As an institution committed to authentic Montessori practice, RMMC maintains a growing directory of Montessori schools in Nigeria, organised by State, that demonstrate clear standards of authenticity in Montessori practice.
The first edition of her work was titled “Scientific Pedagogy as Applied to Child Education in The Children’s Houses.” Her publisher later shortened the title to The Montessori Method.
By the late 1920s, Maria Montessori had become aware that an increasing number of schools were using the name “Montessori” to describe their environments without evidence of Montessori principles or teacher preparation. She sought to protect the name legally, but the courts determined that the term had already entered the public domain. As a result, any school may describe itself as a “Montessori school,” regardless of whether its practices reflect the principles of the method.
As an institution committed to authentic Montessori practice, RMMC maintains a growing directory of Montessori schools in Nigeria, organised by State, that demonstrate clear standards of authenticity in Montessori practice. The directory helps parents, educators, and prospective practitioners identify environments committed to the true principles of Montessori education.
Parents should observe at the school they are considering 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. However, even where observation is not possible, there are certain characteristics that parents can look out for or enquire about when trying to identify an authentic Montessori school. Although every classroom is a little different, the following traits are generally present in a genuine Montessori environment:
Children independently select activities from the shelves and work with concentration.
An uninterrupted three-hour morning work cycle, and where applicable, a minimum two-hour work cycle in the afternoon.
The classrooms bring together mixed-age groups of children, typically spanning three-year developmental cycles (for example, ages 3–6 or 6–9).
Natural elements such as plants, and sometimes small classroom pets, are present and cared for by the children as part of the life of the environment.
The classrooms are led by educators who hold recognised Montessori credentials, such as those from programmes accredited by MACTE or equivalent international Montessori training standards.
The classrooms are orderly, and the Montessori materials are complete, properly arranged on accessible shelves, and well maintained so that children can independently choose and return their work.
Children are treated with respect and dignity by the adults in the environment, and interactions among children are generally positive, with many conflicts resolved by the children themselves.
Whether in the classroom or in the wider school environment, the atmosphere is visually calm and orderly. Walls and spaces are free from excessive decoration, bright colours, commercial designs, or fictional characters that distract from the child’s work.
A Montessori classroom is typically led by one trained Montessori Guide, often supported by a classroom assistant. The adult team supports the child’s independence rather than directing activity, and the number of adults in the room is kept appropriate so that children are able to work independently without constant adult intervention.
Furniture, trays, tools and everyday objects in the classroom are typically made from natural materials such as wood, metal, glass or ceramic. Plastic is generally absent or kept to a minimal and unobtrusive level so that the child interacts with materials that reflect the qualities of the real world.
Montessori environments respect the natural pace of the child’s development. Young children are not pushed prematurely into academic work such as formal mathematics, reading or writing before they are developmentally ready. Foundational work in movement, language development, Practical Life and sensory exploration prepares the child gradually for later academic learning.
In Toddler’s Community (18 months–3 years) and Children’s House (3–6 years) environments, Practical Life is a central area of the classroom. Children engage in real activities such as pouring, washing, cleaning, food preparation and care of the environment. An environment that lacks a functional Practical Life area is yet to practise authentic Montessori.
Select your State from the dropdown below to view Montessori schools included in the RMMC directory for that State.
Disclaimer:
This directory is maintained by Royal Master’s Montessori Centre as a public reference. The schools listed are independent institutions, and their inclusion in this directory does not constitute affiliation, accreditation, or oversight by RMMC.
Does your school meet these standards?
Schools that demonstrate authentic Montessori practice may request consideration for inclusion in this directory. To request a review of your school, please contact the administrative office of Royal Master’s Montessori Centre.
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A collection of reflections, analysis, and institutional commentary on authentic Montessori education, teacher formation, and school practice.
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