Shivji & Krever: ‘Montessori-Inspired’ Is Not The Same As Montessori. Please Don’t Pretend That It Is

Shivji & Krever: ‘Montessori-Inspired’ Is Not the Same as Montessori. Please Don’t Pretend That It Is

September 13 marked the one-year anniversary of the announcement that Jeff Bezos, the founder and CEO of Amazon, had pledged $2 billion to establish and run the Bezos Day One Fund. One component of this fund, known as the Day 1 Academies Fund, aims to create a network of fully-funded, Montessori-inspired preschools in low-income communities. While the Montessori community welcomed this news with excitement, there was also some reservation. Organizations like the American Montessori Society have been actively working to bring about policy changes that benefit authentic Montessori programs and the children they serve. However, the use of the term "Montessori-inspired" can lead to confusion as it can be interpreted in various ways.

Similarly, there are programs that claim to be Montessori even if they do not adhere to the authentic principles. This is a common occurrence, as any school can label itself as Montessori without meeting the necessary criteria. Soon after Maria Montessori, the pioneer in education, opened her first school in Rome in 1907, her innovative approach caught the attention of educators worldwide. By 1910, Montessori schools had emerged on five continents. However, Dr. Montessori did not trademark or copyright the name, allowing schools to use it regardless of their fidelity to her approach.

Integrating key features of Montessori into any classroom provides an opportunity to foster critical thinking, collaboration, creativity, empathy, independence, and other essential skills recognized by Dr. Montessori as vital for success. Consequently, we strongly encourage other schools to draw inspiration from these principles.

Many schools already unknowingly incorporate Montessori practices. For example, consider the child-sized tables and chairs that are now prevalent in preschools today, including those from your own childhood. It was not until Dr. Montessori introduced the concept of a "prepared classroom" that learning environments for young children were furnished with appropriately-sized furniture that allowed students to easily move around, as opposed to fixed desks and benches.

Other distinguishing features of Montessori education include hands-on learning, mixed-age groupings, cooperative learning, and giving students autonomy to pursue their own work within set boundaries. Intrinsic motivation is fundamental to Montessori, observable from birth as babies instinctively learn how to sit, crawl, babble, and walk without external encouragement. This intrinsic drive nurtures curiosity and a love for learning itself, rather than relying on external rewards like gold stars and grades. Furthermore, offering children opportunities to engage in purposeful tasks, such as building, organizing, or tending to plants, can be incredibly fulfilling and empowering.

However, some aspects of Montessori, such as the use of specialized learning materials, are best reserved for authentic Montessori classrooms. The lessons within these materials are complex and relate to multiple levels of abstraction, making them suitable only for properly trained and certified Montessori educators.

We encourage educators from all disciplines to borrow from Montessori practices, as we believe all children can benefit from their inclusion in non-Montessori classrooms. Our primary goal is not to receive credit but to make these practices mainstream. However, it is important to note that incorporating some or all of the principles and practices does not make a program truly Montessori. Therefore, schools should refrain from labeling themselves as such in their names or literature.

Here at the American Montessori Society, alongside other Montessori advocates, we have made significant progress in advocating for Montessori credentials to be recognized as equivalent to state teaching licenses. Currently, Montessori credentials are recognized in five states at the K-12 level and 18 states at the early childhood level. Additionally, state Montessori organizations are working towards aligning the Montessori curriculum with state learning standards. A crucial aspect of our collective efforts is to demonstrate academically rigorous and consistently applied Montessori standards. Programs that resemble Montessori without meeting these standards not only confuse the issue but also hinder progress.

Overall, our aim is to ensure that genuine Montessori education is accessible to more children nationwide, regardless of their socioeconomic circumstances.

Munir Shivji holds the prestigious position of president for the board of directors at the American Montessori Society, which is based in New York City. Furthermore, he serves as the executive director at The Institute for Montessori Education located in Houston. With an extensive background in Montessori education, Shivji has played various roles including school founder, head, director of toddler and primary programs, as well as a teacher and teacher educator. Meanwhile, Marcy Krever holds the important role of chief communications officer at the American Montessori Society.