The Plowing Domain – The Realigan Kindergarten Network

The Plowing domain  – deals with Rrealigan – ages 3-6 and it refers to the wide range of possibilities arising from the Realigan being a pedagogical network under unified management.

The plowing domain sets the fertile ground for the future, both through the children’s broad exposure to learning stimuli and experiences and through the cultivation of curiosity within a wide range of topics. This is also facilitated by the flow of activities, flexible learning, and adapted teaching pedagogy that the Realigan embraces.



The following components are important criteria for what the plowing domain aims to foster:

  • Curiosity for learning: Self-motivated and actively exploring curious children; The Plowing domain fosters children’s natural curiosity and encourages them to raise questions, and be involved in performing exploratory actions. The children are seeded with varied initial thinking skills such as: raising hypotheses, live researching, drawing conclusions, and more.
  • Wide exposure to multiple literacies fields of knowledge: Exposure of children to a variety of languages and fields of knowledge, allows them to get acquainted with their personal interests and inclinations, which will lay the grounds for their later years of school.
  • Selection skill: Generating multiple options allows children to exercise their choice. This serves in setting the foundation for their self-elected love of learning in later years.
  • Sense of ability and competence: The Plowing domain allows children to deal with various challenges, and assist them in their fulfillment, through skills developed at the kindergarten. This allows children to develop a sense of competency to tackle new tasks, dare to try new things, and approach the unfamiliar out of curiosity and self-confidence.
  • Social Involvement: Kindergarten is a framework for social development and we strive for the child to develop social skills and relationships in which he is an equal partner: he leads and is led. In this, the Plowing domain fosters the development of a reciprocal relationship of mutual acceptance where children are presented with multiple opportunities to be involved in the social setting.
  • Code of Honor: The seeds of human values ​​are required to be nurtured in the fertile soil of young ages. The ability of children to recognize the need of another, despite their young age, acts as the foundation for the later development of a personal code of conduct and honorable behavior.


Here are some elements that characterize plowing space:

  • A Languages Tour network: The Realigan network includes around 40 staff members with a wide range of languages skills and proficiencies.  Utilizing this rich resource of skills, the staff members who speak English, Russian, Arabic, Portuguese, Spanish, and more – wander among all the network kindergartens and expose the children to experiences in songs, stories, and more in these languages.
  • The flexible and adapted flow of activity and teaching: The agenda in the kindergarten allows the flow of activity, which means that the child moves between the various areas in the learning environment freely and according to personal inclinations to play, work, and learn and create. The children’s activities are free according to choice, along with the mediation and supervision of the educators. Flexible learning, which is a pedagogical approach that embraces the differences between learners by assigning a variety of learning experiences and means, to the choice of the child, is also reflected in the flowing agenda. This allows educators to apply personally adaptable teaching, and allocate time for individual teaching, according to the personal needs of each child.
  • Collaborative learning space: We believe that the learning environment in the kindergarten should be broad and allow children a choice also in terms of where they want to stay and act. Therefore, the flow of activity in the Plowing space takes place in all the physical spaces: within the Kindergarten, the yard, and even the adjacent gardens in the common compound and yard.


  • Language literacy: Exposure to language literacy through a “Languages Tour network”.
  • Quantitative literacy: Deepening quantitative literacy, is also a significant component of first-grade readiness. In this, the Realigan children are exposed to playful experiences allowing acquaintance with numbers, financial literacy, and more.
  • Technological literacy: exposure to the language of technology – material, product, technology, the middle process – solving everyday problems. When the overarching goal is to develop the skills for orientation in a high-tech world.
  • A wide range of areas of interest: exposure to a variety of areas of knowledge and interest, by way of curiosity and inquisitiveness – asking questions, combining the children’s personal interests, and enriching awareness of different areas.
  • Preparing the ground for the code of honor: designing the code of honor for teamwork on the network, and then designing a code of honor common to all kindergartens, according to the age of the children.

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