriculum weekly gym classes and all are encouraged to participate.  

• Gross Motor Skills
  Controls one’s own space, controls his/her own speed, alternates feet in stair climbing and descending, stands on one foot momentarily, throws a beanbag at a target, catches a large ball, begins to dress his/her self
• Fine Motor Skills
  Strings beads, uses scissors but does not necessarily follow lines or display proper grip consistently, holds crayon with fingers rather than fist, makes balls and snakes with play dough, puts together puzzles with more pieces, begins to lace, draws pictures to represent him/her self, draws lines and circles, attempts to write name, pours

Social and Emotional Development
Although there is no specific timetable for development we do recognize progression between the different age groups.  Activities are utilized to encourage positive self-esteem and positive group interaction. Allowing for individual differences and personalities is very important.  Giving the child opportunities to develop the following skills is necessary for healthy social/emotional development.

•  Objectives
  Accepts teacher direction, accepts group limits, accepts correction, flows with group routines, helps with classroom maintenance and clean up, has the ability to concentrate on appropriate tasks, exhibits self-control, has the ability to go through transitions, respects the rights and property of others, engages in cooperative play, engages in make believe games, shares materials, speaks to others when spoken to, develops independence, attempts to help other children, relates to other children, learns to express feelings appropriately, understands the concept of taking turns, participates in group activities, accepts opportunity to lead the group as well as to follow

Curriculum Units: Below are curriculum units that are taught in our school. In addition to learning about the holidays, each class studies some of the “miscellaneous” units in any given year. For example, one teacher may embark on a long term study of a unit such as “Noah’s Ark” in which they would include an in depth exploration of land animals, ocean animals, rain and rainbows.

American Holidays
Election Day
Thanksgiving
New Year’s Day
Martin Luther King Jr Birthday
Groundhog Day
President’ Day Earth Day
Mothers/Fathers (or Parents) Day
Memorial Day 

Jewish Holidays
Rosh Hashanah
Yom Kippur
Sukkot
Shemini Atzeret
Simchat Torah
Hanukkah
Tu B’Shevat
Purim
Passover
Yom Haatzma’ut
Lag B-Omer
Shavuot

Miscellaneous
Animals
Colors
Community Helpers
Democratic Process
Gratitude
Kindness
Nursery Rhymes
Recycling
Scientific method (predictions, experiment, observations)
Seasons
Self  (name, body parts)
Shapes
Social-Emotional Regulation

Math Readiness
Children instinctively incorporate math into their daily life.  In order to present sound mathematical understanding, children participate in activities that use numbers, develop quantitative concepts and become aware of time and space.  The approach to the learning of these skills is based upon and integrated with the children’s day to day experience.

• Geometry
  Children will recognize the primary shapes, including the rectangle, diamond and oval
• Measurement
  Thick/thin, older/younger, before/after, yesterday/today, some/most/all
• Numeration
  Rote counting to 15, numeral recognition 1-10, quantity recognition to 10, sequential ordering 1-10, ordinal counting 1-5, begin to understand the concept of addition
• Sets
  Establishes a 1-1 correspondence through matching members of equivalent sets, matches sets up to 10 objects, time orientation: calendar-month, day, date, clock, seasons
• Patterns
  Patterns of three

Reading Readiness
The following goals of reading readiness are recognized as developmentally based, pre-academic goals.  These skills can be incorporated into other areas, as well as stand as independent activities.  Pre-reading skills are important pre-requisites for future academic life.  Appropriate games, songs, and stories are some materials that are used in this area.  We firmly believe that first-hand experiences and objects manipulated by children at play are necessary to attain reading readiness skills.

Auditory
Listens to a story and/or poem on a daily basis, recognizes rhyming words, follows 3-step directions, identifies initial sounds in spoken word, distinguish words that begin with the same sound (i.e. book/boy). In addition to classroom activities, the children have weekly time in the Tepper Library where they are read a story and have an opportunity to take out a book for the week

Visual
Reproduces simple shapes and patterns when design is removed, children are exposed to all letters of the alphabet, identifies something wrong or missing from a picture, recognizes his/her first name

Alphabet
Identifies many letters of the alphabet (i.e. letters in their names, commonly used letters) and are taught sounds and visual recognition of ALL letters in the alphabet

Writing Readiness
Traces shapes, prints his/her first name using upper case letters, will be taught writing of upper case letters and numbers. Children are given daily opportunities for spontaneous writing, including pre-writing opportunities, such as using sticks to form letters, forming letters in sand and salt, tracing letters with play dough and writing implements.

• Directionality
  Understands left to right in reading and writing process

Language
Language development is central to every area of growth in preschool.  The goals are included in every activity in which a child participates, outdoors indoors, structured, and unstructured.  An enriching environment, appropriate materials, books, experiments, and socialization opportunities are essential in reaching the following goals:

• Language Development
  Uses complex sentences to express ideas, uses I, you, he, me, and she correctly, demonstrates understanding of opposites, speaks with expression
• Comprehension
  Identifies main idea of story, restates story in own words, identifies favorite part of story

Science
To develop the ability to solve problems, children will be exposed to a variety of science experiments with the emphasis on learning through first–hand experiences.  It is important to help children observe all aspects of things before reaching conclusions and understanding that conclusions are not absolute.  Children should be encouraged to develop minds that can adapt to change and accept mistakes.  

• Scientific Process
  Investigating, observing, defining, comparing, grouping, discovering, fostering thinking skills, finding solutions, relating, sorting, classifying

Social Studies
Social Studies starts with the area closest to the child, him/her self, and moves to the next closest, family, then outward into the community and further out into the discovery of the world at large.  Self-discovery, sharing similarities, and respecting differences in culture and family are essential. 

• Self
  Children are given the opportunity to create projects concerning him/her self.
• Family
  Identifies members of family living in their home; discusses members of extended family; children are given the opportunity to share special family events
• Community
  Children will be exposed to different community workers and services and their importance to their lives

American History
Children will be exposed to American holidays through a variety of art, music, and dramatic play experiences

Multicultural Education
Children will be taught a respect for their own culture and the cultures of others

Creative Arts
It is the goal of this program to create an enjoyment for music and movement, art, and dramatic play through a variety of experiences.  Children will be encouraged to explore the arts as a means of self-expression and creativity.  Successful experiences in the arts build positive self-image in children. Our focus during the year moves from process to product in order to prepare children for direction-following in kindergarten.

Music/Movement
Sings simple songs, uses hand and body movements to songs, develops a sense of beat and rhythmic awareness for simple rhythmic patterns, recognizes contrasts in music (i.e. loud and soft, fast and slow, high and low), moves comfortably to musical sounds with or without props (i.e. streamers, scarves) 

Art
Expresses ideas and feelings through use of varied materials, increases creativity and self-confidence through independent use of variety of materials, works in two and three dimensional levels, appreciates art through exposure to works of contemporary and traditional artists (i.e. books, posters) works individually and in varied size groups with Studio Art Teacher to further expression through art materials

• Dramatic Play
  Acts out stories and finger plays, explores structured and unstructured role-playing (i.e. doll corner, puppets).

Physical Development
By providing an environment that encourages children to expand their gross motor and fine motor skills we enhance positive feelings of self-esteem and encourage the development of cognitive skills. They further develop their ability to follow directions, improve eye-hand coordination, expand their physical capabilities, and work together as a team.  Achievement is obtained at different rates.  Pressman offers, as part of our curriculum, weekly gym classes.  Children are encouraged to participate in all gross motor activities. 

• Gross Motor Skills
  Hops on one foot, gallops, walks a straight line, uses outdoor climbing equipment with ease
• Fine Motor Skills
  Folds and creases paper, connects a dotted outline to make a shape, traces, attempts to button, zip, and tie, uses scissors with control, laces following a sequence of holes, attempts to trace shapes, writes letters of the alphabet, and introduction to number-writing

Social and Emotional Development 

Our program focuses on achieving the following skills. Although there is no specific timetable for development we do recognize progression between the different age groups.  Activities are developed to encourage positive self-esteem and positive group interaction. Allowing for individual differences and personalities is very important.  Giving the child opportunities to develop these skills is necessary for healthy social/emotional development.

• Objectives: accepts teacher direction, accepts group limits, accepts correction, flows with group routines, helps with classroom maintenance and clean up, has the ability to concentrate on appropriate tasks, exhibits self-control, has the ability to go through transitions, respects the rights and property of others, engages in cooperative play, engages in make believe games, shares materials, speaks to others when spoken to, develops independence, attempts to help other children, relates to other children, learns to express feelings appropriately, understands the concept of taking turns, participates in group activities, accepts the opportunity to lead the group as well as to follow 

Hebrew Language 

The children have weekly language instruction with a Hebrew specialty teacher. The children are introduced in Hebrew to subjects such as holidays, family, numbers, colors, seasons, animals and body vocabulary.   These subjects are taught through songs play, storytelling and customized games.  Birthdays are also celebrated each month as the birthday child is honored by singing and dancing to a Hebrew birthday song. The classroom is continuously decorated with drawings and displays for each lesson using all boards and walls. As time progresses, the children learn that the subjects of the day are displayed and are excited to enter the classroom and recognize the subjects of the day. This sets the tone for an exciting class with children eager to learn while having fun in the process.

Curriculum Units: Below are curriculum units that are taught in our school. In addition to learning about the holidays, each class studies some of the “miscellaneous” units in any given year. For example, one teacher may embark on a long term study of a unit such as “Noah’s Ark” in which they would include an in depth exploration of land animals, ocean animals, rain and rainbows.

Preparation for academic and social success in kindergarten is a main focus of our 4’s program. The children will be exposed to many academic and social experiences with some mastering the skills now and some mastering them once they enter kindergarten, depending on their maturity and readiness. In addition to learning about the Jewish holidays, the Jewish value of Tikun Olam is also a focus of learning in the 4s.

American Holidays
Election Day
Thanksgiving
New Year’s Day
Martin Luther King Jr Birthday
Groundhog Day
President’ Day Earth Day
Mothers/Fathers (or Parents) Day
Memorial Day

Jewish Holidays
Rosh Hashanah
Yom Kippur
Sukkot
Shemini Atzeret
Simchat Torah
Hanukkah
Tu B’Shevat
Purim
Passover
Yom Haatzma’ut
Lag B-Omer
Shavuot

Miscellaneous
Animals
Artists
Colors
Community Helpers
Democratic Process
Gratitude
Kindness
Nursery Rhymes
Recycling
Scientific method (predictions, experiment, observations)
Seasons
Self  (name, body parts)
Shapes
Social-Emotional Regulation
Solar System and Space

General Studies

TK (Transitional Kindergarten) is a class that bridges the gap between preschool and formal schooling. Our school day allows for social interaction through play, activities, and centers, as well as academic learning tasks in language development and math.

Below are the skills addressed throughout the year:

Social and Emotional Development

• Work cooperatively
• Play fairly and be a good sport
• Listen while others speak
• Feel confident in his/her abilities

Work Habits

• Follow directions
• Work carefully and neatly
• Work without disturbing others
• Solve his/her own problems
• Take care of materials and property
• Accept responsibilities
  Work independently

Motor Skills

• Developing gross motor skills such as skipping and a sense of directionality (over-under, up-down, beside, in front of)
• Using scissors correctly
• Writing his/her own name

Language Arts and Reading Readiness

• Emergent literacy
• Integrated thematic units
• Language will be rhythmic, predictable, and simple in text
• Selections will be read daily and will include a variety and balance of content (big books, trade books, picture books, fairy tales, nursery rhymes and fiction)
• Language Arts activities include: stories, flannel board, poetry, pocket chart, listening post, drama, library, and puppets, beginning phonemic awareness
• Form letters correctly

Math (based on Math Their Way)

• Recognize numerals to 20
• Count objects up to 20
• Form numerals 0-9 correctlyD. Manipulate objects to add and subtract to sums of 5
• Identify geometric shapes (circle, triangle, square, rectangle) F. Understand and replicate patterns

Judaic Studies

The Judaic Studies program is based on a Hebrew Immersion approach. Hebrew Immersion provides a natural setting for acquiring Hebrew language at an early age. The emphasis is on oral language development, listening comprehension, speaking in simple sentences, games, songs, dances, and dramatics.

• Understand and repeat Hebrew words and phrases used regularly in class
• Learn about Jewish ceremonies and customs
• Participate in daily and Shabbat t’fillah
• Participate in holiday activities and celebrations
• Learn about Bible heroes through stories and activities
• Learn about selected basic t’fillot and blessings and will understand concepts and ideas expressed in the t’fillot
• Learn about Israel through song and dance symbols, projects, and drama
• Recognize the letters of the Hebrew alphabet and print their names.
• Begin to understand the Hebrew Calendar (day, week, month, seasons)

Our Vision

Students will develop a love of Jewish knowledge and experiences, and a pride in being Jewish. Our students will begin to develop a deep appreciation for participation in the life of a Jewish community/Kehillah.

Our Students

The greatest success in Jewish education and experience is accomplished through a strong partnership with each child’s family. Providing opportunities for the entire family to participate together in Jewish celebration and rituals will help strengthen an appreciation of the Jewish Community. Working in partnership with the entire family, we will begin to instill Jewish values and knowledge in our students.  

They will:

• Begin to develop a strong Jewish identity
• Start their journey into Jewish knowledge and discovery.
• Enjoy the process of Jewish learning.

Our Educational Goals

Our students will begin to develop a deep appreciation for and commitment to full participation in life in a Jewish Community.  There are six areas of emphasis within our school:

1. Prayer:  The children will learn morning tefilot, including modeh ani, shema, blessings before eating, Shabbat blessings as well as blessings used for holidays.
2. Torah:  The children will learn about the Torah and will hear many parsha stories during the school year.
3. Shabbat and Festivals: Both ritual and history will be taught in an age-appropriate and developmentally appropriate way.
4. Mitzvot: We instill a love of learning and living Jewish commandments in a relevant way.
5. Hebrew: Children in all our classes receive some form of Hebrew Immersion, beginning at age 2.
6. Israel: We teach the children about Israel and encourage a strong connection between Israel and ourselves.

Values: Our teacher’s model the values that they wish children to learn.  Research and experience have shown that modeling values is as important as discussing and performing valued behaviors.  

Mitzvot: Doing things to value and respect our traditions, God, ourselves and others.

Derekh Eretz: Behaving in a sensitive and careful manner so that we do not hurt others’ feelings.

Bikur Holim: Reaching out to the sick.

Hakhnasat Orhim: Extending hospitality.

Gemilut Hasadim: Doing good deeds for others.

Tzedakah: Sharing with others as a regular ongoing responsibility.

Bal Tash’heet: Caring for the environment.

Tzar Ba’alei Haim: Caring for animals

Shabbat  

Introduction: Shabbat is celebrated each week.  Shabbat is a repeated ritual that everyone looks forward to sharing. Shabbat celebrations include a weekly school-wide “Kabbalat Shabbat” in the chapel and “Shabbat Haver” in every class. 

Core Jewish Values: 

Tzedakah Sharing with Others as a regular and ongoing activity

Hakhnasat Orhim Extending Hospitality

Gemilut Hasadim  Acts of Kindness

Themes:

• Shabbat comes weekly; it is a holy day, a day of joy
• Importance of God in our lives
• Appreciation of nature and all of God’s creations
• A time of rest and stopping of weekday activities
• Blessing the children
• Importance of family and community togetherness

Learning Goals:

1. Shabbat comes every week
2. Shabbat is the 7th day of the week
3. We light Shabbat candles and say a blessing
4. We drink wine and eat Hallah and say blessings
5. We say Shabbat Shalom
6. We learn about the beginning and end of Shabbat (Havdallah)
7. We celebrate Shabbat with songs and prayers
8. Creation

Pressman Academy’s  Parent & Me classes for babies and toddlers engage participants in multi-sensory experiences as they explore Shabbat, music and art. Both parents and children become members of a community as they play together and interact in formal and informal discussions.