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image - A graphic novel co-created by artist Miriam Libicki and Holocaust survivor David Schaffer for the Narrative Art & Visual Storytelling in Holocaust & Human Rights Education project

A graphic novel co-created by artist Miriam Libicki and Holocaust survivor David Schaffer for the Narrative Art & Visual Storytelling in Holocaust & Human Rights Education project. Made possible by the Social Sciences and Humanities Research Council (SSHRC).

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Tag: children

Best books for children

Best books for children

The top three picks of B.C. teachers for elementary school students.

As part of the B.C. Teachers’ Federation’s 100th anniversary, the BCTF encouraged members to recommend their favorite kids books to celebrate literacy and lifelong learning. It asked teachers: “What are the books you believe every student should read before graduating?” The result is a list of 100 books each for elementary and secondary students with an accompanying online resource and poster set to promote the books and the love of reading.

image - The top three picks of B.C. teachers for secondary school students
The top three picks of B.C. teachers for secondary school students.

“The BCTF received thousands of submissions from teachers throughout the province to make these best books lists,” said BCTF president Glen Hansman. “Some teachers told us they chose books that inspire, books that resonate with their students, and books that stand the test of time. Other submissions were made based on the outstanding quality of writing or the compelling stories told. The list is by no means exhaustive or scientific, but it reflects the enthusiasm and passion teachers have for literacy and reading.”

BCTF has created a new web page called bctf.ca/100bestbooks, which has links to every book to help visitors access descriptions and the publishers’ information. The release of the two lists in September coincided with International Literacy Day, which was Sept. 8.

“I encourage all teachers and others who love a great read to explore these best book lists,” said Hansman. “There is some excellent diversity represented and it shows how rich the genres of children’s and young adult literature are. Thank you to all the authors out there creating such wonderful stories!”

 

Format ImagePosted on November 25, 2016November 23, 2016Author BC Teachers’ FederationCategories BooksTags Chanukah gifts, children
New inclusion classes

New inclusion classes

Shalva founder Kalman Samuels, left, and Mayor of Jerusalem Nir Barkat, centre, help youngsters cut the ribbon at the grand opening of the new Shalva National Children’s Centre. (photo from IMP)

Dozens of smiling preschool and kindergarten youngsters recently filed into a revolutionary new inclusion class, which integrates both special needs and other children in the same classroom environment. The opening of the inclusion class was attended by Mayor of Jerusalem Nir Barkat, who has championed the needs of special education since he took office nearly eight years ago.

Housed in the new $55 million dollar Shalva National Children’s Centre – built on seven acres near Shaare Zedek Hospital – this class is part of the wider umbrella of services for the special needs community in Jerusalem. The new state-of-the-art National Children’s Centre provides services to the Israeli community, as well as serving as a research facility focusing on special needs.

Shalva has been the leading Israeli institution providing programs to children with special needs since it was founded by Canadian immigrant Kalman Samuels, along with his wife Malki, in 1990. The land on which the campus was built was donated by the municipality.

Barkat praised the Samuelses for their selfless dedication to the community.

“Shalva was a jewel when it originally opened in Har Nof. Now, it’s a bigger and more expensive jewel, but it’s worth every shekel and every dollar invested in this place,” said Barkat.

“It’s overwhelming. After 10 years getting the land, working to get all the permits, all the challenges we faced, the battles we had to fight to build this centre, the people that tried to stop us. It’s a complete miracle,” said Kalman Samuels, with tears welling up in his eyes, as the children and their parents filed into the building.

Sara Chana Wolff, the mother of Avraham, a 5-year-old child with special needs who will be participating in the educational program, was effusive.

“I just feel endless gratitude towards Shalva,” she said. “When they see that there is something else they can do to help the kids, they turn the world upside down to make it happen. It’s very humbling and inspiring when I look at what Shalva and the Samuels family has done for the community.”

Gal Katzir, whose 3.5-year-old son Sahar will be attending kindergarten classes at Shalva and helped cut the ribbon with Barkat, remarked, “We are so happy with our choice. We thought this would be a special opportunity for Sahar to get to know kids that are different from him. Also, they have so many resources that aren’t in any other kindergarten that we know Sahar will benefit from. Sahar was just great on his first day, he didn’t cry or anything, he just said, ‘Bye-bye, Mommy.’ I was the emotional one!”

Format ImagePosted on September 23, 2016September 21, 2016Author IMP Group Ltd.Categories IsraelTags children, education, inclusion, SHALVA, special needs
Preschool widens catchment

Preschool widens catchment

Naomi Hazon’s daughter, Maayan Cohen, with the striped sleeves, has been attending Beth Tikvah’s Shalom Preschool for a year. The youngsters have supervised access to an outdoor play area and garden. (photo by Naomi Hazon)

Watching parents pick up their kids at Beth Tikvah Congregation’s Shalom Preschool and then touring the facility with teacher Esther Karasenty once the hallways had cleared, it is hard to believe that only a year ago, the program was in danger of closing for lack of enrolment. No such problem now, however, and parents wanting to check out the school for their 2.5- to 5-year-old should visit sooner rather than later.

Karasenty has been teaching at Shalom Preschool since 2008.

“Esther has the skills and training to work with children and a very natural ability to connect with children…. She’s able to build trust and make connections,” parent and schoolteacher Naomi Hazon told the Jewish Independent about Karasenty.

Karasenty is “the next best thing to when Mommy’s not around. I don’t feel worried, ever, when I leave my daughter here,” Hazon said.

In addition to her teacher credentials and extensive experience – in early childhood education and instruction, and in teaching special needs children – Karasenty also speaks five languages: English, Hebrew, Portuguese, Spanish and French. Yet, even with such a capable teacher, when Hazon went to register her daughter Maayan last year, she was told that the preschool was probably going to close within a year because of low enrolment.

About that situation, Karasenty said, “The population around here changed a little bit. Young couples started selling their homes and moving away from Richmond, so we didn’t have a lot of new children that belonged to Beth Tikvah itself,” and the preschool was previously “directed toward the community of Beth Tikvah.”

When Hazon found out that the preschool she herself had attended as a child might close, Karasenty said, “She just said no.” Hazon “worked really hard to bring it back to life. It was amazing,” said the teacher. When she joined forces with Beth Tikvah to open it up beyond the synagogue community, “she reached out to everybody and that made the difference,” said Karasenty.

“In the matter of a few months, we had several open houses,” said Hazon, as well as “families through in the evenings.”

Hazon also contacted Lissa Weinberger from Congregation Beth Israel, who sent an email to the Jewish children’s book mail-out program PJ Library, to build “community connections and get the word out.”

As well, Beth Tikvah hired a new program director, Hofit Indyk, who has worked with Hazon to advertise and market the preschool.

“We have updated our website and we advertise more on social media,” said Hazon.

Preschoolers whose families are not members of Beth Tikvah “just pay a slightly different fee for being non-members,” Hazon explained, “and members’ children are obviously welcome, and we are also open to non-Jewish families that are also in our community.”

This fall, five of the eight students will be Jewish. Other cultures represented include Japanese and Indian. “So, we have really mixed families,” said Hazon.

“Even within the Jewish families,” she added, “it’s often a place where families who have mixed marriages and maybe one parent hasn’t converted, they feel welcome here.”

Hazon shared the story of a family who recently moved here from Brazil. “Their child speaks barely any English and, by word of mouth, they hear that [Karasenty] speaks Portuguese, and [their son] is able to speak his first language with her and he was able to settle in right away.”

When Hazon was signing her daughter up for Shalom Preschool last year, the Jewish Community Centre of Greater Vancouver program for 2-year-olds had a lengthy waiting list. She describes Shalom Preschool as a “hidden gem” because it is providing Jewish education to her daughter “with an incredibly gifted and talented teacher in a small group setting and it’s local and, you know what, it’s affordable … and it’s inclusive.”

Karasenty explained her approach to teaching. “I see my position in the class as a facilitator. I facilitate the children’s interaction with the world around them. I facilitate their interaction with each other and I give them skills to communicate and to express their needs…. I respect children. I don’t lie to them, I always tell them the truth. I always see them as intelligent human beings. They may be short human beings, but they are human beings.”

Karasenty derives her approach from Maria Montessori who, explains Karasenty in Beth Tikvah’s December 2015 newsletter, “was an Italian physician, educator and innovator, acclaimed for her educational method that builds on the way children naturally learn. At Beth Tikvah Shalom Preschool, I follow those guidelines, creating an environment that will promote children’s development: offering them cognitive, physical and emotional experiences that will help them in becoming critical thinkers, human beings who will have the clarity of vision to direct and shape the future of our society.”

As the Jewish community becomes more dispersed – the latest figures cited by the Jewish Federation of Greater Vancouver show that 46% of Lower Mainland Jews now live outside of Vancouver – Hazon said, “It is important that people access what’s locally available to them and that you give back to your community to keep things going.”

“Beth Tikvah is here,” said Karasenty, “to keep on the feeling of community.”

Shalom Preschool runs Monday through Friday, 9 a.m.-noon, with Shabbat-themed programming every Friday. The preschool is still accepting registration for the fall. For more information, visit btikvah.ca/learn/shalom-preschool or call 604-271-6262.

Zach Sagorin is a Vancouver freelance writer.

Format ImagePosted on July 8, 2016July 6, 2016Author Zach SagorinCategories LocalTags Beth Tikvah, children, education, Hazon, Karasenty, Montessori, preschool

Outside play is vital for kids

As children, most of us at least once created a space of our own built of cushions, sheets, cardboard, branches, tables, almost anything – a space of our own that mimicked the house in which or near which it was built. This is a cross-cultural phenomenon that serves to help children establish their identities, according to David Sobel.

Sobel is a faculty member in the education department at Antioch University in New England. The author of Children’s Special Places: Exploring the Role of Forts, Dens and Bush Houses in Middle Childhood, he teaches conceptual development in science education, a course called the Ecology of Imagination Childhood.

“I’m teaching upcoming teachers in a master’s program, so folks with undergrad degrees, most of whom have done other stuff and are coming back,” he said. “The first thing that is interesting [about kids building their own spaces] is that this is a fairly cross-cultural phenomenon. Not necessarily all children do it, but a lot of children do it in different cultures and settings around the world. They tend to do it between the ages of 6 and 12, therefore, it suggests this is some sort of genetically determined behavior that serves some kind of survival value.”

According to Sobel, there are a couple of different goals achieved through this practice. One is that they are creating another world or a home away from home. Young kids will do this inside the house. As they get to the ages of 5, 6 or 7, they start to do it outside, but near the house.

book cover - Children’s Special Places: Exploring the Role of Forts, Dens and Bush Houses in Middle Childhood“They will gradually do it further away from the house, as a home they’ve created rather than that their parents have created, and it’s a way for them to establish themselves as unique individuals out in the world,” he said. “So, it has the function of identity creation … a special place or den, as a chrysalis out of which a butterfly will emerge. The butterfly is the self of the child that will emerge around the ages of 12 or 13.”

Sobel believes the behavior is instinctual, not a culturally transmitted one, though he admitted he has not yet unequivocally eliminated cultural influence as a variable in the cases he has observed. The behavior, Sobel thinks, is a mechanism to increase bonding with the natural or physical world.

“The theoretical model of Joseph Chilton Pearce, who wrote about the magical child, says that children are moving around [age] 6 or 7 from the family matrix, from being bound and held in the family, to moving out to the earth matrix, the physical world matrix,” he explained. “Kids are establishing a relationship with the natural world. It’s becoming a safe place for them, a source of energy, from the perspective of developing a healthy relationship with the natural world, eventually an environmental citizenship. Creating a home in the world that’s often made of natural materials gives them a sense of safety in a place that can feel a little scary or dangerous.”

Sobel contends that, in many cases, kids are discouraged from creating this sort of space or are not given access to the appropriate materials to do so, making it into less of a phenomenon and more of a function of parental and cultural permission or restriction.

“It’s good for parents to recognize it as a healthy behavior,” he said. “So, if kids show the impulse, it’s good to encourage it rather than discourage it. Also, in the natural play areas, there’s the theory of loose parts, which essentially says that what children want in a play landscape is a variety of loose parts or pieces that they can disassemble and assemble to create their own places.

“It’s great for parents to provide loose parts or for city parks to provide loose parts, so kids can construct things – branches, sand, stone and cardboard boxes – to encourage the creation of kid places.”

Sobel understands the hesitation of parents and public stewards to provide such tools, seeing them as accidents waiting to happen, but he thinks it is appropriate to allow a moderate amount of risk while also eliminating the most dangerous hazards.

“You want to encourage safe tool use,” he said. “So, if kids are going to be using pocket knives, make sure they know how to use them correctly, and you take them away when they don’t abide by those rules. With my son, as an example, when he was 7 or 8, I came home and found little fire scars on the concrete floor in the barn, which is our garage. He was interested in building little fires. In the barn, this was not a good idea, so I constructed a fire ring for him and made him a fire kit with matches and appropriate things. I told him he could build fires if he wanted to, but only here … that he has to respect the impulse, but also limit [it] … giving it some structure.”

Sobel suggested reading children’s literature that includes stories about the creation of such spaces as a great way to lead to positive building behavior.

He added that, while the impulse is fine indoors at the beginning, it eventually wants to be outdoors. When doing it outdoors, he advised becoming aware of the city’s zoning laws, as there will be areas in which the construction of subsidiary or outlying sheds, buildings or forts is not permitted. Another modern-day complication, he added, is “the digitalization of kids lives.” The time “not just for fort building, but any kind of natural play experiences outside, is getting eroded because of the lure of digital entertainment. But also, parents feel like digital entertainment is safer than the woods or exploring the neighborhood.

“With all this digitalization, kids are less likely to have an interior sense of balance, they are more overweight and they are having more vision problems as a function of not exercising certain kinds of motor development in their eyes,” he said. “The sedentary lifestyle is unhealthy for children.

“Place creation is part and parcel with having kids with more physically active lifestyles. It’s important for kids to understand the motor diversity of outdoor natural play, as opposed to just having them involved in a sport, which tends to limit motor skills to certain kinds of behaviors.”

According to Sobel, there is a vein of Jewish theology that can be drawn upon which supports nurturing our relationship with the natural world. He is helping organize a conference of Jewish early childhood programs in the New York area, where topics such as nature preschools and forest kindergartens for the Jewish early childhood community will be discussed.

He also said that there is a vibrant nature-based education community in Victoria and Vancouver, giving the example of educator Dr. Enid Elliot at Camosun College in Victoria.

Rebeca Kuropatwa is a Winnipeg freelance writer.

Posted on May 20, 2016May 18, 2016Author Rebeca KuropatwaCategories BooksTags children, play, Sobel

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