Dr. Emily AronoffThe words Hinei Mah Tov echo across generations and around the world. But in my classroom, they do something even more immediate: they welcome us in.
The guitar is tuned. Bluetooth connection is set. Slides are ready. The kids? Not quite. Before I ask them to follow directions or start singing, I guide them through a welcome routine that helps their whole selves arrive.
It’s consistent, sensory-rich, and rooted in connection—because when children know what to expect, they feel safe enough to participate. And when I start grounded, the whole session flows more smoothly.
Let me show you what that beginning looks like—and how you can create one that fits your voice, your values, and your learners.
Transitions Are Hard—Especially for Young Children
Transitions ask a lot from little ones. They have to stop what they’re doing, shift focus, change locations, regulate emotions, and adapt to new adult expectations—all while managing their sensory world and social surroundings.
It’s a big ask. And without support, transitions can lead to stress or disconnection. But with the right routine, we can help children arrive with confidence—and begin each session with safety, clarity, and joy.
The Power of Predictability
Predictability is a form of kindness. A familiar structure supports emotional safety, helps children regulate, and builds trust. When the flow is consistent, the brain doesn’t have to work as hard to figure out what’s next—freeing up space for joy, creativity, and connection.
What My Welcome Routine Looks Like
Watch the Routine in Action
Want to see what this welcome routine actually looks like with children? I’ve embedded two real-time modeling videos from sessions I led in a synagogue Tot Shabbat and an early childhood classroom:
Welcome Sequence Examples
Tot Shabbat
Early Childhood Center
Each video models a distinct version of the same foundational idea: the routine creates safety, connection, and readiness. Feel free to borrow what works, please adapt it for your setting.
Step Zero: The Environment is Ready
Before anyone sings a note, the space is prepped. Sit spots are out (More on that here). Props are within reach. Slides are cued (More on that here). My guitar is tuned, and my Bluetooth connection is solid. My curriculum is age-appropriate and my session designed intentionally.
I greet children and teachers at the door with a smile and my authentic enthusiasm because connection starts before the music does. I want our mirror neurons to light up in as we connect to create.
The plan is in place. The room is ready to receive them.
Step 1: We Sing Hinei Mah Tov
This is always my first song, when I’m songleading with kiddos I use my movement-based zipper setting of Hinei Mah Tov – How Good It Is, How Sweet It Is (Psalm 133). These words are part of Jewish communal life across the globe. Many parents recognize them from their own childhood. Israeli parents especially love hearing their kids sing Hebrew words.
This setting is a zipper song, which means I repeat the same melodic phrase with interchangeable action words (Old MacDonald and Wheels On The Bus are also “zipper” songs. That structure makes it easy to customize, stay developmentally responsive, and attune to the group’s energy.
I typically lead a range of movements like toe taps, hand claps, stretch and sways, eye blinks or tongue clicks, and I sometimes invite participants to contribute their own ideas. I aim for a balance of fine and gross motor activity, making sure to cross the midline and gauge the group, all while keeping the tone warm, playful, and connected.
What About a “Hello” Song with Names?
In smaller or intergenerational congregational settings (especially when children are wearing name tags) I sometimes include a personalized name song. But I don’t use one unless I know everyone’s name. If that’s something you can prioritize, it’s a beautiful way to build connection early on. TBH, my brain is not great at matching faces with names in mass. If you can and want to include, please do!
Step 2: We Sing the ABCs—and the Alef Bet
Next, we sing the ABCs. I accompany on guitar but pull back vocally to let the children lead and hear each other.
Then we sing the Alef Bet to the same melody. I might say, “Hebrew is a special language for Jewish people. These are the letters we use to write words like shalom and todah.”
It’s short—but it centers Jewish identity, builds confidence through competence, and helps me assess the group’s readiness.
Step 3: We Take Three Deep Breaths
After singing, we pause to breathe together. I model slow, intentional breath—sometimes inviting them to “fill up the space behind your belly button with air.” This quick reset:
- Regulates the group’s energy
- Supports vocal readiness
- Gives me a moment to breathe and lead with intention
Step 4: We Share a Thank-You Song (Depending on the Time and Environment)
When time and setting allow, I guide the children in co-creating a gratitude zipper song. I might use Doug Cotler’s “Thank You, God” or my setting of Modeh/Modah Ani. I ask each child to silently think of something they’re grateful for. Then I sing, “Thank you for…” and pause, inviting one child to fill in the blank.
Sometimes the answer is silly (“toothpaste”), and sometimes heartfelt (“my baby sister”)—but it’s always real.
This quick moment strengthens:
- Language expression
- Emotional insight
- Group empathy and connection
It also gives teachers a glimpse into what’s going on in each child’s life.
Why This Routine Works (and What It Teaches)
This isn’t fluff. It’s a layered, research-informed strategy that supports everything else we’re trying to do in our music sessions:
- Predictability builds emotional safety
- Rhythm and movement support co-regulation and focus
- Familiar songs build confidence and group cohesion
- Breath and pause allow space for nervous system alignment
- Connection first leads to more cooperation and fewer corrections
Once the routine is internalized, I may introduce small variations—inviting a child to lead, changing the instrument, or recording a gratitude video to share with families. The structure remains consistent. The novelty adds joy.
The brain loves both.
Want to Build Your Own? Start Here.
You don’t have to use my routine. But I strongly encourage you to create one that’s:
- Predictable: Children should know what’s coming next
- Developmentally appropriate: Use movement, rhythm, and familiar tunes to meet them where they are
- Emotionally regulating: Give space to settle and soothe.
- Connection-driven: Prioritize warmth and attunement, especially in the first few minutes
- Flexible and growable: Once the foundation is set, you can build on it in creative ways.
Support for Jewish Music Educators and Preschool Songleaders
This is the kind of work we explore every month inside the Songleading for Kiddos Support Squad—my membership program designed specifically for Jewish music educators, preschool specialists, and anyone leading songs with little ones.
Inside the Squad, we dive into:
- Real session structures that work across ages and settings
- Musical transitions and behavior strategies
- Coaching, community, and curriculum support to keep you inspired and equipped
I hope you’ll join us.
