Temple President David Weisberg attended his first URJ Biennial last week. “[It was] unbelievable being with 5500+ fellow Jews from all across North America,” he says.
Weisberg was part of a Temple Emanuel contingent that traveled to Boston, Mass. for the opportunity to learn, share, and help shape the future of the Reform Movement. He shares more about his experience:
Q: What did you think it would be like, and what was it really like?
A: I was hopeful that I would be able to learn and further deepen my understanding of best practices across the Reform Movement. The Biennial was that plus more, including being able to meet with fellow congregational presidents and learn from them.
Q: What stands out for you?
A: The worship experiences at Biennial were like nothing I had ever experienced. For Shabbat services, singing the Sh’ma and having multiple Torahs cycle through the crowd of 5500+ was spectacular. Our prayers — along with the cantors and choirs singing — were uplifting and ultimately touched my soul.
Q: What are some things you learned?
A: Interestingly, I learned that there are a lot of Temple Emanuel (or Emanuel-El) across North America. I met congregants from other Emanuels in Toronto, Montreal, Dallas, New York, San Jose, and Hawaii. On a more serious note, I learned that we at Temple Emanuel have a lot of positives going for us. I also learned that there are steps we can take to build on the great foundation we’ve already established as we move into the future.
The next Biennial is in Chicago, Illinois on December 11-15, 2019. Perhaps you’ll join us?
When Julie Silverman and I embarked in October for an early childhood seminar in Reggio Emilia, Italy, our bags were packed, not only with layers of clothing for various weather conditions, but with a list of questions from our ECDC teachers. Today I’d like to respond to those questions. First I’d like to offer gratitude for the generous support of the Dr. Solomon and Sarah Goldberg Memorial Endowment Fund of the Jewish Federation of Greater Pittsburgh. What a gift it was for our Pittsburgh educators to receive support to visit Reggio Emilia, perhaps the only city in the world that specializes in the field of Early Childhood Education. Though it would take special research to study the history of Reggio, it was obvious that over the decades their educators, citizens and civic leaders have made countless thoughtful choices that have supported the growth of extraordinary schools. As students of Reggio, we experienced the intentionality that was apparent in every aspect of our visit. As educators in Jewish schools, we were reminded of the meaning of kavanah – the Jewish concept of focus and concentration in words and action – in this case on behalf of the welfare of children.
There are 23 infant-toddler centers and 21 preschools under the umbrella of the municipality of Reggio Emilia. Most of the schools have three classrooms with 26 children per classroom. Each classroom has two teachers with a possible third teacher if there is a child with special needs, which Reggio educators refer to as special rights. Each school also had a fully staffed kitchen which serves the nutritional needs of the school, including hot lunches and an amazing array of food choices for visitors and events. It is always startling for Americans to see how children set the tables in the dining room with real porcelain plates and glasses.
Reggio schools are made beautiful by an array of natural materials, interesting use of spaces, irregular classroom layouts and exceptional art work. The classrooms are arranged with a wide range of materials, including duplos, wooden train tracks, cars, plastic animals of all sizes, and lots of loose materials – small and large. Materials are pre-arranged on much of the surfaces. In the center of one table, for example, was a collection of pomegranates, grapes, leaves and oranges. Baby food jars of paint with corresponding colors and sheets of paper were set along the perimeter of the table. All of the materials, especially the art materials, were of high quality. Surfaces in the classroom are of multiple heights. Outdoor areas were large and grassy with few pieces of equipment, possibly one slide. The outdoor areas had lots of large loose materials, including logs and rocks.
While visiting one preschool starting at 9:00 am, children were in small and fluid groups. They were drawing, building, engaging in imaginative play with plastic figures and natural materials, and playing outside. The multi-shaped building was designed as a school and each classroom has direct access to the outdoors. Children may go in and out independently. One teacher explained that they can allow the children to be independent because they know them so well based on staying with the same group over the years. For me, one highlight was watching a group of three at an easel. Two girls were drawing at each side while a third child, a boy, sat on a chair and posed for his portrait. One of the girls traced the boy’s face with her finger to get a feel of the shape, while the boy was smiling beatifically, obviously enjoying the contact and attention. It was a joy to watch the drawings emerge on the paper and the delighted expressions of the children as they compared results.
Learning to think critically is central at Reggio schools. Experience with even the youngest children has taught the educators that children have questions about the world and can learn to view things from multiple viewpoints. Investigations are the vehicles for such learning. The learning is not linear and does not consist of a fixed sequence of steps. Words and phrases used by the Reggio educators to conjure the learning process were: spiraling; ping ponging back and forth; multidimensional; involving multiple viewpoints and using at least two materials or mediums to represent the learning.
I am struck with how far we have come at Temple Emanuel ECDC in our own investigation of the Reggio approach. We are fully engaged in dialogue, in seeking and listening to multiple points of view. This is the path of intentionality – of kavanah – of focusing thought conscientiously on what is best for our children. I am so very grateful to participate in this investigation with our school community.
As the November 2017 Temple Emanuel Bulletin goes to print, I am packing for a trip to Reggio Emilia in Italy. I am traveling with a group of 63 Educators from Jewish early childhood centers in Pittsburgh, DC, Chicago, Boston and Israel. The group includes one of our wonderful teachers, Julie Silverman, and two of our wonderful Pittsburgh JECEI Consultants, Judy Abrams and Barbara Moser.* During the 10-day trip, we will have the opportunity to visit several of the schools in Reggio Emilia and will attend many seminars and discussion groups. It is my privilege and obligation to share this journey with the Temple community.
For those of you who have not heard of Reggio Emilia, I’d like to start with a bit of history. When the Fascists were defeated and World War II ended, a group of parents in Reggio Emilia, a region of northern Italy, built a school out of the rubble of the war. They wanted a better life for their children. Their efforts and dreams laid a unique foundation for a new approach to education. Rather than building a school based on a preconceived model, this school was built on a set of hopes and values. Over the next decades, over 20 early childhood centers were built in Reggio Emilia. The set of values was increasingly tested and articulated. Many thousands of Educators have visited Reggio Emilia over the past three decades. In more recent years the Reggio Emilia approach to early education has taken a stronghold in Jewish programs across the country. This helps to explain why I have the great fortune to participate in 2017 Reggio Seminar: Exploring the Reggio Emilia Approach through a Jewish Perspective,
The schools of Reggio Emilia do not follow a method or specific curriculum. Rather, the approach is built on a set of values centered on the belief that children, teachers and parents are competent and that each has a right to participate in a collaborative learning experience. Though vicariously, the Educators of Temple Emanuel are likewise participating in this journey. Here are some of their questions that we are “bringing” to Italy:
- How did Reggio Emilia evolve into a philosophical approach with a world-wide impact?
- What is the daily classroom schedule?
- How much time do the children spend indoors/outdoors?
- How do the children express themselves musically? With instruments? With singing?
- What toys or materials do they use in the classrooms?
- What are the playgrounds like?
- What types of documentation are used?
- Are parents actively present in the classroom?
- How do the parents make time for school participation?
- How does project work get started and how is it sustained?
- How do the teachers ensure that children are ready for first grade?
I would like to acknowledge immense gratitude to The Dr. Solomon and Sarah Goldberg Memorial Endowment Fund of the Jewish Community Foundation of the Jewish Federation of Greater Pittsburgh, for making possible participation in the 2017 Reggio Seminar: Exploring the Reggio Emilia Approach through a Jewish Perspective.
*The Pittsburgh Jewish Early Childhood Education Initiative (JECEI) is a program supported by the Jewish Federation of Greater Pittsburgh. The Martha Klein Lottman Family Fund also supports the Pittsburgh JECEI program at Temple Emanuel.
The New Year. Football. Hockey. Baseball.
What a fabulous time of year. Autumn is upon us. Leaves are changing. Cool air is sweeping through Greater Pittsburgh as warm thoughts pass through our heads while we think about the year ahead.
The High Holidays have now passed. The field is open as we plan for what lies ahead this upcoming year. Just as the Steelers, Penguins and Pirates all want for this year to better than last, we all can work hard to make that happen in our own lives. This is true for all aspects – personally, professionally and of course our relationship with Judaism and with Temple Emanuel.
Athletes prepare for their seasons with hard work, discipline and diligence. They practice, focus and perform whenever the ball is kicked off, the first puck is dropped or the first pitch is thrown. Of course, not everything can be controlled in the game, but the key is preparation and determination.
I am proud to say that the Board of Trustees is in that same mindset here at Temple Emanuel. We are motivated. We have taken steps to make this year a great year. Each Officer, Trustee and committee chair has agreed to step up his or her game. Why? To become better. Better individuals, a better synagogue and ultimately a better community. It serves us well not only now but also into the future.
Our planning is in process for a Celebration year. We are honoring both Temple Emanuel and Rabbi Mahler, recognizing all that he has given to us through the years. Please plan to attend the upcoming events as opportunities to honor and commemorate.
We also are in the process of planning our next steps after Rabbi Mahler retires and becomes Rabbi Emeritus beginning July 2018. We have a strong Interim Rabbi Search Committee who will assist in identifying our Interim Rabbi for the July 1, 2018 to June 30, 2019 year. The, a year from now, we will have a Settled Rabbi Search Committee who will assist in our next search for a Senior Rabbi who will begin July 1, 2019. Many of you have participated in the congregational survey that was emailed in September 2017. Thank you. There will be additional opportunities for the congregation to have input as we continue our journey.
The groundwork has been laid for us to succeed. Let’s enjoy our community, have spiritual fulfillment and a grand Jewish experience. Let’s ride the energy as we continue to build those connections and a stronger community. Who knows – maybe it will result in a Super Bowl, Stanley Cup or World Series championship. We all can dare to dream, right?
David Weisberg, President
This year at ECDC we celebrated Purim in many traditional ways. We made crowns, graggers and hamentashen. We held our annual carnival where we had a different game in each room.
Weeks before the hamentashen, costumes and three-corner hats, ECDC Educators talked with Rabbi Locketz to think about the best ways to celebrate Purim with young children. We learned that the story of Purim comes from the Book of Esther in the Megillah and that there is no hard evidence that the events actually took place. Though the story includes wickedness and hatred, it has a happy ending – and Purim has evolved as a happy holiday enjoyed by children and adults alike.
The story of Purim, as edited for young children:
- Once upon a time in the lovely town of Shushan, there lived nice Uncle Mordecai and his niece Esther. (Uncle Mordecai and Esther were Jewish.)
- King Ahasuerus was the king of Shushan. He chose Esther as his wife, because she was kind and smart.
- Haman worked in the palace, and he was NOT a nice man. He made people bow down to him.
- Uncle Mordecai would not bow down to Haman. The Jewish people would not bow down to Haman.
- Haman wanted to send away the people who would not bow down to him.
- The Jewish people were sad, because they wanted to live in the lovely town of Shushan.
- Mordecai asked Esther to help her people. Queen Esther had to be very brave.
- Queen Esther told her husband, King Ahasuerus: I am Jewish and Haman wants to send the Jewish people away.
- The king was angry and asked his guards to send Haman away instead.
- Uncle Mordecai came to work in the palace and the people lived happily in the lovely town of Shushan.
The children embrace the characters of the story. They love the Purim songs that inspire twirling to the name of Queen Esther and booing to the name of Haman. Intuitively they rejoice in the goodness of Esther and deplore the nastiness of Haman. Though the story is told in a lighthearted manner, they learn about Esther’s bravery and the importance of doing the right thing.
This year I noticed the delight of the children as they pranced in their costumes – turtles, carrots, batmen, chefs, police officers and yes many princesses. I took special delight to hear one of our older children announce: I am not Jewish, but I love Purim!
Investigating Clay – A Special Kind of Play
Often when we think of children playing, we imagine that they are happily occupied and maybe interacting with friends. But play can be so much more. Play becomes a learning opportunity when one experience builds upon another. This happens most readily when a teacher (parent or loving adult) facilitates. “Clay Play” at ECDC is an excellent example.
We are indebted to Michelle Dreyfuss, our fabulous Art Teacher, and to Barbara Moser for introducing clay at ECDC. Ms. Moser is one of our wonderful consultants of the Federation’s Pittsburgh Jewish Early Childhood Initiative. She is also the Art Studio Specialist at the Cyert Center of Carnegie Mellon University. As Mrs. Dreyfuss explains:
Clay is such a wonderful sensory material for kids to explore; it is smooth and cool to the touch. It can be cut and stacked and molded. Add some water and it becomes a whole new experience. Add wire or string and the children discover something new. As the children become increasingly comfortable with the clay, we see stories and unique creations develop.
The children were introduced gradually to the material and to some of the tools that can be used. They have learned to use wooden dowels for pounding and flattening clay; wire for cutting clay; and water for changing the consistency. They have also enjoyed the use of various materials to print textures into the clay.
On one of the early visits to the Art Studio, Mrs. Dreyfuss showed the children how to roll the clay into balls – big, small and tiny. On a subsequent visit she showed them how to make coils, which can be used to form a bowl! The children examined some actual clay bowls and learned that clay, in contrast to playdoh, actually comes from the earth.
The children are also learning to properly care for clay. At the end of each visit, they each form clay into a cube and use a dowel to make a small dent, which is then filled with water to keep the clay moist while being stored.
As the months have gone by, the children are building structures that are more complex and detailed. In many cases, they have put multiple pieces together to make intricate sculptures. We are so thrilled to see how long they remain engaged with the clay – attentive often up to 40 minutes.
Investigating a material – any material – whether paint, wood, paper or clay, can be a multi-layered process, where discoveries build upon each other. How different from the image of “just child’s play”.
What is a Chanukah Menorah?
It is a nine-branched candle-holder lit during the eight-day holiday of Chanukah.
On each night of Chanukah another candle is lit. The ninth candle, called the shamash (“helper” or “servant”), is for a candle used to light all other candles. The shamash is usually taller than the main eight candles.
The Chanukah menorah is also known as chanukiah or hanukkiah.
Chanukah is the Festival of Lights
The celebration reminds us of the rededication of the Temple of Jerusalem in 167 BC. Though there was only a small amount of oil to burn for light, it lasted for eight whole days. That is why the Chanukah menorah holds eight candles.
At Temple Emanuel ECDC we made Chanukah Menorahs with a wide variety of materials…
Twigs Play dough Egg cartons Beads Legos and more….
As you can see, menorah making is a social activity that involves math, fine motor, language and imagination.
Our Kindergarten Enrichment classes even incorporated circuitry!
Thank you to our ECDC Teachers who contributed to this post!
Thanksgiving with Friends and Family
The Thanksgiving Festival is a wonderful tradition at ECDC involving food, song, friends and family. Our events this year were joyous with spirited participation of children and adults alike.
For the second year our children made delicious pumpkin cookies with Mrs. Freed.
And as has become our custom, Mrs. Ricci, our Music Teacher, joined us to lead song. Our play list included many old favorites.
- It’s a Beautiful Day
- I Looked Out My Window
- Pumpkin Dinner
- Grey Squirrel
- Turkey Tango
- Hinei Ma Tov
Hinei Ma Tov is a new song for us at ECDC. The Hebrew song has a beautiful melody which is enjoyed by young and old. The lyrics reflect the spirit of friendship and joy in our school community.
HINEH MA TOV
|HOW GOOD IT IS|
|Hineh ma tov uma na’im
Shevet achim gam yachad.Hineh ma tov uma na’im
Shevet achim gam yachad.Chorus
Hineh ma tov
Shevet achim gam yachad.
How good and pleasant it is
How good and pleasant it is
Due to a “day-off” in the Mt. Lebanon schools, many older brothers and sisters (many of whom are graduates of ECDC) were able to come to the Thanksgiving Festival this year. Though we did not anticipate it, the presence of many siblings added to the joy of being together. Smiling faces inspired me to take family and friend photos during the celebrations. (Note: Photos are posted with the permission of parents.)
My snapshots captured such a small percentage of our families. I invite you to send or bring photos to add to our Thanksgiving board in the school corridor.
The Reform Action Center (RAC) has two great opportunities for college students and recent graduates. The RAC’s Eisendrath Legislative Assistants are recent college grads who represent the Reform Movement and its values in the political process. Machon Kaplan is an internship program for college students interested in Judaism and social justice. Want to learn more? Go to rac.org/la or rac.org/mk.
Remember all those bags of food under the stairs that you couldn’t help noticing when you went upstairs? Thank you to everyone who brought in food during our annual drive for the SHIM food Pantry. On November 6th, after filling ours cars with donations, our 4th grade families brought it all to the food pantry and helped sort it and restock the shelves. What a mitzvah!
It’s the weigh in – did we bring more food than our 4th graders weigh? We did! [Once again, parents did not get on the scale!]
The 4th Graders weighed 710 pounds. The food? 854 pounds!!!! Incredible!
While we were there, we learned how a family “shops” at the Food Pantry and gets much needed assistance. We realized how much we can help and how fortunate we are to be able to support our community through our donations and volunteer time. It was a great morning – a worthwhile experience for all.
Our High Holiday Food Collection may be over…but don’t forget that you can donate year round!