Why AMI?

Association Montessori Internationale (AMI) empowers teachers and communities with this system of education, to help children become capable individuals who will make a difference in the world. This association, founded by Maria Montessori herself, is the representative body of her educational approach which she began over a 100 years ago.

AMI has built upon the Montessori legacy and upholds the integrity of it without compromise irrespective of time or geographical location, just as how every individual child’s development is universal. The system has been preserved while still continuing to innovate based on the sound principles professed by Maria Montessori and thereby remaining contemporary and aligned with current insights in child development and education.

What can the AMI’s process of Montessori do for the child?

Well, quite simply everything that Montessori says the child can develop will ACTUALLY develop.

The child who has been in a proper Montessori environment will be independent, be able to adapt to new environments, have confidence, and be responsible for themselves and their surroundings. And this is what the child will have apart from a life-long love for learning and the right attitude towards academics.

This is largely thanks to the rigorous training of the teachers and the philosophies of Montessori that are inserted firmly in their core beliefs. The AMI principles are absolute and one has to develop the faith to let the system work. It requires a complete transformation in the attitude towards children and understanding what is happening within them at a deeper level. It is about removing obstacles that may be in the child’s path of exploration and learning, even if it means to remove oneself (the adult in that situation).

Therefore, the AMI system certainly doesn’t stop with just mastering the materials designed by Maria Montessori (and others) as it happens, unfortunately, with many early childhood centers. It is a firm belief of AMI teachers that we facilitate the learning by preparing the environment for optimal acquisition of knowledge and ensuring that assistance is given ONLY when needed, and only to the extent it is needed.