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Annual Report
2014
Association Montessori Internationale
Upholding the rights
of the child in society,
and making known
the child’s importance
for the progress of
civilisation.
Spreading and
upholding the
pedagogical principles
and practice formulated
by Dr Maria Montessori,
which ensure the
independence of the
child’s personality
through successive
stages of growth until
he reaches full normal
development by means
of his own activity.
Making known the
natural laws of growth
in order to help the child
develop naturally in
the family, school and
society.
Committees and Working Groups
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Board
Philip D. O’Brien, President
Ian Stockdale, Treasurer
Guadalupe Borbolla, Peter Davidson,
Henk Franken, Mary Caroline Parker,
Maria Teresa Vidales
Executive Director
Lynne Lawrence, member of all committees
Advisory Council
Scientific Pedagogy Group (SPG)
Annette Haines (chair), Ann Dunne, Carol Hicks, Ruby
Lau, Judi Orion, Ginni Sackett, Barbara Millington (AMI
staff)
Subcommittees of the SPG
Archives and Translation Review subcommittee
Baiba Krumins Grazzini (chair), Annette Haines,
Irene Fafalios, Hilla Patell, Carolina Montessori,
Joke Verheul
Victoria Barrès, Helen Brophy, Elizabeth Hall,
Christine Harrison, Barry Hilson, Steve Huffman,
John O’Halloran, Orcillia Oppenheimer,
Hilla Patell, Christian Schjetnan, Charlene Trochta
Adolescent Study subcommittee
Silvia C. Dubovoy, Baiba Krumins Grazzini,
Jenny Marie Höglund, David Kahn,
Laurie Ewert-Krocker
Training Group
Special Education ad hoc subcommittee
John Erhart, Silvia C. Dubovoy, Janet McDonell,
Monica Sullivan Smith
Judi Orion (chair), Joen Bettmann, Ann Dunne, Shannon
Helfrich, Pamela Nunn, Rukmini Ramachandran, Allyn
Travis, Aisling O’Connell (AMI staff)
Material Committee
Annette Haines (chair), Carol Hicks, Monte Kenison,
Louise Livingston, Jean Miller, Judi Orion, Maria Teresa
Vidales
Standing Historical Material Committee
Baiba Krumins Grazzini, Jean Miller, Monte Kenison,
Judi Orion
AMI/MM75 Fund Joint Funds
Development Commission
Molly O’Shaughnessy
International Representations
AMI Global Ambassador
André Roberfroid
United Nations, New York
André Roberfroid, Philip O’Brien
Evelyn Greenberg, Silvia C. Dubovoy
Unesco, Paris
André Roberfroid, Philip O’Brien, Victoria Barrès,
International Coalition for the Decade of a Culture
of Peace and Non-Violence for the Children of
the World, France
Victoria Barrès
Corner of Hope Project, Kenya
Lynne Lawrence, Mini Ravi
Educateurs sans Frontières Task Force
Lupita Alvarez, Victoria Barrès, Emily Green, Jules
Layman, Melissa Harbert, Jacquie Maughan, Kristen
McAllister Young, Tricia Miller, Mary Caroline Parker,
Maureen Peifer, Megan Tyne, Ciara Wentworth
Language Development Committee
Amy Kirkham, Ruby Lau, Steve Hughes
Global Research Group
Steve Hughes (chair), Kay Baker, Jackie Cossentino,
Silvia C. Dubovoy, Susan Feez, Laura Flores Shaw,
Annette Haines, Harald Ludwig, James Moudry, Bianca
Pasic, Megan Tyne, Joke Verheul (AMI staff)
Montessori Advisory Group for Ageing and
Dementia (MAGAD)
Michelle Bourgeois, Jennifer Brush, Gail Elliot, Annette
Haines, Anne Kelly, Pamela Nunn, Megan Tyne
Editorial Board AMI Journal
Kay Baker, Susan Feez, Alexander Henny, Steve
Hughes, David Kahn, Harald Ludwig, Paola Trabalzini,
Rita Schaefer Zener, Joke Verheul and Carolina
Montessori
Web Development
Megan Tyne
The AMI Flag is flying all over the world
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‘AMI leads the way with international
outreach and we are delighted to be
announcing the growth of outreach
ambitions for a growing range of countries
and communities.’
A shared vision: an interview with
Philip O’Brien and Lynne Lawrence
In 2014 AMI welcomed Philip O’Brien, Ireland, to the
presidency. As the successor of André Roberfroid, he
children from a wide range of backgrounds around
the world. Our advantage is that we have a robust
philosophy, a set of principles all of which translate
admits he has big boots to fill but indicates that it was
into an innovative educational approach.’
precisely André’s drive and vision that swayed him to
AMI’s reach is driven by its extensive membership,
considering his candidacy. The opportunity to play a
its teachers and trainers, and its affiliates. This,
combined with the dedication of many volunteers,
more active role in mapping out AMI’s strategic future
ensures that AMI’s name is perceived as a hallmark
has already brought him much satisfaction. After one
of quality.
of the board meetings in Amsterdam, he sits down in
AMI’s cosy library, together with Executive Director
Lynne Lawrence, to reflect on some of AMI’s recent
achievements and challenges.
O’Brien is good at recognising where opportuntities
and inspired work need to be taken up with energy.
‘I constantly ask myself what avenues are open to us
to achieve greater outreach, what this would mean
for the organisation and what partners we choose in
new initiatives.’ He adds, ‘transitioning from a more
general board position to the presidency has been an
eye-opener. I do realise that to reach our objectives, it is
vitally important that we create partnerships within and
without the Montessori Community, and are heard at
Lawrence elaborates on how AMI has grown as a
networked organisation. ‘With the advent of more
affiliates, and more trainers, more is really the key
word. We are creating more teachers, and reaching
more children.’
‘The Outreach pillar is becoming very strong in our
strategic vision. People are being insprired by work
done around the world, by addressing children out
of school, or at least not school as we have known it
in the past.’
‘Of course, one can take a very narrow view of
Montessori and look at it as a mere education issue,
but it is so much more.’ O’ Brien is convinced that
AMI is a child advocacy organisaton ‘helping create
opportunities where children can grow into human
research and advocacy institutions.
beings, in a better society.’
Lawrence stresses, ‘We have a strong philosophical
He attributes the fact that so many new affiliates are
view and a deep respect for children, wherever they
are. We can transcend cultural differences and support
keen to join to a feeling of being associated with a
body that represents not only education but also
human development. Tunisia, Mongolia,
Ukraine — groups from these countries
recognise the child advocacy part as AMI
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embodies those principles ever more
strongly, believing in education for social
change.
O’Brien argues that without a coalition of
Montessori organisations it will be very
difficult to reach governments. ‘We need to
identify areas of symbiosis and see where
real collaboration is possible.’
Lynne Lawrence adds that AMI is
increasingly being sought out. ‘We are the
pulse of a vibrant network. We are creating
partnerships and alliances that enliven the
network. We can empower people, and vice
versa. We can deliver at the grass roots, and
we are finding our voice as leaders on the
global stage.’
Continued Focus
Lawrence finds tremendous energy in
working with people who are totally
committed to the child. ‘It is so gratifying if
we can contribute to those efforts, so they
can grow and inspire others and be more
effective. Anything AMI can do to help is
very energising. Philip and l are on the road a
great deal. We are invited to talk about AMI’s
international work and vision.’
O’Brien has really had an educational year, ‘I
have been amazed at the huge involvement
and commitment of Montessorians. I have also
seen that the advocacy foundation is inherent
in the mission and articles of AMI and the writings of Maria Montessori.’
O’Brien sums up his amibtion for AMI, ‘Success
is how many disadvantaged children we can
reach over the next few years.’
‘Wherever
we travel
we meet
extraordinary
people with
a passion for
children.’
Growing Capacity: More Trainers
5
The responsibility for the Training of Trainers Programme—initiated in 1977 by Mario Montessori—
rests with the AMI Training Group. In that capacity, the Group is busy throughout the year overseeing
the participants in the Programme at the Assistants to Infancy, Primary and Elementary levels. The
structure of the Programme is closely monitored in order to offer the best possible training in the best
possible manner and time frame.
2014 has proven to be an extremely busy and successful year for the Training of Trainers programme. To date
three seminars have taken place for both the Primary and Elementary levels andt he numbers of Trainers and
Auxiliary Trainers are increasing all the time.
Seminar Format, Elementary Level
The second Elementary seminar took place in March and was led by senior AMI Elementary trainer Ann Dunne.
A third seminar took place in October, followed by a fourth in March 2015 led resepectively by Elementary
Trainers Phyllis Pottish-Lewis and Dr Kay Baker. Participants are attending from Mexico, Puerto Rico, Spain,
Germany, Finland, India and the USA.
Seminar Format, Primary Level
Following the Elementary Seminars, the second Primary seminar took place in Hyderabad, India in May and was
led by senior AMI 3-6 Trainer Janet McDonell. The participants met yet again in December for the third seminar,
which was directed by senior AMI 3-6 trainer Molly O’Shaughnessy. May will mark the fourth of the six seminars
and will be led by senior AMI 3-6 trainer and Executive Director of Association Montessori Internationale Lynne
Lawrence. Participants attending are from India, Sri Lanka, Japan, New Zealand, Sweden and the USA.
We thank all the trainers that have led the seminars so far for their commitment and ongoing hard work. In
addition, we appreciate greatly the leaders that have devoted their time to the next seminars and we hope
the participants will continue to enjoy the experience and add to the depth of knowledge they have gained
concerning Montessori’s ideas on children.
Auxiliary Trainers and Trainers
This year the Training of Trainers Programme has seen great achievements with those gaining auxiliary and full
trainer status. From the beginning of 2014 until early 2015, Auxiliary status was granted to three trainers-intraining and we are pleased to announce a further six completed the programme becoming full AMI Trainers.
These eight participants represent two age levels and hail from Australia, Canada, Mexico, Switzerland and the
USA.
Training Group
The Training Group continues to process an increasing number of papers that all need to be reviewed. At the
same time, the Training Group is dealing with the challenge of ensuring the quality of the training programme
whilst making it accessible to potential candidates.The Training Group is always open to ideas as it attempts
to meet the growing worldwide need for AMI Trainers at all levels. AMI receives requests for new courses from
all over the world regularly, which means that our (new) trainers potentially have opportunities to travel,
experience different cultures and so witness the universality of Maria Montessori’s ideas.
Once again a new prospective member has been invited to sit in on the Training Group meetings with a view
to formal appointment after one year. Following nominations and a selection process, the Training Group has
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submitted a potential candidate to the Board for approval.
At the April meeting the Training Group will say goodbye to Rukmini Ramachandran from Chennai, who has sat
on the group for 8 years. Rukmini has been a great asset and we are very thankful for all her dedication and hard
work during her two terms. As a new member Patricia Spinelli is being welcomed: she has formally agreed to
serve a term of four years.
Judi Orion, Division Head
Qualifying in 2014:
Elementary Trainers
Rebecca Dallam, Australia
Benoît Dubuc, Canada
Jamie Rue, USA
Tessie Schjetnan, Mexico
Auxiliary Elementary Trainers
Cordula Arana, Switzerland
Gerry Leonard, USA
Assistants to Infancy Trainers
Julia Hilson, Australia
Nancy Lechner, USA
Auxiliary Assistants to Infancy Trainers
Sharlyn Smith, USA
Scientific Pedagogy Group
The Scientific Pedagogy Group focused its attention
workability and the best web technology.
on purely pedagogical items, leaving behind the
agendas of the past which also dealt with course
A diverse group of thirty-one Montessori colleagues/
administration, an aspect that will now be covered
schools from around the world were contacted in
in a report from the Executive Director in accordance
2014 to ask for their professional advice in respect
with the committee’s Terms of Reference.
of documentation drawn up by the committee for
the newly conceived Global School Recognition/
The growth of the courses in existing
locations and new territories,
together with the increasing
number of new trainers, calls
for a streamlined approach
in terms of the flow of
information including
reference manuals,
available at the ‘push of
a button’. To start, two
manuals will be produced;
one to include everything
Accreditation programme.
Never
This programme is still in the early
before in AMI’s
stages of development and,
history have there been
once the system is finalised,
so many trainers, courses
it will be trialled in the
programmes, and graduates
Western Hemisphere
at all levels of training. The SPG
to be followed by the
Eastern Hemisphere.
continues its commitment to
The timeframe for this is
protect the quality of Montessori
2015/16.
pedagogy in the continuing
Adult learning is an ongoing
global expansion.
topic. The SPG has agreed to
the trainer and the sponsoring
study this item and examine the
organisation need to know when
setting up a course and a second manual covering
art and science of how adults learn in
the light of current research.
the delivery of the course (at each level of training).
Original Albums: There was overwhelming response
The members vetted the AMI Digital graphics of the
from the AMI training body to submit their
elementary charts and primary nomenclature cards.
interpretation of ‘original albums’. With many varied
opinions on this area of the AMI curriculum, it was
The SPG continued to oversee the mentorship
agreed that the responses would be consolidated,
of new trainers. A new document covering the
classified and charted, after which they will be
responsibilities was drawn up reflecting the
circulated to the trainers. An in-depth study will be
responsibilities, the focal point being advice and
required in order to embrace the definitions received
counselling.
from the trainers and come up with a consensus for
the position statement.
A new member of the committee has been
appointed to represent the adolescent age group
A request for guidance in respect of accommodating
and will attend meetings when respective items
(legally mandated) specialists in a Montessori
come up regarding 12-18 year-olds.
environment (for example for religion, second
languages) has been received by the committee.
Items currently under review by the SPG include
The members will take a position on this subject and
interim seminars by webcast for students enrolled on
notify the policy to the training centres (for their
summer courses who do not live in the vicinity of the
alumni).
training centre. Also a pilot project is underway and
is being documented for the committee, in terms of
Annette Haines, Division Head
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AMI Material Committee
The AMI Material Committee continues to meet
various historical pictures, the ideal dimensions and
regularly and enjoys answering the varied questions
nature of the 0–3 materials. This research has reached
they receive about the pedagogical history of the
a satisfactory conclusion this year and the process
Montessori materials. These range from a question
of making the blueprints for the manufacture of AMI
about the introduction of the fourth Cylinder Block
approved materials for this age range can finally get
to one about the origins of music materials that
under way. The committee continues to monitor
can be found in old pictures. Other projects have
the quality of AMI approved materials by tracking
included an exploration of the cultural differences
feedback received from teachers and trainers around
in the use of mathematical symbols, a revision of
the world.
the Music material blueprints and an investigation
into the ideal keys for the Botany cabinet, which
Louise Livingston
Coordinator AMI Material Committee
has resulted in the inclusion of a new shape into the
blueprint - the flabellate. Over the last 2 years one
of the tasks of the committee has been to ascertain,
through research into original documents and
Prototype of the newly created monochord to be included in the revised edition of The Advanced Method, the result of a collaborative effort by
the Material Committee, The Montessori-Pierson Publishing Company, and AMI.
8
AMI Global Research Group
During 2014 and into 2015, the AMI Research Group
Dr Cossentino has also received support and
(RG) expanded membership, formalised the role
input from senior members of the RG in her work
of the RG within AMI’s organisation structure, and
on a “Developmental Environment Rating Scale,”
through research activities by committee members,
(DERS) which will be available from the NCMPS and
took steps that will impact Montessori practice
used as a tool to estimate quality of Montessori
within and beyond AMI’s membership.
implementation. Availability of this tool will improve
the quality of Montessori research by allowing
Formerly, the principal aim of the RG was to act as
researchers to differentiate poor from strong
a vehicle for data-driven advocacy and to serve as
Montessori practice, which will facilitate stratification
a platform from which relationships with influential
of results by Montessori fidelity (thus removing the
non-AMI persons could be established. Following
diluting effect of poor implementation on results).
this strategy, fruitful and enduring connections
were established with neuroscientist Adele
The past year saw the addition of Laura Flores Shaw
Diamond. More recently, we have begun to develop
to the RG. Former head of an AMI-USA recognised
a relationship with personality researcher (and
school, Ms Shaw is now a doctoral student at John
McArthur “Genius” awardee), Angela Lee Duckworth,
Hopkins University designing research on teacher
with the goal of inspiring Dr Duckworth to include
behaviours that influence development of self-
Montessori students in future research on character
directed learning Montessori Elementary students.
development (Dr Duckworth is best known as the
Her work will have implications for Montessori
researcher who identified the personality trait known
teacher training and evaluation. Ms Shaw has also
as “Grit”; see https://sites.sas.upenn.edu/duckworth).
started a think tank that produces regular updates
on the state of research supporting principles of
With the includsion of additional, active researchers,
Montessori practice, providing a valuable service to
the work of the RG is expanding. In the past year,
the Montessori community.
collaboration has continued with Dr Jacqueline
Cossentino and the Center for Montessori in the
We have also developed a strong relationship with
Public Sector (NCMPS), USA. Due to the strength
University of Geneva Neuroscience doctoral student
of Dr Cossentino’s work, she was invited to join the
(and AMI-primary trained teacher) Solange
RG. Through NCMPS funds received from the Trust
Dénervaud has also joined the RG.
for Learning, we were able to work together on
a pilot study to document the benefits of quality
While it is necessary for her to maintain some
Montessori for disadvantaged children, with a
measure of distance from AMI to avoid the
particular focus on development of executive
appearance of a conflict of interest, we will work
functions. This advanced our work to identify key
closely with her as she conducts an fMRI imaging
measures that capture the benefits of Montessori
study examining the neurological development of
education, and executive functioning will continue
children in Montessori education compared to a
to be an area of promise. The O’Shaughnessy
control group of similar children having conventional
Family Foundation recently funded an expansion
educational experiences. The importance of imaging
of executive function assessment in elementary
research showing benefits to the developing brain
children at Cornerstone Montessori School in St.
from Montessori education cannot be overstated.
Paul, Minnesota.
It is our hope that Ms Dénervaud will continue
her work on Montessori neuroscience outcomes
9
and become a key influencer in the field of
results may serve to attract current and potential non-AMI
developmental cognitive neuroscience.
Montessori practitioners to undertake AMI training and
will support AMI’s influence in the broader Montessori
We have also expanded RG membership to
sphere.
include persons engaged in daily Montessori
With the approval and support of AMI leadership, the
practice. This includes participation by James
NCMPS hopes to expand the Montessori School Census
Moudry (head of Post Oak Montessori’s high
data collection to a global catchment area. This will be
school programme), who is investigating research
explored further at our meeting at the AGM in April. While
tools appropriate for use with Montessori
US Montessori census schools have not yet been invited to
adolescents, and the addition of former East Dallas
participate in research (as had been intended), we hope to
Community School primary guide, Bianca Pasic.
begin doing so during 2015.
Ms Pasic holds a masters degree in educational
neuroscience and currently serves as pedagogical
With work currently underway, the creation of a diverse
specialist in a new public Montessori school in
and strong membership, and formal creation of RG Terms
the Dallas Independent School District. She is in
of Reference, we feel that the AMI RG is poised to play an
a unique position to field test and refine research
increasingly important role in advancing AMI’s mission.
tools and methods developed by the RG, and will
likely pursue a doctoral degree in neuroscience in
Our goals for 2015-2016 include frequent communication
the future.
with AMI leadership regarding current research, careful
expansion of membership, and the start of large-scale
The AMI RG now includes senior AMI trainers,
data collection through AMI’s observation system and
researchers in neuroscience, teacher, student, and
other avenues. We also anticipate the need for a larger
school evaluation and curriculum development,
presence during the 2016 AGM weekend, and will work
and experienced Montessori practitioners.
with AMI leadership to determine how that might be
Through its membership, AMI has increasing ties
accomplished.
to influential persons outside of the Montessori
community. While participation is weighted
toward US-based members, membership also
includes participants from Europe, Australia, and
Africa. We aim to expand regional representation
in the future, and are particularly interested in
adding one or more members from Asia.
The year ahead will see the testing and
anticipated release of AMI’s observation and
tracking system. Centralised data collection
that includes rate of progression through the
Montessori curriculum will play a important
role in reaching our goal to demonstrate
efficacy of Montessori pedagogy across culture,
socioeconomic status, and language. With the
availability of the DERS, it will also be possible
to investigate the role of practice fidelity. These
Steven Hughes, PhD
Chair, AMI Global Research Committee
Science lays bare a kind of life unknown
to earlier thinkers, and this casts a flood
of new light on child personality. Let us
start with one very simple reflection: the
child is on his way to life. His work is
to fashion a man in the fullness of his
strength. By the time the adult exists,
the child has vanished. So the whole
life of the child is an advance toward
perfection, toward a greater completeness. From this we may infer that the
child will enjoy doing the work needed to
complete himself. The child’s life is one
in which work - the doing of one’s duty begets joy and happiness.
The Absorbent Mind
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Championing the Cause of All Children
11
Outreach Work
Article 4f of AMI’s articles of association pertains to our mission and wish to function as a social movement
that strives to obtain recognition for the rights of the child throughout the world, irrespective of race,
religion, political and social beliefs; cooperating with other bodies and organisations which further the
development of education, human rights, and peace. One channel through which we carry out such
outreach work is the concept of Educateurs sans Frontières, EsF. With three assemblies held in the past, it is
our intention to facilitate an assembly where the Educateurs spirit is shared and promoted every three years.
This year saw many planning activities for the next Assembly, to take place in Thailand, in 2015. Moving
out of Europe and North America for the first time, to South East Asia, means that EsF will be targeting and
drawing in new and developing communities more effectively.
Our partners and colleagues around the world engage in many Montessori-inspired initiatives created to
reach out to underserved communities. The EsF special web site (www.amiesf.org) documents and visualises
their stories. Two of the initiatives that benefit from close involvement on the part of AMI are Corner of
Hope, Kenya and the Peter Hesse Foundation, which promotes Montessori education in Haiti and Ivory
Coast.
Peter Hesse Foundation
The Foundation partnership with AMI provides the longest possible assurance that the goal of the Peter
Hesse Foundation, to ‘provide children a chance through child-centred early education to enable life-long
learning’ will be fulfilled. The Peter Hesse Foundation continues to train Montessori teachers, support the
start of Montessori schools and provide technical assistance to existing Montessori schools in both Haiti and
Ivory Coast. Centre Montessori D’HAITI worked on completing the teacher training centre in Liancourt to
replace the one that was destroyed in the 2010 earthquake. The facilities are now 85% complete. Thirteen
students were trained graduating in July 2014. Some of them will teach in two schools that were assisted to
start Montessori preschool programmes in Goanives.
For World Environment Day over 90 trees and plants were planted on the grounds of the training centre, and
100 fruit trees were given to children from 4 different schools in the Artibonite area.
Centre Montessori d’Abengourou Côte d’Ivoire
The school started as an initiative to improve the quality of education in cocoa farming communities through
early childhood education and teacher training. Twenty-three teachers were trained, who then started four
Montessori preschools. In 2013 land was acquired to build a permanent Montessori center.
Corner of Hope
The Corner of Hope school and community at the New Canaan Community in Nakuru, Kenya, continue to
flourish. More than 500 children from the community have been educated at the school and the number
continues to grow.
At the primary level there are now 16 teachers, including 2 mentor teachers, and another 8 are in training. Some
of the other teachers who have completed their training have found teaching positions in schools outside the
community.
A new national Elementary (6-12)
training programme, the first of its kind
in east Africa, commenced with two
preparatory modules in August 2013
and August 2014. The first module of
the actual training programme began in
November 2014, with AMI 6-12 trainer
Jean Miller from USA and lecturer Eric
Gumah from Ghana.
There are eighteen Kenyan students on
the course, including some of the staff
from Corner of Hope with the aim of
starting an elementary classroom at the
school at the end of the course. Another ten students from Tanzania have also joined the course.
The housing project is progressing at a steady pace, with twelve completed houses and a further six in the final
stages of completion. The community chose to allot the houses to the teachers first and then the key builders
and parents most in need.
Work has started on setting up a similar project at the Njoro IDP camp located 20 kilometers away from Nakuru,
to which some of the New Canaan community have moved. The foundation that has been supporting Corner
of Hope is also funding this project. While talks are currently underway with the elders in the community, 3-6
environments were recently set up for the children in the camp who have no other access to schooling. Four
teachers from New Canaan are now working in Njoro.
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Communicating AMI’s message ...
How our organisation can best communicate with our audience is an issue high on the agenda. We cherish
being able to communicate openly and effectively with people in the movement. Our internationality is an
asset we wish to promote and bring to the table when engaging in discusion with our membership. At the same
time our global role may occasionally prove a complicating factor in how to best employ communication tools
at a national or local level. These tools need sophistication and a certain ease of use. As a first step to help the
Board to take stock of how the membership value AMI goals and benefits, a pilot survey was conducted among
our members in the US. In the next year the Board will decidedecide how to roll out similar surveys in other
countries, enabling us to tailor our communication instruments to the needs of our membership.
It may be worthwhile considering bringing back the concept of The Big Conversation (TBC), an initiative of a few
years ago. TBC is an excellent tool that can help spark discussions in schools and training centres; importantly,
it provides a bottom-top approach. If the mechanisms for spreading TBC could be refined, it might create very
good feedback to the organisation.
Our committees and board contribute generously and visibly to many new initatives with a very recognisable
profile. They are prominent ambassadors of AMI’s vision and combine this with being receptive to new ideas
from the grass roots. Various events around the year offer the opportunity to meet AMI committee members,
network, and further mutual collaboration.
AGM and Open Forum
The weekend of the Annual General Meeting and Montessori Forum in April has evolved, over the past ten
years, into a gathering that offers many opportunities for exchange: participants not only attend in order to
be part of the business meeting of our organisation, but primarily to connect with colleagues from around the
world. The theme of the Montessori Forum in 2014 was the Adolescent, and we had a wide range of speakers
address the topic.
Educateurs sans Frontières
Owing to political developments in Thailand, the venue for the 4th Assembly of Educateurs, this assembly was
rescheduled to 2015. The main theme will be “Sustainable Development, Innovative Solutions" and is expected
to draw attendees from around the world. The corps of speakers that have committed is strong and unique.
Seminars and Refreshers
Many of our affiliated societies and training centres offer days and weekends for professional development:
occasions where graduates revisit certain aspects of their training, hear from experts, and connect with
their alma mater. These events are widely supported by our AMI trainers, and on many occasions AMI Board
members, or the Executive Director, are invited to be key speakers.
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Social Media
We have consolidated our presence on Facebook and Twitter, and doubled our followers and likes. This was
done by increasing the frequency of our posts, grading our language to “tweetability”. It also meant that our
audience became even more international. The Facebook page is also answering questions and posts that
would normally come to our general email address, and so proves an additional channel of contacting us with
greater ease. Our Facebook acitivity is being followed by Montessorians from around the world, with United
States, Pakistan and Spain manifesting increased interest.
Launch New Website
The AMI website underwent a complete overhaul and was launched in spring, sporting a fresh and clear
appearance. Accessiblity and navigability have improved and the site is clearly more inviting to visitors.
Work is still ongoing as we create greater functionality and continue to migrate information from the old site.
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Aid to Life
The Aid to Life web site continues to attract
parents from all over the world, looking for
simple straightforward advice on helping
their children’s communication, movement,
independence and self-discipline to develop.
A pedagogical team regularly answers
enquiries received from parents about their
parenting dilemmas. Many parents just
write to say how much they appreciate the
information. Yet more groups have been
working hard making translations into their
own language and it will not be long until parents can access this information in German and Finnish as well.
It is also heartening to hear that the materials have
inspired the initiation of many parent support groups
around the world. The Aid to Life partners are now calling
for interested people with relevant AMI training to join a
“working group” to bring the next phase of the Aid to Life
project to fruition—the materials and a website presence
for parents of children from 3-6 and 6-12. This group
which will be led by the initiative’s editorial manager,
Louise Livingston, will meet virtually and regularly over
the next 12 months and will be made up of AMI diploma
holders who have some experience of working with
parents, and the time and the commitment to work to
structured deadlines.
Βοήθημα Ζωής
Στηρίζοντας τη φυσική ανάπτυξη του παιδιού
Θέλουμε να κάνουμε το καλύτερο
για τα παιδιά μας, αλλά ποιος μας έχει
εκπαιδεύσει για να είμαστε γονείς;
Μερικές φορές οι πληροφορίες που
βρίσκετε σε βιβλία, περιοδικά, ομάδες
γονέων και ιστότοπους είναι υπερπληθείς
και σας προκαλούν σύγχυση.
Είναι δύσκολο να γνωρίζετε ποιο δρόμο
χρειάζεται να ακολουθήσετε προκειμένου
να βοηθήσετε το παιδί σας.
Το Βοήθημα Ζωής προσφέρει
σαφείς, απλές και ξεκάθαρες
συμβουλές, οι οποίες είναι
εύκολο να κατανοηθούν και
κυρίως να εφαρμοστούν.
Για παιδιά ηλικίας 0-3 χρονών
Sample of Greek Aid to Life art work with materials downloaded from
aidtolife.org
AMI Digital
AMI Digital is an initiative of the Association Montessori Internationale (AMI) designed to make available quality
and affordable resources for Montessori programmes throughout the world. The web site will be launched in
April 2015: amidigital.org.
15
Montessori Titles in Paper
Since it is important to help advance the availability of primary Montessori texts in as many languages as
possible, AMI collaborates with the Montessori heirs in entering into translation agreements covering many
languages. Where possible AMI promotes that a reviewer selected by AMI be added to the translation process: in
such cases the book can feature the AMI logo as a quality mark. Montessori titles are available in Arabic, Catalan,
Chinese, Croatian, Czech, Dutch, English, French, German, Hungarian, Italian, Japanese, Korean, Norwegian,
Portuguese, Russian, Serbian, Slovenian, Spanish, Swedish, Urdu, and Vietnamese.
The Montessori heirs united in the Montessori-Pierson Publishing Company are also gradually upgrading
existing titles in English, and are committed to serving the Spanish language market.
A project of huge substance is being undertaken by Herder Verlag, Germany, where Professor Harald Ludwig
is responsible for 21 critical editions of Montessori texts. AMI is proud to be associated with this prestigious
initiative.
Tangible History on Display
In 2014 the Dutch Montessorians celebrated the centenary
of their first Montessori classroom, which had started
in a private home in The Hague. AMI was invited to join
the organising committee of a special conference and
enjoyed the opportunity of being involved in an event “on
our doorstep”. The conference, focusing on the future of
Montessori education, was organised in Noordwijk, with
Judi Orion being one of the keynotes via Skype. This small
seaside town has significance on the Montessori trail as it
is the place where Maria Montessori died in 1952. A private
initiative from a local promotor culminated in a delightful
exhibition at the town’s small museum. Several artifacts and
historical documents generally on display at head office
were loaned, and now enjoyed by close to 1800 visitors who
had the opportunity to see an overview of Montessori’s life
and pedagogy.
The opening of the Noordwijk Exhibition with
great-granddaughter Carolina Montessori in the middle.
The mayor or Noordwijk is on the left, and Fred Kelpin,
responsible for the catalogue, on the right.
16
The larger networks around the globe
AMI is proud to be represented at both United
The highly successful International Literacy Day of
Nations and Unesco and is grateful to main
8 September concluded with recommendations
representative Evelyn Greenberg and alternate
that represent a key NGO-UNESCO contribution
Silvia C. Dubovoy at the UN, and Victoria Barrès and
to Education for All (EFA). They will culminate at
alternate Martine Dévé at Unesco for advocating
the World Forum on Education, May 19-22, 2015,
Montessori education and peace initiatives, and
at Incheon, Korea. On 17-18 May 2015, a two-day
much more...
NGO Forum will precede the official meeting where
Some highlights from the year at UN, New
York
the new Post-2015 Education Framework will be
established. It will promote lifelong learning, from
early childhood throughout life. Promising signs
UN-DPI briefings are now streamed regularly over the
indicate support for public sector collaboration
Internet, which significantly expands participation.
with respected education organisations as part
Although all topics do not initially appear relevant
of a strategy to reach universal access to quality
to AMI’s aims, NGO mutual concerns often converge
education. New technologies are also considered
about improving people’s quality of life in the areas
important resources that will contribute to these
of water, climate, internet misuse, and especially
goals. Annex II includes the NGO recommendations
health, women and girls, and educational issues.
on lifelong learning for all.
Although many more children now attend school
worldwide, too many countries, particularly in
19 September 2014. UNESCO House: “Puppets
sub-saharan Africa, still cannot provide universal
Get Involved for Peace” included workshops and
basic education, especially due to conflict and
a stimulating evening event, with Hubert Reeves,
disease. These issues were discussed in depth at the
annual DPI/NGO conference. AMI facilitated several
workshops on women and children and attended
workshops on intergenerational cooperation, special
needs and educational initiatives. Education for
leadership is now a key topic. Some NGOs will meet
in the spring to further articulate the Post 2015
Agenda. A great effort went into formulating the Post
2015 Agenda. The 17 Sustainable Development Goals
are included in Annex I.
Some highlights from the year at UNESCO
astrophysicist and poet, artistic initiatives, live
AMI co-organised several events with NGO partners
musicians and chorale of autistic and handicapped
and UNESCO, and attended other important
singers (+800 attendees). Corner of Hope Children,
UNESCO-organised initiatives.
Kenya, provided a short skit on the topic of Peace.
AMI provided voice-over (English) for teaser (https://
On March 6, 2014 one thousand participants
attended “Education, sport and cultural diversity:
new attitudes to promote human rights worldwide”.
On behalf of AMI Steve Lawrence participated.
vimeo.com/87591063).
17
Second UNESCO Forum on Global Citizenship
how they can be responsible citizens today and now’.
Education, January 28 – 30, 2015 Global Citizenship
Montessori education hopefully should be visible in
Education (GCED) is a strategic area for UNESCO’s
the post-2015 education arena as more partnerships
Education Programme (2014-2017) and a UN Global
develop at local, national, regional and international
Education First Initiative. Learners gain knowledge,
levels.
and skills that instill respect for human rights, social
global citizens. UNESCO’s work on GCED is guided
2013-2014 AMI collaboration in the
International Network for a Culture of NonViolence and Peace
by a three-pronged approach: policy dialogue in
Sarajevo Peace Forum: Co-organised by the
connection with the post-2015 education agenda;
International Network. Over 70+ international and
providing technical guidance on GCED and
national NGOs and institutions, June 6-9, 2014. Two
promoting transformative pedagogies; clearing-
Nobel Peace Laureates spoke at the plenary sessions.
house function.
Two key documents have been finalised: 2014-2017
justice, diversity, gender equality and environmental
sustainability and are empowered to be responsible
Plan of Action and an Ethical Charter.
A young
plenary
Discover Europe Project, funded by European Union.
speaker,
A programme of virtual walks on the theme of
Amira
discovering historic peace-related sites in six cities
Yahyaoui,
(Berlin, Budapest, The Hague, Paris, Manchester,
President
Turin, Vienna). Sites highlight people and institutions
and founder,
promoting peace and non-violence. http://
Al Bawsala
discoverpeace.eu. Training for tourist guides who
(Tunisia),
can integrate aspects into their tours and/or create
emphasised
specialised tours on peace themes, including for
that ‘young
school groups and children, will be provided.
people are
not the future generation, they are the present…
[and] Global citizenship education can help explain
18
Spreading and strengthening...
All around the world Montessori is spreading. Thanks to the increase in trainers, we are grateful that we can
honour more requests for Montessori teacher training in new regions, establishing new training centres, and
develop self-directed projects in a variety of settings.
We also continue to develop stronger associations with Montessori groups in a growing number of countries.
“New contacts” or groups that are working towards forming formal Montessori societies include Mongolia,
Ukraine and Tunisia. Many established Montessori societies find inspiration from new developments
worldwide and are promoting and networking with renewed energy. We see a large number of quality
initiatives developing, and a growing number of groups engage in outreach projects.
Montessori seeds in Latin America are sprouting and our cohort of Spanish speaking trainers, mostly from
Mexico, are connecting with local initiatives with great dedication in a bid to support the various Latin
American countries. An exchange has been set up to ensure effective promotion of the growth of a receptive
Montessori climate.
Our work in China is consolidating and the network of partners is increasing. We welcome the establishment
of the Zhejiang Montessori Institute of Child Development, in which government officials, researchers, and
university professors participate. On the occasion of 60 years of the Zhejiang Wulinmen School of Hangzhou, a
special conference (Academy Enlightenment Internationale) was organised with prominent AMI presence; we
delivered a parents workshop to two thousand participants. We also notice a heightened interest from general
educators in China, with various groups requesting information sessions at AMI.
Wulinmen Conference with participation of
AMI President Philip O’Brien, AMI Global Ambassador
André Roberfroid and Executive Director
Lynne Lawrence
Support in all its facets...
AMI is grateful to the United States Friends of AMI (AMI USF) for their key role in identifying and fundraising in the
USA for worthwhile AMI projects. AMI USF Board members are: Priscilla Coker (acting President), Jodi Campbell
(treasurer), Susan Hamilton, Mary Caroline Parker (AMI Board member) and Lynne Lawrence (Executive Director
AMI). AMI USF have benefitted from the pro bono services of attorneys Winston and Strawn LLP.
AMI would also like to acknowledge the pro bono professional support of Marc Wallheimer of Hogan Lovells
International Netherlands, and his US colleague Valerie Brennan, whose expertise is in the fields intellectual
property, advertising and marketing law, and licensing. Bereskin Parr LLP have been assisting us in Canada on
trademark issues.
19
Montessori Societies affiliated with AMI
Australia
Montessori Australia Foundation
www.montessori.org.au
Canada
Montessori Society of Canada
www.montessorisocietycanada.org
Czech
Republic
Montessori Association of the Czech
Republic
www.amiprague.cz
Finland
The Finnish Montessori Society
www.montessori.fi
France
Association Montessori de France
www.montessori-france.asso.fr
Deutsche Montessori Gesellschaft e.V.
www.deutsche-montessori-gesellschaft.de
Deutsche Montessori Vereinigung
www.montessori-vereinigung.de
India
Indian Montessori Foundation
www.montessori-india.org
Ireland
Association of AMI Teachers of Ireland
http://aati.ie
Japan
Friends of AMI NIPPON
http://www7.ocn.ne.jp/~amitomo/1301.html
Mexico
Sociedad Afiliada Mexico A.C.
http://montessori-sociedad-afiliada.org.mx
Mongolia
Association of Mongolian Montessori
Teachers
Norway
Norsk Montessoriforbund
http://www.montessorinorge.no
Pakistan
The Pakistan Montessori Association
www.pakistanmontessoriassociation.org
Romania
Association for the Development of
Montessori Education in Romania
www.montessori.org.ro
Russia
Montessori Public Fund
www.montessori-org.ru
Spain
Asociación Montessori Española
http://www.asociacionmontessori.net
Sweden
AMI Montessori Alumni Sweden
www.ami-kamraterna.se
Association Montessori Suisse
www.montessorisuisse.ch
Assoziation Montessori Schweiz
www.montessori-ams.ch
Germany
Switzerland
(ADMER)
Tunisia
Association Montessori Afrique du Nord
UK
The Montessori Society AMI UK
www.montessorisociety.org.uk
Association Montessori International of
the USA
www.amiusa.org
AMI Elementary Alumni Association
www.ami-eaa.org
Montessori Administrators Association
www.montessoriadmins.org
North American Montessori Teachers
Association
www.montessori-namta.org
USA
21
20
AMI Teacher Training
The courses offered by the Association Montessori Internationale prepare adults to work with
children at the following levels: Assistants to Infancy (0-3), Primary (3-6), First Plane (0-6) and
Elementary (6-12). An Adolescent Orientation programme for teachers (in collaboration with
NAMTA) is also available.
Each year thousands of teachers and classroom assistants are trained worldwide. The number of
AMI teachers graduating is still less than demand, which is due to the worldwide recognition of the
quality of the AMI diploma.
NAME OF TRAINING CENTRE
COUNTRY
WEBSITE/CONTACT
Fundación Argentina María
Montessori (FAMM)
Argentina
www.fundacionmontessori.org
Australian Centre for Montessori
Studies (ACMS)
Australia
(Sydney, Cairns,
Melbourne,
Sunshine Coast)
www.montessoristudies.org
Foundation for Montessori
Education
Canada (Toronto)
www.montessori-ami.ca
Montessori Training Centre of
British Columbia
Canada
(Vancouver)
www.mtcbc-ami.org
Montessori Institute of San Diego Costa Rica
www.misdami.org
Montessori Institute Prague
Czech Republic
www.amiprague.cz
The Montessori Institute of
Denmark
Denmark
http://montessori-institute.dk
Palmenia Centre for Continuing
Education
Finland
http://www.helsinki.fi/palmenia/english/
courses/montessori.htm
Tampere University of Applied
Sciences
Finland
www.tamk.fi
Institut Supérieur Maria
Montessori
France
(Paris, Lyon)
http://www.formation-montessori.fr/
Montessori Institut Dortmund
Germany
http://www.nido-kindergarten.de/montessori.
html
Montessori Internationales
Ausbildungszentrum e.V.
Germany (Munich)
www.montessori-ami-edu.de
The Montessori Workshop
Greece
montessorianoergastirio@gmail.com
Navadisha Montessori
Foundation
India (Chennai)
www.navadisha.org
Navadisha Montessori
Foundation in association with
Head Start Education Trust
India (Bengaluru)
www.navadisha.org / www.headstart.edu.in
R.T.I. Montessori Training
Course
India (Mumbai)
www.montessori-mumbai.org
Montessori Training Center of
Perugia
Italy
www.montessoriperugia.it
Fondazione Centro
Internazionale Studi
Montessoriani
Italy
www.montessoribergamo.it
21
NAME OF TRAINING CENTRE
COUNTRY
WEBSITE/CONTACT
Montessori Institute of Tokyo
Japan
www.geocities.jp/ami_tokyojp
Friends of AMI Nippon
Japan
in collaboration with the Montessori
Institute of Tokyo
Korea Montessori Institute
Korea
www.ami-montessori.co.kr
Instituto Montessori de México
IMMAC
Mexico
(Cuernavaca)
www.immac.mx
Centro de Entrenamiento
Montessori de Metepec
Mexico (Metepec)
www.montessoridemetepec.edu.mx
Centro de Entrenamiento
Montessori México A.C.
Mexico D.F.
www.cursosmontessori-ami.com.mx
Centro de Estudios de
Educación Montessori A.C.
Mexico D.F.
www.ceemontessori.edu.mx
Centro Internacional Villa
Montessori
Mexico (Morelia)
www.vmm.edu.mx
Formación Pedagógica
Montessoriana
Mexico (Cancun)
http://montessoridecancun.com/pedagogia/
Grupo Montessori de la Ciudad
de Merida A.C,
Mexico (Merida)
www.grupomontessori.edu.mx/
Grupo Montessori de Querétaro
S.C.
Mexico (Querétaro) www.montessoriqueretaro.com
Instituto Internacional Montessori
Mexico
(Naucalpan)
mtvidales@mac.com
Instituto Montessori para Guias
de Taller
Mexico D.F.
info@institutomontessori.mx
Instituto Paolini de Puebla A.C.
Mexico (Puebla)
www.montessoripaolini.com
Maria Montessori Education
Foundation
New Zealand
http://mmef.org.nz/
Peninsula Montessori Institute
P.R. China
(Shenzhen)
www.montessori-ami.cn
International Training Centre of
Montessori Education of China
Montessori Teachers Training
Centre
P.R. China
(Hangzhou)
www.china-montessori.com.cn
Pakistan
mttc.kp@gmail.com
Montessori Institute of Bucharest Romania
www.institutulmontessori.ro
Montessori Public Fund Training
Center
Russia (Moscow)
www.course3-6.montessori-org.ru
The Higher School of the
Montessori Method
Russia
(St. Petersburg)
www.training.montessori-org.ru
Instituto Montessori de México
A.C.
Spain
(Santiago de
Compostela)
www.immac.mx
Satellite Course Madrid
Spain (Madrid)
www.immac.mx
Satellite Course Malaga
Spain (Malaga)
lizgutgom@hotmail.com
Montessori Institute of San Diego Spain (Bilbao)
www.misdami.org
23
22
NAME OF TRAINING CENTRE
COUNTRY
WEBSITE/CONTACT
University of Vic, Barcelona
Spain (Barcelona)
http://mon.uvic.cat/pedagogia-montessori/en
Valencia Montessori
Spain (Valencia)
valenciamontessori@gmail.com
Good Shepherd Maria
Montessori Training Centre
Sri Lanka
http://stbridgets.lk/About_the_school/
Montessori_Teachers_Trainning_Center.html
Maria Montessori Institutet
Sweden
www.mmi-institutet.se
Montessori CH, Internationales
Ausbildungszentrum Schweiz
Switzerland
(Lucerne)
www.montessori-ch.ch
Centre de Formation Montessori
Francophonie
Switzerland
(Geneva)
www.montessorifrancophonie.org
The Montessori Teacher Training
Thailand
Center of Thailand
kannekarbutt1@gmail.com
Maria Montessori Institute
United Kingdom
(London)
www.mariamontessori.org
Greenville Montessori Institute
USA
(South Carolina)
www.montessori-training-sc.com
International Montessori Training
USA (Georgia)
Institute
www.montessori-imti.org
Montessori Institute of Atlanta
USA (Georgia)
www.montessori-mia.org
Montessori Training Center of
New England
USA (Connecticut)
www.crec.org/mtcne
Houston Montessori Institute
USA (Texas)
www.postoakschool.org/postoak/hmi.asp
Washington Montessori Institute
USA (Maryland)
www.loyola.edu/montessori
Montessori Institute of Milwaukee USA (Wisconsin)
www.montessori6-12ami.org
Montessori Training Center of
Minnesota
USA (Minnesota)
www.mtcm.org
Montessori Training Center of
St. Louis
USA (Missouri)
www.ami.edu/mtcstl
The Montessori Institute of North
Texas (MINT)
USA (Texas)
www.montessori-mint.org
Montessori Northwest
USA (Oregon)
www.montessori-nw.org
Montessori Institute of San Diego USA (California)
www.misdami.org
Montessori Northwest,
Satellite Course Bay Area
www.montessori-nw.org
USA (California)
Southwest Institute of Montessori
USA (Arizona)
Studies
www.sims-ami.org
Montessori Northwest, with
Whitworth University, Spokane
USA (Washington)
www.montessori-nw.org
The Montessori Institute
USA (Colorado)
www.tmidenver.com
23
24
Association Montessori Internationale
Koninginneweg 161
1075 CN Amsterdam
The Netherlands
tel: + 31 20 6798932
e: info@montessori-ami.org
w: www.montessori-ami.org
Connected web sites:
www.amiesf.org
www.aidtolife.org