Montessori Planes of Development

One of the key concepts in Montessori education is the idea of the Planes of Development, which refers to the different stages of growth and development that children go through from birth to adulthood. Each Plane of Development has its own unique characteristics and needs, and the Montessori approach meets these needs at each stage.

Montessori education is a unique approach to learning that focuses on the holistic development of a child. According to Montessori education theory, the Four Planes of Development outline the physical, cognitive, emotional, and social milestones children progress through at each stage. Each plane provides teachers, parents, and caregivers with an understanding of the unique developmental needs children experience as they progress from infancy to maturity.

• The First Plane, from birth to age six, is characterized by the development of the senses, the acquisition of language, and the formation of basic habits and skills. 
• The Second Plane, from age six to twelve, is marked by a growing interest in social relationships, abstract thinking, and moral development. 
• The Third Plane, from age twelve to eighteen, is a time of intense intellectual growth, self-discovery, and social exploration. 
• The Fourth Plane, from age eighteen to twenty-four, is a time of consolidation and integration, as young adults begin to find their place in the world and develop a sense of purpose and direction.

• First Plane of Development: Birth to Age 6 – The Absorbent Mind
  • Absorbent Mind
  • Sensitive Periods
  • Development of Language
  • Motor Skills Formation
• Second Plane of Development: Ages 6 to 12 – The Reasoning Mind
  • Reasoning Mind
  • Imagination and Socialization
  • Learning About the World
• Third Plane of Development: Ages 12 to 18 – The Humanist Mind
  • Personal Identity
  • Social Independence
  • Critical Thinking
• Fourth Plane of Development: Ages 18 to 24 – The Specialist Mind
  • Understanding Society
  • Self-Realization
• Planes of Development: Neurodivergence and Disabilities
• Conclusion

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First Plane of Development: Birth to Age 6 – The Absorbent Mind

The First Plane of Development according to Montessori philosophy is from birth to age six. During this time, children are in a state of intense mental and physical development. They are absorbing everything around them and developing the foundation for their future growth. This period is divided into two Sub-Planes: the First Sub-Plane is from birth to three years, and the Second Sub-Plane is from three to six years.

In the First Plane of Development, Montessori education emphasizes the development of independence, concentration, coordination, and order. Children in this Plane learn through sensory exploration and practical activities, such as pouring, sweeping, and sorting. Montessori teachers carefully prepare the environment to meet the needs of the child, with child-sized furniture and materials that are easy to manipulate.

Absorbent Mind

The First Plane is characterized by the Absorbent Mind, a term coined by Maria Montessori. Children in this phase have an innate ability to absorb information and learn from their environment without conscious effort. They are like sponges, soaking up everything they see, hear, touch, taste, and smell. This ability to absorb information is critical to their development, as it lays the foundation for all future learning.

• 0-3 Years: Unconscious Absorbent Mind: Children in this Sub-Plane absorb information unconsciously from their environment. They are particularly attuned to language, movement, and sensory experiences, absorbing patterns, sounds, and textures without deliberate effort or intention.
• 3-6 Years: Conscious Absorbent Mind: Transitioning into the latter part of the first plane, children begin to absorb knowledge more consciously, actively seeking interactions and experiences that feed their burgeoning curiosity and burgeoning skills.

Sensitive Periods

Another key aspect of the First Plane of Development is the concept of Sensitive Periods. These are periods of time when children are particularly receptive to certain types of learning. For example, there is a sensitive period for language development, where children are able to learn multiple languages effortlessly. Montessori educators take advantage of these sensitive periods by providing children with the appropriate materials and activities to support their learning.

Development of Language

During the First Plane of Development, children also develop their language skills rapidly. They learn to speak, read, and write, and develop an understanding of grammar and syntax. Montessori educators provide children with a rich language environment, including books, stories, songs, and conversations, to support their language development.

Motor Skills Formation

The First Plane of Development is also characterized by the formation of motor skills. Children develop their gross motor skills, such as crawling, walking, and running, as well as their fine motor skills, such as grasping, manipulating objects, and writing. The Practical Life area of the Montessori classroom includes activities that help children develop their fine motor skills, such as pouring and spooning. The Sensorial area includes materials that help children develop their gross motor skills, such as the Pink Tower or Broad Stair.

Second Plane of Development: Ages 6 to 12 – The Reasoning Mind

Montessori’s Second Plane of Development is characterized by a child’s intense curiosity about the world around them. Children also develop a deeper understanding of abstract concepts and start to think more critically. 

In the Second Plane of Development, Montessori education focuses on the development of imagination, intellectual curiosity, and social skills. Children learn through exploration and discovery, often working on long-term projects that integrate multiple subjects. The prepared environment in this Plane fosters collaboration and community, with opportunities for group work and peer teaching.

Reasoning Mind

From ages 6 to 12, children’s minds develop rapidly, and they start to think more logically and systematically. They begin to understand abstract concepts like time, space, and cause and effect. They also become more interested in the reasons behind things, asking questions like “why” and “how” more frequently. Montessori educators encourage this natural curiosity by providing children with opportunities to explore and discover on their own.

Imagination and Socialization

Children in the Second Plane of Development also begin to develop a more sophisticated imagination. They enjoy creating stories and games, and their play becomes more complex and imaginative. At the same time, they become more interested in socializing with their peers and developing friendships. Montessori classrooms provide opportunities for children to work together on projects and to learn from one another.

Learning About the World

During the Second Plane of Development, children become more interested in learning about the world around them. They want to know how things work and how they fit into the larger picture. Montessori educators encourage this natural curiosity by providing children with opportunities to explore different subjects in depth. Children learn about history, science, geography, and other subjects in a hands-on, experiential way, which helps them to develop a deeper understanding of the world.

Third Plane of Development: Ages 12 to 18 – The Humanist Mind

Personal Identity

During the Third Plane of Development, adolescents aged 12 to 18 are focused on developing their personal identity. They begin to question their place in the world and seek to establish their own beliefs and values. This is a time of great introspection and self-discovery, as they explore their own interests and passions.

In this Plane of Development, Montessori education emphasizes the development of independence, responsibility, and critical thinking. Adolescents in this plane learn through research and inquiry, often pursuing topics of personal interest in depth. The prepared environment supports individual exploration and self-directed learning.

Social Independence

As adolescents move through the Third Plane of Development, they become increasingly independent and self-sufficient. They begin to develop their own social networks and relationships outside of their families, and they become more involved in their communities.

Montessori education supports this development by providing students with opportunities to engage in meaningful work and contribute to their communities. Students take on leadership roles and participate in community service projects.

Critical Thinking

During the Third Plane of Development, adolescents become more capable of abstract thinking and critical analysis. They begin to question the world around them and seek to understand complex systems and ideas.

Montessori education fosters this development by providing students with opportunities to engage in inquiry-based learning. Students are encouraged to ask questions, seek answers, and explore new ideas. They are also taught to think critically and to evaluate information in a thoughtful and informed manner.

Fourth Plane of Development: Ages 18 to 24 – The Specialist Mind

The Fourth Plane of Development in Montessori education is a critical period that spans from ages 18 to 24. During this phase, young adults experience a period of self-discovery, self-realization, and social integration. Montessori educators believe that this stage is a time when young adults can gain a deeper understanding of themselves and their place in society.

Montessori education in the Fourth Plane focuses on the development of purpose, identity, and social responsibility. Young adults learn through experience and reflection, often engaging in internships, service projects, and other real-world experiences. The environment supports the transition to adulthood, with opportunities for mentorship and guidance.

Understanding Society

In the Fourth Plane of Development, Montessori students explore their place in society. They are taught to understand the fundamental principles of society and how they can contribute to it. Through this exploration, students learn to respect the diversity of cultures and traditions, and they develop a sense of responsibility toward the community.

Montessori educators believe that students in this phase should be exposed to different social settings and encouraged to participate in community service projects. This approach helps students develop a sense of empathy and compassion toward others, and they learn to appreciate the value of teamwork and collaboration.

Self-Realization

Additionally, the Fourth Plane of Development is a time of self-realization for young adults. Students in this Plane are given the freedom to explore their interests and passions. This approach helps students to develop a sense of purpose and direction in life.

Montessori students in this Plane are encouraged to set goals for themselves and work towards achieving them. They are taught to develop a growth mindset and to embrace challenges as opportunities for learning and personal growth. Through this approach, students develop a sense of confidence and self-esteem, which helps them to navigate the challenges of adulthood.

Planes of Development: Neurodivergence and Disabilities

The Montessori Planes of Development outline distinct stages of cognitive, emotional, and physical development that children typically pass through. However, while the planes provide a helpful framework, it’s important to recognize that neurodivergent and disabled children may progress through the planes differently. 

For example, in the First Plane from birth to age 6, neurotypical children absorb information from their environment and develop concrete ways of thinking. Neurodivergent children like those with autism may require additional sensory supports or learn differently during this stage. Alternatively, a child with a physical disability may meet the cognitive and emotional milestones of the First Plane, but require accommodations for physical activities. 

In the Second Plane from age 6 to 12, neurotypical children develop new cognitive abilities like abstract reasoning and imagination. A child with a learning difference like dyslexia or ADHD may need specialized instruction tailored to their learning style to successfully acquire these skills. Similarly, the Third and Fourth Planes also bring new capacities that neurodivergent and disabled children may attain through appropriate interventions and aids.

The Montessori Planes of Development provide an insightful blueprint and should be seen as a flexible guide. Although the Planes aren’t prescriptive, they remind us that children have evolving needs. With the right supports and approaches, the Montessori method can nurture neurodivergent and disabled children through each developmental journey. The key is providing developmentally appropriate, individualized learning experiences.

Conclusion

The Montessori Planes of Development provide a framework for understanding the different stages of a child’s development from birth to adulthood. Each Plane is characterized by distinct developmental milestones, which are based on the child’s physical, cognitive, social, and emotional growth.

To explore more about the relevance of the Planes of Development beyond early childhood, we recommend this insightful podcast conversation with Montessori educators Letty Rising and Dr. Luz Casquejo Johnston.

Montessori education recognizes that each child is unique and has different needs in each Plane of Development. The Montessori Planes of Development provide a useful tool for parents, educators, and caregivers to understand and support a child’s growth and development to the fullest potential.