What Shall We Tell the Children? Early Childhood Jewish Education Teachers Respond to October 7

被引：0

作者：

Muller, Meir ^{[1
]}

Miller, Lyndall ^{[2
]}

Gelnick, Alana Rifkin ^{[3
]}

机构：

[1] Univ South Carolina, Community Empowerment, Columbia, SC 29208 USA

[2] Amer Jewish Univ, Jewish Early Childhood Educ Associated, Los Angeles, CA USA

[3] Dreamearly, Great Neck, NY USA

来源：

JOURNAL OF JEWISH EDUCATION | 2025年

关键词：

Crisis pedagogy; early childhood education; Israel; Jewish education; self-determination theory; STRESS; CARE;

D O I：

10.1080/15244113.2025.2485185

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study explores how one school's early childhood Jewish education teachers managed the challenges of teaching during the two and a half months following the October 7 hamas attack on Israel. Interviews revealed strategies participants used to support children's understanding and well-being, including adjusting pedagogical approaches and providing a supportive environment. Teachers found the classroom to be a refuge from external stress, supported by family involvement and emotional backing. The study uses self-determination theory (SDT) as an analytic tool to understand the teachers' practices and notes the importance that autonomy, competence, and relatedness played for the students and teachers.

引用

页数：28