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הרשות למחקר ולהערכה

הגיל הרך

​Early Childhood Education
​לכל קבוצות המחקר
The Early Childhood Research Group engages in a variety of early childhood-related research areas that include developmental, pedagogical, and organizational aspects. Some members of the group are involved in research about policies related to the training of early childhood educators.

Dr. David Brody Coordinator Early Childhood Research Group Oranim College

• Promoting current knowledge about early childhood education
• Promoting research about Kibbutz ECE and the role of community in this field
• Promoting policy research about professionalization in ECE
• Providing undergraduate and graduate students opportunities to engage in relevant research      

• Sharing our research among members
• Presentation and discussion of current trends in international ECE research
• Workshops on sharing research methodologies
• Workshops on acquiring new research skills and learning new tools
• Presentation at conferences  
• Comprehensive study of the significance of the Kibbutz community on the quality of ECE


Research Team
David Brody  
Dr. David Brody


Dr. David Brody is the former academic dean and chair of the Early Childhood Department of Efrata College of Education in Jerusalem.  His career spans a lifetime of work with young children, from nursery caregiver and kindergarten teacher, to academic endeavors in the field of teacher education. He has served as an early childhood consultant to Jewish schools around the world. His research interests include supporting early childhood educators in dealing with emotionally laden topics, gender balance in early childhood education, and professional development of teacher educators in community.  His book on men in ECE, Men Who Teach Young Children: An International Perspective is a groundbreaking international study.  His second book, Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce: Why They Leave and Why They Stay is the result of an international collaborative effort of 17 researchers, a group that he initiated and led.  He is currently leading another international group of ECE researchers to explore children’s perspectives on their male and female teachers. 

Selected publications
Books
Brody, D. L. (Ed. in Chief) (2021). Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce: Why They Leave and Why They Stay. London: Routledge.  
 Hadar, L. L. & Brody, D.L. (2017). Teacher Educators’ Professional Learning in Communities. London: Routledge.  
Brody, D.L. (2014) Men Who Teach Young Children: An International Perspective. London:  IOE Press.

Articles 
Hadar, L.L. & Brody, D.L. (2020). Interrogating the role of facilitators in promoting learning in teacher educators’ professional communities. Professional Development in Education. DOI: 10.1080/19415257.2020.1839782   
Brody, D. L., & Gor Ziv, H. (2019). Hybridized agency among male early childhood workers as a factor in their career decisions. Early Years, 40, 20-36.  DOI: 10.1080/09575146.2019.1605335 
Hadar, L.L. & Brody, D. L. (2019). Professional learning of teacher educators in community: The significance of the inter-institutional model. Dapim. (Hebrew).
Brody, D. L., Scheiner, E.Y., Dimri Ben Ari, M., Tzadok, Y., van der Aalsvoort, G.M., Lepola, J. (2018), Measuring motivation in young children: A comparison of Israeli, Dutch and Finnish children. Child Care and Youth Forum, published online, DOI: 10.1080/03004430.2018.1459593 
Brody, D., & Hadar, L.L. (2017). Critical moments in the process of educational change: understanding the dynamics of change among teacher educators. European Journal of Teacher Education. 41(4), 351-368. DOI: 10.1080/02619768.2017.1372741 
Hadar, L.L. & Brody, D.L. (2016). Talk about student learning: Promoting professional growth among teacher educators. Teaching and Teacher Education, 59(10),101-114.
Alexander, S.T.; Brody, D.L.; Muller, M.; Gor Ziv, H.; Achituv, S.; Gorsetman, C.; Harris, J.; Tal, C.; Goodman, R.; Schein, D.; Vogelstein, I. & Miller, L. (2016). Voices of American and Israeli early childhood educators on inclusion, Journal of Early Childhood Special Education, 8(1), 16-38.  
Walfish, R. & Brody, D.L. (2016). `Students get bogged down’:  How religious Israeli elementary teachers view problems and solutions in Bible teaching. British Journal of Religious Education. DOI: 10.1080/01416200.2015.1134442
Brody, D. L. (2015). The construction of masculine identity among men who work with young children, an international perspective. European Early Childhood Education Research Journal, 23(3), 351-361.
Rohrmann, T., & Brody, D. (2015). Questioning methodologies in research on men in ECEC. European Early Childhood Education Research Journal, 23(3), 405-416.
Brody, D.L., & Hadar, L.L. (2015). Personal professional trajectories of novice and experienced teacher educators in a professional development community. Teacher Development: An International Journal of Teachers' Professional Development, 27, 1222-1234. DOI: 10.1080/13664530.2015.1016242 (IF: SJR.28; cites per doc.4)

Conference presentations
Brody, D. (2018, August). Men’s Career Trajectories: Collaborative Research Project. [Conference presentation]. Gender Balance SIG Conference, EECERA, Budapest, Hungary. 
Brody, D. (2018, April). Critical Moments in Teacher Educators’ Professional Learning: The Dynamics of Change. AERA, New York, USA. 
Brody, D. (2017, April). Teacher Educators’ Professional Learning in Communities: The Utility of In-house Professional Development. [Conference presentation] AERA, San Antonio, Texas, USA.
Brody, D. (2016, April). The role of the facilitator in professional development communities for teacher educators. [Conference presentation]. AERA, Washington DC, USA.
Brody, D. (2016, April). Teacher Educators’ Learning in Community .[Conference presentation]. AERA, Washington DC, USA.
Brody, D. (2016, April). How Male Early Childhood Educators Construct Their Professionalism. [Conference presentation]. AERA, Washington DC, USA.
Brody, D. (2015, December). How Male Kindergarten Teachers Construct their Masculinity in Response to Challenges on the Job.  [Conference presentation]. Enlightening Encounters in Early Childhood Education. Levinsky College, Tel Aviv, Israel. 
Brody, D. (2015, December). Is it Possible to Train Preservice Early Childhood educations  to Mediate in Science Activities? [Conference presentation]. [Conference presentation]. Enlightening Encounters in Early Childhood Education. Levinsky College, Tel Aviv, Israel. 
Brody, D. (2015, December). Factors Influencing the Quality of Block Play in the Kindergarten. [Conference presentation]. Enlightening Encounters in Early Childhood Education. Levinsky College, Tel Aviv, Israel. 
Brody, D. (2015, October). Professionalism and Masculinity in ECEC: Men’s Voices from Around the World. [Conference presentation].  Boys and Girls in Nomansland, Men in Early Childhood Education. [Conference presentation].  Asker, Norway.
Brody, D. (2015, September). The Visionary and the Functionary:  Two Managerial Models of Gender Balance in ECEC. [Conference presentation]. EECERA, Barcelona, 
Brody, D. (2015, September). How Provisioning in the Block Area Effects Quality of Play. .[Conference presentation].EECERA, Barcelona, Spain. 
Brody, D. (2015, April) Measuring Motivation in Young Children: A Comparison of Dutch, Finnish and Israeli Children. [Conference presentation].  AERA, Chicago, USA.
Brody, D. (2015, April).How Talk about Student Learning Can Promote Professional Growth among Teacher Educators. .[Conference presentation]. AERA, Chicago, USA.



Sigal Achituv  
Dr. Sigal Achituv


sigal_a@oranim.ac.il


Dr. Sigal Achituv is the director of the Early Childhood Education Graduate Program in Oranim Academic College. She is a graduate of the first post-doctoral program at MOFET Institute and teaches in Oranim in undergraduate and graduate programs for early childhood education (ECE). Dr. Achituv's courses deal with a variety of topics related to Israeli ECE, for example, Israel's educational policy in ECE. Her studies focus upon Israeli ECE educators' identity, regarding changes taking place in ECE in Israel and around the world.
Since 2018 Sigal has been editing a book together with two colleagues, titled The Case of Early Childhood Jewish Education: American and Israeli Perspectives on Multiculturalism, Constructivism and Gender. The book seeks to explore the fundamental questions concerning the meaning of early childhood Jewish education within the context of some of today’s burning societal and moral issues. This book represents the fruits of ongoing collaboration between American and Israeli researchers since 2010, under the name International Research Group on Jewish Education in the Early Years. 
Between 1995-2013 Dr. Achituv served as a supervisor of state kindergarten teachers in the Israeli Ministry of Education, and was in charge of 150 kindergarten teachers in the northern region of Israel.

Selected publications
Achituv, S., & Hertzog, E. (2020). "Sowing the seeds of community": Daycare managers participating in a community approach project. Educational Management Administration & Leadership. 48(6), 1080-1099. (Impact Factor: 2.448) 
Achituv, S., & Hertzog, E. (2020). Partners or managers? Mothers or bosses? Conflicting identities of Israeli daycare managers. Early Child Development and Care 190(12), 1931-1944. DOI: 10.1080/03004430.2018.1552 (14 pages A4) (Impact Factor: 0.824)
Achituv, S. & Manzura, S. (2020). "They are undergoing a makeover ... I gave them in-depth glasses and suddenly they see three-dimensional": Teachers' attitudes to the Bible in relation to the processes of change expected from students in early childhood departments. Dapim 261-288 (Hebrew).
Achituv, S. (2019)."It bothers me, but I won't bring it into the kindergarten": Gender perception conflicts of religious kindergarten teachers as reflected in their work. Religious Education. DOI: 10.1080/00344087.2019.1600108
Achituv, S. & Manzura, S. (2016). How to bridge the gap? Teacher educators' approaches to the teaching of the biblical 'Other' in kindergarten. Journal of Jewish Education, 82(3) 231-257.
Achituv, S. (2013). "What did the teacher say today?":State religious kindergarten teachers deal with complex Torah stories. Journal of Jewish Education, 79(3), 256-296.

Conference presentations
Achituv, S., (2020, July 9). School of Early Childhood Professions. Early Childhood Education: Growing Up in Dynamic and Changing Times. [Conference presentation].SIG 05 Conference 2020 EARLI (Digital conference).
Achituv, S. (2020, July 9). Kindergarten children, educators and parents' perceptions about the "junkyard" as a unique pedagogical communal approach. [Conference presentation]. SIG 05 Conference 2020 EARLI (Digital conference).
Achituv, S. (2020, May 6). [Conference organization and opening]. Early childhood during the Corona virus period. Oranim College, Israel (Digital conference) 
Achituv, S. (2019, August 21). Kindergarten teachers and parents' perceptions about the "junkyard" as a unique pedagogical communal approach. [Conference presentation]. EECERA, Aristotle University of Thessaloniki, Greece.
Achituv, S. (2019, July 14)."Sowing the seeds of community": Identities of daycare managers participating in a community approach project. [Conference presentation].Educational and Social Change in Complex Israeli Reality: A Sobering View of Reform, Activism and Entrepreneurship in Education. The Open University, Ra'anana, Israel. 
Achituv, S. (2019, June 26). The role of the "Junkyard Approach" in kindergarten teachers' training towards the "Future Kindergarten." [Conference presentation] The 7th International Conference on Teacher Education: The Story of Innovation in Teacher Education. MOFET Institute, Tel-Aviv, Israel.
Achituv, S. (2019, February 27). Digital natives, preschoolers and digital media. [Conference organization and opening]. Oranim Academic College, Tiv'on, Israel.



Orit Dror  
Dr. Orit Dror


orit_d@oranim.ac.il


Orit Dror is the head of the Israeli Institute for early childhood education. Until 2020, Dr. Dror was the head of early childhood department for undergraduate studies at Oranim Academic College.  Dr. Dror is the coordinator of early childhood forum at the national center for programs in teacher education (MOFET institute), a member of the Israeli pro-early childhood lobby and a fellow of Mandel Institute. Previously, she served as a pedagogical guide for students in the department (2008-2014), and as an occupational therapist (1995-2008) in several institutes (kindergartens, schools and learning centers). Dr. Dror holds a Ph.D. (Haifa University, 2014), an M.A. (Tel- Aviv University, 2001) in education and B.O.T. in occupational therapy (Tel-Aviv University, 1995). 

Selected publications
Mor, E., Kasem, F., Ben-Nun, N., Dror- Levy, O., Labovitz, M., S & Turgeman, M., (2016). Academy- Kindergarten: Recommendations for implementation. MOFET Institute.

Weisel, A., & Dror-Levy, O. (2006).  School climate, sense of efficacy and Israeli teachers’ attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2), 157-174.

Dror-Levy, O. (2004). Early childhood care givers course at Emek Yaffe Miftan Institute, The Israeli Journal of Occupational Therapy, 13(2). 16-18.

Conference presentations
Dror, O. (2018). Novice kindergarten teachers: Do they have enough support? [Conference presentation]. EECERA, Budapest, Hungary.

Dror, O. (2017). Getting support from others: Does it matter to how at-risk out-of-home adolescents construct their future orientation? [Poster]. ICPT, Vienna, Austria.

Dror, O. (2017).Early childhood education at Oranim Academic College.[Conference presentation]. Bejee, China.
 
Dror, O. (2017). The experience of specialized kindergarten teachers from the year of specialization and from the internship year at the Internship Workshop at Oranim College. [Conference presentation].Lecture, Research and Study Conference, Oranim Academic College of Education, Tiv'on, Israel.

Dror, O. (2016).  The connections between communities and their early childhood centers. [Conference presentation]. A conference of the Israeli Community Centers. Mazkeret Batya, Israel.

Dror, O. (2015). How future orientation links between interpersonal trust and personal coping: The case of at-risk adolescents in Israel. [Conference presentation]. German-Japanese Society for Social Sciences. Tokyo, Japan.

Dror, O. (2015).  Enhancing the Free Play of Children with Special Needs. [Conference presentation]. Conference: Illuminating Encounters in Preschool Children. Levinsky College of Education, Tel-Aviv, Israel

Dror, O. (2015). Interpersonal relations, future orientation and resilience among adolescents at risk. [Conference presentation]. ICPT, Amsterdam, The Netherlands.

Dror, O. (2014). Involvement of educators in the free play of children with complex special needs at preschool age, [Conference presentation]. The Conference of Study and Creativity, Oranim Academic College of Education, Tiv'on, Israel..


מילה שוורץ  

milasch@bgu.ac.il

Prof. Schwartz received her first degree from the Pedagogical State University of Saint-Petersburg in linguistics and literature. She completed her MA and PhD in the University of Haifa, in learning disabilities and literacy development among bilingual and trilingual children.  Prof. Schwartz conducted her post-doctoral studies in Ben-Gurion University, Israel (the Kreitman Foundation Fellowships), and in Ontario Institute for Studies in Education of the University of Toronto.
Her research interests include studying language policy and models of early bilingual education, linguistic, cognitive, and socio-cultural development of early sequential bilinguals, family language policy and bilingual teachers' pedagogical development. In this research she focusses on two unique populations: Second generation Russian-Hebrew speaking immigrants from the former Soviet Union and Arabic and Hebrew-speaking children enrolled in bilingual bi-national education in Israel. She managed numerous research projects and published over 60 empirical papers in peer-reviewed scientific journals and book chapter.

Selected publications
Schwartz, M. (2020). Strategies and practices of home language maintenance. In A. C. Schalley & S. A. Eisenchlas (Eds.), Handbook of Social and Affective Factors in Home Language Maintenance and Development. 194-217. Mouton de Gruyter.
Schwartz, M., Deeb, I. & Dubiner, D. (2020). "When they act, they speak more": Strategies that encourage language production in a bilingual preschool. International Journal of Bilingual Education and Bilingualism.  https://doi.org/10.1080/13670050.2020.1719029
Schwartz, M., Kirsch, C., & Mortini, S. (2020). Young children’s language-based agency in multilingual contexts in Luxembourg and Israel. Applied Linguistic Review.  https://doi.org/10.1515/applirev-2019-0050 


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