![The (Jewish) Value of Curiosity]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1578080594/wbtlaorg/egy7ybttj84eljc4nztq/Jan2020_cover.jpg","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_2/v1578080594/wbtlaorg/egy7ybttj84eljc4nztq/Jan2020_cover.jpg","width":512},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_3/v1578080594/wbtlaorg/egy7ybttj84eljc4nztq/Jan2020_cover.jpg","width":800},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1578080594/wbtlaorg/egy7ybttj84eljc4nztq/Jan2020_cover.jpg","width":876}])
Children in our nursery schools begin their days with morning meetings in which their teachers ask them questions about the previous day. The group spends time discussing and reflecting, then prepares for the day ahead. Because our curriculum is inspired by the innate inquisitive spirit of each beautiful child, it is a daily practice for our teachers to tailor their programs to meet their students’ needs. It is a core philosophy of the Reggio Emilia approach to early childhood education.
But how is that also a Jewish approach?