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Jewish Early Childhood Education ConferenceNekudot Mabat

Point-of-ViewThursday, December 3, 2015B’nai Israel Congregation6301 Montrose RoadRockville, MD 20852

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Schedule of the dayThursday, December 3, 2015Presented by The Jewish Federation of Greater Washington

8:00  –  8:30 Check-in

8:30  –  9:30 Welcome Remarks

Keynote Address—The Power of Story Presented by Noa Baum

9:30  –  9:45 Snack on the Go

9:45  –  11:45 Session 1

11:45  –  12:30 Lunch  

12:30  –  2:30 Session 2

2:30  –  4:30 Session 3*Vendor and Resource Tables will be open from 7:30 a.m. to 5:00 p.m.

Page Directory:

1 – 7 Session I

8 – 15 Session II

16 – 17 Session III

18 – 25 Biographies

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JEwish Early ChilDhooD EDuCaTion ConfErEnCE December 3, 2015

Nekudat Mabat Point-of-View

* The Jewish Federation of Greater Washington welcomes the participation of interfaith couples and families, and people of all abilities, backgrounds and sexual orientations.

*Refunds will be available until November 9th, 2015.

* Photographs and/or video may be taken at this event, and my picture may appear on Federation and community websites, publications or other media.

Our Jewish Early Childhood Education Conference for 2015 will focus on the skill of Perspective Taking and the development of point-of-view. Our goal is to deepen our educators’ understanding of perspective taking. What is typical child development in this area? What is the evidence that this skill is being supported in young children? How do we stretch and grow children’s thinking in this context? What happens when children do not have typical development of perspective taking and cannot see others’ points of view? What are the warning signs? What type of curriculum supports strong development of perspective taking? What activities? What provocations? How can we enhance this skill in young learners? How do we insure that our children do not confuse opinions with identity and that they are able to hear other people’s opinions? What does our Jewish wisdom teach us about perspectives? How can we use Jewish curriculum to strengthen this disposition?

In addition, we know that our work extends beyond working with young children as we interact every day with colleagues, supervisors and parents. What skills do educators need in order to be successful in communicating, negotiating and collaborating with adults? How do we strengthen these skills for our educators so that we are able to work successfully?

Carla Rinaldi, President of Reggio Children writes in Innovations in Early Education:

“Opinions are formulated in order to be discussed. One of the most important tasks of education, especially in our contemporary context, is to support people capable of having opinions and points of view to discuss and debate them with others. We should at least learn how to distinguish our identity from our opinions. A plural society needs to have, more than ever before, not only people who can take responsibility for their own opinions but also people who can accept that their views may change in comparison with those of others. Consistency does not reside in having the same opinion for your whole life but in consistently pursuing the value and the difficulty of comparison and dialogue with the views of others. An educating community is, therefore, a community that allows times and places where these processes (of discussion and debate) can take place.”

● Becoming familiar with typical development of perspective taking and the development of empathy

● Strengthening our understanding of delays and disabilities that hamper the development of perspective taking

● Exploring how Jewish learning strengthens perspective taking

● Examining how we can learn to work with parents and staff who may have a different point-of-view than we do in areas of curriculum or developmental growth of young children

● Learning how the perspective of viewing the child as competent on a day to day basis can be put into practice in your classroom

● Discovering what has changed about the point-of-view of art materials and play in the early childhood classroom

● Strengthening ways in which we can support teachers to view critique as just that and not criticism

● Focusing on techniques to strengthen collaboration

● By looking at development, pedagogy and Jewish practice we will raise the quality of practice for our teachers and our children

This year’s conference, Nekudat Mabat: point-of-view will offer sessions focusing on:

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ThE PowEr of sToryLong before there were written words, people told stories. Since the beginning of time, we have been expressing ourselves and connecting with others through stories. We think, remember and understand our environment with narratives. Our brains create meaning through our unique individual perspective that we tell ourselves, and others, in narrative form. Storytelling is central to the Jewish tradition. We keep the tradition of torah sheh’b’alpeh (oral Torah) alive by telling stories that help us understand the meaning of what we do.

Award-winning storyteller, Noa Baum, shares her experience of using storytelling as a transformative teaching tool. Discover the power of using storytelling and story-listening to expand our perspectives and abilities to understand and to connect with others. Noa inspires listeners to take the first step towards building bridges of understanding, tolerance and inclusiveness in our classrooms and communities.

Noa BaumBorn and raised in Jerusalem, Noa Baum is an award-winning storyteller, educator and speaker. She offers a unique combination of performance art and practical workshops that focus on the power of narrative to connect, communicate and heal across the divides of identity. Noa’s animated, energetic style and rich interpretations of her Israeli-Jewish heritage bring a unique flavor to her storytelling performances and workshops for audiences of all ages. Noa was an actress with the Khan Repertory

Theater of Jerusalem, trained in theater at Tel Aviv University and with Uta Hagen in NYC and received an MA in Theater-in-Education from NYU. She performs and teaches internationally with diverse audiences ranging from prestigious universities, government agencies and congregations, to inner city schools and detention centers. Highlights include: The World Bank, Mayo Clinic, The Smithsonian Institute, US National Guard, AARP, US Securities & Exchange Bureau, US Defense Department, Hebrew University (Jerusalem and NYC), Jewish Museum, Fabula Festival, Sweden, The Kennedy Center, Jewish Theological Seminary (NYC), GWU, Brandeis University, Stanford University, and Limmud (UK, Turkey, Cambridge NY, GA, PA and NOLA). Noa was chosen by Washington Jewish Week as one of the ten most interesting local Jews of the year. She was honored with the Parents’ Choice Recommended Award, a 2014 Storytelling World Award, and has received numerous Individual Artist Awards from the Maryland State Arts Council and the Arts & Humanities Council of Montgomery County. She currently lives in the Washington, DC area.

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Session i9:45 a.m. – 11:45 a.m.

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1. We are Both ALL-Right: Moving from opposition to Shared Perspective Presenter: Dr. Kay AbramsProfessionalism

Everyone has their own point-of-view on any situation or event. What happens when you have to interact, as a professional, with someone who holds a different perspective than yours? How do you share your perspective with colleagues, parents and administrators? How do we reach a shared understanding? What are the tools to help you through such conversations and discussions? In this workshop, Dr. Kay Abrams will present ten tools to take to any situation involving interpersonal tension or conflict. We will role-play scenarios, so bring your “stuck” scenarios! Learn to: “Hit the pause button”, “Not get hooked”, “Move out of power struggles”, and “Keep your calm core confidence.” Be prepared to leave this session with skills to enter into any interaction with a new point-of-view.

2. How Children Develop Perspective-Taking Through PlayPresenter: Joan AlmonChild Development, Curriculum

(This workshop best serves teachers of fours and fives)

Israeli play researcher Dr. Sara Smilansky found that young children who were good at socio-dramatic play were also good at understanding “what others mean.” This is much subtler than simply listening to others’ words and is the beginning of perspective-taking. In play, children intuit the meaning of others and respond to it verbally and non-verbally. This capacity grows and deepens over time, especially if the adults around them consciously work to understand the point-of-view of one another. No one person sees the whole picture; we need each other to gain perspective. In this session, we will seek to understand perspective-taking as it develops through children’s play and how we can support it by modeling it in our own lives.

3. The Mindful point-of-viewPresenter: Rabbi Elyssa AusterProfessionalism

We live in an increasingly fast-paced world which teaches us to scatter our attention rather than focus on the moment. This is particularly challenging for cultivating meaningful and lasting relationships – with oneself, with others and with God. As the Pew Report has shown, most Jews are

“spiritual and not religious.” We have an incredible opportunity to develop spiritual awareness and bring directed consciousness to our actions and thoughts. As with everything else worthwhile, mindfulness takes practice. Mindfulness may be practiced in various ways by everyone who is in the context of Early Childhood Education. Teachers can teach children, children can teach parents and everyone can learn to be more mindful, kind, graceful and forgiving in all aspects of their lives. In this session, we will practice simple techniques for different age groups, talk about what mindfulness is and understand mindfulness and meditation from a Jewish point-of-view.

4. Ways of Seeing and Knowing: The Role of the Atelier in expanding point-of-viewPresenters: Jennifer Azzariti and Jessica BieberCurriculum

(This workshop best serves teachers with previous exposure to these concepts)

The atelier (art studio) and the “hundred languages” offer us the possibility of encountering many different points of view. An attitude of listening and research promotes different kinds and forms of knowledge-building processes, which in turn enrich our lives and our culture. Join Jessica and Jennifer as they share stories from schools and engage in an experience with materials that will bring our hands and minds together. This session will include dialogue and exchange as well as hands-on experiences. You will leave with a different perspective on materials and their role in the early childhood classroom.

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5. The Art of Storytelling: Becoming a Storyteller in Your Classroom; Developing the Imagination-Developing PerspectivePresenter: Noa BaumCurriculum

Looking for ways to motivate and get students excited about Jewish learning? Storytelling is the world’s oldest and most effective teaching tool. Long before there were written words, people told stories. Stories communicate to the mind by engaging the heart. Stories are the building blocks of knowledge, the foundation of memory and learning. In this session, Noa offers a glimpse into the magic of storytelling and an introduction to its relevance in an educational setting. With a playful interactive approach, you will discover what makes oral language so unique and how to use it as a powerful teaching tool. Learn how to tell a story, not read or memorize it. Explore the role of storytelling in a preschool setting and its value in the cognitive, emotional and social development of children.

6. Perspectives on open-ended PlayPresenters: Brenda Footer, Beth Hoch, Rebecca GautieriCurriculum

When was the last time you expressed your own creativity through play? Have you considered the

perspective of the children in your classroom as they play? This workshop will help you engage your students in developmentally-appropriate play with open-ended materials. You will better understand children’s perspectives through reflecting on your own play experience. Learn how play with loose parts impacts children’s learning and social and emotional development. Help children

express themselves and unlock knowledge they hold inside. We will collectively reflect on each other’s discoveries. This workshop is influenced by the work of Walter Drew and Marcia Nell on self-actualized play. Come ready to play on the floor!

7. Through My eyes: the Friendship Lady’s Point of View on Developing Friendships in the early Childhood ClassroomPresenter: Amy FreedmanChild Development, Special Needs

(This workshop best serves teachers of fours and fives)

This session will delve into ways the early childhood teacher can set up an environment to support friendship, empathy and perspective-taking in the early childhood classroom. Specific environmental engineering techniques, classroom strategies and ways to develop the friendship curriculum will be discussed. This session will also explore specific strategies to support the child with individual differences or special needs in developing positive interactions with peers. It will also delve into ways that typically developing children can build friendship skills with classmates who have a disability or special need.

8. It’s Not Just Black and White! What’s Your Point of View? Using Bibliodrama as a Tool for Interactive Role Playing with Torah StoriesPresenter: Rena FruchterCurriculum

You don’t have to be a Broadway director to use strategies of role-play and the arts to open up a safe space that explores new, personal and different ways of seeing events in a narrative. Bibliodrama can be a freeing and exciting adventure for you, and one which you will want to pass on to your students. Come experience and learn how a bibliodramatic routine can help you to engage with and prepare to share stories and texts, as well as give you a structure to use in your classroom. We will splash into role-play as we explore and share different perspectives and connections in the Sea of Torah.

Bibliodrama is a creative performance art access point to the ancient biblical texts and at the same time to one’s own personality. The participants assume roles from the biblical text and act in a game of group improvisation. The actual term Bibliodrama was initially promulgated by Peter Pitzele in his book, Scripture Windows (1998). Pitzele is an educator who conducts Bibliodrama

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workshops across the United States and the world, and the book is a practical guide to the methods, techniques and hoped-for outcomes of Bibliodrama. Bibliodrama is an umbrella term for a variety of different dramatic improvisational techniques, including voicing the thoughts of Biblical characters at critical moments, becoming characters or inanimate objects, seeing scenes through their eyes, etc. Related to Bibliodrama are a number of other similar methods based on dramatic-midrashic improvisation.

9. Gaining Perspective through MusicPresenter: Sally HeckelmanCurriculum

Music can energize us and make us feel more connected to other people, especially when we play music together. Recent studies have shown that playing music together boosts empathy in children. In this workshop we will explore how we can use music to develop perspective-taking and help children learn to see things from another’s point-of-view. We will investigate this through the use of music games, instrument playing and singing together.

10. Teaching, Leading and Developing a Community of Practice Through the Torah’s point-of-viewPresenter: Lianne HellerCurriculum, Professionalism

When Moses addressed the Jewish people for the first time after leading them out of Egypt, he spoke not about from where they had come, where they were going, or even how they were going to forge their path through their imminent travails in the desert. Instead, Moses spoke about the importance of educating throughout the generations. Why was this his choice of words? How has that impacted us today? Judaism is all about mindful messages that affect our relationships—with people, with Israel and with God. As teachers, we naturally practice many Jewish teachings on a daily basis.

A deeper understanding of these teachings gives us the opportunity to develop a stronger, more intentional relationship with Judaism, our students, parents, co-workers, the environment and the world around us. This will be an interactive workshop in which selected texts will be examined, discussed and applied to everyday situations that occur in the classroom, in the school and on the playground. This is an excellent introduction for those new to text study who want to bring a stronger Jewish presence into the classroom. All “flavors”, beliefs and practices are welcome.

11. Delightful and Perplexing: Seeing the World from a Toddler point-of-viewPresenter: Dr. Tovah KleinChild Development

(This workshop best serves teachers of toddlers, twos, and threes)

The toddler years are crucial for setting a foundation for lifelong development and learning. The ages from two to five are when toddlers begin the process of separating from their parent(s) and becoming their own person. Their sense of self begins to form and their need for control can be seen in their desire to have choices and make decisions. Their inner emotional lives are fragile and fluctuating at times. First, toddlers develop a sense of who they are. Next, they begin interactions with peers. Through it all, they depend on the adults in their life to provide a secure base and stability. The toddler years can be viewed as selfish when looked at from an adult view. Delving into what is going on developmentally for the two to three year old and seeing the world from their point-of-view helps us understand the best ways to support them. Teachers can better learn how to work with them in the classroom and communicate with parents about their child’s behaviors and needs. The talk will paint a picture of the toddler world and what is going on developmentally. We will look at vignettes and videos of toddlers as a way to better understand what they are doing, why and how best to support their needs. Specific behaviors, including aggression and conflict, will be addressed as well.

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12. Self-Presentation and Its Challenge to Pre-Conceived Perspective on Gender Identity and expressionPresenter: Rabbi Sarah MeytinChild Development

In this session, participants will learn about gender identity development and the ways that some children’s gender identity or expression may challenge other’s perspectives on who that child is or how gender should be expressed. Participants will be provided concrete tools and suggestions for making their classes and school welcoming for all children, regardless of their perspectives on gender expression.

13. Reused Materials as a Resource for Creating in the Preschool Setting: expanding Your Point of View of “Art”Presenters: Susan Miranda and Kelly OrganikCurriculum

Exploring and creating with reclaimed re-use materials provides children with unique, yet inexpensive, resources for creative self-expression. Children deepen their understanding by having multiple experiences with materials that are facilitated by teachers who help them make connections from one experience to another. Further, when children have the time and occasion to explore reuse materials, the materials become a part of their world. We look at reused materials not for their original use or purpose; instead, we consider their properties and potential for creating. UpCycle’s sessions will include interactive discussions and hands-on activities to demonstrate that reuse materials enhance explorations and small group work. Participants will be presented with an assortment of reusable materials that can used for cutting, attaching and building up. They will see examples of how such materials can be prepared, presented and utilized and learn tips for successfully introducing these materials in the preschool setting.

The morning session will explore Cutting & Attaching and include hands-on experiences with cutting, gluing, taping and sewing.

14. What if “every person, a world—every moment, a lifetime” was truly our Point of View?Presenters: Leah Munitz, Rabbi Sholom Munitz, Rivkie SplaterCurriculum

It was when we started our work with Dr. Naama Zoran, that we realized there is a profound way to elevate the Judaic aspect of our work with children. Malaguzzi’s vision of the child as a competent citizen of the world relates very strongly to our identity as Jewish preschools. Those ideas became stronger when we involved God and God’s viewpoint that each person has specific things that only he or she can contribute to the world, and that we are not just here for ourselves but to create a more perfect world together. In this workshop, the director, a teacher and the rabbi will share the journey of their preschool through their documentation and stories and will give examples from the unique processes they are working on connected to the themes of Relationships and Joy. In this session you will follow their path, looking at Reggio through a Jewish perspective and living Jewishly in the classroom through a Reggio perspective.

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15. It’s All About Perspective: Understanding Special Needs in the early Childhood Classroom Presenter: Meredith Polsky or Stephanie Slater*Special Needs

Early childhood educators are often the first people to notice areas of concern in children’s development. This session will explore “red flags” in early childhood and how diagnosed or as-yet-to-be-diagnosed challenges impact students’ experiences and teachers’ relationships with children and parents. We will look specifically at how issues with sensory integration and receptive and expressive language impact a child; we will explore the effects of these challenges from the point-of-view of the child, his/her peers, the teacher and the parent. We will learn concrete strategies and techniques for adapting experiences for these students and discover how we can use our knowledge of special needs to better understand the points of view of each person involved in the child’s life.

*This workshop will be presented simultaneously by both Meredith Polsky and Stephanie Slater, please register for one or the other.

16. Using Children’s Literature to Teach Perspective: A Different Kind of Text Study, A Different point-of-viewPresenter: Sarah Rabin SpiraCurriculum

How do you read a story so that the children can get the most out of the experience? How do you then use that same book as a teaching tool for perspective taking—learning and respecting classmates’ opinions, discussing “what if” scenarios, critically thinking about whose perspective the author has offered, and imagining the book from a different point-of-view? You can do all of these using children’s literature. This workshop will delve into why and how, with practical ideas to take back to your classroom.

17. Tevye Was Right: Why Jewish Discourse and Argumentation Promote Multiple Points of ViewPresenter: Avi WestCurriculum

Tevye saw the truth on one hand…and on the other…and then ran out of hands! Way before constructivist thinking, Jews were debating, analyzing, comparing and arguing in order to get closer to the “truth.” But it was the process that became even more valuable than reaching an ultimate truth. Generations of students learning Jewish texts in that format became skilled at taking on various perspectives, thinking outside the box and even honoring those who disagreed with them. Participants will study examples of Jewish dialectical study from rabbinic literature. We will then ask ourselves: How may we introduce ‘Jewish thinking/debating’ into our classrooms to have more robust discussions? Could we apply these “rules of engagement” to subjects that are not particularly Jewish? What would it take to help people feel comfortable in the gray area of multiple opinions? Come and explore ways you will be able to change your small group work, circle time and all of those impromptu interactions you have in the classroom every day. You will leave with a new perspective!

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18. Parents’ Perspectives, Teachers’ Perspectives: Navigating Challenging Circumstances and Difficult ConversationsPresenter: David ZimandProfessionalism

Parents and teachers come together in a unique, intimate partnership in which both parties learn how they give devoted attention to children they each regard as precious. This fundamental shared interest does not preclude misunderstandings and tensions within the relationship, and interactions between parents and teachers can sometimes feel fraught (and they can be more than just

“sometimes” and more than just “fraught”!). In our time together, we will consider some of the characteristic sources of uneasiness that parents and teachers each bring to their relationship with each other, with the goal of reflecting on our own perspectives and deepening our sense of parents’ perspectives. We will also discuss and practice practical communication strategies that help teachers approach parents with openness and sensitivity, even in challenging circumstances and during difficult conversations. We will address both face-to-face dialogue, as in Parent-Teacher Conferences, and electronic communication.

19. Moving from Thinking About Me to Thinking About YoU & Me: The Development of Perspective Taking and empathy in early ChildhoodPresenter: Orly Zimmerman-LeizerovChild Development

When should we expect children to be able to take another person’s view into consideration even when it conflicts with their own? Learn about the typical development of “Theory of Mind,” perspective-taking and empathy in early childhood and how it affects young children’s ability to form relationships, solve problems and navigate social conflicts. This interactive session will provide practical, workable information about perspective taking and how teachers can use this information to better understand delays and disabilities that hamper the development of perspective taking as well as promote the skills needed for establishing strong connections with others. This workshop is appropriate for all.

20. The Child as Competent: A point-of-view or Compass for Your PracticePresenter: Dr. Naama ZoranCurriculum

When each of us enters our schools, classes and interactions, the lens of the IMAGE OF THE CHILD is activated. Loris Malaguzzi’s point-of-view was that “there are hundreds of images of children that direct us as we begin to relate to a child and push us to behave in certain ways.” Malaguzzi believed that quality of practice is reached by the constant dialogue the teacher has with his or her points of view. In our session, we will explore in-depth the meaning of seeing children as competent, how one establishes their image of the child and how this point-of-view is cemented into our teaching identity. How can we become aware of it and, most importantly, how does this point-of-view affect our practice? Our session will be interactive and will create a landscape for your experiences and questions.

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21. Self-Portraiture in the early Childhood Classroom: Providing Perspective both Inside and outPresenter: Darci LewisCurriculum

This workshop will provide participants with an opportunity to take a closer look at the self-portraiture of classic artists from an art history perspective. Through looking at works of art, we will discuss how choices made by an artist (color, texture, lines, etc.) can provide the viewer with a deeper understanding and added perspective. We will then use these ideas to gain insight and greater understanding into how self-portraiture and collaborative portraiture in the early childhood classroom allow educators to better understand their students, both inside and out.

Please Note: All attendees will have the opportunity to participate in a hands-on materials exploration. Self-portraits and collaborative portraits will be created, through the use of watercolors, pastels, and mirrors.

22. Through the Lens of the Camera: How Photography Intersects with PerspectivePresenter: Erik ShararCurriculum

The use of photography has increased in our early childhood classrooms. Educators are using photographs in many new ways. We see pictures of children, family and staff in the hallways and on classroom walls and shelves. Daily activities and interactions are documented not only with words but with photos. Parents wait anxiously for photos to arrive via email that give them a view into the daily life of the classroom. But what does the camera show us? What point-of-view do we choose to capture? How can we use photography to increase our understanding of various perspectives? How do we capture what we want to show and how do we “read” pictures to help us see the viewpoint of the other?

Please note: If you select this workshop you will receive instructions to bring in a specific photograph from your classroom and we will analyze and learn the best ways to enhance our use of photography in the early childhood classroom.

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Session ii12:30 p.m. – 2:30 p.m.

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A. We are Both ALL-Right: Moving from opposites to Shared PerspectivePresenter: Dr. Kay AbramsProfessionalism

Everyone has their own point-of-view on any situation or event. What happens when you have to interact, as a professional, with someone who holds a different perspective than yours? How do you share your perspective with colleagues, parents and administrators? How do we reach a shared understanding? What are the tools to help you through such conversations and discussions? In this workshop, Dr. Kay Abrams will present ten tools to take to any situation involving interpersonal tension or conflict. We will role-play scenarios, so bring your “stuck” scenarios! Learn to: “Hit the pause button”, “Not get hooked”, “Move out of power struggles”, and “Keep your calm core confidence.” Be prepared to leave this session with skills to enter into any interaction with a new point-of-view.

B. The Art of Storytelling: Becoming a Storyteller in Your Classroom; Developing the Imagination Developing PerspectivePresenter: Noa BaumCurriculum

Looking for ways to motivate and get students excited about Jewish learning? Storytelling is the world’s oldest and most effective teaching tool. Long before there were written words, people told stories. Stories communicate to the mind by engaging the heart. Stories are the building blocks of knowledge, the foundation of memory and learning. In this session, Noa offers a glimpse into the magic of storytelling and an introduction to its relevance in an educational setting. With a playful interactive approach, you will discover what makes oral language so unique and how to use it as a powerful teaching tool. Learn how to tell a story, not read or memorize it. Explore the role of storytelling in a preschool setting and its value in the cognitive, emotional and social development of children.

C. How Children Develop Perspective-Taking Through Play Presenter: Joan AlmonChild Development, Curriculum

This workshop best serves Teachers of fours and fives

Israeli play researcher Dr. Sara Smilansky found that young children who were good at socio-dramatic play were also good at understanding “what others mean.” This is much subtler than simply listening to others’ words and is the beginning of perspective-taking. In play, children intuit the meaning of others and respond to it verbally and non-verbally. This capacity grows and deepens over time, especially if the adults around them consciously work to understand the point-of-view of another. No one person sees the whole picture; we need each other to gain perspective. In this session, we will seek to understand perspective-taking as it develops through children’s play and how we can support it by modeling it in our own lives.

D. Ways of Seeing and Knowing: The Role of the Atelier in expanding point-of-viewPresenters: Jennifer Azzariti and Jessica BieberCurriculum

(This workshop best serves teachers with previous exposure to these concepts.)

The atelier (art studio) and the “hundred languages” offer us the possibility of encountering many different points of view. An attitude of listening and research promotes different kinds and forms of knowledge-building processes, which in turn enrich our lives and our culture. Join Jessica and Jennifer as they share stories from schools and engage in an experience with materials that will bring our hands and minds together. This session will include dialogue and exchange as well as hands on experiences. You will leave with a different perspective on materials and their role in the early childhood classroom.

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e. Beyond Dreidels and Groggers...A Different point-of-view to Teaching the Jewish HolidaysPresenter: Melissa DavisCurriculum

Our Jewish calendar provides an opportunity for children and educators to approach each Jewish holiday with a sense of wonder and excitement. Together, through intentional provocations that will include a multitude of materials, manipulatives, literature, music and more, we will explore how to approach each holiday with a meaningful intention that will frame how we co-construct and develop each exploration with the children. What happens to a child’s learning when we stretch beyond making dreidels and groggers? What are the important values and concepts for each holiday and how can we best teach them? What would happen if we skipped making the seder plate this year? Come learn a fresh point-of-view on the beauty and excitement of our holiday calendar. You will leave with a whole new perspective.

F. Through My eyes: the Friendship Lady’s point-of-view on Developing Friendships in the early Childhood ClassroomPresenter: Amy FreedmanChild Development, Special Needs

(This workshop best serves teachers of fours and fives)

This session will delve into ways the early childhood teacher can set up an environment to support friendship, empathy and perspective-taking in the early childhood classroom. Specific environmental engineering techniques, classroom strategies and ways to develop the friendship curriculum will be discussed. This session will also discuss specific strategies to support the child with individual differences or special needs in developing positive interactions with peers as well as supporting typically developing children in their friendship skills with their classmates with a disability or special need.

G. It’s Not Just Black and White! What’s Your point-of-view? Using Bibliodrama as a Tool for Interactive Role Playing with Torah StoriesPresenter: Rena FruchterCurriculum

You don’t have to be a Broadway director to use strategies of role-play and the arts to open up a safe space to explore new, personal and different ways of seeing events in a narrative. Bibliodrama can be a freeing and exciting adventure for you and one which you will want to pass on to your students. Come experience and learn how a bibliodramatic routine can both help you to engage with and prepare to share stories and texts, as well as give you a structure to use in your classroom. We will splash into role-playing as we explore and share different perspectives and connections in the Sea of Torah.

Bibliodrama is a creative performance art access point to the ancient biblical texts and at the same time to one’s own personality. The participants assume roles from the biblical text and act in this game in a group of improvisation. The actual term Bibliodrama was initially promulgated by Peter Pitzele in his book, Scripture Windows (1998). Pitzele is an educator who conducts Bibliodrama workshops across the United States and the world. The book is a practical guide to the methods, techniques and hoped-for outcomes of Bibliodrama. Bibliodrama is an umbrella term for a variety of different dramatic improvisational techniques, including “voicing” the thoughts of Biblical characters at critical moments, “becoming” characters or even inanimate objects and seeing scenes through their eyes, etc. Related to Bibliodrama are a number of other similar methods, which all have as their basis some kind of dramatic-midrashic improvisation.

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H. Delightful and Perplexing: Seeing the World from a Toddler point-of-viewPresenter: Dr. Tovah KleinChild Development

(This workshop best serves teachers of toddlers, twos, and threes)

The toddler years are crucial for setting a foundation for lifelong development and learning. The ages from two to five are a time when toddlers begin the process of separating from their parent(s) and becoming their own person. Their sense of self begins to form and their need for control can be seen in their desire to have choices and make decisions. Their inner emotional lives are fragile and fluctuating at times. First, toddlers develop a sense of who they are. Next, they begin interactions with peers. Through it all, they depend on the adults in their life to provide a secure base and stability. The toddler years can be viewed as selfish when looked at from an adult’s point-of-view. Delving into what is going on developmentally for the two to three year old and seeing the world from their point-of-view helps understand the best ways to support them in the classroom and to communicate with parents about their child’s behaviors and needs. The talk will paint a picture of the toddler world and what is going on developmentally. We will look at vignettes and videos of toddlers as a way to better understand what they are doing and why and how best to support their needs. Specific behaviors, including aggression and conflict, will be addressed as well.

I. From Where I Stand: The Value of Perspective in Reggio-Inspired Project-Based LearningPresenters: Sandy Lanes and Leslie SlanCurriculum

(This workshop best serves teachers with previous exposure to these concepts)

How do Reggio-inspired projects open our minds to different perspectives? How are Reggio-inspired projects rooted in and driven by the sharing of perspectives? Through real-life projects, you will have the opportunity to see for yourself how this approach creates deeper, richer, more meaningful projects and how a project unfolds as perspectives are shared. This session will include a brief introduction by two local pedagogistas, followed by time for the participants to view select educators’ project work. The session will end with an opportunity for participants to share their points of view and ask questions of the educators about their projects.

About the presentations:

● Hashem Makes People and People Make Their Own Paths: Laura Cohen, K Teacher and Pedagogista at JPDS

● Observation of Change: Dana Robinson and Ricki Gottlieb, Teachers of 3’s at Temple Emanuel ECC

● How A Wordless Book Helped the Arayot Children Understand The Other: Rae Brooks and Ebonie Commey, Teacher 4’s and 5’s OKECC

● A Play in Wolf’s Clothing: Rethinking a Class’ Perspective on Good and Bad: Stephanie Richert, Mike Negrin, Isabel Barr, Teachers of 3s at Wahington DCJCC Preschool

● Exchange: The Birth and Transformation of a Bench Through Shared Participation: Daniela Pribluda, Teacher 3’s and 4’s at JCCGW Bender Preschool

● The Meeting as a Path to Problem Solving: Katie Reedy and Katherine Szocik, Teachers 4’s and 5’s at JCCGW Bender Preschool

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J. The Relationship Between the Teacher and Their Pedagogista—The Land of Points of ViewPresenter: Gary MayesProfessionalism

“We need educators with WINGS who can hover over as many flowers as possible, and who can later on meet and produce honey” (Malaguzzi, 1993). The metaphor Malaguzzi was using in this quote represents the core component in the relations between teachers and their pedagogista. It has in it the understanding that only through VARIETY, MULTIPLICITY, and DIVERSITY of POINTS OF VIEW can high quality education emerge. In this interactive dialogue, we will explore the role of the pedagogista as an active participant in the teachers’ research processes. We will explore the relationships that are formed by the pedagogista with the faculty. This workshop will share how to offer various perspectives on a variety of experiences within each classroom community; and the ways we explore different points of view. We will also learn about other models that were developed in our schools. Together, we will deepen our understanding of what components strengthen our ability to open ourselves to new points of view.

K. Reused Materials as a Resource for Creating in the Preschool Setting: expanding Your point-of-view of “Art”Presenters: Susan Miranda and Kelly OrganikCurriculum

Exploring and creating with reclaimed reused materials provides children with unique, yet inexpensive, resources for creative self-expression. Children deepen their understanding by having multiple experiences with materials that are facilitated by teachers who help them make connections from one experience to another. Further, when children have the time and occasion to explore reused materials, the materials become a part of their world. We look at reused materials not for their original use or purpose; instead, we consider their properties and potential for creating. UpCycle’s sessions will include interactive discussions and hands-on activities to demonstrate that reused materials enhance explorations and small group work. Participants will be presented with an assortment of reusable materials that can used for cutting, attaching and building up; see examples of how such materials can be prepared, presented and utilized; and learn tips for successfully introducing these materials in the preschool setting.

The afternoon session, Building Up, will include hands-on experiences with clay and building up with an assortment of reclaimed materials. (Come dressed for clay play).

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L. What if “every person, a world—every moment, a lifetime” was truly our point-of-view?Presenters: Leah Munitz, Rabbi Sholom Munitz, Rivkie SplaterCurriculum

It was when we started our work with Dr. Naama Zoran, that we realized that there is a profound way to elevate the Judaic aspect of our work with children. Malaguzzi’s vision of the child as competent citizen of the world relates very strongly to our identity as Jewish preschools. Those ideas became stronger when we involved God and God’s viewpoint that each person has specific things that only he or she can contribute to the world, and that we are not just here for ourselves but to create a more perfect world together. In this workshop, the director, a teacher and the rabbi will share the journey of their preschool through their documentation and stories and will give examples from the unique processes they are working on connected to the themes of Relationships and Joy. In this session you will follow their path looking at Reggio through a Jewish perspective and living Jewishly in the classroom through a Reggio perspective.

M. It’s All About Perspective: Understanding Special Needs in the early Childhood Classroom Presenter: Meredith Polsky or Stephanie SlaterSpecial Needs

This session is a continuation of the morning session. Only those who attended in the morning may participate in the afternoon. Together, we will explore specific case studies and your real life examples of challenges you face in the classroom. We will do small group and whole group work in order to better understand the point-of-view of each person involved in the scenario and, based on our morning work, we will develop concrete plans that you can implement upon your return to school.

*This workshop will be presented simultaneously by both Meredith Polsky and Stephanie Slater, please register for one or the other.

N. Using Children’s Literature to Teach Perspective: A Different Kind of Text Study, A Different point-of-viewPresenter: Sarah Rabin SpiraCurriculum

How do you read a story so that the children can get the most out of the experience? How do you then use that same book as a teaching tool for perspective taking—learning and respecting classmates’ opinions, discussing “what if” scenarios, critically thinking about whose perspective the author has offered, and imagining the book if offered from a different point-of-view? You can do all of these using children’s literature—this workshop will delve into why and how, with practical ideas to take back to your classroom.

o. Seeing the World Through a Child’s eyes: Tips and Tools to Promote Perspective Taking in the ClassroomPresenter Janice UlrichChild Development

In this interactive session, teachers will understand the value of “feelings literacy” as foundational for developing a sense of “other” and forming healthy relationships. They will be provided with easy to implement strategies and techniques for use in the classroom to help build children’s awareness of feelings in themselves and others. They will learn how “feelings literacy” can help children learn to calm themselves when upset and is essential for mediating conflict among peers.

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P. Tevye Was Right: Why Jewish Discourse and Argumentation Promote Multiple Points of ViewPresenter: Avi WestCurriculum

Tevye saw the truth on one hand…and on the other…and then ran out of hands! Way before constructivist thinking, Jews were debating, analyzing, comparing and arguing in order to get closer to the “truth.” But it was the process that became even more valuable than reaching an ultimate truth. Generations of students learning Jewish texts in that format became skilled at taking on various perspectives, thinking outside the box and even honoring those who disagreed with them. Participants will study examples of Jewish dialectical study from rabbinic literature. We will then ask ourselves: How may we introduce ‘Jewish thinking/debating’ into our classrooms to have more robust discussions? Could we apply these “rules of engagement” to subjects that are not particularly Jewish? What would it take to help people feel comfortable in the gray area of multiple opinions? Come and explore ways you will be able to change your small group work, circle time and all of those impromptu interactions you have in the classroom everyday. You will leave with a new perspective!

Q. Parents’ Perspectives, Teachers’ Perspectives: Navigating Challenging Circumstances and Difficult ConversationsPresenter: David ZimandProfessionalism

Parents and teachers come together in a unique, even intimate, partnership, which both parties approach with devoted attention to children they each regard as precious. This fundamental shared interest does not preclude misunderstandings and tensions within the relationship, and interactions between parents and teachers can sometimes feel fraught. (And they can be more than just

“sometimes” and more than just “fraught”!) In our time together, we will consider some of the characteristic sources of uneasiness that parents and teachers each bring to their relationship with each other, with the goal of reflecting on our own perspectives and also deepening our sense of parents’ perspectives. We will also discuss and practice practical communication strategies that help teachers approach parents with openness and sensitivity to their points of view, even in challenging circumstances and during difficult conversations. We will address both face-to-face dialogue, as in Parent-Teacher Conferences, and electronic communication.

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R. In the eye of the Beholder—The Relationships Between Points of View and educational Practice Presenter: Dr. Naama ZoranPresenter: Dr. Naama ZoranCurriculum

Carla Rinaldi loves the concept “IF”. This concept represents the educator’s point-of-view. The whole practice depends on that. For example, seeing the child as competent? Only IF the educator is willing to meet a competent child. Constructing knowledge? Only IF the educator is willing to live in an environment of amazement, marvel and doubt. Passionate teaching? Only IF the educator is willing to engage in active listening. In our session, we will explore and learn how we develop a point-of-view, how it affects our practice and, most importantly, how we make “IF” the most important tool for professional growth and quality. Our session will be interactive and will be a landscape for your experiences and questions.

S. Self-Portraiture in the early Childhood Classroom: Providing Perspective both Inside and outPresenter: Darci LewisCurriculum

This workshop will provide participants with an opportunity to take a closer look at the self-portraiture of classic artists, from an art history perspective. Through looking at works of art, we will discuss how choices made by an artist (color, texture, lines, etc.) can provide the viewer with deeper understanding, or added perspective. We will then use these ideas to gain insight and greater understanding into how self-portraiture, and collaborative portraiture in the early childhood classroom allow educators to better understand their students, both inside and out.

Please Note: All attendees will have the opportunity to participate in a hands on materials exploration. Self-portraits, and collaborative portraits will be created, through the use of watercolors, pastels, and mirrors.

T. Through the Lens of the Camera: How Photography Intersects with PerspectivePresenter: Erik ShararCurriculum

The use of photography has increased in our early childhood classrooms. Educators are using photographs in many new ways. We see pictures of children, family and staff in the hallways and on classroom walls and shelves. Daily activities and interactions are documented not only with words but with photos. Parents wait anxiously for photos to arrive via email that give them a view into the daily life of the classroom. But what does the camera show us? What point-of-view do we choose to capture? How can we use photography to increase our understanding of various perspectives? How do we capture what we want to show and how do we “read” pictures to help us see the viewpoint of the other?

Please Note: If you select this workshop you will receive instructions asking you to bring in a specific photograph from your classroom and together we will analyze and learn the best ways to enhance our use of photography in the early childhood classroom.

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Session iii2:30 p.m. – 4:30 p.m.

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Moving Forward—Growing and Developing Your Practice

“The most valuable resource that all teachers have is each other. Withoutcollaboration our growth is limited to our own perspectives.” —Robert John Meehan

There are many aspects to consider when we think about perspective-taking in the early childhood setting. In this session we will discuss and share our new understandings of this complex topic. We will review the development of perspective-taking in typically developing young children and enhance our knowledge of red-flags and warning signs of when this skill fails to develop.We will consider how pedagogy and curriculum can help us support and strengthen this vital skill. You will have the opportunity to discuss and share your ideas of how to enrich our skills of perspective-taking and point-of-view as we interact not only with children but with parents, supervisors, and colleagues. Time will be set aside for each participant to develop a growth plan for both their own skills of perspective taking and for their skills when working with children and parents.

You will be assigned to a reflection session with your Director.

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Presenter Biographies

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Dr. Kay AbramsDr. Kay Abrams is a psychologist in private practice. She brings over twenty years of experience working with children, adolescents and families. In addition to providing individual and family therapy, her group practice, Abrams & Associates, Center for Family Psychotherapy, in Kensington and Rockville, offers social and behavioral assessments, play therapy, teen girls groups, social skills groups and parent consultation. Dr. Kay works to bring psychology to the community through her public speaking, media work and writing. She is the author of the “Parenting with Confidence” column which was featured in Washington Parent Magazine. You can access many of her articles and podcasts on her website, abramsandassociates.com.

Joan AlmonJoan Almon was a Waldorf early childhood teacher for about 20 years in Maryland, followed by a dozen years as a consulting teacher here and abroad. In 1999, she founded the Alliance for Childhood and became an outspoken advocate for the child’s need for well-being and creativity in childhood. She has written and lectured extensively, particularly on the importance of play. As a woman in leadership positions, she has wrestled with perspective-taking. How does one put one’s own views forward and then let go of them to truly listen to the views of others? The schools Joan worked in were faculty-led with all major pedagogical decisions made at faculty meetings. This called for a deep appreciation of the points of view of others. Joan learned a great deal by watching how children handled perspective-taking in play, and how adults work with it in meetings. About Dr. Kay:

Dr. Kay Abrams is a psychologist in private practice. She brings over twenty years of experience working with children, adolescents and families. In addition to providing individual and family therapy, her group practice, Abrams & Associates, Center for Family Psychotherapy, in Kensington and Rockville, offers social and behavioral assessments, play therapy, teen girls groups, social skills groups and parent consultation. Dr. Kay works to bring psychology to the community through her public speaking, media work and writing. She is the author of the “Parenting with Confidence” column which was featured in Washington Parent Magazine. You can access many of her articles and podcasts on her website, abramsandassociates.com.

Rabbi elyssa Joy AusterRabbi Elyssa Joy Auster is the Director of Jewish Life at the JCC of Greater Washington (JCCGW), where she founded the Mindfulness Series. She served as the sole clergy for Temple Judea, a Conservative congregation in Florida, where she was a USCJ two-time grant winner for Young Adult programming. After completing a BA at Brandeis University and a Master of Theological Studies at BU School of Theology, Rabbi Elyssa received rabbinic smicha and a Masters of Jewish Education from Hebrew College of Newton, MA. While in school, she held the pulpit of a Reform congregation in Fairbanks, Alaska. Rabbi Elyssa has been published in The Forward, eJewish Philanthropy, the journal Kerem, and has contributed twice to the “Ask the Rabbis” section in Moment Magazine. She is a trained mikveh guide, has led Hallel with Women of the Wall in Jerusalem, and was a “rabbi on the road” for the Institute of Southern Jewish Life. She is an innovator in prayer services and a teacher of contemplative Judaism. Rabbi Elyssa is a Rabbis Without Borders Fellow and was named one of America’s 33 Most Inspiring Rabbis of 2015 by The Forward. She is also an artist, tallit maker and certified yoga teacher.

Jennifer AzzaritiJennifer Azzariti is an early childhood educator working both locally and nationally with schools inspired by the Reggio Emilia philosophy. She is recognized as the first Studio Teacher in the United States and has worked closely with educators from Reggio Emilia here and in Italy for over twenty years. Jennifer began her career at the Model Early Learning Center (MELC), a prominent reference point and important part of the history of the Reggio approach in the US. Since the closing of MELC in 1997, Jennifer has worked as a consultant with public and private schools across the country, focusing particularly on the potential of the role of materials as languages for learning and expression. Jennifer is a North American Reggio Emilia Alliance (NAREA) board member and the founder of DC Reggio Emilia Alliance, a study group for educators in the Washington, DC metro area. She is a contributor to the Hundred Languages of Children, 2nd Edition, In the Spirit of the Studio and Innovations.

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Noa BaumBorn and raised in Jerusalem, Noa Baum is an award-winning storyteller, educator and speaker. She offers a unique combination of performance art and practical workshops that focus on the power of narrative to connect, communicate and heal across the divides of identity. Noa’s animated, energetic style and rich interpretations of her Israeli-Jewish heritage bring a unique flavor to her storytelling performances and workshops for audiences of all ages. Noa was an actress with the Khan Repertory Theater of Jerusalem, trained in theater at Tel Aviv University and with Uta Hagen in NYC and received an MA in Theater-in-Education from NYU. She performs and teaches internationally with diverse audiences ranging from prestigious universities, government agencies and congregations, to inner city schools and detention centers. Highlights include: The World Bank, Mayo Clinic, The Smithsonian Institute, US National Guard, AARP, US Securities & Exchange Bureau, US Defense Department, Hebrew University (Jerusalem and NYC), Jewish Museum, Fabula Festival, Sweden, The Kennedy Center, Jewish Theological Seminary (NYC), GWU, Brandeis University, Stanford University, and Limmud (UK, Turkey, Cambridge NY, GA, PA and NOLA). Noa was chosen by Washington Jewish Week as one of the ten most interesting local Jews of the year. She was honored with the Parents’ Choice Recommended Award, 2014 Storytelling World Award and has received numerous Individual Artist Awards from the Maryland State Arts Council and the Arts & Humanities Council of Montgomery County. She currently lives in the Washington, DC area.

Jessica Bieber

Jessica Bieber has been teaching at St. John’s Preschool for the past eight years. She also sits on the steering committee of the DC Reggio Emilia Alliance study group (DCREA) and has been a part of the Fiber Arts community at Artspace DC for the past several years. Jessica attended Skidmore College, where she studied Early Childhood Education and Environmental Studies.

Melissa DavisMelissa Davis is entering her fourth year as the Director of Early Childhood at JPDS-NC. Her career in education began over 20 years ago, and the last eight years she has been passionately committed to Early Childhood Education working as an educator, assistant director and now a director. Melissa is an active member of our early childhood community and has attended

many classes, workshops and conferences including a study tour to Reggio Emilia, Italy.

Teach young children the essentials of perspective-taking and friendship. She has spoken at conferences nationwide for early childhood educators and coauthored the nationally acclaimed book for parents and teachers, Is It a Big Problem or a Little Problem? When to Worry, When Not to Worry and What to Do.

Amy Freedman Amy Freedman has a Master’s Degree from George Washington University and a Certificate of Clinical Competence from the American Speech, Language and Hearing Association. Amy has over 30 years of experience working with young children in a variety of settings. She worked for The Ivymount School and Ivymount Outreach Programs for 24 years, serving as co-director of its Early Childhood Division for five years. In 2013, she co-founded Child Development Consultants, where she works as part of a transdisciplinary team providing support strategies and resources for young children. Amy is known in classrooms throughout Maryland and the District of Columbia as “The Friendship Lady” and has developed a curriculum to teach young children the essentials of perspective-taking and friendship. She has spoken at conferences nationwide for early childhood educators and co-authored the nationally acclaimed book for parents and teachers, Is It a Big Problem or a Little Problem? When to Worry, When Not to Worry and What to Do.

Rena FruchterA local DC arts educator and community leader, Rena Fruchter has worked in arts integration and education, professional development and youth group event planning, as well as drama and visual arts for social change and community development. Her goal for her students and participants is to facilitate immersive and safe creative learning experiences so that the impact is memorable and enlivening. She is presently involved in a new education program at The George Washington University called Experiential Education and Jewish Cultural Art. Rena has been trained in Bibliodrama techniques.

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Brenda FooterBrenda Footer is the Director of Congregation Har Shalom Early Childhood Education Center in Potomac, Maryland. She has a BA in Early Childhood Education from Trinity Washington University and has been in the early childhood field for over 20 years as both a teacher and pedagogista, before becoming a director. Brenda has mentored new teachers and been a presenter at both local and national conferences. She is a member of the third JECELI cohort (Jewish Early Childhood Education Leadership Institute). Brenda also participated in a study tour to Reggio Emilia.

Beth Hoch Beth Hoch is the Early Childhood Education Director at B’nai Shalom of Olney. This is her 15th year in education. She has experience as a teacher and administrator in both the public and Jewish private sector. As a passionate special education teacher, she has presented classes to teachers on tools to use in their classroom for student success. Beth became a part of the Jewish Early Childhood Leadership Institute (JECELI) because she is passionate about children and sharing her love of Jewish life and learning.

Rebecca GautieriRebecca Gautieri is in her sixth year as the Preschool Director at Berman Hebrew Academy. Prior to that, she taught in a preschool classroom for 13 years. She was a member of the first cohort of JECELI and participates in the JECELI Alumni Fellowship. Along with other Orthodox early childhood leaders, Rebecca recently began a new community of practice, Mesorah Minded Progressivists, that tackles questions of how to bring current early childhood research into an Orthodox Jewish environment.

Sally HeckelmanSally Heckelman has taught music in several preschools in the Washington, DC area over the last 25 years. In addition to being an experienced early childhood music specialist and song leader, Sally composes children’s music, teaches, performs, leads workshops and does cantorial singing. Her Sally and the Daffodils CDs, Tap Your Feet to a Jewish Beat and Put a Smile on Your Face are popular in our area and beyond. Sally’s teaching reflects a mix of her background in social work, group work experience, musical talent, creativity, spontaneity

and love of children. She has also launched a new therapeutic instrumental music program. She currently serves as music specialist at Temple Sinai and the Edlavitch-Tyser Early Childhood Center at Washington Hebrew Congregation.

Lianne HellerLianne Heller is the Director of Sulam, the only Jewish School of Inclusion for students with learning differences in the Greater Washington, DC area. Previously, Lianne was the Director of Young Israel Shomrai Nursery in Silver Spring. She has been in the field of Early Childhood Education for the past 16 years. She attended the Reggio Jewish Study tour in 2012 and graduated from the Jewish Early Childhood Education Leadership Institute (JECELI). Lianne has given workshops and talks to educators and parents about the developing Jewish child and how to cultivate their natural spirituality in a deep and meaningful way.

Tovah KleinTovah Klein, Ph.D. is Director of the Barnard College Center for Toddler Development (Toddler Center) and a psychology professor at Barnard College, Columbia University. The Toddler Center is a lab program for 2 year olds affiliated with the Psychology department. She is author of How Toddlers Thrive: What Parents Can Do Today for Children Ages 2 – 5 to Plant the Seeds of Lifelong Success (Touchstone/Simon & Schuster, 2014). She holds a doctorate in psychology from Duke University and completed her clinical internship at Boston Children’s Hospital. For nearly three decades, Dr. Tovah has worked with parents and toddlers. Her research explores parenting challenges, including work and family issues and dilemmas; children’s play, social conflict and emotional processing; sleep and separation; and child trauma. She is author of dozens of research articles and conference presentations related to early social-emotional development and parenting. Dr. Tovah writes for and is frequently quoted in print, TV, radio and web. She consults worldwide to programs for young children including NYC, Japan and Africa. She is a former developmental advisor to Sesame Street, and on the advisory boards of Room to Grow (NYC), Ubuntu Education Fund, PerDev, Children’s Museum of Manhattan and LearnNow.org. Visit her at howtoddlersthrive.com, on Facebook (facebook.com/howtoddlersthrive) or on Twitter (@tovahklein).

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Sandy LanesSandy Lanes, M.Ed in Early Childhood Education has been the Curriculum Director at the JCCGW Preschool & TK, a Reggio-inspired school, for ten years. As an Adjunct Professor at Montgomery College, she taught the 90 hour course. She also taught Head Start and PreK for Montgomery County Public Schools and has worked as a consultant to local preschools for the past 20 years. Sandy attended the Jewish Study Institute in Reggio Emilia, Italy in 2012, and is passionately studying and thinking about the Reggio approach day and night!

Darci LewisDarci Lewis’s path in Early Childhood Education began as a student at Columbia University and the Jewish Theological Seminary in New York, where she earned two BA degrees (Art History and Jewish Art) and an MA in Informal and Communal Jewish Education. She then worked in the Early Childhood School at the JCC in Seattle, Washington, spending 6 years as Assistant Director and then Director, which is fully committed to the exploration of Reggio Emilia philosophy. She also served as the JCC Director of Jewish Life and Learning. In April 2008 Darci had the privilege of leading a delegation of educators to attend a conference in Reggio Emilia, Italy. In March 2012, Darci was a participant in the PJLL Study Group to Reggio Emilia. Darci has consulted in numerous schools in the DC/MD Jewish Early Childhood Community and currently serves as the Assistant Director/Curriculum Specialist for the GECC at Congregation B’nai Tzedek in Potomac. Darci is passionate about progressive early childhood practice, and truly believes that all young children deserve the opportunity to explore, create, express and experience. Simultaneously, she believes that all educators deserve the opportunity to continue to grow, develop their practice and work in collaboration.

Gary Mayes Gary Mayes is the Pedagogista at Temple Emanuel Early Childhood Center in Kensington, MD. Gary received his BMED in Music Education and BA in Theater from the University of Cincinnati, College Conservatory of Music. In addition, he earned an MFA with an emphasis in education. Gary has had a number of years of experience as a Head Teacher and Curriculum Coordinator in Reggio-based preschools. He has participated in national seminars and conferences focusing on the philosophy of Reggio Emilia. Gary has participated in two Jewish Early Childhood Seminars in Reggio Emilia, Italy and Pistoia, Italy. In turn, he has created innovative professional learning materials and led teacher-training and mentoring

programs. Gary is the leader in Temple Emanuel ECC’s team approach to collaborative planning and learning. In 2013, Gary was selected to participate in the second cohort of the Jewish Early Childhood Education Leadership Institute (JECELI). JECELI is an 18-month joint program of The Jewish Theological Seminary and Hebrew Union College Jewish Institute of Religion in consultation with the Bank Street College of Education in New York and in Israel.

Sarah MeytinRabbi Sarah Meytin is an ordained rabbi with an MSW. She has significant program development and oversight, community engagement and nonprofit administration experience. She is the assistant director at Adas Israel’s Gan HaYeled with more than a decade of education and teaching experience, including formal classroom education, workshop/ seminars and educational program facilitation for children and adults of all ages. In 2010, Rabbi Sarah founded Rockville Open House, a safe space for LGBTQ Jewish teens, and has developed a comprehensive training for early childhood professionals on gender non-conforming children.

Susan MirandaSusan Miranda is a co-founder and the artistic director for UpCycle Creative Reuse Center in Alexandria, VA. For as long as Susan can remember, art has been a part of her life. Susan considers herself a

“dabbler” as she loves to try all sorts of art making; she cannot pick just one medium for creating. She feels great satisfaction from the process of creating. As the Studio Teacher at Beverley Hills Church Preschool in Alexandria, Virginia from 2007 – 2012, Susan shared her enthusiasm for creating with children ages 2.5 to 5 years old. Susan also taught art in the Fairfax County Schools. Susan conducts materials workshops for educators and parents.

Leah MunitzLeah Munitz has been active in Early Childhood Education since her own childhood, when she would volunteer to work as an assistant in her mother’s preschool. She began working as a teacher at Mequon Jewish Preschool (MJP) in Milwaukee in 2006 (two years before the school started the journey with the Reggio Approach). When the school was introduced to Dr. Naama Zoran and the Reggio Emilia Approach, she immediately fell in love with the value-based philosophy. Leah continues to learn with Dr. Zoran on an ongoing basis, and has deepened her knowledge of Reggio and its relationship to Judaic learning through continuous study.

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Rabbi Sholom Ber MunitzRabbi Sholom Ber Munitz comes from a long line of educators, following in his parents’ and grandparents’ footsteps. He began his teaching experience at Jewish Heritage Day School and Mesivta Menachem in Buffalo, New York. He then moved with his family to Mequon, Wisconsin, where he is the Mequon Jewish Preschool Rabbi and works with all the classes and teachers on the Judaica curriculum. He also teaches Judaic Studies at Hillel Academy.

Kelley organekKelley Organek is a co-founder and the administrative director of UpCycle Creative Reuse Center. She is a Reggio-inspired educator with an extensive background in preschool and elementary education. After spending 11 years in the Alexandria City Public Schools, she was the Director of Beverley Hills Preschool in Alexandria, VA from 2008 – 2012. Kelley is committed to providing a space for people of all ages to be creative, innovate and make art.

Meredith PolskyIn 2000, Meredith Polsky co-founded Matan, a Jewish nonprofit addressing needs in special education, and currently serves as the National Director of Institutes and Training. In this role, Meredith designs and implements The Matan Institutes, Matan’s national flagship training programs serving Congregational School educators and directors, Jewish Early Childhood Educators, and other cohorts of Jewish leadership. Meredith teaches online courses in Jewish Special Education at Gratz College and speaks nationally on the topic of Jewish Special Needs. In addition to her work at Matan, Meredith is the part-time Developmental Support Coordinator at Temple Beth Ami Nursery School in Rockville. Meredith holds a BA in Psychology from the University of Michigan, a Master’s degree in Early Childhood Special Education from Bank Street College, a Master’s degree in Clinical Social Work from Columbia University and a graduate certificate in Early Intervention from Georgetown University.

erik ShararErik Sharar is a classically-trained guitarist and photographer. He began taking photos in 2007, eventually taking his interest to the professional level in 2009. Over this period, Erik was drawn to portraiture capturing the nuances of the face and the stories they tell. A graduate of the Peabody Conservatory’s classical guitar performance

master’s program, Erik has performed as a soloist at the Kennedy Center, as well as in two European tours. While the execution of guitar and photography differ, Erik’s unique aesthetic approach illuminates the complimentary nature of the two mediums. It is this perspective of finding common ground in separate forms of expression that he hopes will enlighten today’s audience.

Rivkie SpalterRivkie Spalter is the director of the Mequon Jewish Preschool that she opened in 1999. As a Chabad Shlucha (emissary), she knew that recognizing the potential in every child and every moment was an important key to a successful educational experience for every child. From her first meeting with Dr. Naama Zoran from 2008 through today, the school has deepened that understanding and embarked on a journey to excellence inspired by the philosophy of Reggio Emilia. MJP has raised the bar for excellence as it has strengthened their identity through creating a Judaic team and studying core aspects of Judaism. The school works to bring the deepest messages to children using tools from the Reggio Emilia approach. Judaic learning encompasses all experiences and activities at MJP as everything connects to the school identity. The school has created learning opportunities for schools across the Milwaukee community and collaborates with parents, educators, children, preschool alumni and their extended community. Rivkie attended the International Conference that opened the Wonders of Learning exhibit in Israel in 2010, with Carla Rinaldi as the keynote speaker, and participated in the 2012 Seminar led by Mara Bier and Naama Zoran.

Leslie SlanLeslie Slan has held the position of Pedagogical Coordinator at Ohr Kodesh ECC for 8 years. She has been Involved in Early Childhood Education for 47 years. She taught elementary, preschool and parent-child education programs. Leslie is the former EC Director of two area synagogue based early learning centers. She holds a Master’s in Education from Johns Hopkins with a concentration in Infant/Young Child Mental Health. Leslie participated in two study tours to Reggio Emilia Italy where she broadened her understanding of the approach.

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Stephanie SlaterStephanie Slater has worked in the area of Early Childhood Special Education for 24 years. She has a Master’s Degree in Social Work and has done post-graduate work in Psychoanalytic Psychotherapy with Children and Adolescents. Stephanie recently completed a Graduate Certificate Program in Early Intervention at Georgetown University’s School of Continuing Education. She has worked in DC-area community preschools for 11 years and is currently the full time Developmental Support Coordinator at Gan HaYeled Nursery School at Adas Israel Congregation. Stephanie is also a certified children’s yoga teacher and founded Paper Crane Yoga in 2012. She lives in Bethesda and is committed to advocating a preschool environment where all children can develop and thrive.

Sarah Rabin SpiraSarah Rabin Spira is the PJ Library® Outreach Associate for Greater Washington, which is implemented by The Jewish Federation of Greater Washington. She has been working in Jewish education for almost 13 years, starting as a Preschool Teacher at the Washington DCJCC and eventually running the summer camp, Parenting Center and family programs. She directed the DCJCC Preschool from 2007 – 2012. She has previous experience in public relations, planning, organizing and outreach. Sarah has participated in the PJLL’s “Va’yakhel: Togetherness as the Key for the Reggio-Jewish Journey” and the Israel Educators Institute. She loves bringing her education, programming and marketing background to engage and connect local Jewish and interfaith families. Sarah has a BA in English (focusing on children’s literature) from the University of Florida and an MA in Media and Public Affairs from George Washington University and has completed additional coursework in child development and education.

Janice UlrichJanice Ulrich, MS, LGPC, is a licensed graduate professional counselor at the Jewish Social Service Agency, where she works with children and families. Her specialty is using play therapy to help caregivers better connect with their children. She also serves as an early childhood mental health consultant for Montgomery County’s Child Link program. Janice has a lengthy career in disability and education advocacy and was awarded two grants for improving inclusion in Maryland public schools by the Maryland State Department of Education. She served an internship with the Johns Hopkins Bayview Intensive Outpatient Preschool Program. Janice holds a Master’s degree in Clinical Mental Health Counseling from Loyola University Maryland.

Avi WestAvi West is a Senior Education Officer and Master Teacher for The Jewish Federation of Greater Washington’s Department of Jewish Life and Learning. Avi integrates Judaic content into pedagogic and identity building experiences, resources, adult learning and congregational innovations. He is also the leader and coordinator of the annual community-wide Jewish learning celebration, ROUTES. Prior to this role, Avi was the Executive Director of the Board of Jewish Education of Greater Washington (BJE), where he worked for almost 30 years and was the Director of the Shulamith Reich Elster Resource Center. In 2003, Avi oversaw and facilitated the merger to establish the Partnership for Jewish Life and Learning (PJLL) and was the Master Teacher there until its integration into Federation in 2013. He has also been an educational consultant to 20+ congregational committees, Jewish professionals and lay leaders across denominations. He has been honored with numerous awards for his extensive work in the community, including the Ted B. Farber Professional Excellence Award, The Sheva and Marver Bernstein Master Teacher Award of the Foundation for Jewish Studies and the Community Service Award HDS of Montgomery County. Avi earned a BA from Columbia University in Comparative Literature and Hebrew Letters and a Master’s in Education from the Jewish Theological Seminary.

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David ZimandDavid Zimand is now in his ninth year as a member of the administrative team at the Jewish Primary Day School of the Nation’s Capital (JPDSNC). He began his work there as the Director of General Studies and has been the Assistant Head of School since 2013. Before coming to JPDS-NC, David taught United States History at the National Cathedral School for Girls and served as the Head of its Social Sciences Department. He began his teaching with undergraduates at Northwestern University and at the School of the Art Institute of Chicago. He regards the shift in focus to younger and younger students that has marked his career as a delightful, challenging and enriching progression forward. David holds a BA and MA in American Civilization from the University of Pennsylvania and an MA in History from Northwestern University. David also attended the Reggio Summer School Program in July 2015.

orly Zimmerman-LeizerovOrly Zimmerman-Leizerov, MA, LCSW-C, is a licensed clinical social worker at the Jewish Social Service Agency (JSSA) where she works with children and families. As part of her role at JSSA, Orly provides psychotherapy to children and families, leads social skills groups. and is an early childhood mental health consultant for Montgomery County’s Child Link program. In addition, Orly coordinates, develops and presents JSSA’s Core of Knowledge preschool teacher training program and JSSA’s Developmental Support Coordination program. Orly has many years of experience working in preschool classrooms, incorporating yoga and mindfulness activities into the curriculum and working with children with a wide range of mental, social and physical abilities. Orly holds a Master’s degree in social work from the University of Maryland and a Masters in Developmental Psychology and Communication from George Mason University.

Dr. Naama ZoranDr. Naama Zoran, born and raised in Israel, is a Developmental Psychologist with a PhD in Education. For the last 35 years, she has worked with preschools and elementary school educational systems in Israel and in the United States. She has developed a unique approach based on Humanistic philosophy and on Loris Malaguzzi’s philosophy, known as the Reggio Emilia approach. Naama’s important contributions to the field of Early Childhood Education include: directing intervention programs for parents and children from birth to 12 years; working with the founders of the early childhood department of the Israel Ministry of Education and supervising educational settings all over Israel; participating as part of the writing team for the Israel national curriculum for two to three-year-olds; developing unique working models that are connected to children’s social emotional well-being, systems change processes, and elevating thematic quality in Jewish settings; bringing the Reggio Emilia Approach to Israel and leading the educational change according to this philosophy. Naama serves as Reggio Children International Representative to the State of Israel and has brought the “Hundred Languages” and the “Wonder of Learning” exhibits to Israel. Naama presents regularly at NAEYC conferences and was Israel’s representative to the Organization for Economic Co-operation and Development (OECD) world-wide early childhood conference in Norway. She has worked with schools across the US since 2000 and is leading them to high quality practice. Naama has worked within the DC community since 2004.

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thank you to our wonderful Jewish Early Childhood

Education Conference leadership:

CO-CHAIRS:Alex Band, Preschool Director, Washington DCJCC PreschoolSandy Lanes, Curriculum Director at the Jewish Community

Center of Greater Washington Bender Early Childhood Center

CO-CHAIRS OF THE ECE DIRECTORS COUNCIL:Fran Pfeffer, Temple Rodef Shalom

Sharon Sherry, Congregation Olam Tikvah

THE JEWISH FEDERATION OF GREATER WASHINGTON LEADERSHIP:

Steven A. Rakitt, Executive Vice President & Chief Executive OfficerRobert Zahler, President

Mara Bier, Senior Education Officer, Early Childhood, Jewish Life and Learning