Social Studies Foundation: 3 - Geography

Topic: SS3.2 - Demonstrate awareness of places and regions

Understanding places and regions require all learners to be able to classify things that are alike and that are different, and identify geographical characteristics of a particular area. Then, as a learner progresses, they can describe how these likenesses came to be and the effect they have on surrounding regions.

The development of the awareness of places and regions leads to:
*Developing an understanding of the world and physical locations
*The ability to describe the unique characteristics of a region that may influence events of a particular region
*Developing an understanding of geographical characteristics of particular areas

Looking Ahead to Kindergarten Family Engagement Special Populations
In kindergarten, students will be asked to locate and describe places in the school and community (K.3.3) in addition to identifying and describing the address and location of the school. Kindergarten students will understand the importance and purpose of an address (K.3.4). Encourage families to:

*Talk about their address with older preschoolers, and help their child understand its significance (e.g. “We live on Main Street! Our house number is 42 and our neighbors’ is 52.").
*Talk about landmarks and geographical characteristics within the community (e.g. statues, buildings, parks, rivers, etc.).

Educators can:

*Ensure all experiences and materials are accessible to all children (e.g. ensuring key terms are available for those using communication devices).
*Use graphic, sensory and interactive supports to promote language use during child and educator directed activities.

Powerful Practices
Across all developmental stages, educators can:

*Provide books or brochures that represent places and regions that are familiar to the children (e.g. making a picture book of places and landmarks that families frequent or taking a brochure/postcard from a local museum, etc.).
*Label the environment with pictures and words to help children identify the location of different areas and materials.
*Model the use of vocabulary related to places, locations, and regions and their features in everyday conversations (e.g. “Let’s line up to go to the playground!” or discuss current changes in the local community).

Infant

Limit the use of “baby containers” (e.g. swings, bouncy seats, etc.) to promote curiosity and exploration of the immediate environment

Provide infants the opportunity to explore other spaces (e.g. outdoor environment, field trips in strollers, etc.)
Younger Toddler
Ensure materials are in a predictable location on low, open shelves that are accessible to children

Model using the names of places within the environment (e.g. educator says, “Let’s go to the sink to wash our hands!”)

Older Toddler
Provide opportunities for children to identify and locate materials (e.g. transition and clean up times)

Model describing and comparing places within the environment and home (e.g. “We sleep on our cots here during nap time. Where else could you take a nap?”)

Provide materials in the indoor and outdoor environments to encourage exploration (e.g. magnifying glasses, sunglasses, etc.)

Younger Preschool
Have conversations with children around places that they know and frequent

Provide opportunities for children to make books of pictures, drawings, or maps of familiar places

Incorporate pictures of the local community across multiple learning
centers (e.g. putting photos of local landmarks and geographical features in the block/building center)

Provide materials in the indoor and outdoor environments to encourage exploration (e.g.binoculars,
magnifying glasses, sunglasses, etc.)

Older Preschool
Consider field trips to various locations and visitors from various community locations (e.g. a neighborhood walk or a visit from a firefighter)

Incorporate pictures and props related to the local community across multiple learning centers (e.g. put logos or signs from local places/businesses into the dramatic play center)

Discuss how items/materials arrive at a particular place (e.g. writing a letter to a family member and mailing it)

Provide materials in the indoor and outdoor environments to encourage exploration and discussion (e.g. binoculars, magnifying glasses, sunglasses, etc.)