Kindergarten
Michele Pregont, General Studies
Chana Israel, Judaic Studies
Martina Zobel, Judaic Studies

General Studies
Kindergarten is a time for children to expand their love of learning, their knowledge, and their ability to get along with others. While kindergarten marks an important transition from preschool to primary grades, it is important that children get to be children. Teachers with a strong background in early childhood education and child development know that young children learn best through “play”. Getting kindergartners ready for elementary school does not mean substituting academics for play time, forcing children to master first grade “skills”, or relying on standardized tests to assess children’s success. Developmentally appropriate kindergarten classrooms encourage the growth of children’s self-esteem, their independence, and individual strengths.

At Bet Shraga, we are committed to providing children with what they need to grow physically, emotionally, and intellectually through the guidance and support of warm, caring adults. At this stage, children are already eager to learn and possess an innate curiosity. It is important that teachers create a safe learning environment, where students feel comfortable taking risks that enhance their learning.

Reading in kindergarten is taught through songs, poems, nursery rhymes, and shared big book experiences. Kindergartners are exposed to print in engaging and age-appropriate ways. They learn writing and mathematics in ways which are meaningful to them. Exploring the natural world of plants and animals, cooking, taking surveys, and collecting Tzedakah are just a few ways that we learn these skills.

Although kindergarten classrooms will vary according to interest and background of the children, developmentally appropriate kindergarten classroom will have one thing in common: they focus on the child as a whole.

Here are signs of a good kindergarten classroom:

1.) Children are playing and working with materials and other children. They are not forced to sit quietly for long periods of time.

2.) Children have access to various activities throughout the day, such as blocks, pretend play, painting, legos, puzzles, etc. Children are not doing the same thing at the same time.

3.) Teachers work with individual children, small groups, and the whole group at different times of the day.

4.) The children learn numbers and the alphabet in the context of everyday experiences.

5.) The classroom is decorated with children’s original artwork, their own writing with inventive spelling, and dictated stories.

6.) Children are happy to come to school and their parents feel safe sending them to school.

Judaic Studies

Hebrew Language Arts
The Hebrew language is introduced naturally to children in Kindergarten by creating and educational setting that is rich in oral Hebrew expression. The frequent repetition of Hebrew words and phrases leads to the ability to speak as well as comprehend the language. We call children by their Hebrew names, refer to school materials and activities in Hebrew, sing Hebrew songs, and play a variety of games in Hebrew. In these ways, Kindergarten students develop a substantial active and passive

Shabbat, Holidays, Prayer
Shabbat, holidays and prayer are taught through multi-sensory experiences and activities. Students “experience” Shabbat by participating in a primary-grade Kabbalat Shabbat program that includes singing Shabbat songs, baking their own small Challah each week, and ending Shabbat each Monday when they do a Havdalah service. A similar kind of active, hands-on approach characterized their study of the holiday. A highlight of the Kindergarten program occurs at Passover time when the students prepare and participate in a Seder that they share with family members. Students learn the blessings associated with the holidays as well as several of the daily morn9ing prayers. They create their own class Siddur in which they illustrate the meaning of the prayers.