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The San Francisco School preschool is a Montessori program. The curriculum and school schedule are designed around several guiding principles developed by Maria Montessori as a result of her own observation and work with children. Two important principles are the "absorbent mind" and the "sensitive periods." The absorbent mind which lasts from birth to about six years of age, refers to the child's unconscious learning, or ability to learn effortlessly through interaction with the environment. The most easily recognized example of the absorbent mind is the child's acquisition of oral language. 
Coupled with the absorbent mind is the concept of sensitive periods. Sensitive periods are transitory times during which the child appears more focused on certain aspects of the environment than others. Montessori noted that very young children are particularly attentive to language, movement and the development of order, as well as other sensitivities. In the Montessori classroom the sensitive periods guide the teacher in the development of activities for children. The prepared environment is another important aspect of the Montessori program. The environment invites children to interact and exercise their desires to move freely, practice speech,and develop a sense of order. 
The environment also encourages children to become independent and to
make choices. When a child spills water, for example, child-sized mops
are easily accessible so children can clean up. Free choice periods
during the day, and the availability of many different activities,
allow children the opportunity to decide, "Do I want to paint a
picture, work with the pink tower, or read a book?"
The teacher's relationship to the environment is also very important. The teacher creates and maintains a classroom that is both aesthetically beautiful and appropriately designed to provide children the opportunity for emotional, physical, social and cognitive growth. Because the class provides for children between the ages of three and six years, the environment must address the needs, interests, and capabilities of children reflecting this three year age span. The curriculum must be both age appropriate and individually appropriate. 
Other aspects of Montessori's approach include teacher as guide, a focus of the individual child, a recognition of the child's egocentric characteristics, (children may choose to work alone rather than share); the importance of order in the development of clear thought and creativity, active learning, and the development of inner discipline. Although the San Francisco School preschool is Montessori based, there is a commitment to program enrichment using more recently developed early childhood approaches. In addition to Montessori equipment the prepared environment includes blocks of varying sizes and shapes, a play house, toys, traditional board games, and a variety of manipulative materials. Carefully selected manipulative materials such as the marble game, wooden trains, and peg boards help children develop small motor dexterity, as well as offering the opportunity to explore spatial relationships. Music, dramatic play and physical education are also important components of the program. The curriculum respects play as a way of learning. Materials are selected that are multicultural, nonsexist, and non-stereotyping. See photos from one of our preschool
classrooms on this website created by a North Class teacher.
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