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About us

Our Team

Ruchi Chhabria

Founder and Director

Do what you love and love what you do – these are certainly words to live by and Ruchi Chabbria chose exactly this.

After having head a retail brand for jewellery for 6 years, it’s the birth of her son Veer that made her realize her true calling – children and education.

As a trained bharatanatyam dancer, she has taught many children under the guidance of her guru and she knew then, that working with children made her the happiest. But it was only after she became a mother, she decided to give in to her passion and founded Kinderhome Montessori.

After Ruchi learned about the Montessori way of education, she was convinced that it certainly is the best way to teach the child not only what the books say, but the way of life, the way to be your own person and be independent.

She did an in-house training in infant community of Montessori which further strengthened her belief in Montessori.

Her main goal continues to be, to lead by example and inspire teachers and parents to listen and follow the child. The best gifts are “lessons in life” and that gift is found in the Montessori way of teaching. They enable the child to grow and develop at their own pace and time in a happy and carefully designed Montessori environment.

These skills follow the children’s next steps into their school and will sub-consciously be a part of their everyday learning until they graduate and step out into the world to be the person they are meant to be.

Khushboo Ghelani

Founder and Partner

Khushboo Ghelani founder and partner at Kinderhome Montessori is a certified Montessori directness who has been trained to teach and setup Montessori schools by Association Montessori Internationale headquartered in the Netherlands.

After completing her training course from Sir Ratan Tata Institute Montessori training course in 2005 Khushboo has assisted Ms.Zarin Malva(Director of Training) at the Sir Ratan Tata Institute Montessori training course for 6 years. She has also helped setup Montessori schools and has also been with children in the classroom. She has worked at Davinci Montessori (Marine Drive, Mumbai) and R.T.I Montessori school (Hughes Road, Mumbai). She has also attended a variety of refresher courses and conferences.
Khushboo is passionate about children. She is an observer and through her observation guides the children towards confident, independent learning.
Over years of experience with children she firmly believes that Montessori children make creative choices in their learning, children work in groups and individually to discover and explore knowledge of the world and to develop their maximum potential.
Kinderhome is her inspiration of all these experiences she has had over these 12 years with children of age 14 months to 6 years. She decided to prepare a successful environment for learning where the children get all the opportunity to develop – physically, emotionally, spiritually and intellectually.
“Education is a natural process carried out by human individual, and is acquired not by listening to words, but by experiences in the environment” – Maria Montessori.


Provide a stimulating Montessori environment for children to engage, emerge and evolve into a self-confident and independent individual

By following this mission, the Kinderhome Montessori strives to prepare:

  • Well-educated and inquisitive students.
  • Effective self-directed learners.
  • Caring and confident human beings participating in their home communities.
  • Engaged, informed and responsible citizens of the global community

Our Philosophy

Philosophy of Montessori: The basic idea in the Montessori philosophy of education is that all children carry within themselves the person they will become. In order to develop physical, intellectual and spiritual potential to the fullest, the child must have freedom: a freedom to achieve through order and self-discipline. Dr. Montessori developed what she called the Prepared Environment, which already possesses a certain order and allows children to learn at their own speed, according to their own capacities and in a non-competitive atmosphere. “Never let children risk failure until they have a reasonable chance of success.” If Montessori children are free to learn, it is because they have acquired an “inner” discipline from their exposure to both physical and mental order. This is the core of Dr. Montessori’s philosophy. Social adjustment, through a necessary condition of learning in a schoolroom, is the purpose of education. Patterns of concentration, “stick-to-itiveness” and thoroughness, established in early childhood, produce a confident, competent learner in later years. Montessori teaches children to observe, to think, to judge. It introduces children to the joy of learning at an early age and provides the framework in which intellectual and social discipline go hand-in-hand.

Our school follows The Montessori Method for early education. Dr. Maria Montessori realized that a young child had great potential for learning. To challenge a young mind she developed an alternative method of teaching that emphasized specially trained teachers and uniquely designed learning materials and apparatus – thus stimulating a child’s mind. She believed that children’s innate desire to learn should be cultivated in their formative years to develop an even stronger desire to learn that will stay with them through life. Montessori classroom environment is prepared and structured to allow a child to learn through exploring independently and at his or her own pace

Goals & Objectives of Kinderhome Montessori: The main objective of Kinderhome Montessori School is to provide a carefully planned, stimulating environment which will help children develop within themselves the foundational habits, attitudes, skills and ideas which are essential for a lifetime of creative thinking and learning. Our goal is to cultivate a Montessori environment which will nourish and channel their natural love for learning and allow them to reach their full potential and develop into self-confident and responsible individuals.

Based on the Montessori curriculum, our spacious classrooms all have the basic learning areas in the “prepared environment” – Language Arts, Mathematics, Sensorial, Practical Life, and the Cultural Subjects which include, Geography, Science and History. Enrichment programs are also offered. These include Yoga, Gym, Art, Music, etc. This provides a balanced curriculum for the academic, social and emotional development of each child.

Montessori Education 

Maria Montessori was born in Italy in 1870 and died in Holland in 1952, after a lifetime devoted to the study of child development. Dr Montessori was a true pioneer. The first woman to qualify in Italy as a doctor of medicine, she became increasingly interested in the needs of children. By 1900 she was Professor of Pedagogy at the University of Rome. Her early work centered on women’s rights and social reform and evolved to encompass a totally innovative approach to education.

The name Casa dei Bambini, or Children’s House, was suggested to Montessori, and the first Casa opened on January 6, 1907, enrolling 50 or 60 children between the ages of two or three and six or seven.

Her success in Italy led to international recognition, and for over 40 years she travelled all over the world, lecturing, writing and establishing training programs.  The Montessori method was widely acclaimed and accepted. It was soon imitated, often by well-meaning people who did not have the time or the opportunity to study the system in depth. As a consequence she created the Association Montessori Internationale to promote a true understanding of what is perhaps more a science than a philosophy, and to maintain the high standards Dr Montessori insisted upon.


Good books on Montessori for further reading:

The Science Behind the Genius, by Angeline Stoll Lillard

Maria Montessori: Her Life and Work, by E.M. Standing

Dr. Montessori’s Own Handbook, by Dr. Maria Montessori

Montessori Madness, by Trevor Eissler

Montessori Method

Montessori Education is a system that promotes independent exploration as a mechanism for learning. Children of different ages share the same environment, and are encouraged to collaborate and help each other. Scientifically designed educational materials keep children interested in their own work. They perform these purposeful activities with some direction from the guide, but are generally left alone. One of the best aspects of Montessori Methodology is that the Children learn at their own pace, and focus on things that interest them. Children are given individual attention and are guided to more challenging work.

One of the most profound differences between Montessori education and Conventional education is that, in Montessori, children are given the experience of discovering the answer for themselves. This leads to a much deeper learning experience, and creates a lifelong love of learning as a self-directed process of problem-solving and discovery. The method discourages traditional competitive measurements of achievement, such as grades and tests, and instead focuses on the individual progress and development of each child.

The unique aspects of Montessori Method:

  • Respect for the individual
  • child-centered approach
  • mixed age classrooms
  • the prepared environment
  • student choice of activity from the teacher-prepared range of options
  • specialized manipulative materials which promote learning through discovery
  • uninterrupted blocks of work time
  • individual, small group, and large group lessons
  • freedom to move within the classroom
  • specially trained and highly skilled Montessori teachers

“Education cannot be effective unless it helps a child to open up himself to life.”

–Dr. Maria Montessori

Child Development

What we teach at each developmental level is based on the scientific research of Dr. Maria Montessori add: and informed since by 100 years plus of extensive neuro-science and educational research. Human development follows predetermined paths, therefore Montessori curriculum is based on the phases of children’s growth.  Matching lessons to the precise developmental level at which the child is primed to receive them results in smoother skill acquisition and joyous learning.

Dr. Montessori called these developmental levels the “Planes of Development.” They can be described as follows:

First Plane (birth-age 6): development of self, sensitive periods when skills are easiest learned

Second Plane (ages 6-12): intellectual period, sense of morality and justice, development of reasoning skills

Third Plane (ages 12-18): adolescence, similar to first plane, formation of self

Fourth Plane (ages 18-24): experiences that expand human potential, role in society

Peace Education

“Avoiding war is the work of politics, establishing peace is the work of education.”

– Dr. Maria Montessori

Maria Montessori was a pioneer in developing, with her son Mario, a curriculum for peace education. She looked upon schools as a place where we had the opportunity to change the fear that people can have of each other to an understanding of how much we are alike. Work with the youngest children begins with respecting themselves and those around them. At the Elementary level, the Great Lessons and “fundamental needs of people” work illustrate profoundly what is common among us. Adolescents at the Middle School level engage in academic research and discourse as well as working directly in the surrounding communities to deepen their understanding of the human condition and their power to influence it.

Another aspect of Peace Education is the study of peacemakers and the general study of what “peace” really means. This can take many forms such as biographical research on world figures such as Mahatma Gandhi, Anne Frank or Ralph Waldo Emerson, reflection and creation of personal peace statements, and consideration of literature such as Leo Tolstoy’s Three Questions. Whatever the form of the activity, Montessori education recognizes that children love to consider large, engaging and important life questions.

For her work, Maria Montessori was nominated three times for the Nobel Peace Prize.

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