The arrival of children at a new kibbutz inevitably posed an ethical dilemma. If everything was held in common, then who was in charge of the children? This question was answered by regarding the children as belonging to all, even to the point of kibbutz mothers breastfeeding babies which were not their own. For most kibbutzim, the arrival of children was a sobering experience: “When we saw our first children in the playpen, hitting one another, or grabbing toys just for themselves, we were overcome with anxiety. What did it mean that even an education in communal life couldn’t uproot these egotistical tendencies? The utopia of our initial social conception was slowly, slowly destroyed.”

In the 1920s kibbutzim began a practice of raising children communally away from their parents in special communities called “Children’s Societies” (Mossad Hinuchi). The theory was that trained nurses and teachers would be better care-providers than amateur (and busy) parents. Children and parents would have better relationships due to the Children’s Societies, since parents would not have to be disciplinarians. Also, it was hoped that raising children away from parents would liberate mothers from their “biological tragedy.” Instead of spending hours a day raising children, women could thus be free to work or enjoy leisure.

Unlike former times when they lived in communal children’s houses, children in the majority of kibbutzim today sleep at their parents’ home until they reach high school age. However, most of their waking hours are still spent with their peers in facilities adapted specifically for each age group. At the same time, parents are becoming increasingly involved in their children’s activities, and the family unit is gaining more importance in the structure of the kibbutz community. Thus the granddaughters of women who 75 years ago insisted on being released from domestic chores are now the leading force within the kibbutz for more parental involvement in the upbringing of young children and for allocating women more time at home with their families.

Children grow up knowing the value and importance of work and that everyone must do their share. From kindergarten, the educational system emphasizes cooperation in daily life and, from the early school grades, youngsters are assigned duties and take decisions with regard to their peer group. Young children perform regular age-appropriate tasks, older children assume certain jobs in the kibbutz and, at high school level, they devote one full day each week to work in a branch of the kibbutz economy.

Elementary schools are usually on the kibbutz premises, while older children attend a regional kibbutz high school serving several area kibbutzim, in order to experience a broader range of academic subjects and social contacts. At all age levels, accommodations are available for youngsters with special talents or needs.

Some 40 percent of all kibbutz children return to settle on their kibbutz after army service. The majority of kibbutz members today grew up in the kibbutz and decided to build their life there.