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separation caused by limited curricula about the “other.” The unit exposes children to narratives of another cultural group through arts and intercultural meetings between Jewish and Arab children, supporting experiential learning supported across both communities, including its implementation over multiple years with institutional grants.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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and the Existence of the Jewish ‘other’ by Means ofthe Arts at the  \nPreschool Level  \nBy Luda Kriger􀀍  \nIn this paper, we describe an educational initiative which is a studyunit for kindergarten: “Development and nurturing awareness of the existence of the Arab ‘other’ and the existence of the Jewish ‘other’by means ofthe arts at the preschool level”. The unit was written as part of my graduate studies for [the M. Ed. degree](the M. Ed. degree) at the Oranim College under the guidance of Prof. Moshe Itzhaki. It evolved from my need to affect change in matters that I am responsible for in the educational field where I work. In Israeli society, the Jewish-Arab conflict is prominent (Bar-Tal, 2007). There is discernible cultural withdrawal between Jewish society and Arab society, while the two separate education systems deepen the alienation between them from very early childhood. The lack of curricula about the “other” leaves the students in a void of ethnocentric ignorance that is filled by other entities which are supportive of the development of the conflict ethos (Yona, 2007). The proposed study unit exposes the children to the narrative of another cultural group that exists in the social reality in which they are raised. This is achieved using the arts and through intercultural meetings between Jewish children and Arab children.  \nThis initiative is implemented in my kindergarten since three years, thanks to a grant received from the Fund for Innovative Teaching and thanks to an Encouragement Award from the Oranim College.  \nAs part of the initiative children from various sectors meet together and interact in Hebrew and Arabic, learning about a different culture. This process leads to experiential and meaningful learning that has received support in both the Jewish and Arab communities.  \nIntroduction  \nIn the multiple identities that make up Israeli society there are various types of “other”. In this reality it is important to become familiar with the“different”. Familiarity with it reduces the level of fear of it on the personal  \n􀀍Director, Amalia Lavi Kindergarten Yoqne`Am, Israel.  \nand collective plane, a fear that often stems mainly from lack of knowledge of the other (Gover, 2000; Nadler, 2000) . Oron (1996) sees the Arab “Other” asthe ultimate “Other” in Israeli society. The high level of cultural introversion deepens the Jewish-Arab chasm while also increasing the mutual separation between the two societies. The two separate educational systems, starting at kindergarten age, maintain the cultural separation between them (Elhaj, 2003; Yona, 2007) . Totri (2009) claims that “a Jewish child can grow to 18 years old without even once meeting an Israeli-Arab, not in real life and not on TV”(ibid: 1) . Hardly any curricula exist for early childhood that focus on knowing the Arab “other”. Few school projects exist that deal with getting to know the“other”(Bar-Shalom, 2004) . This phenomenon is not common in kindergartensin Israel. Studies show that conceptions and stereotypes that exist in society about the “other” can already be found in early childhood (Teichman, 2006) . Therefore, we have to start education for multiculturalism at the earliest age possible.  \nFrom this arose my need to create a study-unit for kindergarten, in order to create a multi-cultural educational environment within the kindergarten and expose the children to the “other” through the arts and inter-cultural meetings between children of Jewish and Arab kindergartens.  \nIn chapter 2 I will first review the expressions of the Jewish-Arab conflict and examine the means of constructing a national narrative. Later I’ll examine society’s attitude to the “other” and highlight the importance to Israel of education for multiculturalism. Finally, I will discuss the place of arts in early childhood education. In chapter 3 I will describe the process of implemen","cbCainSXJ2069oqx","https://ap.wps.com/l/cbCainSXJ2069oqx","pdf",335733,"English","# Introduction\n# Literature Review\n## Expressions of the Ethos of the Jewish-Arab Conflict in Israeli Society\n# Implementation Process (Chapter 3)","[{\"question\":\"What is the main goal of the kindergarten study-unit described in the paper?\",\"answer\":\"To develop and nurture children’s awareness of the Arab and Jewish “other” through arts activities and intercultural meetings at the preschool level.\"},{\"question\":\"Why does the paper argue this education should begin in early childhood?\",\"answer\":\"Because lack of early curricula leaves children with ethnocentric ignorance, while stereotypes and conceptions about the “other” can already appear in early childhood.\"},{\"question\":\"How is the initiative implemented in the kindergarten?\",\"answer\":\"Children from different sectors meet and interact in Hebrew and Arabic while learning about a different culture, supported by experiential and meaningful learning across both communities.\"}]","Kindergarten Study-Unit - Development and Nurturing Awareness of the Existence of the Arab ‘other’ and the Existence of the Jewish ‘other’ by Means of the Arts at the Preschool Level | PDF",23]