"Israel Is Meant for Me": Kindergarteners' Conceptions of Israel

Autor/in	Zakai, Sivan
Titel	"Israel Is Meant for Me": Kindergarteners' Conceptions of Israel
Quelle	In: Journal of Jewish Education, 81 (2015) 1, S.4-34 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2015.1007019
Schlagwörter	Foreign Countries; Kindergarten; Jews; Misconceptions; Preschool Children; Photography; Childhood Attitudes; Longitudinal Studies; Concept Formation; Day Schools; Metropolitan Areas; Semi Structured Interviews; Safety; Violence; War; California; Israel + Suchen Sie Ihr Suchwort? Ausland; Jew; Jude; Jüdin; Juden; Missverständnis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fotografie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Concept learning; Begriffsbildung; Day school; Halbtagsschule; Ballungsraum; Sicherheit; Gewalt; Krieg; Kalifornien
Abstract	What is Israel in the minds and hearts of young American Jewish children? Through interviews and photo and music elicitation exercises, this research uncovers how day school kindergarten students conceive of Israel. This study, part of an ongoing longitudinal project, shows how 5- and 6-year-old children are able to form a multilayered conception of Israel, viewing it as both a Jewish state and a place for those who live there, a dangerous place and a safe haven for Jews, and a place at once special and ordinary. Yet these children also have several misconceptions, conflating time, space, and languages in their reflections on Israel. By illuminating children's understandings and misunderstandings about Israel, this research demonstrates how young Jewish children are building a multifaceted understanding of Israel even when they mix up particular facts and details. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01