OUR PHILOSOPHY
At B’nai Simcha, we integrate Jewish values and traditions into a curriculum that emphasizes kindergarten readiness. Through small group investigations, facilitated play, engaging circle times, and guided instruction, we nurture children’s cognitive and social-emotional growth while fostering connections to their own identities and a broader community. Inspired by contemporary developmental theories, such as those of Loris Malaguzzi and Maria Montessori, we emphasize social-constructivism, where children actively build understanding through interactions with peers and their environment (Edwards, Gandini, & Forman, 2012; Montessori, 1949).
Recognizing that development occurs within a network of relationships and cultural influences, we draw on Urie Bronfenbrenner’s ecological systems theory (Bronfenbrenner, 1979). Our program, grounded in Jewish traditions, is inclusive and welcoming, creating an environment where diversity is celebrated. Jewish values—kindness, respect, and a commitment to justice—serve as a universal foundation for character development, resonating across cultures and faiths.
Our mixed-age group setting further supports this inclusive approach. Older children naturally assume leadership roles while younger children learn through observation and engagement. This model fosters empathy, respect, and shared responsibility. Celebrating Jewish holidays and exploring themes of generosity, gratitude, and community encourages all children to reflect on these universal values in meaningful ways.
By weaving Jewish principles, universal values, and research-based best practices, we provide a nurturing environment where every child can thrive. As Seymour Fox, Israel Scheffler, and Daniel Marom explain in Visions of Jewish Education (2003), Jewish values presented as universal concepts offer profound meaning to learners of all backgrounds.
At B’nai Simcha, we help children grow into confident, curious learners who embrace diversity, value community, and live with integrity and compassion.
References:
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The Hundred Languages of Children: The Reggio Emilia Experience in Transformation (3rd ed.). Praeger.
Fox, S., Scheffler, I., & Marom, D. (2003). Visions of Jewish Education. Cambridge University Press.
Montessori, M. (1949). The Absorbent Mind. The Theosophical Publishing House.
DIVERSITY AND INCLUSION
One of the earliest values that can be found in Jewish tradition comes from Genesis 1:27. As God created humanity we read, “So God created human beings in His image (in Hebrew, the masculine form is used when the being is unknown), in God’s image God created them.”
This idea of being created in God’s image, b’tzelem Elohim, is a driving principle at B’nai Simcha, where they understand that not only are our diverse families meant to be celebrated and respected, but that our larger community is a wonderful melting pot where our differences are embraced.
B’nai Simcha Jewish Community Preschool strives to teach and honor those differences while also teaching our children to stand up for themselves and others when they see unfair treatment at B’nai Simcha and, eventually, out in the broader community.
They encourage families to teach about what makes their family special and different so that the school may, in turn, teach the children at B’nai Simcha what makes our community so wonderfully diverse.
-Rabbi Aimee Gerace, B’nai parent and supporter
OUTDOOR CLASSROOM
We view the outside areas of our school as additional classroom space. We have areas outdoors to work on motor skills, create art, find quiet space for reflection, become at home with dirt and greenery and just explore.
ENRICHMENTS
Each week, our children work with specialist to experience:
ART
MUSIC AND MOVEMENT
YOGA
SPANISH IMMERSION
HEBREW IMMERSION
JEWISH EDUCATION
GARDENING
COMMUNITY BUILDING
We have scheduled many opportunities throughout the year for parents to visit our campus, volunteer in classrooms, and attend parenting seminars. We want to provide as many opportunities as possible to meet and work with parents to build a robust community that is responsive to the needs and interests of our children.
