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Preschool/Kindergarten Curriculum:
Geography/Social Studies

Preschool   pre-K
   Daily Activities
   Practical Life
   Sensorial Materials
   Language
   [an error occurred while processing this directive] Mathematics
     Number Sense
     Algebra
     Measurement
     Geometry
     Statistics/Probability
     Reasoning/Logic
     Evaluation/Assessment
   Science
   Geography/Social Studies
   Multicultural Education
   Socio-Emotional
   Arts and Crafts
   Music
   Drama
   Physical Education
   Concluding Comment
   Download program as pdf

Elementary   grades 1-5

Middle   grades 6-8

SFS Library

Extended Day

Athletics

Educational Outreach

Summer

Lunch Program



     

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The San Francisco School
300 Gaven Street
San Francisco, CA 94134
Phone (415) 239-5065

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The Montessori globes and maps are used as a framework for the study of geography and social studies. Maria Montessori believed that children should be introduced initially to the whole world and then move to more regional understanding. An early exercise in geography may involve the sandpaper globe. The children feel the globe and experience the shapes of the continents. They gain an understanding that the Earth is made up of water (smooth and blue) and land (rough and brown). Books, pictures on the walls, and other materials are used to help children gain knowledge of the world. Moving away from the global concept, later map work introduces the continents, countries, animals and people of the world.

Children also enjoy, learn and develop self-esteem through talking about things close to them such as their families, friends, and pets. Classroom teachers provide opportunities throughout the year for children to share their personal experiences and to connect their home lives with life at school. This may happen in many different ways, such as asking children to bring in family photographs or birthday pictures (one for each year of the child's life). Literature and picture books are also available depicting many different types of families and lifestyles.

The classroom also provides a community to which the children automatically belong. With the help of Practical Life materials they learn to care for their environment and begin to understand their role in their community. Job time at the end of every day gives them responsibility in caring for and pride in ownership of their classroom. As the children get older their concept of community is expanded to include other parts of the school. For example, meeting the cook, the administrator, the older children and other teachers. Community is also extended into the surrounding neighborhood via short walking tours and field trips.


 


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