In early 1999, the Knesset passed a law on free kindergartens for all children starting at age three. Kindergarten is compulsory for five- and six-year-olds. At this age, children are taught the basics of reading and arithmetic, cognitive and creative abilities, and how to communicate.

There are several educational units for preschool children in Israel:

1. “Maon Yom” – accepts children from 3 months to five years. It is open from 7 am to 4 pm. This type of institution is under the control of the Ministries of Labor and Education, but is owned by various public non-profit organizations. Their goal is to support working women. Fees are set for the whole year and are determined by the family’s income.
2. “Mishpahtonim (family daycare centers) – accept children from the age of 1.5 years and are under the control of the Ministry of Labor. They are open from 7 a.m. to 4 p.m. or until 1 p.m. (cheaper). The peculiarity is that there can be no more than 5 children in the kindergarten at a time. The fees are lower than in Maon Yom. Most nurseries are located in private homes.
3. “Pauton” – designed for the youngest children (up to 3 years old) and function like “Maon Yom” or “Mishpachton” groups. The facility is usually run by a private individual who determines which children will be admitted and on what basis. Normal opening hours are from 8 a.m. to 12 or 1 p.m.
4. “Beit Talmid is a preparatory after-school program that accepts children from pre-kindergarten through third grade, where children have lunch and do their homework in the afternoon.
5. Private kindergartens. The amount of payment is determined by the inspector according to the quality of the kindergarten. They differ in the quality of equipment and the qualifications of teachers. Private kindergartens with more than 10 children must have a license. Private kindergartens with a license are usually short of places.
6. “Kdam Hova” is a pre-preparatory group for children aged 4 years. In developing cities, this group covers children as young as 3 years old. In these kindergartens, new immigrants are given discounts of up to 90% during the first 4 years of their stay in the country. This type of kindergarten operates in areas under the control of municipalities, where registration takes place.
7. “Gan Hova” is a compulsory preparatory group of kindergarten. It is intended for five-year-old children. The maximum number of children in a group is up to 35. The concept of kindergarten involves intellectual, physical and emotional preparation for school.

School education system. Imagine a school where no one cheats. A classroom that doesn’t get up when the teacher comes in. A university where a professor gives one lecture three times and students choose a convenient time to attend. A final exam that can be retaken countless times. No, this is not a fairy tale, this is the Israeli school system.

Universal and compulsory schooling covers all children between the ages of 6 and 16. Young people between the ages of 16 and 18 continue their education depending on their desire and capabilities. The main task of the country’s education system is to enable children living in a pluralistic system to become responsible citizens of a democratic society. In Jewish schools, Arabic is taught as a second language, and Hebrew is a second language in Arab schools.

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ACTIONS IN CASE OF A TERRORIST ATTACK

Basic measures to prevent a possible terrorist attack:

• Do not touch anything in transportation, residential and public
  in transport, residential and public spaces or on the street, do not touch anyone’s packages (bags), do not let others
  to them, and do not let others near them. Inform a police officer if you find them;
• do not express your discontent in the presence of terrorists,
  refrain from sudden movements, shouting and moaning;
• If terrorists threaten to use weapons, lie on your stomach,
  protecting your head with your hands, as far as possible from windows, glazed doors
  passages, stairs;
• use every opportunity to escape;
• If an explosion occurs, take measures to prevent
  fire and panic, provide first aid to the victims;
• try to memorize the signs of suspicious people and report them to
  them to the arriving special services.

ACTIONS TO TAKE IN THE EVENT OF A BUILDING OCCUPATION

If you find yourself in a building (premises, territory) captured by terrorists, but have not been found by them.

• remain calm and try to avoid contact with the
  with the terrorists;
• inform the law enforcement authorities as quietly as possible about the
  about the terrorist attack, as well as about your whereabouts;
• do not smoke;
• stay away from doors and windows;
• strictly follow the instructions and commands of law enforcement officers;
• hide your documents and business cards.

Remember that immediately after your report
anti-terrorist units will take comprehensive measures
to save your life and health.

EVACUATION FROM THE BUILDING

Evacuation from the building is necessary not only in case of fire, but also in case of
earthquakes, floods and other emergencies, if
the building of the educational institution is dangerous for the people who are there
who are there.

Fire safety rules for educational institutions and facilities
systems stipulate that during evacuation and firefighting
firefighting, it is necessary to

• determine the safest evacuation routes and exits to the
  to the safe zone as soon as possible;
• eliminate conditions that contribute to panic. To this end, employees of
  To this end, employees of institutions and facilities should not leave children
  unattended from the moment the fire is detected until it is extinguished;
• evacuation of people should start from the room in which the
  and adjacent premises that are in danger of
  the danger of fire and combustion products spreading. Children
  younger children and the sick should be evacuated first;
• In winter, at the discretion of the persons conducting the evacuation, children
  older children may be dressed in advance or take warm clothes with them.
  warm clothes with them, and younger children should be taken out or
  or carry them out wrapped in blankets or other warm clothes;
• thoroughly check all premises to ensure that children are not
  children staying in the danger zone;
• set up security posts at the entrances to buildings to
  to prevent children and employees from returning to the building where the
  the fire has started;
• In case of firefighting, the first priority should be to ensure
  favorable conditions for the safe evacuation of people;
• to prevent the spread of fire and smoke, you should refrain from
  from opening windows and doors and from breaking glass.

Evacuation rules for children:

Do not speak – to hear the teacher
Do not run – to avoid getting hurt
Do not push – to avoid getting hurt
Do not turn around – to stay safe

Students are also asked to follow all instructions given by teachers and, if necessary, at the if necessary, at the request of adults, to help other children to evacuate. When you arrive at the safe zone, stay together and stay together with the class.

Evacuation rules for teachers:

• Evacuation is carried out by the appropriate sound signal,
  which, if necessary, is activated by the administration or the person who discovered the
  the fire.
• Remind children of the main purpose of evacuation: their safety and
  the rules of evacuation: do not talk. Do not run. Do not push. Do not
  turn around.
• Close the doors and windows.
• Bring your school emergency kit, a bucket (it may be
  folding), and a first aid bag.
• Check the safety of the evacuation route.
• During an evacuation, it is recommended to combine two classes and have one teacher lead the
  one teacher leads the column, and the other completes the column of children of the two classes.
  the column of children from the two classes.
• Help children with disabilities and small children.
• Evacuation is carried out to a specific designated place (the place
  for each classroom is determined during the training exercise and does not
  is determined during training exercises and does not change).
• When you arrive at the designated location, check to see if all the children are
  children on the list.
• Stay with your class and ask students to stay together, to be
  the whole class together, and not to go anywhere.
  If the hazardous conditions have disappeared, evacuate back to the classrooms following the same
  to the classrooms, following the same rules.

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SAFETY SUPERHEROES

It is important to talk to children about emergencies, in particular, so that the information they may receive during the emergency itself does not shock or traumatize them. Preparation makes the child’s stress “expert” and takes him or her and the adult out of the state of traumatic helplessness and vulnerability. By explaining, we counteract anxiety with productive actions.

It is important to start the conversation when the whole family is together. You can sit in a circle so that everyone can see each other and be included in the conversation, and attention is evenly distributed among all family members.

First of all, adults should emphasize that they are talking about safety not because something dangerous is going to happen, but to “train the ‘safety muscle'”. This is necessary to feel strong in any difficult situation and to feel protected.

It is important that adults speak calmly and slowly, observing how children’s postures and reactions change. It is better to hug or hold the hand of younger children. You should also give children the opportunity to react to what is said.

You can appoint children as “safety superheroes” to make the conversation less intimidating. Yes, it is important to talk about your childhood. Like, when you, adults, were children, you were not yet “safety superheroes”. You had a difficult experience of danger, coped with it, but you were not ready, never trained and did not know how to act in such situations. Therefore, you wasted important time and energy. However, it would have been easier to cope if we had known some rules. You really hope that children will never need this knowledge, but all superheroes should know it.

Next, you need to legitimize the child’s fear and say:

“I sometimes get scared when I see a fire in cartoons and movies or when I think about an earthquake. That is, when I think that something can threaten us.

But I am an adult
and I have a lot of knowledge and strength.
And it is also important that we are together!
We know the rules and we can handle everything.”

WHAT TO TALK ABOUT WITH CHILDREN AND IN WHAT FORM

Algorithm for preparing for a conversation:

Explain the theory and why it is important to know it.
Involve them in a game – training.
We consolidate knowledge in a training action.
The conversation should not be long. All the proposed topics can be divided into 3-4 sessions (stages) of “safety superheroes”.

The first stage. What is safety?

First of all, a child of any age should be asked what safety is. Then, together with a child of 3 years old, you can come up with an ideal protected (perhaps imaginary) space. And then draw or sculpt it.

The second stage. How can we take care of safety?

We remind a child from the age of 3: we follow and know the rules of the road, how to get into an elevator, do not open doors for strangers, wash our hands after a walk, before eating, wear a mask during quarantine, do not go anywhere with strangers, check electrical appliances, turn off gas and water when we go on vacation.

Stage 3. Putting knowledge into action

With a child from the age of 3, you can consolidate knowledge in the following ways:

Walking around the house and exploring what needs to be hidden in the closet, whether the shelves and racks are well fixed, whether the vase will fall, etc.
Adults or children give a signal and all together imitate what to do in this case. At first, the sounds should be quiet or funny, and gradually they should be louder (fire, earthquake, alarm). Children themselves can signal with a loud and unpleasant sound.

Next, you need to collect the “safety suitcase” (alarm suitcase) and go to a safe place of your choice. It is important that an adult supports children, tells them what to do (take a flashlight, phone, hold an adult’s hand, check if the lights are off, etc.), emphasizes what the child is doing well, and does not rush them.

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