Category: Community Content and Services

Family Kindergarten

A small-scale kindergarten model providing high-quality, subsidized educational support for toddlers from underprivileged families and their parents who are not regularly enrolled in other programs. The kindergarten offers broad developmental opportunities and creates a safe space for parents to share, acquire tools, and build skills.

An ethnographic study conducted by the Tel Aviv–Jaffa Municipality found that over 50% of young children in Jaffa are not enrolled in early childhood programs. The main reasons for avoiding daycare centers and kindergartens include economic hardship, a low perception of the educational value offered, cultural customs, significant involvement of a grandmother as the primary caregiver, and an ideology favoring home-based education.

The early years of life present a unique, one-time window for cognitive, motor, social, and emotional development, as well as an opportunity to establish a positive parent-child bond. Toddlers who remain at home are often exposed to extended screen time and have limited exposure to developmentally stimulating activities. Additionally, young parents - especially mothers who tend to be alone with their baby - may experience loneliness and face challenges in coping with the everyday demands of parenthood.

It was clear that this presented an opportunity to make a meaningful impact at a crucial point in time, by establishing a high-quality, subsidized educational program for toddlers and their caregivers. This gave rise to the Family Kindergarten initiative - a community center-based kindergarten model where families attend twice a week on designated days for structured, guided activities led by a municipality-employed and trained early childhood educator. This direct interaction with parents offers a supportive space for sharing, consulting, and gaining essential knowledge and skills related to toddler care and healthy development. Low-income families were chosen to participate, with the requirement of committing to consistent attendance throughout the program.

The project reflects close collaboration between various municipal administrations, including the Community, Culture, and Sports Administration (providing facilities), the Education Administration (staffing and training), and Mishlama Jaffa (community outreach and ongoing coordination).

Partnering municipal units: The Community Division at the Community, Culture and Sports Administration, the Early Childhood Division at Mishlama Jaffa, the Department for Ages Birth to 3 Years at the Education Administration

Number of Participants

Up to 10 per group

Duration of the Activity

3 hours, twice a week

Location

Community centers

Maintenance Required

* Training for kindergarten leader * Appropriate equipment for the space

Cost Components

*The kindergarten leader’s salary *Activity kits and materials

Suitable for Ages

Toddlers and caregivers from low-income families who are not enrolled in other educational programs

Impact

Exposure and improvement of social skills, as the Family Kindergarten provides one of the few opportunities for children to meet and interact with their peers.
Practicing interactions with authority - The child’s engagement with the kindergarten teacher and the presence of other adults help both the child and parent develop skills in setting boundaries and dealing with discipline.
Gentle introduction to educational settings and support in the separation process. The model allows parents and children to experience the kindergarten in “small doses,” tailored to their needs and gradually preparing them for the next stage.
Addressing the diverse needs of parents: providing a break from household tasks, alleviating loneliness, a safe space for sharing and consultation, support, and meaningful learning.
“Parenting School” - the group and individual interactions with the kindergarten teacher enable learning through real-life situations and modeling.
Application of parenting skills that support toddler development. Mothers report implementing the tools they acquired during the sessions and observing improvements in various aspects of their children’s development.
A safe space for children and parents from mixed families to be exposed to another language, another culture, and similar families.

What we learned along the way

Structured, well-guided activities with clear routines support development and learning and are essential for the children’s (and parents’) sense of security.
A combination of group and individual work allows parents to make healthy comparisons between their child and peers, supporting early identification and increasing awareness of developmental gaps.
The balance between commitment and flexibility suits the community’s characteristics and is made possible by running the program only two days a week, along with a requirement for consistent attendance. Maintaining a regular schedule is essential for a meaningful process.
Parents are eager to receive additional support and content - we found a demand for supplementary programs such as parent training and a first aid courses.