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Golden Gate Guppies Preschool

2426 California Street
San Francisco, CA 94115

(415) 839-5188


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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based

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
  • Building blocks
Sci. reasoning/physical world more

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  • A place for science activities such as growing plants
  • Pets for children to watch and care for
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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  • Bean bags, balls, and other objects that children can throw, kick, and play
  • 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

From the Director:

Learning is driven by the needs and interests of our children. The play-based program created by our teachers address all of the developmental areas while assuring learning is fun, stimulating and challenging which we believe leads to a life-long love of learning.

Quality of Teaching

Individualized Teaching: From the Director

Our teachers are loving and nurturing. By developing relationships base on trust, our teachers discover the strengths and interests of each child and draw on them to advance their learning. Our teachers are constantly looking for teachable moments and encourage children to question, hypothesize, solve problems, and express themselves creatively.

Day in the Life

General School Mission

GGG believes children thrive within webs of friendship and love. Children develop their world view and expectations by living inside relationships and by observing the relationships around them. We believe a child’s strong sense of self-esteem comes from experiencing success and that children learn through their innate sense of natural wonder, exploration and experimentation.

Golden Gate Guppies mission is to give families peace of mind that their most precious assets are receiving high quality care in a safe and nurturing environment that is filled with stimulation and individual respect.
It is our mission to develop in every child a strong sense of self and the knowledge and skills to succeed in kindergarten and in life.
Honoring all learning styles and applying a variety of teaching strategies our goals and our commitment to our children are to:
• Build intrinsic motivation and a life-long love of learning.
• Help craft an internal compass to guide them as learners, rather than relying only on instruction and direction from others.
• Provide children with social and emotional skills to succeed in school.
• Foster an atmosphere of individual respect for self and others.
Learning is driven by the needs and interests of our children. The play-based program created by our teachers address all of the developmental areas while assuring learning is fun, stimulating and challenging which we believe leads to a life-long love of learning.

Our program focuses on three main areas in a child’s development: social and emotional skills, academic readiness and a high self esteem. Our program is a combination of a mixed age group and small groups.

A MIXED AGE GROUP is especially important to a child’s advancement in their social and emotional development. In our open classroom environment, children learn how to care, help, work and cooperate with one another. Young children learn by observing and modeling; after watching the older children solve problems, they self-regulate, developing more independence and less reliance on adults. Older children learn to exercise patience as they teach the younger children by practicing leadership skills they have learned from our teachers.

SMALL GROUP activities occur throughout the day allowing teachers to focus on the individual needs of each child. These needs are assessed by the teachers’ observation and interaction with each child during play activities throughout the day.

A Typical Day

7:30-9:00 Greeting/Open Classroom Activities
9:00-9:30 Housekeeping and Morning Meeting
9:30-10:30 Morning Work and Small Group Activity Time. During, Morning Work Time, a small group of children may meet with a teacher to experiment with materials, solve problems, and try out new skills. Teachers develop a small-group activity based on children’s interests and particular skills. Though the teacher plans the activity and sets it in motion, children make choices about how to use the materials and freely communicate their ideas.
10:30-11:30 Outside/Large Motor/Movement Activities
12:25-12:45 Naptime Preparation/Rest Time Stories/en join in a pre-rest story time. .
12:45-2:30 Rest/Quiet Activities
2:30 Outside/Inside Free Choice/Skill Classes
2:30-3:00 Housekeeping/Wash Hands/Group Snack
3:00-3:45 Afternoon Work Time
A continuation of the Morning Work Time with additional work on projects and independent and small group play.
3:45-4:10 Transition Meeting/4:00 Dismissal/Stories/Songs
4:10-4:45 Outside/Movement/Skills Classes
4:45-5:30 Open Classroom Activities
Similar to the morning, children independently choose activities that help them to prepare for the end of their day.
5:30-6:00 Stories/Music/Table Activities/Final Dismissal

Home-School Connection

Home-School Connection: From the Director

At GGG we apply several strategies to ensure parent communication and partnership in the development of the children we are priveleged to care for; Parent Portal, School Bulletin, Parent Board, Daily debriefs, Parent Teacher Conferences and Family Events.

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Are able to visit the school anytime we want
  • 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
  • Parents in classroom early on
  • Abbreviated schedule at start of school year