Translating religious tradition for young children: the case of kindergarten rabbis in Jewish early childhood education

This study examines the emerging role of kindergarten rabbis in Israel’s national-religious education system. It focuses on how they understand their religious-educational purpose, develop pedagogical approaches, and translate Jewish tradition into developmentally appropriate, affective, and experiential forms. Male religious educators have long been present in national-religious elementary and secondary schools, yet the kindergarten rabbi marks a novel development in early childhood education, a sphere historically dominated by female educators. Drawing on 14 semi-structured interviews, the study explores the pathways that led them to the role, the ways they acquire pedagogical skills, and the criteria guiding their selection and adaptation of religious content. The analysis yielded three themes: (1) the gradual transformation from a temporary, unfamiliar role into a meaningful religious-educational vocation; (2) the development of pedagogical skills through hands-on experience, collaboration with kindergarten teachers, peer exchange, and informal guidance; and (3) the translation of Jewish tradition into emotionally resonant early childhood experiences through adapted materials. Findings suggest that kindergarten rabbis function as semi-formal religious-educational figures who mediate tradition for young children at the margins of the formal educational system. The study contributes to discussions on religious education, early childhood pedagogy, and the pedagogical translation of religious tradition for young children.