Montessori Education
Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play.
Dr. Maria Montessori
Montessori classrooms are beautifully crafted environments designed to meet the needs of children in a specific age range. <anchor>Dr. Maria Montessori</anchor> discovered that experiential learning in this type of classroom led to a deeper understanding of language, mathematics, science, music, social interactions and much more. Most Montessori classrooms are secular in nature, although the Montessori educational method can be integrated successfully into a faith-based program.
Montessori Education — Montessori Northwest
Montessori Education — Montessori Northwest

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# Montessori Education

#### [WHAT IS MONTESSORI EDUCATION?](https://montessori-nw.org/about-montessori-education/) \| [WHO WAS MARIA MONTESSORI?](https://montessori-nw.org/about-montessori-education/\#maria) \| [ABOUT AMI](https://montessori-nw.org/about-montessori-education/\#ami)   [WHY TEACH MONTESSORI?](https://montessori-nw.org/about-montessori-education/\#whyteach) \| [INSIDE A CLASSROOM](https://montessori-nw.org/about-montessori-education/\#insideaclassroom) \| [FOR PARENTS](https://montessori-nw.org/about-montessori-education/\#parents) \| [RESEARCH & PUBLICATIONS](https://montessori-nw.org/about-montessori-education/\#research)

### What is Montessori Education?

Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. In Montessori classrooms children make creative choices in their learning, while the classroom and the highly [trained teacher](https://montessori-nw.org/teacher-preparation/) offer age-appropriate activities to guide the process. Children work in groups and individually to discover and explore knowledge of the world and to develop their maximum potential.

Montessori classrooms are beautifully crafted environments designed to meet the needs of children in a specific age range. [Dr. Maria Montessori](https://montessori-nw.org/about-montessori-education/#aboutmariaami) discovered that experiential learning in this type of classroom led to a deeper understanding of language, mathematics, science, music, social interactions and much more. Most Montessori classrooms are secular in nature, although the Montessori educational method can be integrated successfully into a faith-based program.

Every material in a Montessori classroom supports an aspect of child development, creating a match between the child’s natural interests and the available activities. Children can learn through their own experience and at their own pace. They can respond at any moment to the natural curiosities that exist in all humans and build a solid foundation for life-long learning.

The [Association Montessori Internationale (AMI)](https://montessori-ami.org/) was established by Maria Montessori in 1929 to protect the integrity of her work and to support high standards for both teacher training and schools. Today, AMI continues to uphold Maria Montessori’s vision while collaborating with contemporary research in neuroscience and child development. Montessori Northwest is proud to be an official teacher training center of AMI, [training teachers](/teacher-preparation) to work with children from birth to age twelve.

#### INFANT/TODDLER

_for children ages birth to three years_

![Boy+pouring+toddler.png](https://images.squarespace-cdn.com/content/v1/5e6fa22ca3067b3e3d2498d6/1584469432823-5X79FM58Y3C99UJHV11D/Boy%2Bpouring%2Btoddler.png)

- provide a safe, engaging and nurturing

environment for the child

- promote trust in themselves and their world

- develop confidence in their emerging abilities

- develop gross motor coordination, fine motor skills, and language skills

- offer opportunities to gain independence in daily tasks


Learn about the [Assistants to Infancy (0-3) Teacher Training Programs](/info-assistants-to-infancy) at MNW

#### PRIMARY

![Girl+Cylinders+primary.png](https://images.squarespace-cdn.com/content/v1/5e6fa22ca3067b3e3d2498d6/1584469399663-KOGB0FHJ7Q369YOT9YD9/Girl%2BCylinders%2Bprimary.png)

_for children ages three to six year_

- foster the growth of functional

independence, task persistence and

self-regulation

- promote social development through respectful,

clear communication and safe, natural consequences

- contain a large variety of materials for the refinement of sensory perception and the development of literacy and mathematical understanding

- offer opportunities for imaginative exploration leading to confident, creative self-expression


Learn about the [Primary (3-6) Teacher Training Programs](/info-primary) at MNW

#### ELEMENTARY

![1998-Betty-Stephenson-Primary-2.png](https://images.squarespace-cdn.com/content/v1/5e6fa22ca3067b3e3d2498d6/1584469416160-P73E9COTILQ7TTRPVR76/1998-Betty-Stephenson-Primary-2.png)

_for children ages six to twelve years_

- offer opportunities for collaborative intellectual

exploration in which the child’s interests are

supported and guided

- support the development of self-confidence, imagination,

intellectual independence and self-efficacy

- foster an understanding of the child’s role in their community, in their culture and in the natural world


Learn about the [Elementary (6-12) Teacher Training Programs](/info-elementary) at MNW

#### ADOLESCENCE

_for children ages twelve to eighteen years_

![Girl+farm+adolescent.png](https://images.squarespace-cdn.com/content/v1/5e6fa22ca3067b3e3d2498d6/1584469542048-3HZDE565T7LALPM07RSD/Girl%2Bfarm%2Badolescent.png)

- ideally a working farm in which adolescents

engage in all aspects of farm administration and

economic interdependence, but also include non-

farm environments in urban settings

- assist the young adult in the understanding of oneself in wider and wider frames of reference

- provide a context for practical application of academics

- emphasize the development of self-expression, true self-reliance, and agility in interpersonal relationships.


Learn about the [Adolescent Training Programs](https://montessori-ami.org/training-programmes/qualifications/ami-montessori-12%E2%80%9318-diploma) through AMI

**Above all, Montessori classrooms at all levels nurture each child’s individual strengths and interests. Montessori education encourages children to explore their world, and to understand and respect the life forms, systems and forces of which it consists.**

### Who Was Maria Montessori?

![image-asset.jpeg](https://images.squarespace-cdn.com/content/v1/5e6fa22ca3067b3e3d2498d6/1584469862668-C2WVW2EM0ZFEDQZTDAA1/image-asset.jpeg)

Dr. Maria Montessori (1870-1952) was an Italian physician and anthropologist who devoted her life to understanding how children develop socially,

intellectually, physically, and spiritually. By carefully observing children all over the world, she discovered universal patterns of development which

are found in all children regardless of their culture or the era in which they live.

Dr. Montessori was one of the first women to be granted a diploma as a physician in Italy. Following her interest in human development, she assisted

at a clinic for children with mental illnesses. She later directed the Orthophrenic School in Rome for children with physical, mental and emotional

challenges. During this time Dr. Montessori lectured throughout Europe concerning the needs of children and their value to the future of our

societies. She stressed the need to change our attitudes about children and their treatment.

In 1907, Dr. Montessori was given the responsibility of caring for a group of children in the Rome’s San Lorenzo slum district. She began to see the

importance of a positive, nurturing environment that changes with the developmental needs of the child. As she observed the children and their

response to the environment, she saw them demonstrate capabilities and interests that exceeded her expectations. The set of materials used in the

"Montessori" environment were designed over a period of many years by Dr. Maria Montessori and her associates, creating a concrete, physical

representation of the concepts and skills that children are naturally motivated to learn in their normal course of development.

Dr. Montessori conducted her first international training course in Italy in 1913, and her first American training course in California in 1915. As she carried her vision around the world, she felt that a time had come to ensure the quality and integrity of what was being handed down in her training courses. For that reason, she founded the Association Montessori Internationale (AMI) in 1929. Today AMI continues to support quality teacher training worldwide.

Maria Montessori was a visionary, not easily daunted by the many challenges she faced during her career. She traveled extensively, lecturing and teaching throughout Europe, India and in the United States. She was recognized for her efforts by educators, psychologists and political leaders of the day. Her associates included such people as Anna Freud, Erik Erikson, Mahatma Gandhi, Alexander Graham Bell and Jean Piaget.

Dr. Montessori was nominated for the Nobel Peace Prize in 1949, 1950 and 1951 and continued working, teaching and writing up to the time of her death. Over the past one hundred years children throughout the world have benefited from this educational approach that supports, nurtures, and protects natural development. Maria Montessori’s legacy lives on in the children whose lives are touched by her discoveries about life.

![image-asset (1).jpeg](https://images.squarespace-cdn.com/content/v1/5e6fa22ca3067b3e3d2498d6/1584469926175-S04T8M218PCVUZLEVCCR/image-asset+%281%29.jpeg)

"My vision of the future is no longer of people taking exams and proceeding on that certification... but of individuals passing from one stage of independence to a higher, by means of their own activity, through their own effort of will, which constitutes the inner evolution of the individual." - _Introduction, From Childhood to Adolescence, Clio_

“… The children themselves found a sentence that expressed this inner need. “Help me to do it by myself!” How eloquent is this paradoxical request! …It is in this that our conception differs both from that of the world in which the adult does everything for the child and from that of a passive environment in which the adult abandons the child to himself” - _The Secret of Childhood, p. 213_

“I have served the spirits of those children, and they have fulfilled their development, and I kept them company in their experiences”

\- _Absorbent Mind p. 284_

**In her own words:**

### AMI: The Only Real Choice

![image-asset.png](https://images.squarespace-cdn.com/content/v1/5e6fa22ca3067b3e3d2498d6/1584469958856-2IICX91HG4BM53EK9MW5/image-asset.png)

The [Association Montessori Internationale (AMI)](http://www.amiusa.org/) was founded by Maria Montessori in 1929 to protect the integrity of her work. Today, AMI

continues to uphold these standards by offering high-quality and authentic teacher training through its affiliated training centers.

It’s important to note that Montessori is not a trademarked term. As Montessori rapidly spread around the world, many off-shoot trainings sprang

up offering faster, cheaper, and abbreviated versions of Montessori teacher trainings. Today, as the value of authentic Montessori education is

widely recognized, it is more than ever to choose a comprehensive, complete AMI teacher training program like those offered by Montessori

Northwest. High-quality AMI Montessori training can open the door to a career as a teacher at private and public Montessori schools around the world,

or as a school administrator.

AMI courses are conducted by AMI trainers, master teachers who have completed the Training of Trainers program and have a profound understanding of Montessori theory and practice. Graduates of AMI training courses must demonstrate understanding of educational theory, child development, observation techniques, use and presentation of the Montessori materials, and ability to create appropriate activities for children. The practice teaching component solidifies this learning through hands-on work in Montessori classrooms.

- **AMI Montessori teachers are in high demand.** AMI Montessori diploma-holders are sought after by many types of Montessori schools, public or private, AMI or AMS or non-affiliated. School administrators value the consistently high quality of AMI-trained teachers. AMI training guarantees that teacher candidates have a deep understanding of the Montessori philosophy and principles of child development, as well as a thorough grasp of lesson delivery, not just in theory, but also in applied practice. This consistent, high-quality training means that many schools are eager to meet our graduates: an AMI diploma is a great way to get interviews at the best Montessori schools in the world!


- **Montessori Northwest’s AMI teacher training program prepares you for success in your classroom.** Because of our AMI

approach and our focus on practical, hands-on work with the materials, our students are well-prepared for the challenges of

an actual classroom. So not only will you have a good chance of getting hired, you’ll also have the foundation for being successful

in your teaching career.


- **A Montessori diploma often leads to better pay in a career you are passionate about.** Many preschool teachers who take the

AMI Montessori teacher training report a significant increase in pay, as a Montessori teaching certificate often is required for a

promotion to head teacher in a Montessori classroom. While many assistant teachers at preschools are hourly employees with

limited benefits, head teachers more often are able to become salaried professionals, with associated benefits, such as health

care and retirement benefits.


- **An AMI diploma is your passport to the world.** The Association Montessori Internationale diploma is used in over 100 countries, not just in the US. Your AMI Montessori teaching certificate gives you the opportunity to teach at AMI Montessori schools around the world, as those schools recognize the AMI training as a mark of teacher training excellence, no matter in which country you trained.


![image-asset.jpeg](https://images.squarespace-cdn.com/content/v1/5e6fa22ca3067b3e3d2498d6/1585247294847-MM1PCMKYBLMQJT5HHF9D/image-asset.jpeg)

#### **ADDITIONAL AMI RESOURCES & INFORMATION**

[AMI Digital](https://montessoridigital.org/) – _Free, downloadable materials in multiple languages._

[Educateurs sans Frontieres](https://www.montessori-esf.org/) – _A division of AMI working to advance human development around the world._

[The Rights of the Child](https://www.esfforchildrensrights.com/) – _AMI's work in alignment with the UN Convention on the Rights of the Child._

[Montessori Sports](https://www.montessori-sports.com/) – _Training, materials, and information to support the development of movement in children and adults._

### Why Teach Montessori?

![image-asset (1).jpeg](https://images.squarespace-cdn.com/content/v1/5e6fa22ca3067b3e3d2498d6/1585247328348-2ZUMXTORHRJSRF59OTXH/image-asset+%281%29.jpeg)

Montessori teachers love their work. Whether embarking on your first career or looking for more inspiration in your current field, the first step to finding a job that brings you deep satisfaction is to think carefully about what really drives you. We are far more likely to be successful in an occupation we feel passionate about! When we asked Montessori teachers what they love most about their careers here's what they said:

> **_“Montessori training isn’t just a way to land a great job in 9-months. It’s a transformative journey that deepens one’s understanding of the potential of children and their ability to transform the world.”_**
>
> **_“Educating children in this unique way connects you to an international community of people working, typically with great humility and respect, to improve a struggling educational system.”_**
>
> **_“Your job doesn’t have to make you miserable! Montessori training opens the door to a more meaningful job, a better life, and a happier you.”_**

We all possess a unique combination of assets that we bring to everything we do; attributes such as personality, skill sets, abilities, and experiences. At Montessori Northwest, we believe those diverse, sometimes disparate, qualities often are essential to create a community of great teachers. And if applying your passion to an educational approach that helps children reach their full potential in all areas of life—cognitive, social, emotional, and physical—appeals to you, a career in as a Montessori education teacher is worth considering.

If you are thinking about becoming a Montessori teacher or are wondering which program will best prepare you for this path, then you’ve come to the right place. Since 1979, Montessori Northwest has offered practical and in-depth adult education, in affiliation with the Association Montessori Internationale (AMI). The AMI diploma is respected worldwide as a representation of achievement in a teacher-training program of quality, integrity, and authenticity.

- [New Research Highlights The Long-Term Benefits Of A Montessori Education](https://www-forbes-com.cdn.ampproject.org/c/s/www.forbes.com/sites/traversmark/2021/12/28/new-research-highlights-the-long-term-benefits-of-a-montessori-education/amp/)– _Montessori children turn into happy adults, suggests a new study._


### Inside a Montessori Classroom

**Montessori classrooms are peaceful, happy places designed to meet the**

**developmental needs of each child in every stage of life.**They contain many places

for children to learn and play, in many different ways: by themselves, in pairs, in

small groups, in large groups, inside, outside, at tables, on the floor. All items in the

environment are scaled to the child’s size, including furniture, shelves, utensils,

dishware, cleaning implements and the Montessori materials themselves. There is

no focal center to the classroom; this reflects that the teacher is not the focus of

the children’s attention, but that they are all one community together. Bright and

attractive colors, natural materials, fascinating cultural objects and interesting

pictures on the wall all offer the children complex sensory and intellectual experiences.

When children first enter a Montessori environment, there is an immediate and

touching moment when they realize that this place is for them.

In Montessori classrooms, children are taught how to regulate their own social

interactions. Through fun role-playing activities and appropriate modeling, the teacher demonstrates the best way to respond to arguments or new situations, giving the child the ability to act confidently and pro-socially when the actual problem arises. The result is a self-regulating classroom, in which natural social tensions are resolved mostly by the children themselves. Children move freely throughout the environment, choosing activities that interest them, or working with the teacher, individually, or in small groups. Their movement is unrestricted by the teacher unless it endangers themselves, other people, or their surroundings. Outdoor environments are important in Montessori schools, and offer opportunities to engage with the natural world

#### The guiding principles of Montessori education are the same across all age levels, and are grounded in over one hundred years of work with children around the world.

- #### Respect






Maria Montessori profoundly respected children and the developmental powers that drive them to seek certain experiences. Montessori education reframes the adult/child relationship to place the child at the center of his own learning. In Montessori classrooms, teachers respect children as separate and unique individuals. They guide children to respect the people and objects in their environment, and as the child grows older, to respect and understand the connectedness between all living and non-living things, leading to the adolescent’s profound awareness of the complex web of human existence.

- #### Prepared Environment






Children’s needs change as they move through stages of development. At each level of Montessori education, this difference is honored through the preparation of the classroom environment. The environment is prepared in every way for optimal development: physically, cognitively, socially and emotionally. By aligning the activities in the environment with what each child needs at any moment, Montessori prepared environments liberate children’s energy for growth and learning.

- #### Hands-On Learning






Montessori classrooms are interactive environments in which hands-on exploration is not only encouraged, it is necessary. By using the mind, the body, and the senses, learning becomes an activity that engages the whole self. Any parent will agree that children do; Montessori environments follow this natural inclination of children towards activity by offering an appropriate variety of objects and activities for meaningful engagement.

- #### Discovery






One of the most profound differences between Montessori education and conventional education is that, in Montessori, children are given the experience of discovering the answer for themselves. This leads to a much deeper learning experience, and creates a lifelong love of learning as a self-directed process of problem-solving and discovery.


- #### Montessori Trained Adult






The trained Montessori teacher links the child to activities and experiences in the prepared environment. Specialized training results in a deep knowledge of child development, the purposes and use of each activity, and an understanding of how to foster and maintain social harmony in the classroom. Learn more about [Montessori teacher training](https://montessori-nw.org/teacher-preparation) at Montessori Northwest.

- #### Imagination






Montessori classrooms support the development of imagination and creativity at every stage of learning. The open-ended activities allow children to explore new ideas and relationships, providing a foundation for self-expression and innovation. In the early years, the building blocks of imagination are firmly established through sensory exploration of the world, launching both imagination and creative self-expression.

- #### Freedom of Choice






Maria Montessori recognized that when allowed freedom of choice within clear, firm and reasonable boundaries, children act in positive ways that further their development. Freedom is frequently misunderstood, and many people take it to mean that children can do whatever they want. Montessori believed that freedom without boundaries was abandonment. In Montessori classrooms, expectations are clear, and children experience the natural and logical consequences of their choices. This freedom within limits allows for the natural development of self-regulation within the society of the classroom, as well as mirroring behaviors expected by society in general.

- #### Independence






From the moment of birth onwards, humans strive towards independence. Children feel this need very strongly; they want to do things for themselves, and to participate in the world around them. In Montessori classrooms, this natural drive towards independence is fostered through practical, social and intellectual experiences. The child becomes an active agent in her own education, saying, “Help me to do it myself”. We honor this by helping children move to increasingly higher levels of independence and self-reliance.


### Parent Resources

**Montessori’s goals for children are often in alignment with a parent’s own goals for their children: that children respect and care for the people and things around them, have fun while they learn, and take responsibility for their actions.** School should offer children more than just academic skills. It should help them grow into confident, independent, caring and self-motivated people. The goal of Montessori education is to develop the whole person; someone who is more than the sum of their test scores.

Equally important to the Montessori experience is the growth of the child’s character. Montessori teachers strive to engender in the child a sense of responsibility and the connectedness of people and things. Children learn that their choices have consequences, not only in their immediate interpersonal relationships, but also in the world at large. By allowing safe consequences to flow freely from the child’s choice, he learns to exert control over himself to limit negative results and promote positive ones. This development of executive function, most particularly self-regulation, is at the core of the child’s drive towards confidence and independence.

In Montessori classrooms, academic skills are integrated into the natural life of the classroom. Through hands-on play, the most basic foundations of mathematics and literacy are introduced through games, activities, and with special materials that appeal to children. Contrary to many adults’ schooling experiences, children in Montessori schools enjoy math, reading and writing, and enthusiastically look forward to their next lesson. This sets up a love of learning that the child will carry with her throughout life.

Understanding children's developmental needs is important in creating positive parent/child relationships. Children, especially very young ones, are intensely driven by their developmental needs, which can sometimes clash with the needs of parents and caregivers. By understanding the child's drive towards independence, we learn to offer her the time and skills she needs to complete the task herself. The intense effort she puts into small, repetitive tasks is deeply satisfying, and the end result gives her confidence and comfort in her skills. If she is not allowed to work through the task to completion, the child may react strongly. This kind of opposition, originated in the conflicting needs of the adult and the child, highlights one of the main obstacles to a harmonious relationship between adults and children.

One of the key tenets of Montessori theory is that this harmonious relationship can be achieved through understanding why children act the way they do, and by patiently offering them experiences that fulfill their deep, inner developmental drives. The entire Montessori environment is designed to meet these drives and satisfy them through the child’s own activity. In Montessori schools, children have fun while they learn, respect and care for the people and things around them, and take responsibility for their actions. This is true preparation for real life.﻿

- #### Different Fits for Different Families






Each Montessori school has its own ‘personality’. For example, some are more academically oriented, while others more strongly emphasize the child’s connection to nature and the outdoors. Parents should discuss the school’s mission and programs with the admissions director to ensure that the school is a good fit for their child and their family.

- #### Observe at a School






Parents should observe at a school before selecting it for their child, preferably in the classroom their child will attend. Most Montessori schools welcome observers, and the children are accustomed to visitors. The visitor is typically directed to a chair where they sit and observe the entire room. Observations usually last thirty minutes to an hour, and allow the observer to get a feel for the room. Consider asking to observe at a school more than once; every day is unique!

- #### What to Look For






Although every classroom is a little different, there are some general traits that indicate a quality Montessori environment:



- The teacher has received quality Montessori training

- The children seem generally happy and relaxed

- The children independently select activities from the shelf and use them with concentration

- The environment seems orderly and the materials in good condition

- Most interactions between children are positive, but in cases where they are not positive, the children generally resolve the problem by themselves

- The children are treated with respect by all adults


- #### School Quality






There is no trademark or governing body to ensure the quality of Montessori schools. In 1929, Maria Montessori became aware that there were a growing number of schools using the term “Montessori” to describe their environments, with little evidence of Montessori principles. To prevent this, she attempted to trademark her name, but it was decided by the courts that the term Montessori was already in the public domain. As a result, any school can label itself a ‘Montessori school’ regardless of teacher training.



Maria Montessori created the Association Montessori Internationale to protect the integrity of her work. Today, schools with AMI-trained teachers have met the high standards for teacher training that Maria Montessori set down over eighty years ago.

- #### Schools in Your Area






Observing and working with real children in real classrooms is a critical component of AMI teacher training. We are deeply grateful to the schools and staff who have participated in Observation and Practice Teaching by hosting MNW teachers in training. Some states have associations or organizations that compile lists of Montessori schools. An internet search should locate one for your state, if it exists. In the state of Oregon, the [Oregon Montessori Association](https://www.oregonmontessori.org/schools) provides a list of its member schools.


#### PREPARING THE HOME ENVIRONMENT

Ideally, a child's developmental needs are met by both their home and school environments. Even small changes can yield great results. For more details on how to prepare your home environment, visit [aidtollife.org](https://aidtolife.org).

- #### Physical Preparation of the Home






The preparation of the child’s environment will change as he grows older. When the child is very young, the emphasis is on safety, increasing independence, and access to appropriate toys and activities. For example, a young child might have a low table in the kitchen on which a glass and a small pitcher with water are available at all times. This allows the child to get a drink of water herself whenever she is thirsty. This kind of preparation of the home environment can be repeated in many ways, and mirrors closely the self-directed experiences the child has in the Montessori classroom.

- #### Active Participation in Home Life






Children feel great satisfaction when they are included in family tasks. From setting the table, to folding the laundry, to raking leaves, fostering your child’s genuine interest in contributing to family life benefits everyone. The child feels confidence and self-worth at having contributed, and parents set up an expectation from an early age that everyone helps around the house.

- #### Offering Choices






Encouraging your child to make choices at an early age is one of the most powerful gifts a parent can offer. Giving choices fosters independence, cooperation and experience with natural consequences. This can be done in many ways. For a very young child, it can be as simple as, “Would you like to wear the blue shirt or the red shirt today?” This technique of offering choices can be extended into all parts of the child’s life, growing in relation to her abilities, and leading to development of executive function and self-regulation.


#### CHOOSING A SCHOOL

### Research and Publications

**Dr. Maria Montessori was a scientist and keen observer of children, constantly evaluating and quantifying her discoveries. Her theories continue to be tested today.**Children happily and eagerly learn both life skills and academics, show care and compassion for their peers and their environment, develop refined and coordinated manual dexterity and fine motor coordination, and have an accurate sense of their own abilities, giving them confidence. We make these claims about Montessori, because we know from over a hundred years of hands-on classroom experience _that it works._

But many other educational methods make the same claims. In Montessori, we're proud to be able to back ours up. Here you will find links to some of the most accurate and up-to-date research conducted on the benefits of Montessori education. This list is by no means exhaustive. If you know of a study that should be included here, please feel free to [contact us](mailto:info@montessori-nw.org) with that information.

- #### Research Collections






[Association Montessori Internationale](https://montessori-ami.org/resource-library/research)



[American Montessori Society](https://amshq.org/Publications-and-Research/Research-Library)



[National Center for Montessori in the Public Sector](https://www.public-montessori.org/research-and-resources/#researchshows)

- #### Research Articles & Publications






[Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study](https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01783/full) – _Angeline Lillard, Megan Heise, and 4 other authors, published in Current Directions Psychological Science, 2018_



[Constructivist and Montessorian Perspectives on Student Autonomy & Freedom](http://www.waier.org.au/forums/1999/dobozy.html) – _Eva Dobozy, University of Notre Dam_ e



[Test-Free System Gives Children a Better Start in Life](http://www.thetimes.co.uk/tto/news/uk/article1943519.ece) – _Alexandra Frean, article in the London Times newspaper, Sept. 29, 2006_



[Research Validates Montessori Approach to Teaching Languag](http://findarticles.com/p/articles/mi_qa4097/is_200407/ai_n9456102/) [e](http://findarticles.com/p/articles/mi_qa4097/is_200407/ai_n9456102/) – _Sylvia Onesti-Richardson, published in Montessori Life, Summer 2004_



[Montessori: The Science Behind the Genius](http://www.montessori-science.org/montessori_science_genius.htm) – _Angeline Lillard - link to her website with overview of book contents_



[Language-Gap Study Bolsters a Push for Pre-K](http://www.nytimes.com/2013/10/22/us/language-gap-study-bolsters-a-push-for-pre-k.html?_r=1&pagewanted=all) – _Motoko Rich, article in New York Times, Oct 2013_



[Biological and Psychology Benefits of Learning Cursive](http://www.psychologytoday.com/blog/memory-medic/201308/biological-and-psychology-benefits-learning-cursive) – _Psychology Today, William Klemm Aug 2004_



[Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children](https://www.apa.org/pubs/journals/releases/edu-a0036799.pdf) – _Arya Ansari and Adam Winsler, published in the Journal of Educational Psychology, Vol. 106, No. 4, 1066–1079, 2014_



[Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform](https://www.academia.edu/38973746/Shunned_and_Admired_Montessori_Self-Determination_and_a_Case_for_Radical_School_Reform) – _Angeline Lillard, published in Educational Psychology Review, 2019_

- #### Online Collections






[Aid to Life](http://aidtolife.org) – _Website with downloadable leaflets, booklets and links to DVDs about supporting the first years of life_



[AMI Podcasts](https://open.spotify.com/show/67cMTfMahlzWSysBQbotbX) – _A collection of presentations, talk and lectures on Montessori principles and practice_



[All Things Montessori](https://podcasts.apple.com/us/podcast/all-things-montessori/id1479488862) – _Podcast devoted to discussing everything Montessori_



[Montessori Guide](https://montessoriguide.org) – _A resource tool for practitioners, including a large collection of videos_



[The Montessori Notebook](The Montessori Notebook) – _Free resources to help parents bring Montessori principles into the home_

- #### Introductory Texts






Montessori: The Science behind the Genius – _Dr. Angeline Lillard_



Montessori and Early Childhood Education – _Susan Feez_



Montessori Madness – _Trevor Eisler_



Montessori Learning in the 21st Century: A Guide for Parents & Teachers – _Shannon Helfrich_



Montessori and Your Child: A Primer for Parents – _Terry Malloy_



Montessori Today – _Paula Polk Lillard_



Understanding Montessori – _Maren Schmidt_



Montessori: A Modern Approach – _Paula Polk Lillard_

- #### Writings by Dr. Montessori






The 1946 London Lectures



The Absorbent Mind



Advanced Montessori Method 1



Advanced Montessori Method 2



Basic Ideas of Montessori’s Educational Theory



California Lectures of Maria Montessori, 1915



The 1946 London Lectures



The Absorbent Mind



Advanced Montessori Method 1



Advanced Montessori Method 2



Basic Ideas of Montessori’s Educational Theory



Education and Peace



Education for a New World



Education for Human Development



The Formation of Man



The Four Planes of Education (Mario Montessori)



Advanced Montessori Method 1



Advanced Montessori Method 2



Basic Ideas of Montessori’s Educational Theory



Education and Peace



Education for a New World



Education for Human Development



The Formation of Man



The Four Planes of Education (Mario Montessori)


- #### Sourcing Montessori Books & Writings






[Montessori Pierson Publishing](https://montessori-pierson.com) & [E-Books](https://montessori-pierson.com/e-books.html)



[Nienhuis](https://www.nienhuis.com/us/en/books-more-webshop/page/1209/)



[AMI-USA](https://amiusa.org/bookstore/)



[Maitri Learning](https://www.maitrilearning.com/collections/adult-ed)



[NAMTA](https://shop.montessori-namta.org)

- #### Other Noteworthy Books






At Home with Montessori – _Patricia Oriti_



Children Who are Not Yet Peaceful – _Donna Bryant Goertz_



Classroom Management: The Art of Normalization – _Ginni Sackett_



In a Montessori Home (book and DVD) – _Sarah Moudry_



Let Out the Sunshine – _Regina Barnett_



Maria Montessori: Her Life and Work – _E.M. Standing_



Maria Montessori and the Social Party of the Child – Ginni Sackett



Understanding the Human Being – Dr. Silvana Montanaro



Nurturing the Spirit – Aline Wolf



100 Child Development Tips – Heather Pederson



The Outdoor Classroom – Mary Boden



Tao of Montessori: Reflections on Compassionate Teaching – Catherine McTamaney



Tending the Light – John Snyder



Montessori Play and Learn – Lesley Britton

- #### Montessori Online Journals






[AMI Digital](https://montessoridigital.org/publications) – _Houses a global collection of publications available to members_



[The NAMTA Journal](https://shop.montessori-namta.org/collections/namta-journals) – _This_ _professional journal is published 3 times a year and is archived through the scholarly database ERIC_



[Montessori Public](https://www.montessoripublic.org/print-edition-montessoripublic/) – _A digital and print communications and advocacy platform bringing Montessori into the public conversation_



[Public School Montessorian](https://archives.lib.uconn.edu/islandora/object/20002:20060230PublicSchoolMontessorian) – _A now archived quarterly independent newspaper covering a broad range of Montessori educational topics and issues_

- #### Montessori Associations & Organizataions






[Association Montessori Internationale](http://www.montessori-ami.org) (AMI) – _founded by Maria Montessori in 1929 and with teacher training offered in 35 countries around the world_



[AMI-USA](http://www.amiusa.org) – _Branch office of AMI, located in Alexandria, VA_



[Montessori for Social Justice](http://montessoriforsocialjustice.org) – _A non-profit organization supporting the creation of sustainable learning environments that dismantle systems of oppression, amplify voices of the Global Majority, and cultivate partnerships to liberate the human potential_



[North American Montessori Teacher’s Association](http://www.montessori-namta.org) (NAMTA) – _An affiliate organization of AMI, open to parents, teachers, and anyone else interested in Montessori education_



[AMI Elementary Alumni Association](http://www.ami-eaa.org) (EAA) – _An affiliate organization of AMI that provides a supportive community for the exchange of ideas and promotes the principles of Montessori education_



[Oregon Montessori Association](http://www.oregonmontessori.org) (OMA) – _Grassroots organization committed to advancing Montessori throughout Oregon and the Pacific Northwest_



[Pacific Northwest Montessori Association](https://www.pnma.org)(PNMA) – _A non-profit professional organization,  comprised of teachers, interns, administrators, and schools promoting excellence and growth in Montessori education across the Pacific Northwest_



[Bay Area Montessori Association](http://www.bayareamontessoriassociation.com) (BAMA) – _A non-profit, volunteer professional organization dedicated to supporting all Montessorians in the greater San Francisco Bay Area by providing educational programs, outreach and social activities_



[Montessori Accreditation Council for Teacher Education](http://www.macte.org) (MACTE) – _An autonomous, international, non-profit postsecondary accrediting agency for Montessori teacher education programs and institutions_



[National Center for Montessori in the Public Sector](https://www.public-montessori.org) (NCMPS) – _An independent non-profit organization whose mission is to help public schools deliver high-quality, personalized education through Montessori_

- #### Montessori Material Manufacturers






[Nienhuis Montessori](http://www.nienhuis.com) – _Montessori material manufacturer, in operation since 1929_



[Matsumoto Kagaku](http://www.mk-k.com/english/products/index.html) – _Japan-based manufacturer of Montessori materials_



[Montessori Services](https://www.montessoriservices.com) – _Supplier of items to prepare the child’s environment_


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