This framework works like this:

1. The kids are divided into age groupings according to their developmental stages:

The "collelot"

Grades 1 - 3 (ages 6 - 8)

Grades 4 - 6 (ages 9 - 12)

"Cheitz"

Grades 7 - 9 (ages 13 - 15)

"Chaviv"

Grades 10 - 12 (ages 16 - 18)

2. The team:

Each group has 2 educators (apart from the two younger groups who have 3). These educators don't have to have an academic background. They receive training through various courses , theoretical and practical as well as regular weekly meetings with professional, seasoned educators.

3. Main goals:

a) Socialization - dealings with other groups, sociometric parameters and trust in relationships, necessary for growth and development.

b) Kibbutz values - identification with the kibbutz social environment through doing things for the kibbutz and the internalization of social values. Through the participation in the special holidays and the appreciation of the special qualities of the kibbutz members.

c) The fulfillment of personal potential - development of additional elements in the personality of the child that aren't given full reign in the other frameworks; in the social environment - leadership, initiative and cooperation. In the area of personal enrichment - inventiveness, art, sport etc.

4. Change:

The framework is dynamic and undergoes changes with time. In the past, this framework included all the functions, educational and care. These changes in the kibbutz along with the strengthening of the family framework have reduced these same functions in the educational framework, resulting in an emphasis on the social side as described in 3.

5. Continuation:

A guiding principle through all the age groups is that of constancy in goals and values. This is acheived by using general planning and constant communication between the educators.

6. The job of the educator:

The content and guiding principles come from the values and goals defined in the previous sections. The construction of activities, content, aims etc., is done jointly by the whole team but which allows for the personal expression of each educator.

7. The parent connection:

The cooperation of the parents is one of the components that receives special attention. This is particularly important in planning and the sharing of information as well as in the solving of problems due to the unavoidable and inevitable tension between the parents and the informal framework.