An adult who supports the Guide in maintaining order in the environment and assisting children when appropriate. The Assistant helps sustain the functioning of the classroom but does not present the core materials.
From a growing directory of Montessori schools in Nigeria that meet clear standards of authenticity in Montessori practice, to articles, recommended reading, and a glossary of key Montessori terms, RMMC is committed to deepening understanding of the Montessori approach among parents, practising Montessori educators, future Montessori practitioners, and all who are interested in the development of the child.
A growing directory of Montessori schools across Nigeria organised by State. The directory helps parents, educators and prospective practitioners identify environments committed to authentic Montessori practice.
Early childhood is the foundation of human development. During the first…
A curated collection of books and writings that support deeper study of Montessori philosophy and the development of the child.
Clear explanations of commonly used Montessori terms to support parents, educators and those new to Montessori in understanding the language of the method.
An adult who supports the Guide in maintaining order in the environment and assisting children when appropriate. The Assistant helps sustain the functioning of the classroom but does not present the core materials.
The Montessori environment for children aged 3–6 years. The name comes from Dr. Maria Montessori’s original Italian term Casa dei Bambini, meaning “Children’s House.” The environment supports independence, concentration, coordination, and social development.
A feature built into many didactic materials that allows children to recognise and correct mistakes independently without adult intervention.
The approach used in the Elementary (6–12) programme that introduces children to the interconnected story of the universe, the Earth, life, and human civilisation.
Montessori materials scientifically designed by Dr. Maria Montessori to isolate specific concepts and support learning through hands-on activity and independent discovery. Many include a built-in control of error that allows the child to recognise and correct mistakes independently. These materials are standard across Montessori classrooms worldwide, which explains why Montessori environments often appear similar.
The Montessori programme for children aged 6–12 years, where learning expands into deeper study of mathematics, language, history, geography, science, and culture.
Lessons presented regularly in Montessori environments, often daily and typically in small groups, to help children learn respectful behaviour and thoughtful interaction with others and with their surroundings. These lessons support the development of social awareness, self-control, and consideration for the community.
A trained adult responsible for preparing the environment, presenting materials, and observing the development of the children.
A classroom system that includes children across a three-year developmental span. This structure is a cornerstone of social development in Montessori, allowing younger children to learn from older peers while older children reinforce their knowledge through leadership and responsibility.
The term used by Dr. Maria Montessori to describe the developmental process through which children reveal their true nature when allowed to work freely in a prepared environment. A normalised child demonstrates concentration, independence, self-discipline, and a love of purposeful work.
The careful watching of a child’s activity in order to understand developmental needs and determine appropriate presentations of materials.
An area of the Montessori curriculum that develops independence, coordination, concentration, and care for the environment through activities drawn from everyday life. Practical Life is the cornerstone of the curriculum in the Toddler’s Community (18 months–3 years) and Children’s House (3–6 years), where children engage in purposeful work such as pouring, cleaning, food preparation, and care of the environment. The principles of Practical Life continue into the Elementary years and beyond, although they may be less visibly emphasised in daily classroom activity than in the earlier environments.
The carefully arranged classroom designed to support independence, movement, and purposeful activity. Every material and element of the environment has a developmental purpose.
A careful demonstration by the Guide showing a child how to use a material so that the child may later work with it independently.
The Montessori programme for children aged 3–6 years, typically implemented within the Children’s House environment.
An area of the Primary (3–6) curriculum that refines the child’s senses through materials isolating qualities such as size, colour, texture, sound, weight, and form.
The sequence followed when a child works with Montessori materials: selecting the work, completing the activity, and returning the material to the shelf so it is ready for the next person. This cycle reinforces independence, order, and responsibility within the prepared environment.
The Montessori environment for children aged approximately 18 months to 3 years, designed to support independence, movement, language development, and participation in daily life.
A continuous period of uninterrupted activity during which children freely choose and concentrate on work in the prepared environment. In Children’s House this includes a three-hour uninterrupted morning work cycle, followed by a minimum two-hour afternoon work cycle for older children capable of sustained independent work.
As authentic Montessori education continues to grow in Nigeria, schools increasingly require educators who have received proper preparation in the Montessori method. Authentic Montessori environments depend on trained Guides who understand the discipline of observation, respect for the child, and the careful preparation of the environment.
This section shares vacancies from Montessori schools seeking trained practitioners and may be of interest to graduates of Montessori training programmes and those preparing to enter Montessori classrooms.
Schools wishing to share vacancies may contact the RMMC administrative office. Click here.
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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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