Montessori: What’s in a Name?

A common question among parents is, “What, exactly, makes a school ‘Montessori’?” The answer is more layered than you may think. The truth is, any school can call themselves ‘Montessori’ but the interpretation of the approach can vary greatly. Read on to better understand the differences...

Humble Beginnings

As you may already know, Montessori education had its start in the slums of Rome, Italy. Dr. Maria Montessori was a physician who had been studying child development. She already found some success with institutionalized children who had been deemed uneducable. Her first school, Casa dei Bambini, was created to serve the children of poor families while their parents worked during the day. It was here that Dr. Montessori worked to create more materials, observe the children, and further develop her ideas and methods.

Dr. Montessori’s successes quickly gained attention of the international community and schools began to open across the globe.

Organization: AMI

Dr. Montessori soon realized the importance for standardization among Montessori schools. She felt it critical to preserve the integrity of the method, ensure teachers were well-trained, distribute publications, and manufacture materials. In 1929 she created AMI, Association Montessori Internationale, to meet these goals.

Today AMI has its headquarters in the Netherlands and supports affiliated societies in thirty-five countries around the world, including the United States. AMI works to provide high-quality teacher training, materials, consulting services, publications, materials, and much more to Montessori schools. AMI is the original Montessori organization and is regarded as having high standards and preserving Montessori’s original ideas, methodology, and work.

You can learn more about AMI here: https://montessori-ami.org/

Information about AMI USA can be found here: https://amiusa.org/

New Ideas: AMS

While Montessori had come to the United States much earlier, it wasn’t until the 1960s that its popularity really began to spread. Nancy McCormick Rambusch was a young American teacher who trained at an AMI center in London. She was appointed by Mario Montessori (Maria Montessori’s son) to be AMI’s United States representative. Rambusch opened the Whitby School in Greenwich, Connecticut, and worked to support the spread of Montessori education in the United States.

Over time, Rambusch and her colleagues began to advocate for certain changes within Montessori. They felt that for Montessori to be successful in the United States certain elements of the curriculum needed to remain flexible. Leaders at AMI disagreed, arguing for preservation of Montessori’s original ideas in their entirety. Representatives from both perspectives worked together toward a solution, but eventually parted ways and the American Montessori Society was created.

Rambusch established AMS at Whitby in 1960, and it continues to be the most prevalent Montessori organization in the United States today. AMS functions similarly to AMI, in that it provides teacher training, publications, and resources to Montessori schools across the country, as well as to a number of international schools.

More information about AMS can be found here: http://amshq.org/

AMI and AMS Today

The American Montessori Society (AMS) and the Association Montessori International (AMI/USA) had begun to work on public policy issues independently, but soon recognized the need to work jointly if progress was to be made. It was in this context that AMI/USA and AMS formed MPPI (Montessori Public Policy Initiative) in 2013 to be the unified voice in advocacy and a platform for coordination of public policy efforts.

Since then, MPPI has formed and supported Montessori advocacy coalitions in 40 states. Montessorians throughout the United States and across multiple affiliations have been working together to successfully modify policies that were enacted without our input. Montessori educators have a profound understanding of the environment as a teacher, of the ways that confidence, concentration, independence, and self-regulation undergird all aspects of development, and of the life-long impact of a child-centered education. Our public policy successes ultimately mean that more children have access to these gifts of a Montessori education.

Montessori Schools Today

As mentioned earlier, any school may call themselves a Montessori school. Montessori can mean different things to different people, and it can be helpful for parents to understand the differences. Montessori schools can be public, private, or charter schools. They may be affiliated with a church, but most are non-denominational. Beyond those basic definitions, the delivery of a Montessori program can vary widely. Some of the many possibilities include:

Montessori inspired

‘Montessori inspired’ protects the integrity of the name Montessori and does not follow the authentic and full Montessori method of education. Most of these environments embrace a child-led program, fostering independence, but without the use of all the self-correcting Montessori materials, mixed-aged classrooms and Montessori-credentialed teachers or guides.

Montessori Member/Affiliated/Associated Schools

For a school to become an AMS full member school, the school must meet specific requirements. Most importantly, every lead teacher at the school must be certified through an approved teacher education program (including those affiliated with AMS, AMI, and several other well-respected organizations). Starting in 2020 there will be additional requirements for heads of school as well.

AMI requires specific standards to be met in all its schools including AMI trained teachers, a full complement of AMI approved materials, and specific requirements concerning class sizes, ratios, and organization of the work period. Schools that meet a certain percentage of these requirements or are committed to meeting all requirements within three years may be considered affiliated or associated schools.

Montessori Recognized/Accredited Schools

Schools who wish to be formally recognized at the highest level by either AMI or AMS must adhere to the strictest of standards.

If a school meets all the requirements of an AMI school, they may receive an AMI Certificate of Recognition. Schools must reapply annually. Details on those requirements can be found here: https://amiusa.org/school-standards/

For those wishing to be accredited by AMS, the process is typically about eighteen months long and includes the writing of a self-study report, a site visit by a specially trained team of evaluators, and a commitment to ongoing evaluation and improvement. After initial accreditation, schools must apply for reaccreditation every four years. More information on the process can be found here: http://amshq.org/School-Resources/AMS-Member-Schools/AMS-Accredited-Schools

Still have questions about what it means to be a Montessori school? We would be happy to chat with you. Contact us today!

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Separation Anxiety: Why It’s Normal and What You Can Do

By Julie Douglas • September 8, 2025

Every fall, the doorways of classrooms become a place of transition. Children are often excited to skip into their school environment, eager to learn and play. Unfortunately, many children experience some level of separation anxiety, particularly when they are very young. The good news? This is totally normal! Read on to learn more about why, and what you can do to help your child feel good about the time you spend apart. What does it look like? Separation anxiety is completely normal. Most young children experience it at some point, and although it can cause stress for both the child and their parents, it’s actually a healthy part of development, especially during the toddler years. Separation anxiety can manifest in many forms. Parents might see their child display some of all of the following behaviors: Crying Physically clinging to parent Loud protesting Persistent worry when separated from parent(s) Separation anxiety typically doesn’t last very long for most children and resolves itself within a few weeks. Once toddlers begin to realize that their parents will actually return, their fears tend to alleviate. Even older children can experience short-lived bouts of separation anxiety. These times are often even harder for parents, but it’s all perfectly normal! Why does it happen? There are a variety of reasons children may experience separation anxiety, but as we mentioned above, it most often occurs during the toddler years. Any time from about 7 months of age through 2-3 years of age, children may go through a phase during which separating from their parents can be quite upsetting. For infants, it’s about differentiating between strangers and people they know. This is obviously an important and healthy part of their development, although it can be heart wrenching when dropping your little one off with care givers in the morning before you head to work. As children get a little older, the reasons shift toward a fear that the parent may leave and not return. After a period of time, the child learns to trust that the separation is temporary, and the anxious behaviors subside. There are plenty of other reasons why a child may experience separation anxiety. If they are tired, not feeling well, or are experiencing stress or a period of transition in their life, they may feel the need to be closely attached to their parent(s). These feelings are typically short-lived and resolve themselves once the child feels some level of reassurance or once the underlying cause is no longer an issue. What can we do? Each child is different, but the following are some strategies that tend to work well for most families: Set aside some extra time in the morning. The simple act of not rushing can create a sense of calm for both you and your child, but it also leaves a few extra minutes for some cuddles. Create a routine. When your child knows what to expect, they will feel more able to trust that everything is okay. This may mean singing a special song in the car on the way to school, walking to the front door together, and making sure to squeeze in one last hug. Find whatever routine works for you and for your child. Be consistent. Once you’ve established a routine, stick to it. This can be a challenge, but it is so important and will do so much to help a child who is feeling anxious. Of course, life has a way of interrupting our plans and routines (especially when you’re trying to get out the door with a young child!) but try to be as consistent as possible. Don’t linger, but don’t sneak away. Staying too long can intensify feelings of anxiety when you do leave, and leaving without your child’s knowledge isn’t the greatest idea, either. They may experience feelings of worry or sadness, but they will also be more likely to trust if they know when a parent is leaving. Ask your child’s teacher or caregiver for advice. Chances are, they have had lots of experience with separation anxiety in children. Teachers are often masters of distraction and redirection, which can help you make a peaceful exit. What if it’s more? Once in a while, separation anxiety is more than a phase. Again, your child’s teacher is a good person to consult if you’re concerned. If your child is well past their toddler years, if their anxiety is affecting them in multiple parts of their lives, or if behaviors are stretching past weeks and into months, it can sometimes help to talk to your child’s pediatrician. Separation anxiety disorder is a more severe and persistent version of what most children experience. The good news is, even children who experience SAD have options to help them overcome their fears and work toward healthy, trusting, and confident periods of separations from their parents. Want to learn more? Check out this fantastic article for helpful tips.