Schechter Boston – To develop a new curriculum for pre-K through 1st grade that uses age-appropriate Jewish literature to generate sichot amitzot (courageous conversations) and foster curiosity, active listening, and social-emotional learning.

What are you looking for in the children’s literature that you select for the Sichah Amitzah project?

I look for text and illustrations that complement each other to engage children in multiple ways. I also look for interesting characters and relatable plots that provide opportunities to notice, wonder, and connect. But most importantly, I want the children to respond emotionally. One of my favorite questions is, “How does this book make you feel?” The first few times I ask this, I get a lot of blank stares. But over time and with modeling, it becomes easier.  So when I review books to share with children, I pay attention to how it makes me feel. 

What does a courageous conversation sound like?

In The Many Colors of Harpeet Singh, the main character—a Sikh boy who wears a patka—moves across the country and has trouble adjusting to his new home. When I ask, “How did this book make you feel?” my students connect to Harpeet’s feelings of loneliness, and then we can think together about what helps us feel welcomed in new spaces. Kids also share how happy it makes them knowing that other religions have special head coverings, too! 

Could you give us an example of a favorite piece of Jewish literature you plan to use for Sichot Amitzot and why it’s a favorite?

There are so many! One I really like is A Rainy Day Story by the amazing Israeli scholar (and former MK) Ruth Calderon, which retells a story from the Talmud. Rabbi Hanina is out for a walk. It starts to rain, so he complains to God and the rain stops. But then R. Hanina notices that the plants and animals need the rain, so he calls out to God and the rain starts again. I love the way this book opens up a conversation about perspective-taking: Something can be very good for me and yet harmful to others!