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The Seedling Child Montessori

3183 Mecartney Road
Alameda, CA 94502

(510) 521-5846

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Philosophy & Approach

School Philosophy

General Approach to Learning: Play-Based, Teacher-Led

From the Director:

Our Morning Program (available to children that are 3-5 years old) is play-based with some structure. Our Extended Day and Afternoon Programs (available to children that are 4-5 years old)are predominantly teacher-led instruction.

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
  • Maps
  • 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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  • 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 We offer music and perceptual motor fitness programs, and ongoing cooking, art, and science projects.

From the Director:

Our curriculum is theme-based and includes teacher-led instruction for all children at Rug Times. While free play is the focus in the Morning and Mid Day Programs, teacher-led, cognitive skills are the focus in the Extended Day Program.

Quality of Teaching

Individualized Teaching: From the Director

We individualize with every student.

Day in the Life

General School Mission

The Seedling Child Montessori School was founded in 1988 by several parents committed to excellence in education for young children. The Seedling Child exists to support children in their own natural growth process. We do this through a specially designed environment and with trained staff who understand this process. We believe each child is a unique, one-of-a-kind, creative individual who responds from an inner drive to know and understand the world. In our classroom the child is able to grow at his or her own pace in a stimulating, creative atmosphere. We provide an orderly, attractive environment that is child-sized and child-centered to increase both the child's sense of self-respect and his or her ability to cope independently and successfully with the challenges of daily life. We encourage socialization, problem-solving, and creativity. Our program allows for the integration of the physical, emotional, and intellectual aspects of the individual personality. The Seedling Child Montessori School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, and school-administered programs.

A Typical Day

Upon 8:45 arrival, children have a brief free play time in the classroom, until our 9:15 Rug Time.

<p>Rug Time activities include phonics, singing, read-aloud, and calendar. Snack and outdoor play (or a special weekly program such as music or perceptual motor fitness) follow, until 10:30.

<p>An hour and a half outdoor play period follows, with many materials and activities available to children in our large play yard.

<p>Morning Program students leave at Noon. Mid Day and Extended Day students have lunch, followed by classroom activities.

<p>Mid Day students are dismissed at 1:00. Extended Day students are on-site until 2:30, for a cognitive-based, kindergarten-readiness program that goes until 2:30.

Home-School Connection

Home-School Connection: From the Director

We communicate with parents verbally on a daily basis and leave written messages to parents in their message pockets at school.

We have formal conferences with written student assessments twice yearly.

Additional conferences may be scheduled at the request of either parents or teachers.

We also phone parents or use email to communicate with families.We regularly complete assessments required by private schools as part of their admissions process.

Parents Say They are Encouraged to:

  • Hold social events at the school to build community
  • Are able to visit the school anytime we want
  • Go on field trips
  • Volunteer in the classroom

Modes of Communication

  • Notes
  • Phone Calls
  • Voice Mail
  • Email
  • Special Meetings
  • Two or More Regular Conferences
  • Drop-Off
  • Pick-Up


Separation is Handled through:

  • Pre-entry meetings with parents at school
  • Small group sessions
  • Extra staff dedicated to handle separation
  • Abbreviated schedule at start of school year

Handling Separation: From the Director

We distribute written materials on separation and provide advice on separation strategies. We have a phase-in week the first week of school to assist in separation issues. We conference with parents and may assign a teacher to be an "anchor" teacher for a child with separation anxiety.