children

Many first-time experiences

Camp Shalom knows that first experiences are a huge milestone in a child’s development, shaping their individuality, interests and futures. (photo from JCC Camp Shalom)

Day camps have always been places for firsts. For many, camp is the place where they are in a structured setting that isn’t school, where fun comes first. Serving children and youth from 3 to 16 years old, Camp Shalom has always viewed the experience from the lens of “what memorable first experience can we give campers?” For some kids, that experience is as simple as the first time being on a school bus going to a field trip. For others, it may be the opportunity to go camping or have a sleepover away from their homes.

These types of firsts are a pivotal part of growing up and becoming an independent person. With year-round programming during school breaks and professional development days, Camp Shalom is able to give many children and youth experiences they would not normally get to have. It’s an opportunity to meet other children who do not go to the same school as them or kids who have just moved to Vancouver. Such firsts leave a lasting impression and have the potential of creating lifelong friendships. Camp Shalom is dedicated to making camp a safe and accessible place where children want to go.

Thanks to the ongoing and generous contribution of the Diamond Foundation and the Snider Foundation, Camp Shalom is also able to support campers with diverse needs. Staff are provided with special training sessions, mentorship programs and one-on-one support to ensure each camper can have the best experience. Campers who were part of the inaugural Inclusive Summer Camp Experience have now grown and become teens and young adults who are still connected to Camp Shalom, some of whom are now camp staff.

photo - With year-round programming during school breaks and professional development days, Camp Shalom is able to give many children and youth experiences they would not normally get to have — With year-round programming during school breaks and professional development days, Camp Shalom is able to give many children and youth experiences they would not normally get to have. *(photo from JCC Camp Shalom)*

During their camp years, kids are transitioning from childhood into teenage-hood and teens are about to become counselors. First experiences are a huge milestone in a child’s development, shaping their individuality, interests and futures. Each year, after camp is over, counselors and staff hear about campers who have gone on to explore new interests that they gained while at camp.

A couple of summers ago, Camp Shalom introduced fencing – for almost everyone it was their first time doing this sport, and most initially knew nothing about it. One camper in particular found so much joy in this first that he has continued participating in it since. In the camp’s teen programs, many participants discover their passion for working with children or in community volunteering. Even staff are affected by these new experiences, and some have changed career paths after working at camp.

This summer, Camp Shalom will be operating at the Jewish Community Centre of Greater Vancouver and King David High School in Vancouver, Har El Synagogue in West Vancouver, and Richmond Jewish Day School in Richmond. Families can choose the location that best suits them.

For more information about the Inclusive Summer Camp Experience or Camp Shalom’s teen programs, contact Ben Horev, camp director, at 604-813-4236 or [email protected].

– Courtesy JCC Camp Shalom

Reluctant kids loved camp

Generations of kids have “the best summer of their lives” at camp. (photo from Camp Miriam)

“There’s no way we are going to a Jewish camp,” my kids declared with absolute resolve. Wait. What? Why??? They explained that they knew “enough” Jewish people and plenty of culturally Jewish things, so camp was not necessary. OK, I thought, that’s completely, totally and utterly crazy.

While we’ve been involved at Temple Sholom for years, speak Hebrew at home and celebrate the holidays, my kids are the only Jewish kids in their classes at public school. They are often told they don’t look Jewish, let alone Sephardi. Whatever that means – there’s a huge span between Barbra Streisand and Ofra Haza. They weren’t excited about their identity, but begrudgingly went along with being Jewish. It was the equivalent of cultural, ethnic and faith feet dragging.

My disappointment couldn’t be missed because I literally said, “I’m so disappointed to hear you say that.” I thought guilt might move them – a powerful tool of every Jewish mother. They apologized. Yes. I was moving the needle. And then, they immediately asked me if they could go to a Christian horse camp. Nope. I failed, while concurrently being mortified. To be clear, I wasn’t horrified of considering a different faith camp, but because they are wildly allergic to horses. Who wants to be the parent that gets a phone call that their kids can’t handle equines? Not me. Too embarrassing.

Moreover, it was a complete reversal of my experience. I begged my parents to send me to a Jewish camp. I started going from the age of 10, eventually visiting Israel and managing to get a coveted staff position. My camp time was the most incredible and defining experience of my youth. I wished, hoped and prayed for my kids to have the same experience. They had shut down the idea, but before I wrote them off as blasphemers, I decided to let it sit and cook in their minds like a delicious shakshuka.

photo - kids in the pool at Camp Miriam — *(photo from Camp Miriam)*

For a couple of months, they pondered a tough year of COVID-19 shutting down so much of life – and the idea of being away for several weeks with a lot of independence became very appealing. They finally agreed to “let me send them” to Camp Miriam, which was very similar to the camp I went to back east. They diligently packed, were welcomed by friends at registration, got on the bus and did not look back. I got two postcards. The first informed me that they hadn’t been eaten by wild island dogs, and the second told me they were having the best summer of their lives.

The kids came back transformed both physically and figuratively. They both grew half a foot, and something in their psyche profoundly shifted. They loved, I do mean loved, all things Jewish because of Camp Miriam. They had a magical summer that every parent wishes their kid to have. A tight group of friends, a deep respect for their beloved staff and a passion for the programming. Frankly, they wouldn’t zip it about how much they adored Camp Miriam.

They bragged about doing avodah (work), one choosing garbage duty and the other cleaning the sherutim (bathrooms). Umm … what happened? I couldn’t get them to make their beds at home, and they were doing legitimate work at camp? It struck me. Camp Miriam had instilled a profound sense of pride. For weeks, and I do mean weeks, they would prompt a conversation with, “At Camp Miriam….” Some of their most profound moments were having Shabbat at the Point, feeling a deep connection of chevra (community) and telling me they felt understood for the first time. They didn’t have to explain themselves, and that was mind-blowing.

photo - two people playing guitars at Camp Miriam — *(photo from Camp Miriam)*

Going to Camp Miriam coalesced for my kids a sense of identity; they felt seen and heard, so could go deep into what this meant. We were able to have a shared generational experience, which was pretty awesome, considering my kids think electricity was barely invented when I was a kid. I corrected them and explained that the cutting-edge technology of faxing existed when I was a child.

Last week, I overheard them at Sunday Temple Sholom school bragging that Camp Miriam was the best camp ever. And there it is. My kids not only needed Jewish camp, but they also desperately wanted to be there. I feel utterly indebted to Camp Miriam for giving my kids such a brilliant and rich Jewish experience and, although I couldn’t say it to their faces, I was satisfied thinking, “Yes! In your faces. You suck. I was soooooo right about everything, and you were so unequivocally wrong.” Also, now I can breathe easy, knowing they can’t wait to go back to Camp Miriam and build a lifetime of memories and friendships.

– Courtesy Camp Miriam

An open letter to Camp BB

Photos from camp captured kids’ joy and excitement while appeasing the anxious parents at home. (photo from Camp BB Riback)

Let me start by saying how grateful I am my son has returned from his first three-week camp experience clean, smiling and with a head full of exciting stories!! Thank you Stacy Shaikin, Jordyn Wright and the staff for making this first year back memorable.

Today, in the joyful chatter of the reunions with our kids, we feel it in our hearts and bones: Camp BB Riback must continue to survive and thrive in Alberta.

As my son unpacks his duffle bag, he unpacks his memories not yet knowing they will remain with him for a lifetime. It is a very special role Camp BB plays in our children’s lives, providing a summer full of social, physical and cultural experiences unique to the Jewish community.

Camp BB’s influence and lifelong impact on our kids individually and collectively informs the future of Jewish communities in our cities, province and beyond. I am grateful to have strong leadership in Stacy and a supportive board of directors from both Edmonton and Calgary, some of whom have given years of service.

I give props to the photographer who captured absolute joy and excitement while appeasing the anxious parents at home. I often found myself playing “Where’s Waldo?” – happily, searching for my kid in the background because he was busy living his best camp life … completely neglecting his duty to send a thumbs up or other such emoji so mom and dad could be OK! His actions in the background spoke louder than his hand signals ever could.

A highlight of the photo gallery was seeing the action in and around the newly refurbished pool. Stacy and the board worked tirelessly to fund that project during COVID. The dedication and generosity of everyone involved is translated onto the faces of every happy camper that leapt, dove, flipped, slipped and eased their way into that pool this summer and for every summer hereafter.

photo - kids at the pool at Camp BB Riback — *(photo from Camp BB Riback)*

We wouldn’t be enjoying the gallery photos or stories shared by our kids tonight if it weren’t for the extraordinary outpouring of generosity that kept Camp BB Riback’s doors open during the unprecedented two-year shut down. I had the privilege of serving on the board and stewardship committee during that time, working and witnessing the unity of our community as we championed to save Camp BB Riback – it was and continues to be an exhausting amount of work.

So, today, I hope we (camp parents and families) will find it in our hearts and budgets to donate right now to support the continued revitalization of old and outdated structures and fund new projects at camp.

photo - kids dancing at Camp BB Riback — *(photo from Camp BB Riback)*

My family’s favourite way to donate is through the monthly auto-donation subscription plan and the Skip the Depot program. It is a small amount each month for us that, over time, builds to a lasting impact at camp.

More importantly, I know, in my heart and bones, that through our regular support of camp we are building a legacy of philanthropy in our family so that, one day, when our kids are grown, they will support camp in their own way … and the cycle of nourishing our community, the Jewish community, continues.

Today please consider the gift of memories and lifelongfriendships (see what I did there?!) for future generations.

Thank you Camp BB Riback and everyone you have touched. Until next summer.

– Courtesy Camp BB Riback

Strong connection to Israel

Counselors last summer learning the words and moves to Israeli pop music so they can teach the campers. (photo from Camp Hatikvah)

As Israel prepares to celebrate its 75th birthday, Camp Hatikvah looks back fondly at its long and meaningful connection to the Jewish state.

Established by members of the Young Judaea youth organization, Camp Hatikvah was Western Canada’s first Zionist summer camp. Developed in the aftermath of the Holocaust, Hatikvah was created to “produce proud, happy Jewish youth who were earnest and sincere in their beliefs” and committed to the rebuilding of the Jewish people and homeland. Activities offered included arts and crafts, drama, music, athletics, singing and dancing, but the basis of the program was designed around providing campers with a strong background and knowledge of Jewish and Zionist affairs.

One of the original goals of the camp was to promote aliyah and many of the camp’s participants have indeed gone on to join a kibbutz, study in Israel, serve in the Israel Defence Forces or raise their families in Israel. However, the camp leadership eventually realized that mass immigration was unlikely and began focusing on another important task – ensuring that Canadian Jewish youth truly understood the importance of the Jewish state and their role in nurturing and protecting it.

For campers of the 1950s, ’60s and ’70s, programming was focused around concepts of pioneering and perseverance. Israel was still so young and so vulnerable and participants united in their shared passion not only for its success but its survival. The counselors were impassioned leaders who created meaningful opportunities for learning. Education was key and advocacy was a responsibility.

photo - Israeli dancing in the early 1960s at camp — Israeli dancing in the early 1960s at camp. *(photo from Camp Hatikvah)*

By the 1980s, things were changing. The campers of that era were used to the idea of a strong Israel and much of the Jewish state’s impressive accomplishments felt like distant “history” to many of the young campers. This created a challenge for the camp but one to which they rose. Rather than sitting the campers down and lecturing them, Hatikvah used the uniqueness of the camp setting to provide active education. Field games were used to teach about geography, history and conflict, with campers learning a great deal without even knowing it (that’s the best kind of education).

The early 1990s were a time of great hope. With the Oslo Accords having been signed, it was an exciting time for Israel and for Hatikvah but, unfortunately, it was short-lived.

In the late 1990s and early 2000s, Israel was shaken by one horrendous terrorist attack after another. While our community stood in solidarity with our mishpachah (family) in Israel, many Hatikvah families were not comfortable sending their children on Biluim Israel, a sister program that runs an Israel experience for Hatikvah’s campers the summer before they become counselors. The result was that, for several years in a row, Hatikvah had very few counselors on staff who had ever been to Israel. This reality created a radical shift in the camp’s Israel education strategy.

Joanna Wasel, current board president, was the program director at Hatikvah at the time. She recalled, “since our participants were no longer going to Israel, we knew we had to bring Israel to them.”

The focus of Hatikvah’s Israel education shifted from the past to the present. While campers still learned about important historical figures and events, most of the programming began to focus on culture.

“It was important to us that our campers saw beyond what was in the news,” said Wasel. “We didn’t want them to think of Israel only in terms of conflict. We wanted them to see the beauty and uniqueness of this truly special and resilient country.”

photo - Campers in the early 1960s learning the Hebrew words for their activities — Campers in the early 1960s learning the Hebrew words for their activities. *(photo from Camp Hatikvah)*

Thankfully, the situation in Israel eventually stabilized and campers once again returned to Israel, bringing back their knowledge and passion when they became counselors the following year. But the affinity towards more modern Israel programming stuck, and the focus at the camp remains based on building bridges between Canadian and Israeli cultures.

“Friday nights at camp are amazing,” shared Liza Rozen-Delman, camp director. “After prayers and a traditional Shabbat dinner, our campers spend the evening dancing to Israeli pop music. It is incredible to see. They know all the words – which are in Hebrew – and the fun dances their peers in Israel are doing. It’s so natural and so beautiful.”

These programs are facilitated by young Israeli shlichim (emissaries), who continue to be an important part of Hatikvah’s program. “With the exception of 2022, when COVID restrictions were in place, Hatikvah has always had Israeli shlichim,” said Rozen-Delman. “The experience is so meaningful both for them and for us.

“Hatikvah was founded to promote the dream of an independent Jewish state and so it is really special for us, some 75 years later, not only to celebrate how far Israel has come but to also recognize how important our partnership was both then and now,” she concluded. “As we say at Camp Hatikvah, may they – and we – continue with chazak ve’ematz (strength and courage).”

– Courtesy Camp Hatikvah

Why we need summer camp

Summer camp helps foster grit, creating space for kids to develop independence and author their own stories. (photo from URJ Camp Kalsman)

As a parent of three, I know how hard it is to balance the overwhelming desire to make sure my kids “have it all” – diverse extracurricular activities, best schools, quality family time, etc. – and, at the same time, to know when to let go (and actually do it!) so they can experience the power of paving their own way. Skinned knees, bruised egos, broken hearts and all.

As a summer camp director, I also know that parents like me are not alone. In fact, there is a whole army of incredibly kind and passionate young adult role models, often dressed up in silly costumes, ready to be my partner in this “gritty journey” of adolescence and the teenage years.

Ask anyone who grew up at overnight summer camp – Jewish or otherwise – and most will tell you it felt like their second home. At Camp Kalsman, where my children and I have spent the past six years, we welcome campers and staff members “home” each summer. But what does this really mean and why is this important for fostering grit in our kids and teens?

I’d argue that home, a place of true belonging, is prime real estate for failure, learning and growth – home is where grit is born. Often, when we think of home we think of being safe and protected, perhaps shielded from the real world. I would argue that home is more of a safety net, giving a child the reassurance that not only is failure OK but that, when they do ultimately fail at something, we’ll be there to catch them and help them bounce back, stronger and more resilient.

What are the top three reasons why you, as a parent, guardian or loving adult, need summer camp, too?

1. Creating space to deepen connection. I’m going to say something that might make some people uncomfortable – your kids need a break from you just as much as you need one from them. Camp gives you the chance to create that space, knowing that you have a trusted partner to create that same safety net for your child. Absence makes the heart grow fonder is a cliché and it’s also a deeply true statement. By creating (physical) space for a finite period of time, your child has the chance to broaden their perspective, test everything you’ve taught them, try something on their own and learn from other trusted adults. When a camper has a temporary moment of sadness at camp (sometimes referred to as homesickness), that feeling is validated – “how wonderful is it that you have such great folks at home who love you, believe you can do this and know you will be safe and cared for at camp?” Camp simultaneously builds a sense of self separate from the family unit and strengthens the roots of that family tree from afar.

photo - kid kayaking at Camp Kalsman — *(photo from Camp Kalsman)*

2. Declaration of independence. How often do you wish your kid would make their own lunch for school, make their bed without you asking, pick up those socks that have been next to the couch for what seems like days? At camp, where “nagging” parents are replaced with super-cool counselors who are the perfect combination of Julie Andrews and Dick Van Dyke from Mary Poppins, kids learn a sense of communal responsibility, pride in keeping their space clean, and come to understand how their action (or inaction) can have ripple effects on those around them. At the beginning of the summer, they will have contributed to creating a cabin covenant (at Camp Kalsman, we use the Hebrew term brit kehillah), a shared understanding, co-created by their bunkmates and counselors, about how they will live and play together for the camp session. Campers have to navigate social situations without adult or teacher intervention (those cool counselors are also trained in conflict-resolution and will help out, of course). The ownership children and teens feel about their time at camp helps foster confidence and self-awareness and helps calibrate their inner moral compass for when they return home and to school.

3. Sharing the stories. It may happen in the car-ride home, over that first “real-world” meal after so many days of camp food, or a few days after they get home and have had time to process, but your child might just freely and willingly tell you stories about the summer. It won’t be like their one-word answer when you ask about school. With their new-found independence and confidence (see #2!), they might tell you about the friends they made, the new food they tried, the counselor they loved, maybe even the silly dance they made up. And, after you’ve listened intently, controlling your need to ask 1,000 follow-up questions, and instead basking in their joy and nostalgia, you’ll say, “Wow, that sounds like one incredible summer!” You will have given your child the gift of summer camp, and they will have given you the gift of sharing in their joy and confidence and gratitude.

While there are many, many more reasons that we all need summers at camp (a second home), the combination of creating space, developing independence and authoring their own stories is, at its core, the secret sauce of raising a gritty and resilient generation of children, teens and parents!

Rabbi Ilana Mills is camp director, URJ Camp Kalsman. If you are interested in learning more about the camp, visit campkalsman.org or contact Rabbi Ilana at [email protected]

Encouraging independence

At Camp Solomon Schechter, campers are encouraged to take some risks, embrace imperfection, connect and make new friends, and grow as leaders and good citizens of the world. (photo from Camp Solomon Schechter)

The pandemic and its restrictions on socializing greatly affected kids in particular. Being together at school and at camp gives children the chance to practise being in community and build skills around dialogue, collaboration, connection and identity. Without face-to-face interactions, in-person education and events, physical touch and their relationships, they have struggled to stand up for themselves and build the confidence they need to make their own decisions and truly find out who they are. Especially with how much social media and celebrity culture influence kids to try the latest trends to be part of the in-crowd, many of them are losing their own self-worth and misinterpreting their identities.

As many camps and groups for young people do, Camp Solomon Schechter values each child as an individual, and strives to support their social, emotional, physical and spiritual growth. At Solomon Schechter, campers have the opportunity to practise independence by choosing their own chuggim (activities) and making their cabins their own through spirited chants or personal artwork. Campers can do all of this in a safe, nurturing environment and find their passion to do what makes them happy, whether it’s arts and crafts, sports, nature or musical theatre. Every camper is encouraged to risk a little (but not without guidance and protection from counselors), embrace imperfection, try something new, connect and make new friends, make choices that support their community, and grow as leaders and good citizens of the world.

For summer 2023, Camp Solomon Schechter is making an even greater and more intentional effort to praise perseverance and inspire confidence in our campers to help them discover themselves. All of the programming this summer will be infused with key curricula that will teach campers how to set goals, show love, explore their feelings and emotions, find new activities they can be passionate about, and develop skills they can bring back home and use in life outside of camp.

One of the newest programs, started last summer, was the middot (values) system, which includes values such as compassion, respect and teamwork. This was designed to show campers the 10 values that members of the Camp Solomon Schechter community uphold. Each value corresponds with a coloured bead, and a camper received a bead from a counselor when they displayed one of the 10 values. Each cabin of campers collected their beads in a jar and, once they reached 25 beads, they received an award.

“We’re immensely proud of this program and the campers who displayed these values all throughout the summer. We believe that this program and others are crucial in developing confidence,” said Zach Duitch, Camp Solomon Schechter executive director. “We know that they will treasure these values and take them with them as they grow and begin participating in the community at large. We can’t wait to bring our middot program back to camp this summer and see how our campers have used these values outside of camp.”

– Courtesy Camp Solomon Schechter

Invest the time to prepare

One of the ways to prepare a child for a vacation is to start small. For example, take them to a local aquarium or other nearby attraction to get them used to the idea of touring. (photo from Dawn M. Barclay)

Planning a successful vacation when you have a child with ASD, ADHD, bipolar disorder and similar issues takes time, patience and practise but, in the end, you can build good memories that will last a lifetime. More great news: these tips can work for neurotypical families as well.

Here are the basics:

Understand the challenge. All children crave routine and predictability; it’s their comfort zone. Travel draws them out of their zone and into the realm of the unfamiliar, leaving even neurotypical children anxious and inflexible. Your goal is to help the child preview aspects of the vacation long before the vacation begins, in order to establish expectations of a new routine with elements now made familiar.

Start small. Introduce the concept of travel by reading children picture books featuring their favourite characters in travel situations. (Your local librarian can recommend some.) Role-play various travel scenarios, such as going through airport security or hotel check-in. Programs like Wings for Autism can provide a dress rehearsal before the main event. Watch videos on YouTube or those provided by the travel supplier that show each aspect of the vacation, including the hotel. Consider creating a social story about each aspect of the trip and review it with the child regularly. And try “mini experiences” like an overnight stay at a relative’s house before a hotel stay, or “tours” to local zoos, aquariums or even a flea market – now relabeled as a scavenger hunt.

Get buy-in. Another way to create predictability is to give the child some say in aspects of the trip. Discuss potential autism-friendly or autism-certified hotels, resorts, theme parks and other venues with a professional who has done the research for you, such as a certified autism travel professional. Then present a few parent-approved vacation options to the child and ask them to choose. You can do the same for daily activities as you prepare your itinerary (either written or in picture form). That gives you a new “routine” the child can anticipate, one where they have a personal stake in its success. Also allow the child to choose some of the clothing they’ll bring and let them help you pack. Make them active participants in their own holiday.

Make it child-centric. Traveling with youngsters, be they neurotypical or neurodiverse, can never match the pace you set when traveling before they arrived. It’s no holiday for you if you’re lugging an exhausted child on your back through a theme park. Instead of trying to cram four or five stops into your itinerary each day, plan for one or two. Try to make some of those stops extra-special by feeding into the child’s unique interests. There are specialized museums around the country for lovers of trains, insects, dinosaurs, or whatever their passion. Then set aside the afternoon to decompress at the pool or in front of the television.

Weed out potentially upsetting stimuli. Many children on the autism spectrum have sensory issues. Try to anticipate potential overload and introduce some of the unique sensory experiences in advance. For example, if you live in warmer climes and you’re heading somewhere like Alaska, practise wearing heavier and layered clothing. Or, if your child hasn’t experienced a beach, buy some sand at a crafts store, lay out a tarp and let the child feel the sensation of walking on sand before leaving on your trip.

Pack a “go-to bag.” Pack a customized bag containing the child’s favourite toys, snacks, a change of clothes and a trash bag (for any soiled ones), anti-nausea medication, noise-canceling headphones, surprises in gift bags (think Silly Putty, pens, an Etch-a-Sketch), and a preloaded iPad with kid-friendly shows and games. Keep your bag accessible and dole out the surprises to provide distractions if overwhelm sets in or plans go awry.

Remember, kids are kids. Any child can grow bored, weary and have a meltdown. Parents who think ahead, prepare their child for the new experience and are equipped to alleviate any anxiety, will be able to smooth the way while traveling.

Dawn M. Barclay is an award-winning author who has spent a career working in various aspects of the travel industry. She started as an agent with her parents’ firms, Barclay Travel Ltd. and Barclay International Group Short-Term Apartment Rentals, and then branched out into travel trade reporting with senior or contributing editor positions at Travel Agent Magazine, Travel Life, Travel Market Report and, most recently, Insider Travel Report. Her new book is Traveling Different: Vacation Strategies for Parents of the Anxious, the Inflexible and the Neurodiverse (Rowman & Littlefield Publishers, 2022). Learn more at travelingdifferent.com.

RJDS’s new early ed program

Richmond Jewish Day School preschool children gather for Shabbat celebration, with Sara Solomon assisting. (photo from RJDS)

Sara Solomon, Richmond Jewish Day School’s new program director for early education, knows firsthand the importance of a community-centred Jewish day school. She can remember making the daily half-hour bus ride each way from Richmond to Vancouver to attend the nearest Jewish elementary school. It wasn’t until 1992, when RJDS opened its doors, that she could attend school closer to home. But it isn’t sentimentality that has drawn her back to RJDS. It is the school’s novel and forward approach to teaching elementary education.

“[RJDS’s] family-centred culture of the school and the progressive approach to education … aligned with my own values,” said Solomon, who graduated from Langara College in 2010 with a diploma in early childhood education and a certificate in special needs. She said the school’s focus on innovative teaching methods for individualized education aligns with her own practice of “emergent curriculum” – a teaching method that supports the belief that children excel when they are permitted to learn at their own speed and according to their own strengths, interests and abilities – was a deciding factor when it came to applying for the position.

RJDS offers two preschool programs: Gan Alef, for infants and toddlers (0-3 years old) and Gan Bet, for children ages 3-5. For both, the school employs what RJDS principal Sabrina Bhojani refers to as a “constructivist play-based approach” to education. Instead of using teacher-led lessons and activities, educators use curiosity and inspiration to nurture the child’s development. “This provides opportunities, experiences and materials that are responsive to children’s interests and passions,” said Bhojani.

photo - Richmond Jewish Day School principal Sabrina Bhojani — Richmond Jewish Day School principal Sabrina Bhojani. *(photo from RJDS)*

Although the children are usually in group settings, individuality of expression is encouraged. “We also weave Judaic concepts and history through storytelling; language and traditions are experienced through holiday celebrations and Hebrew songs,” Bhojani explained.

“We try to incorporate [the curriculum] in as natural a way as possible without it seeming like we’re inputting information,” Solomon added. The curriculum often uses Jewish holidays to inspire exploration of colours, themes and Hebrew words. “For Sukkot, [we had] a picture of a sukkah and there was a discussion about what the sukkah is, how it’s used,” she said by way of example.

The school also had a small sukkah outside that the students could visit. “The younger children were given some natural materials the teachers collected from outside,” along with some paints. “The older group were given the leaves or needles from an evergreen tree for the roof, some popsicle sticks and a few other things. There was no expectation for it to look like a sukkah,” Solomon explained, noting that the kids weren’t given specific exercises or told to decorate the structure. But the materials were provided for creative expression and exploration that eventually led to decorating the sukkah.

Bhojani said the new RJDS-run early education centre was created to overcome several challenges facing the Richmond Jewish community. The first was to expand access to early childhood education, an urgent need that is being felt throughout the Metro Vancouver area and beyond.

According to Bhojani, infant-toddler spaces are in high demand across British Columbia. “In the last few years, the number of childcare spaces has simply not been enough to meet the needs of families. This has been a province-wide issue, but it has been far worse for families in Richmond, particularly those families seeking a place they could be assured that their Jewish children could express themselves in an authentic manner.” At the moment, she said, “RJDS Early Learning Centre is the only Jewish child care in the Lower Mainland that accepts child under 18 months old.”

The new centre will support continuity of education for children throughout the elementary school experience.

photo - Sara Solomon when she was in sixth grade at RJDS. Solomon was one of the school’s first graduates — Sara Solomon when she was in sixth grade at RJDS. Solomon was one of the school’s first graduates. *(photo from Sara Solomon)*

Bhojani said the previous preschool was run by an independent contractor that rented space from RJDS, but its curriculum wasn’t synchronized with what was being taught in the upper grades. “[Being] that it was a third-party organization, we had no authority or oversight in the daycare’s programming,” she said. With the demand for childcare spaces, the former preschool also wasn’t able to guarantee availability for families that wanted to enrol all of their children at RJDS for preschool through Grade 7 attendance.

“We realized quickly we needed our own licensed facility,” and one that fit with the new lesson plans, Bhojani said. “Soon after, we made a commitment to building our own learning centre in order to be able to better serve our community.” That included renovating parts of the school.

The improvements were paid for by two local grants, one of which was specifically tailored to increasing the number of childcare spaces in British Columbia. The B.C. New Spaces fund, offered through the provincial government, helped cover the cost of structural renovations in the preschool area.

The second grant came from the Jewish Community Foundation, which provides unrestricted grants for a wide variety of community needs. While the school did not disclose the amounts they received from each grant, Solomon said the two grants allowed them to make targeted upgrades in time for the 2022/23 school year.

“So far, we have been able to repaint the building, put in all new flooring, upgrade the lighting, and the next steps are going to be some plumbing upgrades,” Solomon said.

The school will still have some further additions to make, such as a new washer and dryer, a sink in one of the classrooms and some improvements in the outdoor play space. Solomon said she is hoping the school will be able to develop an engaging play area, where classes can be held outdoors, too. “We have the most beautiful property here,” she said. “We are on farmland and we are really hoping that we can incorporate that into our outdoor play space.”

Bhojani said the school’s new early education program director comes with the life experience and drive that will help make the new preschool a real success. “As an original RJDS graduate, current school parent and former board member, Sara Solomon has an unparalleled dedication and commitment to our school,” said Bhojani. “She, along with a highly qualified and experienced staff, in the short time that we have been open, have created beautiful spaces in which children feel nurtured and loved.”

Jan Lee is an award-winning editorial writer whose articles and op-eds have been published in B’nai B’rith Magazine, Voices of Conservative and Masorti Judaism and Baltimore Jewish Times, as well as a number of business, environmental and travel publications. Her blog can be found at multiculturaljew.polestarpassages.com.

Instilling a love of the arts

Merewyn Comeau and Raes Calvert in Th’owxiya: The Hungry Feast Dish, which is on the Chutzpah! stage Nov. 18-19. (photo by Javier Sotres)

For the first time, the Chutzpah! Festival, which was launched in 2001, is presenting programming specifically targeted to young people, families and educators. Dan and Claudia Zanes will be live in concert Nov. 13-14 and Joseph A. Dandurand’s Th’owxiya: The Hungry Feast Dish will be presented by Axis Theatre Nov. 18-19. Both events take place at the Rothstein Theatre.

“One of my first strategic goals when I joined Chutzpah! was to launch a programming stream for young people and families,” said Jessica Gutteridge, managing artistic director of the festival since 2020. “I have a background in theatre for young audiences, and this is an area of performing arts that I find very rich and interesting…. I think the best way to keep the performing arts vibrant into the future is to share exciting and stimulating arts experiences with young people so that they can grow into the audiences of tomorrow. And finding ways of sharing these experiences across generations makes for wonderful bonding between kids and their parents, grandparents, caregivers and mentors, but also gives the adults in the audience a memorable and enjoyable experience. I’m also a passionate proponent of arts education, so finding opportunities for teachers to bring performing arts into their teaching is meaningful to me.”

photo - Dan and Claudia Zanes will be live in concert Nov. 13-14 — Dan and Claudia Zanes will be live in concert Nov. 13-14. (photo by Xavier Plater)

Dan Zanes is a Grammy award-winning children’s performer and Claudia Zanes is a music therapist/jazz vocalist. The couple has been “making music with each other since the day they met in the fall of 2016.” Their Nov. 14 performance is for schools and the Nov. 13 show is open for all.

“Dan Zanes, to put it bluntly, was a key reason I survived the music playing in my children’s rooms when I had young kids,” said Gutteridge about her choice of performers for this program. “I think he’s just a spectacular musician and storyteller that all ages can enjoy, and his partnership with Claudia Zanes makes even more gorgeous and meaningful music. I appreciate that Dan and Claudia are committed to making their performances sensory-friendly and accessible, and in sharing messages of love, solidarity and social justice, that are timely and important.”

As with the concert, the Nov. 18 production of Th’owxiya is for schools and the Nov. 19 show welcomes everyone, with the caveat that the ogress might be scary to some young children. The play, recommended for ages 5 and up, recounts a Kwantlen First Nations tale, “the legend of the basket ogress, Th’owxiya, an old hungry spirit that inhabits a feast dish full of bountiful delicious foods, and sly Mouse (Kw’at’el), who is caught stealing cheese from this feast dish. To appease an angry Th’owxiya, Kw’at’el embarks on a journey to find two children for the ogress to eat, or else!” The work features “traditional Coast Salish and Sto:lo music, masks and imagery” and audiences will learn “how Raven (Sqeweqs), Bear (Spa:th) and Sasquatch (Sasq’ets) trick a hungry spirit and save Kw’at’el and their family from becoming the feast.”

Both the concert and the play run about an hour, and all performances take place at 11 a.m.

While the concert and play are two programs specifically aimed at young audiences, Gutteridge said many of the Chutzpah! performances “are appropriate for general audiences, and we hope that youth and teens in particular will join us for some of them. For example, Persian Jewish Cooking with Ayelet Latovich, Music at the Centre of the River, and the Joan Beckow Legacy Project – which will feature youth performers from Perry Ehrlich’s Showstoppers – are all programs that all ages can enjoy together. Programs like Jacqueline Saper’s presentation of her memoir of growing up Jewish in Tehran and the Site: Yizkor project may offer teens engaging ways of learning and contextualizing current events and history.”

In a similar vein, Gutteridge added, “Adults should feel just as welcome as kids to come and enjoy these shows – truly these are experiences that are relevant and enjoyable for all ages. If any families who would wish to join us for these events feel that their financial situation does not permit them to attend, please contact our box office. We have an allocation of tickets set aside so that cost is not a barrier to sharing these experiences with young people.”

For the full Chutzpah! lineup and tickets, visit chutzpahfestival.com.

Talking neurodiversity

A Feb. 28 webinar explored the topic of neurodiversity, a term that encompasses a wide range of conditions, including autism, ADHD, dyslexia and Tourette Syndrome.

The talk, organized by PJ Library, Jewish National Fund of Canada Pacific Region, the Jewish Federation of Greater Vancouver, the Jewish Community Centre of Greater Vancouver and JCC inclusion services, was part of this year’s recognition of Jewish Disability Awareness and Inclusion Month (JDAIM).

“So often there is a grand stigma that a child has to fit the mold of what society wants of them. Our differences are what make us so valuable and so integral to creating positive change. I am thankful for my differences,” said Margaux Wosk, an autistic artist and entrepreneur, who provided introductory remarks.

The panelists for the evening were Dr. Janet Mah, a registered psychologist; Suzanne Ferera, a family counselor and registered occupational therapist; and Michele Shilvock, a certified behaviour analyst. Lisa Romalis, a teacher who is also a parent of a neurodiverse child, was the moderator.

Mah began by discussing common misconceptions regarding ADHD, or attentive deficit hyperactivity disorder. ADHD, she noted, is the broad term applied to capture three manifestations of the disorder: inattention, impulsivity and hyperactivity. She explained that ADD (attention deficit disorder) is an outdated term that would fall into the ADHD umbrella.

Children with ADHD might not be easy for educators to spot. “Often they are the quiet daydreamers that don’t disrupt the classroom, or the highly intelligent kids who are underachieving in relation to their own potential,” said Mah, an associate at the Cornerstone Child and Family Psychology Clinic, a clinical assistant professor in the faculty of medicine at the University of British Columbia and an expert in behavioural parent training and cognitive behavioural therapy.

Another misconception stems from the word “deficit” in ADHD. Frequently, a child’s attention will show signs of inconsistency, rather than a deficit, she explained. That is, a child with ADHD may be able to focus on subjects that are of interest to them. The difference lies within the executive functions in the brain, i.e., the ability to make transitions to a less-preferred task, time management, peer relationships, flexible thinking and emotional regulation.

There is, as well, a misconception centring around the use of medication, Mah pointed out. Many fear that those who take medication for ADHD will suffer a “zombie effect” or be susceptible to an increased risk of substance use. Proper treatment, she said, helps increase a positive trajectory for a person. Grades and behaviours may improve, bringing about more self-confidence and better friendships.

Mah emphasized the importance of external supports or adjusting the environment for those with ADHD. “ADHD is not a knowledge deficit,” she said. “It is more of a performance deficit. Most kids with ADHD know what the right thing to do is; they just have difficulty doing it in the moment.”

Ferera shared with the audience some of the parenting strategies she employs. A practitioner of the “calmer, easier, happier” method, founded by British learning and behaviour specialist Noël Janis-Norton, Ferera works as a school counselor and goes into family homes to help children who have behavioural difficulties.

One of the strategies Ferera uses with parents and teachers is descriptive praise. Rather than correcting behaviour or using vague or over-the-top praise to bring about improvement, descriptive praise recognizes the positive behaviours of a child, such as honesty, hard work and kindness.

“When we say ‘good job’ to a child, we are not giving them any useful information about what they did right so that they can do it again. Also, words like ‘awesome’ are not particularly believable to a child who knows they haven’t done anything awesome,” she said.

Descriptive praise is more specific. For example, if a child is being cooperative, a parent might say to them, “I asked you to put your toys away and, look, you’re putting your toys away.”

“The reason it is so important is that we all, as human beings, want to be appreciated, so, if we can use descriptive praise, it helps children understand that they can do the right thing and that they can do it again,” said Ferera, who believes this strategy can bring about a positive attachment in the parent-child relationship.

Shilvock, who has worked in the field of autism and neurodiversity for more than 23 years, supporting children and families through direct intervention design, supervision and parent coaching, described her approach as a behaviour analyst as follows: “Good therapy should be reflective about how learners learn. I am not about turning children into anything other than into the amazing individuals they already are.”

She, too, underscored the importance of environment and celebrating the diversity in neurodiverse children. Further, she stressed understanding a child’s social skills by gathering information and knowing where the “landmines” or potential triggers are. For example, if a child is attending a birthday party, a parent should find out what the plan for the party is ahead of time. This way, they can ascertain if there are any potential issues and decide if it is best for their child to go there without them or if they should accompany the child.

In concluding remarks, Michael Sachs, executive director of JNF Pacific Region, thanked the participants and recognized the wide range of topics covered in the webinar, as well as the need for more conversations on the topic in the future.

Sam Margolis has written for the Globe and Mail, the National Post, UPI and MSNBC.