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Cheryl Andersen-Sorensen Childcare Center

4150 Clement Street Building T-45
San Francisco, CA 94121

(415) 751-8511


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We are located on the campus of the Veteran's Administration Medical Center. The school is located at the back of the campus overlooking Lincoln Park and the San Francisco Bay

Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

From the Director:

We believe that children's play provides the foundation for learning.The goals of our preschool are to help children develop a positive self image and explore their natural sense of wonder.The curriculum integrates activities that support development; language, social, cognitive, physical and creative.This approach makes use of the children's strengths as they learn and provides interesting and meaningful activites.

Curriculum & Teaching Approach

Learning Philosophy & Tools

  Play- based mostly teacher led not formally in curriculum conducive environment
Language       more

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  • Tracing paper and other writing instruments
  • A well-stocked bookcase
Oral language  
Nursery rhymes, poems, songs  
Storybook reading  
Emerging literacy skills  
Cognitive development
Math & number sense more

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  • Puzzles
Time & space more

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  • Calendars and clocks
  • Parquetry blocks, pegboards, and mosaic toys
  • Building blocks
Sci. reasoning/physical world more

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  • A place for science activities such as growing plants
Music more

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  • Musical instruments
Visual arts more

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  • Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
  • Art work on the walls
Physical activity more

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  • A playground with climbing equipment
  • Bean bags, balls, and other objects that children can throw, kick, and play
  • Tricycles
  • Enough room for children to move around and play and a suitable indoor alternative to the outdoor playground on rainy days
  • Sandboxes and/or water stations for play
Other subjects taught Our day includes both mixed group time where children choose activities indoors and outdoors as well as teacher led small group time.We have a music teacher that introduces many different instruments and types of music to the children. We also have an art teacher that offers a variety of art activities. These are both hands on experiences for the children.

From the Director:

We believe that the classroom environment plays an important role in children's learning. The classroom is set up with all activites at the children's level. Children are encouraged to choose activites and use them independently. Teachers are available to assist and to guide children as they learn how to use the classroom materials. The room is set up with activity areas. Each area is designed with specific learning opportunites for the children.

Quality of Teaching

Individualized Teaching: From the Director

Our school is part of First Five San Francisco Preschool for All. As part of this program the teachers are commited to continually learning to improve their practice. Staff development is ongoing. The teachers provide a safe, nurturing, child centered environment. Each teacher spends time observing the children in their group to determine their interests. The children often go on field trips to explore the areas around the school as well as areas of the city. The teachers see the children as capable and competent. They are also sensitive to the individual needs of the children. Teachers and children build community as they spend time together playing and learning.

Day in the Life

General School Mission

Our children are the center of our program. We believe that their play provides the foundation for learning in a meaningful way for them. We are dedicated to preparing young children for future school experiences.
We offer a safe, nurturing, child centered environment for children to begin their journey of discovery.

A Typical Day

Most of the day is spent in mixed age groups. The children in the preschool are from 2 and a half to 5 years old. There are four groups of children with a teacher for each group.

The daily schedule combines both mixed age group time where children choose activities indoors and outdoors and a teacher led group time with a focus on specific activites that support development in language and literacy, math, cognitive , self help, large and small muscle as well as art and music. Children take field trips to the library weekly. We have an art specialist and music specialist come weekly.
We offer a morning and afternoon snack . Parents provide lunch for their children. There is a scheduled naptime for those children that nap.

Home-School Connection

Home-School Connection: From the Director

Teacher communicate with parents each day through written communication. The teachers of the older children write about daily activities in a journal for parents to read. The teachers of the younger children fill out a daily sheet which gives parents information about the different parts of their child's day. Activites, meal time, who they played with during the day as well as any concerns the teacher has about the child.
Teacher also speak to parents as they bring their children or pick them up. Teachers can also email parents, parents can schedule a time to meet with their child's teacher. We believe in working with parents to give their child the best experience while they are in preschool.

Parents Say They are Encouraged to:

  • Sit on the board of trustees
  • Hold social events at the school to build community
  • Fundraise
  • Are required to make donations ourselves
  • Are able to visit the school anytime we want
  • Go on field trips
  • Volunteer in the classroom
  • Receive newsletters

Modes of Communication

  • Notes
  • Phone Calls
  • Voice Mail
  • Email
  • Special Meetings
  • Two or More Regular Conferences
  • Drop-Off
  • Pick-Up
  • Regular newsletter/printed updates circulated to the whole school


Separation is Handled through:

  • Pre-entry meetings with parents at school
  • Extra staff dedicated to handle separation
  • Parents in classroom early on

Handling Separation: From the Director

We ask the parents bring their child to the school several times and stay with them for a few hours before the child starts our program. The transition process is different for each child and we respect that parents know their child and how long it will take for them to feel comfortable in their new school. We also want parents to see what happens during the day so they feel comfortable with the program. We understand that it is challenging for both the child and the parent as the child begins coming to a new school. We understand that they are developing their relationships with the teachers.
We are sensitive to the process and support parents as they help their child make the transition.