Heidi Philippart is an AMI Trainer at the Assistant to Infancy level (0-3) and has worked with Montessori 0–3 for more than three decades. Based in Amsterdam, she trained in Denver with Judi Orion and has learned directly from pioneers of the AMI Assistant to Infancy programme, including Silvana Montanaro. Heidi is also an AMI Trainer of Trainers and an AMI External Examiner.

In 1996, she opened her own Montessori school in the centre of Amsterdam, where she works with 80–90 families each year. Her specialty is supporting parents in applying Montessori principles at home, including in bilingual families. Heidi has spoken internationally on key 0–3 topics such as toilet independence, the home environment, and the child’s development from birth to three.

Judith A. Orion, M.A., Director of Training, holds the AMI Early Childhood (3-6) diploma and received her Assistants to Infancy (0-3) diploma at the first AMI training for that level, given in Rome. Judi has conducted Primary and Infancy Montessori classes and is a trainer, examiner, and consultant at both levels. She conducted teacher training internationally and is a national and international seminar presenter at Montessori conferences. Judi was Director of Training for the first 0-6 AMI Diploma course. She has held numerous positions at AMI serving as a board member, and on both the Training Group and Scientific Pedagogy Group.  As previous  Head of AMI's Training Division she has overseen the enormous expansion of the AMI Training of Trainers programme.

Bachelor of Preschool Education, 0-3 and 3-6 Guide and AMI Trainer for 0-3. She has 50 years of experience in working with children and has a great international career. She is one of the 'first 5 AMI 0-3 coaches in the world so she has given courses and conferences in the USA, Canada, Mexico, England, Sweden, Belgium, Spain, Greece, Romania, Philippines, Thailand, Taiwan, China, Japan and Australia. She is a consultant and AMI examiner.

Patricia lives in Amsterdam and has been involved in Montessori for more than 50 years.  She is an AMI 0-3, 3-6 and 12-18 diploma holder. She studied with Dr. Silvana Montanaro and taught children from 0-3 for 17 years.  She has been working as an AMI Trainer since 2006 in Japan, Russia, U.S.A., and Europe, including the Czech Republic.

Zoe Paul - AMI Auxiliary Teacher Trainer (0-3), Founder and Director of Studio Montessori School in San Francisco, USA, international speaker and lecturer. Zoe supports teachers, schools and other Montessori organizations, and governments in recruiting, preparing, and sustaining educators for children under three. She speakes English and French, with conversational Arabic. Her work is grounded in a multicultural, interdisciplinary approach to developing teachers and strengthening communities.

In Montessori 0–3 environments, we speak often about independence. But independence does not emerge from intention alone. It grows from thoughtfully designed routines, well-led transitions, and aligned adults.

In this practical workshop, Zoe will guide participants through a structured framework for designing daily rhythms that support peace, autonomy, and belonging. Participants will examine how to create clear routines, lead calm transitions, define adult roles, and build flexible systems that prevent chaos without becoming rigid.

Grounded in real classroom realities, this session focuses on planning that is responsive, observation-driven, and sustainable across the whole team.

This workshop addresses:
• Why routines must serve a clear developmental purpose
• How to design transitions that protect concentration and reduce stress
• The role of adult communication and leadership in maintaining order
• How structure supports freedom—and how to avoid rigidity

Participants will leave with:
• A practical routine-design framework (Purpose, Who, When)
• A transition-planning checklist (C.L.E.A.R. model)
• Strategies for aligning assistants and guides
• A reflection tool to evaluate and refine daily practices
• Language to explain “quality” routines to parents and teams

Erin Smith has been working in Montessori environments since 2001 and brings long-term classroom experience across the 0–3 and 3–6 levels. She has worked as an Assistant, Nido and Toddler guide, Primary guide, Parent–Infant Class Facilitator, and Instructional Coach. As an AMI Trainer and Assistants to Infancy Consultant for AMI/USA, she has contributed to training courses in the United States, Europe, and Asia. In her role as Director of Training and Trainer in Residence at The Montessori Institute, Erin supports the preparation of future Montessori educators and continues a strong lineage of AMI training with clarity, depth, and care.

The Everyday Problem this Workshop Solves:
In the Infant Community, guides may observe a child who is not yet able to fully participate in the life of the community due to differences in movement, communication, regulation, or adaptation. Without clear guidance, adults may feel uncertain about how to respond while remaining faithful to Montessori
principles. This workshop supports guides in responding through the prepared environment and refined observation, rather than through over-intervention or deviation from Montessori practice, allowing the child to move toward greater independence and normalization.

3 Takeaways Participants Can Implement Immediately:

1. Refined Observation Rooted in Development, Not Diagnosis:
   Participants will strengthen their ability to observe the child’s movement, concentration, adaptation, and emerging independence, with an intentional focus on development and potential rather than labels or deficits.
2. Using the Prepared Environment as the Primary Support:
   Guides will learn how to make precise adjustments to the physical and human environment in order to support the child’s orientation, security, and participation in the community.
3. Offering Help That Supports Independence and Normalization:
   Participants will gain clarity on how to give the “just right” amount of assistance, allowing the child to remain an active participant in care and activity, supporting the gradual construction of the self.

Dr. Silvia C. Dubovoy, PhD, is an internationally recognized Montessori educator, lecturer, and consultant. Founder of the Montessori Institute of San Diego and AMI teacher trainer for both the 0–3 and 3–6 levels and Inclusive Education, she has dedicated her life to integrating Montessori philosophy with contemporary research in neuroscience and psychology. Her workshop focuses on early relationships, resilience, and the emotional foundations of learning—helping educators and parents create environments that foster trust, empathy, and hope from the very beginning of life.

This workshop will examine how the earliest experiences of attachment, safety, and relationship influence emotional development in the first three years of life, and how guides can respond in ways that support trust, security, and healthy development.

Leena is a seasoned AMI 0-3 Montessori guide dedicated to the foundational years of childhood. Her Montessori experience includes working in both 0-3 and 3-6 classrooms and facilitating parent support groups. She has completed her AMI 0-3 Diploma and AMI Orientations spanning ages 3-12.

As a Gestalt Therapist & Counsellor, Leena integrates trauma-informed practices with Montessori principles to help adults navigate the complexities of relating to children. A mother of four, she blends professional expertise with lived experience to offer workshops that foster connection, compassion, and developmental growth, ensuring both child and caregiver thrive in their shared environment.

Dr Montessori believed in the “beneficial potential energies” of the child and insisted that to support them, we must first transform ourselves. By weaving together Montessori principles with trauma-informed gestalt therapy and the practice of “inner work,” this workshop invites you to explore how our own growth directly nurtures the children we serve.

Takeaways from this session will include:
Understanding how our self-regulation directly impacts the child’s environment and sense of safety, and what we are in control of changing.
Ideas to support your shift from “doing for” the child to the powerful presence of “being with.”

Gaining practical tools for personal “inner work” and sustainable self-nurturance.
Join us to discover how to guard the greatest treasure we possess – the potential within the child, and the potential within ourselves.

Nancy Lechner M.Ed., has been working with young children since 1977, and holds Association Montessori Internationale (A.M.I.) credentials in:

• 0-3 -- Assistant to Infancy
• 3-6 -- Primary Education
• Special Education

Nancy worked in Santa Cruz with 3–6-year-olds and then 0-3 from 1998 to 2017, and then Portland, Oregon for 13 years, as Course Assistant and then Course Director.

In addition to conducting courses, she has presented parent events, staff development, and special education workshops throughout California, Oregon, Australia, New Zealand, Saipan, Netherlands, Sweden, Russia, Romania and Ukraine, and zoomed with Viet Nam, Saudia Arabia, and Portugal.

In her hometown of Santa Cruz, California, she did volunteer work for the U.S. non-profit organization March of Dimes, contributed to the California state funded Early Start program for high-risk infants, and developed a parenting program for Sienna House, a maternity home for homeless women.

This workshop introduces key concepts related to children with special needs and the ways educators can thoughtfully support them in the classroom. Participants will explore the distinctions between impairment, disability, and handicap, as well as an overview of common disability categories. The session also considers the broader context surrounding the child, including family, medical professionals, therapists, and school support systems. Connections will be made to Montessori principles such as individualization, independence, and purposeful activity, while reflecting on the role of the adult in preparing the environment and supporting each child’s participation and development.

Junnifa Uzodike, founder of Fruitful Orchard Montessori in Abuja, Nigeria, is an AMI-trained guide (0–12) and co-author of the bestselling The Montessori Baby and The Montessori Child. A board member of AMI, she inspires families and educators worldwide to integrate Montessori principles into meaningful daily life.

All things Food - From Feeding to Community to Independence
Exploring Food as one of the most important Montessori Materials in the Infant Toddler Community.

Food is more than nourishment: it is one of the most powerful materials in the Infant Toddler Montessori environment.

In the Montessori home and classroom, food supports the development of key human tendencies such as concentration, order, coordination, and functional independence. Through everyday food activities, children refine their motor skills, build confidence, and develop a deep sense of purpose.

In this workshop we will discuss all things food in the Montessori classroom.

• We will look at it as:
• a language material
• an aid to independence
• a community builder
• a preparation for the children’s house

Join me as we discover how to use food as your greatest resource in the Montessori home or classroom, turning everyday meals and snacks into meaningful learning experiences.

You will leave the workshop with:

• A strong knowledge of why you should incorporate food in your community.
• Specific activities and practical tips
• Answers to all your questions regarding food preparation and meal times in an infant toddler community.

Kavya Chandrasekhar is a Montessori guide, educator, and trainer based in India, with deep experience working with children from birth through adolescence. She is the Founder of The Montessori School and Kriyasthala in Bangalore, Founder of Reeva – Education for Life in Mysuru, and Executive Director of the Montessori Institute of Bangalore, an AMI training centre. As an AMI 0–3 Auxiliary Trainer, her work focuses on quality Montessori practice, community building, and advocating for the rights of the youngest children across diverse social and cultural contexts.

Purposeful alignment of environments at home and school that celebrate and nurture key developmental milestones during the first three years of life support optimal development . Tracing the journey from womb, the presentation highlights a need for a nuanced understanding of early childhood development in order to create a responsive environment at home and school. This session will examine strategies that foster meaningful family engagement and highlight some examples for integrating family, to support the full cycle of development, from birth to three years. We will explore both the successes and challenges of creating consistent and meaningful opportunities for home and school to foster holistic development.