From Insight to Impact

Each year, on Presidents’ Day, Intown Jewish Preschool (IJP) staff steps away from the classroom to do something just as important, engaging in higher learning by attending the Kallah, a full-day conference for Jewish preschool educators. Made possible by the Jewish Federation of Greater Atlanta, the Kallah invites teachers from across Atlanta to hear from a variety of professionals and explore current topics in early childhood education.

This year, more than 350 educators from 17 Jewish preschools gathered to share ideas, gain new perspectives, and strengthen their classroom practice. At Intown Jewish Preschool, educators believe strongly that great teachers are lifelong learners, and each session offered meaningful takeaways that IJP teachers have already begun integrating into their classrooms.

Noah Hichenberg, author and preschool director at Adas Israel Congregation, delivered a thought-provoking keynote on the changing nature of childhood in America. He traced this shift back to the Industrial Revolution, when children’s lives moved from an apprenticeship model, learning alongside their parents, to standardized, age-based classrooms with imposed developmental milestones. As families became smaller, a culture of increased supervision emerged, rooted in the belief that closer monitoring keeps children safer. Over time, this has led to a more control-oriented approach to parenting, sometimes at the expense of children’s independence and confidence. This unintentionally created a new generation of anxious children.

His message challenged educators to reconsider how much control adults exert on children’s lives. Rather than directing every moment, he encouraged teachers to “do less and involve more,” trusting children to take initiative, explore their ideas, and participate meaningfully in their environments. Young children, he reminded, are capable contributors when given the opportunity. At IJP, this philosophy deeply resonates with the school’s approach.

One of IJP’s basic tenets is to view the child as a whole being that is competent and capable, the constructor of their own learning. Hearing these ideas through a fresh lens inspired IJP teachers to expand on these opportunities in the classroom.

Mushky Deitsch, an experienced Reggio-inspired toddler teacher, has begun thoughtfully following the children’s lead in the realm of the social-emotional. In her twos and threes class, teachers have introduced an open invitation for older children to spend time in their classroom, inspired by an older sibling stopping by for a hug one day. What began as a simple moment quickly evolved into something deeper, richer and more meaningful. The older children embrace their leadership roles with enthusiasm, while the younger children become more regulated, focused, and engaged. This flexible thinking and collaboration on the part of IJP staff creates space for these higher-level interactions to happen.

For Ellyn Dupuis, one of IJP’s newer teachers, the focus on trusting children was especially impactful. One phrase from the conference, “when you’re ready,” has become a guiding principle for her, allowing children the time and autonomy to transition when they feel prepared.

Veteran educator Yael Perez shared that the keynote reinforced much of what IJP already strives to do, remaining flexible and responsive to children’s needs. She is especially interested in exploring ways to be less rigid with the daily schedule, seeking to rise to the challenge set by Hichenberg on this topic: “What would your classroom look like if you took down the clock?”

In IJP’s pre-K classroom, led by seasoned educator Dawn Siegel, children begin each day with calisthenics on the playground. These intentional brain-body exercises help prepare them for learning by regulating their energy and increasing focus. Movement is also intentionally integrated into transitions, helping children reset before the next activity.

Amanda Rosenfield, a licensed music therapist and assistant teacher, extends this work into the classroom. Inspired by an occupational therapy session on proprioception – the body’s ability to sense its position in space – she has introduced activities like stretching with resistance bands before they gather for Circle Time. These exercises help children feel more grounded in their bodies and develop a stronger sense of personal space.

Deitsch applies a similar philosophy during Circle Time. When a child has difficulty staying engaged, the focus is not on correcting the behavior, but on supporting the child’s needs. Rather than repeatedly asking a child to sit still, she incorporates their movement into the lesson: “Wow, look how our friend can do this move! Who else can try it?” The other children eagerly join in, and afterward, they are all visibly able to better sit and participate.

Longtime educator Adi Feen was especially inspired by a storytelling workshop that demonstrated how simple props can bring stories to life. She has already brought many of these joyful, engaging techniques into her classroom. As IJP’s in-house librarian, Feen is passionate about fostering a lifelong love of books. Each week, she carefully selects stories to share with her class, often reading outdoors and incorporating nature walks that take advantage of the school’s beautiful surroundings.

Attending the Kallah was a powerful reminder of the importance of the work IJP staffers do every day as early childhood educators. Regardless of a school’s size or structure, Jewish preschool educators face many of the same realities: supporting and retaining excellent teachers, adapting to evolving family needs, advocating for resources, and guiding children through their earliest and most formative years.

At IJP, this shared mission extends beyond professional development; it lives in the school’s classrooms each day. By trusting children, responding to their needs, and creating meaningful opportunities for independence and connection, IJP staffers are not only strengthening their teaching, but also nurturing confident, capable learners. By meeting children where they are and recognizing what their bodies need, IJP teachers create a responsive and supportive learning environment where every child can thrive.

Rena Gray and Chaya Steinberg are co-directors at Intown Jewish Preschool.