Struggles and Successes in Constructivist Jewish Early Childhood Classrooms

Meir Muller, Chaya Gorsetman, Shelley T. Alexander

Research output: Contribution to journalArticlepeer-review


This study examined the experiences of teachers in a Jewish early childhood center implementing constructivist theory and pedagogy through a Reggio Emilia-inspired model. Constructivist practices were described through interviews, surveys, classroom documentation, and observations. The data indicated that areas that were initially deemed as successes were hard to maintain and seemingly overshadowed by challenges. These areas included understanding constructivist theory, using open-ended materials, and relying on open-ended questions to facilitate knowledge. Furthermore, teachers struggled when comparing information gained by children from classes using a more traditional educational approach. Insights in each area are provided to support Jewish and general studies constructivist teachers.

Original languageEnglish
Pages (from-to)284-311
Number of pages28
JournalJournal of Jewish Education
Issue number3
StatePublished - 3 Jul 2018

Bibliographical note

Publisher Copyright:
© 2018, © 2018 Network for Research in Jewish Education.


  • Constructivism
  • Jewish early childhood education
  • Piaget
  • Reggio Emilia approach

ASJC Scopus subject areas

  • Cultural Studies
  • Education
  • Religious studies


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