Most commonly reported Work Activities

•   Assisting and Caring for Others Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
•   Getting Information Observing, receiving, and otherwise obtaining information from all relevant sources.
•   Establishing and Maintaining Interpersonal Relationships Developing constructive and cooperative working relationships with others, and maintaining them over time.
•   Training and Teaching Others Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
•   Thinking Creatively Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
•   Developing and Building Teams Encouraging and building mutual trust, respect, and cooperation among team members.
•   Communicating with Supervisors, Peers, or Subordinates Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
•   Identifying Objects, Actions, and Events Identifying information by categorising, estimating, recognising differences or similarities, and detecting changes in circumstances or events.
•   Making Decisions and Solving Problems Analysing information and evaluating results to choose the best solution and solve problems.
•   Resolving Conflicts and Negotiating with Others Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.

Working Life

Dr Maria Montessori (1870-1952) was the first woman physician in Italy. She went on to become a world famous Educator and Psychologist. She founded the Association Montessori International (A.M.I) in 1929 which is the recognised international authority on Montessori education and directs studies in affiliated teacher-training institutions on four continents.

The Montessori/Early Years Teacher prepares an environment that provides activities through which a child is awakened to the realities and demands of his/her culture, time and place.

These activities take into consideration the manifestation of how innate abilities are at the time equipping the child for self-development.

The Teacher is the link between the child and his/her environment. She/he supports and guides the child in cognitive self-construction.

Most commonly reported Work Tasks

• Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.
• Establish and enforce rules for behavior and procedures for maintaining order.
• Adapt teaching methods and instructional materials to meet students' varying needs and interests.
• Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
• Serve meals and snacks in accordance with nutritional guidelines.
• Attend to children's basic needs by feeding them, dressing them, and changing their diapers.
• Meet with parents and guardians to discuss their children's progress and needs, determine their priorities for their children, and suggest ways that they can promote learning and development.
• Organise and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, storytelling, and field trips.
• Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.
• Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.

This occupation is typically suited for people with the following Career Interests:

 Social

The Social person's interests focus on interacting with the people in their environment. In all cases, the Social person enjoys the personal contact with other people in preference to the impersonal dealings with things, data and ideas found in other groups.

Many will seek out positions where there is direct contact with the public in some advisory role, whether a receptionist or a counsellor. Social people are motivated by an interest in different types of people and like diversity in their work environments. Many are drawn towards careers in the caring professions and social welfare area, whilst others prefer teaching and other 'informing' roles.

 Creative

Creative people are drawn to careers and activities that enable them to take responsibility for the design, layout or sensory impact of something (visual, auditory etc). They may be atrracted to the traditional artistic pursuits such as painting, sculpture, singing, or music. Or they may show more interest in design activities, such as architecture, animation, or craft areas, such as pottery and ceramics.

Creative people use their personal understanding of people and the world they live in to guide their work. Creative people like to work in unstructured workplaces, enjoy taking risks and prefer a minimum of routine.

 Administrative

Administrative people are interested in work that offers security and a sense of being part of a larger process. They may be at their most productive under supervisors who give clear guidelines and while performing routine tasks in a methodical and reliable way.

They tend to enjoy clerical and most forms of office work, where they perform essential administrative duties. They often form the backbone of large and small organisations alike. They may enjoy being in charge of office filing systems, and using computers and other office equipment to keep things running smoothly. They usually like routine work hours and prefer comfortable indoor workplaces.

To become a registered Montessori teacher, you must meet certain qualifications requirements. Learners can develop from pathways in care via Aistear & Siolta in early childhood education. The qualifications & vetting must meet Dept of Children Early Years qualification requirements click here.

Sample Education and Training Pathways
A number of courses are available throughout the country that focus on learning and skills that may be useful for this career. The examples and links below may guide you in your research. 

Further Education (FET)
Further Education & Training (FET) Courses are delivered by local ETBs, ranging in duration from several weeks up to 20 months. Courses are designed to meet the labour market needs and often include a large element of work experience.

Example search terms include: early childhood care, education, ECCE, facilitation.

Search for FET Courses

PLC Courses (FET)
PLC courses are full-time courses, one or two years duration, with awards at Level 5 and 6 on the NFQ. They are offered nationally in Schools and Colleges of Further Education.

Example search terms include: early childhood care, montessori education, ECCE.

Search for PLC Courses

Higher Education CAO (Undergraduate) 
Higher Education courses at Levels 6 to 8 on the NFQ, delivered in Universities and Technological Universities & Institutes. Courses run from 2 – 5 years and places are allocated on a points-based system, processed by the Central Application Office.

Example search terms include: montessori education, early childhood care health, education.

Search for CAO Courses

A number of institutions offer Montessori training at diploma and degree level in Ireland including:

• NM701/ NM801 The St. Nicholas Montessori College, (Dun Laoighre, Cork and Limerick)
• CR440 Montessori Education Cork Inst Technology  
• Direct Apply Montessori College, Mount St Mary's, Milltown, Dublin

Higher Education (Postgraduate)
Postgraduate courses are courses at Levels 9 and 10 on the NFQ and usually last 1 – 2 years full time, or longer if a PhD or part time. Entrants typically require an undergraduate award (Level 8).

Example search terms include: early childhood care, education.

Search for Postgraduate Courses

Teaching Pathway routes

An undergraduate Montessori Qualification is required, which has been taken over a minimum period of three years of full time study (or equivalent) at a minimum of Level 8 on the NFQ, and carrying at least 180 ECTS (European Credit Transfer and Accumulation System) credits.

Under Department of Education and Skills regulations, such teachers are eligible for employment as a teacher in restricted school settings, i.e. in certain categories of special schools and in certain classes in mainstream schools where Irish is not a curricular requirement. 

For full detail see Regulation Three & Four of the Teaching Council [Registration] Regulations 2017 [click here to view]. 

Professional Development

Professional development (CPD) courses are specialised training, formal education, or advanced professional learning that improves skills, professional knowledge, competency, and overall effectiveness in the professional world.

• Teaching Council

Check the Useful Contacts tab on this page to see if there are any professional bodies listed who may provide training related to this career.

Salary Range (thousands per year)* €25k - €40k

Salaries vary based on employer (Care/ Primary/ SNA/ Secondary), location, experience, duties, and role.

Data Source(s):
Payscale/ Glassdoor/ Indeed / ECI / Gov.ie

Last Updated: July, 2024

Note: The following information relates to occupations that include: Nursery nurses; Nursery assistants and playworkers; Childminders and related occupations; Playgroup leaders.

This information has been derived from the Solas National Skills Bulletin (2023).

The five-year average employment growth for this occupation was below the national average, with a decline of over 3,000 persons employed between 2021 and 2022. Almost all employed in quarter 4 2022 were female, 40% were employed part-time and a third held third level qualifications. The high number of recent job hires in 2022 without any employment growth would suggest a significant volume of job churn is occurring for this occupation.

There was also a relatively high number of jobseekers registered with DSP in December 2022 who were classified as previously employed in childcare roles. A Government report on workforce planning for childcare workers includes measures to both raise qualification levels for childcare workers and to enhance the attractiveness of the job so as to improve retention for these roles.

There is significant supply from the education system for these roles, with 3,263 QQI major awards in 2021 and circa 800 level 8 awards in higher education. Future demand for childcare workers will depend on demographic factors (with the number of 0–4-year-olds in the population declining), childcare usage (Census 2022 indicates that 28% of under 5s are in some form of formal childcare), and Government childcare strategies such as the National Childcare Scheme (extension of this scheme to include informal childminders is estimated to reduce demand for formal childcare services by approximately 20 percentage points.

• Irish Montessori Education Board

  • Kingston House, 64 Patrick's Dtreet, Dun Laoighre, Co. Dublin
  • [email protected]
  • Click Here

• Early Childhood Ireland

  • c/o Childminding Ireland
  • 01 4057100
  • [email protected]
  • Click Here

• Department of Education and Skills

  • Marlborough St, Dublin 1
  • (01) 889 6400
  • [email protected]
  • Click Here

• Department of Children, Equality, Disability, Integration and Youth

  • 43-49 Mespil Rd, Dublin 4.
  • (01) 647 3000
  • Click Here

• The Teaching Council

  • Block A, Maynooth Business Campus, Maynooth Co. Kildare
  • (01) 651 7900
  • [email protected]
  • Click Here