150 Years: The Planes of Development

This article is part of a series that we’ve shared throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. This marks our final post of the year that reflects on the past, present, and future of Montessori education.

“I have found that in his development, the child passes through certain phases, each of which has its own particular needs. The characteristics of each are so different that the passages from one phase to another have been described by certain psychologists as ‘rebirths’.”

— Dr. Maria Montessori

Throughout her years of observing children across a wide variety of settings, Dr. Maria Montessori noticed certain undeniable patterns in their development. She fully recognized that there are many variances among individuals but stated that there were certain traits that could generally be relied upon as children grow and age. She believed that these traits and characteristics could be used not only as a marker to determine a child’s developmental phase, but also as a guide for the adults who serve the child.  

As Montessori educators, we still use her scientific findings in our work today. Dr. Montessori recognized that childhood development is divided into four main phases, or planes. Each plane builds upon what was learned in those previously, and each plane has both an active and passive phase. By fully understanding the developmental needs of a child — wherever they happen to be on this continuum — we are better able to create an environment that will be optimal to support their further development.

There is so much to say about Montessori’s planes of development; we will keep it brief and highlight the main points. Just as we utilize this information in our learning environments, we encourage parents to consider how your child’s developmental traits might inform your own decisions at home. Is there anything you’re already doing that supports their growth? Is there anything new you might try?

The First Plane of Development

Newborn-Age 6

During the first plane of development, children learn primarily through experiences they have with their environment. The personal growth during this period is unlike anything we see for the rest of our lives. This is a time of tremendous physical growth, but also the development of the personality. Some of the most important traits to be aware of:

• The need to feel safe and secure

• A desire for physical autonomy

• Exploration and refinement of the senses

• Development of gross and fine motor skills

• Desire to work independently or beside peers (as opposed to with them)

• Concrete thinking

• A tendency toward neatness and order 

From birth to about age 6, the child’s motto is essentially: “Help me to do it myself.”

The Second Plane of Development

Ages 6-12

Around age 6, there is a definitive shift in the child. There are a series of physical growth spurts, as well as an insatiable need for knowledge about the world and universe. The child’s world begins to expand beyond the narrow perimeters of themselves. This  means they are more social, but also curious about everything beyond what they already know. Keep the following characteristics in mind:

• This is a time of big imaginations!

• The child’s thinking moves from concrete to abstract

• The cultural subjects (science, geography, & history) are of great interest

• Kids often prefer BIG work at this age

• They crave social interactions but are still learning how to navigate them appropriately

• They aren’t always aware of their growing limbs and often fall/knock things over

• Neatness and order are not important, and often forgotten

• Justice and fairness become critically important

Kids at this age just want to devour all the information they possibly can. It is our job to help them learn to “think for themselves”.

The Third Plane of Development

Ages 12-18

The third plane is a magical time. Adolescents find themselves in the developmental stage in which they are learning who they are as individuals. Although we change continuously throughout our lives, who we are at our core, and what drives us is usually anchored in the discoveries we make during our teen years. The onset of puberty brings enormous physical and emotional changes, and the variability between peers during the first half of this plane is obvious. Important points to remember:

• Teens are thinking about their futures

• They need nurturing and emotional support much like first plane children

• Having information about puberty will help them as they experience it

• They rely heavily on peers, but still need adult support (even as they seem to reject it)

• Emotions will fluctuate dramatically

• Adolescents need respect

• Physical work is often more important than intellectual pursuits

Adolescence can be a challenging time for teens and the adults in their lives. There is a constant pushing away and pulling toward one another, and as adults we can work to stay consistent and support their growing independence. This is also an important time to remember that teens are developing their sense of who they are and what they will become; their ideas for their future may look different from what we may have envisioned for them, and that’s okay!

The Fourth Plane of Development

Ages 18-24

Yes - Montessori considered ages 18-24 the final stage of child development! Perhaps you are still in this plane yourself, or not that far out of it. Perhaps you have children approaching this plane. Late adolescence into early adulthood is the bridge that connects our childhood selves to the rest of our adult lives. The rapid growth and learning that goes on during this time period is critical to supporting our future selves.

People in the fourth plane of development are striving toward full independence. This may mean moral independence, financial independence, and emotional independence. At this age we tend to evaluate our own personal place in society. We think about how we will contribute to the greater good, and what our path will look like moving forward. We develop personal interests, start our careers, and sometimes even begin families of our own.

Dr. Maria Montessori stopped writing about human development at the fourth plane. One has to wonder, what would it look like if she had continued? How might human development be classified and defined as it moves through the years? How could Montessori philosophy be applied to adult life?

Want to learn more? Take a look at any one of these helpful resources.

Association Montessori International - The Child's Development

The Four Planes of Development by Camillo Grazzini

Association Montessori Internationale - Planes of Development Quotes

Montessori Myths and the Importance of “Real” Montessori

We are accustomed to hearing folks discuss a variety of Montessori myths, and it’s most often that these misunderstandings come from people who haven’t spent time in a high-fidelity Montessori environment that applies the methods as they were originally intended. The truth is, anyone can call themselves “Montessori”. There’s no trademark on the name, and so it can be pretty misleading to people who are trying to discern what is real Montessori and what isn’t. 

You can imagine our surprise, however, when we came across this article [Being a Montessori Teacher Made Me Decide Not to Raise My Kid That Way] written a number of years ago in which the author professes to be a Montessori teacher who chose not to raise her own child that way because of its supposed abundance of downfalls.

Wait, what?

We were so confused. That is, until we read our way through the article and things became a little more clear. We’d like to address some of the main points and criticisms in the article, because we feel these are some of the more common misconceptions.

What first struck us in the second paragraph was this statement: “They (the children) aren’t beholden to any sort of classroom structure”. This is simply false. Montessori classrooms thrive on structure, and we know that children need it to succeed. One of our most repeated mottos is “freedom within limits” and we believe the limits are just as important as the freedom. Children do need choice and we do advocate for building independence, but in our environments they are required to do so within the carefully constructed boundaries created by adults.

Another point made by the author is that she doesn’t understand why parents of three-year-olds would want to pay tuition for their child to just engage in practical life activities all day. Our response is twofold: three-year-olds often prefer to engage in practical life activities for much of the day because it correlates with their development, and practical life is far from all that is offered to young children. Three-year-olds in a high-fidelity Montessori program receive extensive lessons and are presented with materials in the areas of sensorial learning, mathematics, language, biology, geography, and more.

Moving along, the author later states that she feels the child-led model takes things too far. She tells of a seven-year-old who is unable to write their own name because the teachers didn’t make him. Now, we don’t know exactly what was going on here. We suspect this particular school was very unlikely to have been AMI recognized or AMS accredited. In a true Montessori program, children are guided. This means that while they have lots of autonomy, there are expectations, especially as a child enters the elementary years. They are not allowed to simply avoid doing the work they don’t enjoy as much; they are given respect and taught a wide variety or time management skills to meet specific goals. They may move at their own pace, but they are still expected to engage in their own learning.

We’ve said it before, but it’s worth repeating. Choosing the right Montessori school for your child is critical. Unless the teachers are trained through very specific programs, and unless the school is either recognized by AMI or accredited by AMS, you can’t be sure that it’s an actual Montessori program.

The author goes on to share her thoughts on Montessori’s approach to feedback and positive reinforcement. She talks about having to literally sit on her hands to keep herself from interfering with the children’s work. She talks about how Montessori teachers are expected to encourage, redirect, and to reserve judgements like praise and grades. This is all very true. The author doesn’t give an explanation as to why she believes this to be a negative approach, other than it appears that it just doesn’t align with her personal beliefs and inclinations.

It’s true. Many new Montessori educators find themselves consciously avoiding interrupting the children’s work. Our society typically views teachers as the center of the classroom and expects that they are constantly engaged with the children directly. In reality, sometimes the children just need us to get out of their way. They need to discover answers without having them fed directly. They need time to explore and engage with materials in their own way to discover what they cannot when an adult is filtering the experience through his or her own expectations.

The beauty of this approach is that the adult may sit back and observe. We aren’t just doing nothing, rather, we are actively behaving as scientists. The information we gather from observing our students is then used to guide our own future work with the children. It allows us to see their understanding in ways much deeper than we would be able to by administering a test or asking the child to complete a worksheet.

Lastly, we would like to address the assertion that there are no Montessori high schools or colleges. This is false. Is there a need for more Montessori education in the higher grades? Absolutely. The good news is parent interest is increasing, and we are hopeful that the demand will lead to the opening of many new schools. There are Montessori high schools across the United States and internationally. There are also Montessori colleges. One excellent example is TIES.

We know this is just one article of many that perpetuate false ideas about Montessori education, but we hope that by addressing some of those ideas here, we can help to clear things up a bit. Our hope is that high-fidelity Montessori is what will define Montessori of the future, as it is certainly what defines Montessori of the past.

Still have questions? Please reach out and ask! We are always happy to have a conversation.

The Timeline of Life: A Quintessential (and really cool) Montessori Material

For children in Montessori elementary classrooms, the Timeline of Life is an incredibly exciting material. It’s equally as awe-inspiring for their teachers, and parents who learn about it as well. That’s why we’d like to take a little time to share a little bit about it, and why we all love it so much.

Montessori educators know that children (and even many grown-ups) learn more effectively when they can see and touch whatever they are learning about. If a learning material is visually stunning, we cannot help but get sucked in, and find ourselves driven to discover whatever we can about it.

The Timeline of Life is exactly what it sounds like: a visual timeline that displays the evolution of life on Earth. There are all manner of exotic and familiar creatures, as well as lines showing their rise and fall across the eras, moments of geological significance that served to alter evolution, and notations of periods of mass extinctions. The earliest versions of this material were created by Montessori educators while in their training; they meticulously colored each organism with the hopes of making something beautiful that would last throughout their careers and inspire hundreds of children.

Today trainees receive a gorgeously color-printed copy which they laminate and take great care of over the years. There are several companies that produce the timeline as well. As you might imagine, it is not the type of material that totally stands the test of time; as new archaeological discoveries are made our understanding of evolution changes. This means that every so often, the timeline is remade to reflect the most current scientific understanding.

At the very least, an elementary classroom will have the timeline displayed with lessons each year explaining its contents. Some classrooms have various supporting materials, including blank timelines with laminated organisms that the children can arrange, or real fossils that correspond to each period of time the students are learning about.

Curious about what the timeline covers, exactly? Here’s a quick summary:

• As mentioned above, bold lines arc their way across the timeline demonstrating lineage and the rise and fall of prominence of certain major species.

• Icicles illustrate moments of great ice ages that spread across the planet.

• Mountains perched at the base of timeline, as well as small illustrations of continent formation, show how the shifting of the earth’s crust contributed to evolution.

• Also mentioned above, the timeline documents the numerous mass extinctions that have occurred.

Across the top of the timeline we see the significant periods of time in which life has evolved on Earth.

The Paleozoic Era includes the Cambrian Period, the Ordovician Period, the Silurian Period, the Devonian Period, the Carboniferous Period, and the Permian Period. This all took place between about 544 and 245 million years ago. It included significant organisms such as the earliest vertebrates, the trilobites, and a wide variety of ocean-dwelling invertebrates. Plants slowly began to form in, and eventually out of, the water, doing the important work of filtering carbon dioxide out of the air and preparing the atmosphere for different types of life that were to come. Fish ruled the seas and amphibians came into being. Toward the end of this time, insects developed the ability of metamorphosis, which allowed for much greater chances of survival.

The Mesozoic Era was between 245 and 65 million years ago, and included the Triassic Period, The Jurassic Period, and the Cretaceous Period. Of course, this is the much-beloved time of the dinosaurs. These enormous ancient reptiles capture the fascination of most children, and to gain a deeper understanding of how and why they changed over time opens new worlds. During this time conifers developed, and by the end of the era Earth had flowering plants. The very first birds and mammals came into existence during this time, although they were quite different from modern species.

As amazing as the previous two eras were, it’s often the Cenozoic Era (65 million years ago to the present) that makes the biggest impression. Children are able to look back at the timeline and understand that this is only a small portion of Earth’s history due to other lessons and materials they have experienced previously. Across the span of this evolutionary record, it quickly becomes clear that humans occupy a very small portion. To imagine all of humanity throughout time, and then to realize that it has been but a speck in the larger picture, is an incredibly humbling and eye-opening revelation to children.  

So, you might be wondering: what is the purpose of teaching children about all of this.

There are the more obvious goals such as an understanding of history and the scientific discoveries we’ve made. Having a historical frame of reference makes our botany and zoology curriculums all the more relevant to children. But perhaps the most important learning we hope our students glean is what we mentioned above.

The absolutely marvelous manner in which living things have evolved alongside the earth is a powerful concept to understand. It is just one more way we can impart the idea that everything is interconnected, that our history is one to be celebrated and revered, and that it will be fascinating to watch as our future unfolds.

10 Titles That Support the Montessori Biology Curriculum

Kids love animals. They are fascinated with domesticated and wild ones alike, and they soak up everything they can possibly learn about them. That’s why we know it’s important to teach our young children about biology; they are already craving the information, after all. Why wait to start until they’re in high school?

In Montessori primary classrooms, children learn all about the differences between living and nonliving things. They learn about vertebrates and invertebrates, and about animals in different biomes around the world. They explore the basics of caring for plants and often enjoy gardening. During the elementary years this work explodes, including classification of living things with a focus on the five classes of vertebrates, as well as an in-depth study of botany. As Montessori students progress through the levels, the study continues to deepen.

Books are an excellent way to support children’s interests, and this includes the study of biology. Today we share a wide variety of titles for kids of all ages. We hope you and your family find something to enjoy together!

About... Vertebrates Set by Cathryn Sill, illustrated by John Sill

Very simple sentences will appeal to younger children and emerging readers. This set includes one book each for fish, amphibians, reptiles, birds, and mammals and factual information such as: “Baby mammals drink milk from their mothers.”

Pollination Set by Candice Ransom and Jennifer Boothroyd

This set is very similar to the above set about vertebrates. There are five books in total, and titles include Parts of a Flower, Self-Pollination, Cross-Pollination, Insect Pollinators, and Animal Pollinators. Children in the primary grades through approximately first grade would enjoy exploring these books.

Nature Anatomy by Julia Rothman and John Niekrasz

This fantastic reference book echoes the experience of Montessori nomenclature cards. The pages cover a wide variety of living things with gorgeous illustrations that are carefully labeled. The information inside goes hand in hand with the Montessori curriculum, and children will pour over each page.

Bones by Steve Jenkins

This Caldecott Award winner is just plain fun. Pull-out pages with large skeletal drawings, detailed illustrations of many different types of bones, and fascinating, kid-friendly text make it a favorite among elementary-aged children.

From Lava to Life: The Universe Tells Our Earth Story by Jennifer Morgan, illustrated by Dana Lynne Andersen

This second in a trilogy, and the continuation of the beloved book Born With a Bang, From Lava to Life tells about the beginning of life on earth and the evolution of many organisms on our planet. Narrated by the universe, it fits perfectly alongside the Montessori cosmic education curriculum and the great lessons.

Mammals Who Morph: The Universe Tells Our Evolution Story by Jennifer Morgan, illustrated by Dana Lynne Andersen

Following From Lava to Life, Mammals Who Morph is the final book in Morgan’s trilogy. An excellent addition to any lower or upper elementary child’s personal library, in this tale the universe teaches readers about the evolution of mammals - including humans.

Wildflowers Fandex

While this fandex isn’t a traditional book, sometimes it can be fun to switch things up. Just because reading comes in different formats, that doesn’t make it any less valuable! This portable field guide-style reference tool is fun for children of all ages, whether they read it inside on a cold day or take it along on a nature walk to identify the flowers they find.

Life Cycles: Everything From Start to Finish

Another great text for lower elementary-aged children, each two-page spread illustrates and describes the life cycle of different living things. There are also pages early in the book that discuss the important ‘life cycles’ of certain non-living things, such as the creation of the universe and the formation of Earth’s physical features.

Super Simple Biology: The Ultimate Bitesize Study Guide

We tend to think you can’t lose when it comes to DK nonfiction books, and this one is no exception. Best for adolescents, its in-depth yet simple explanations about biology will help those who are learning, or delight those who are already interested. Charts, diagrams, and accurate illustrations help highlight the information the text aims to teach.

The Biology Coloring Book by Robert D. Griffin, illustrated by Cinthea Vadala

This is exactly the type of learning material used by high school and college biology students, making it perfect for older Montessori students. Filled with interesting and helpful information, readers use different colors to help remember the various parts and systems of living things.

Who Was Mario Montessori?

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

Obviously you’ve heard of Dr. Maria Montessori, but did you know that her work was a family affair? Her son Mario Sr., and his son, Mario Jr. (as well as numerous other relatives) have worked hard to carry on the Montessori education tradition.

In 1898, Maria Montessori gave birth to her only child, Mario Montesano Montessori. She had been involved in a romantic relationship with the boy’s father, Giuseppe Montesano, a fellow medical doctor. The couple never married, and due to familial and societal pressures of the time, young Mario was sent to live with another family. His mother visited him often, although she didn’t reveal she was his mother until later in his childhood. As an adolescent, he realized the truth and went to live with her, although the general public recognized him as an adopted son or other relative for years.

After traveling with his mother while she worked around the world, he eventually stayed in the United States and, at age 18, got married. He opened a well-known Montessori school in California, and with his wife Helen and his children, eventually moved to Spain to live with his mother. Although he and Helen eventually divorced, they had four children together: Marilena, Mario, Rolando, and Renilde.

Mario and his mother worked together closely for the rest of her life. Their relationship was fascinating, and his daughter Marilena wrote about him with great affection and respect (link below). He worked hard to support Dr. Montessori as she explored and furthered her methods, and at many times he contributed to them as well. He worked alongside her to train teachers, handle logistical matters, and nurture her ideas.

Mario is well-known for having contributed many ideas and creative elements to the elementary and cosmic education portions of the Montessori approach. He became the director of AMI (Association Montessori International), the organization he and his mother formed in an effort to preserve the integrity of Montessori education. Upon Maria’s death, she appointed her son as the heir to her work, a role which he embraced fully and worked on with dedication for the rest of his life.

While he was never formally trained as a teacher, it was recognized that Mario Sr. was a born, intuitive educator. He spent his life dedicated to supporting children and refining the education methods that are still in use by thousands around the world, even today.

Mario Sr. married a second wife, Ada Pierson, who was also a devotee of Montessori education. The couple supported his mother and her work both during her life and after her death, with Pierson continuing after Mario Sr. died in 1982.

Mario Jr. was not an educator, but he made major contributions to his father and grandmother’s work nonetheless. He originally studied agriculture, but went on to specialize in psychology. This is the field he dedicated much of his life work to, but he always remained a staunch supporter and defender of high-quality Montessori education.

Mario Jr. spoke out against the injustices of a law in the Netherlands that prevented three-year-olds from attending school, therefore preventing them from benefiting from the first year of a Montessori primary education. He also created an organization for Montessori quality control in the Netherlands after observing misuse of the methods in his son’s classroom. He felt strongly that the methods must be used as originally intended in order for children to benefit from them.

Mario Jr. and his wife had five children, some of whom are also involved in the family’s educational work.

To learn more about Mario Sr., Mario Jr., and the rest of the Montessori family, check out the following links:

Highlights Mario Montessori

Mario Montessori | Montessori Australia

The Montessori Family

How to Raise a Resilient Child

Resiliency, or the ability to recover after periods of hardship or difficulty, is a critical skill for us all to have. There are so many factors that contribute to a person’s levels of resilience, and it can be nurtured and strengthened at any age. In this post we take a closer look at how parents can help their children develop this important ability. (The good news is, you’re already doing at least some of it!)

Making Connections

Multiple researchers have concluded that one of the most important factors in a child’s ability to develop resilience is the connections they have with the adults in their lives. Even if a child has just one, stable, caring adult in their life that supports them no matter what, their ability to be resilient increases greatly.

Making other connections helps, too. It’s great for kids to learn how to form positive social interactions with adults other than their parents, as well as with their peers. We learn so much from the people around us, and having others to celebrate your victories with and to lean on when times are hard helps us all to bounce back.

Offer Choice Within Limits

Of course we’d say this! And it’s true...having a sense of autonomy and independence, while also feeling safe within the boundaries defined by a caring adult is a great recipe for success.

Children need structure. They need routines. They need to know what to expect. They need to have the feeling of security that comes with consistency. It takes a lot of hard work on the part of us as parents, but it is so important that we create these structures so that our children may explore their independence and autonomy within them.

As for the choice part? This can be seen in so many different ways. Kids can pick out their clothing, have input on what to eat, and be part of family fun-time decision making. They need to have the sense that they are in control of themselves. That sense of control helps to build confidence that will be immeasurably helpful in the future.

What might this look like?

Let your toddler pick out what color pants to wear.

Ask your preschooler whether they would rather brush their teeth or put their pajamas on first.

Let your elementary-aged child pack their own lunch - after you teach them what types of foods are needed for proper nutrition.

Remember that your adolescents who are begging for independence are also secretly craving boundaries; each child is different but make sure you are clear about what limits are important.

Have Fun!

At least one study found that a cognitively stimulating environment benefited children in the development of resiliency. Some quick ideas:

• Provide developmentally appropriate puzzles and board games

• Building toys (blocks, Legos, marble runs, etc.) are great for all ages

• Incorporate music into your home life

• Have some basic art supplies available

• Make physical activity fun and frequent

Stay Positive

Children who are able to frame life in a positive light are much more apt to be resilient, and positivity is best learned through modeling. If you are positive, your child will likely be as well.

This can be challenging during prolonged periods of stress, which every family is likely to experience at some point. Even during those times, find little ways to reflect on gratitude. One simple way is to emphasize the importance of a family dinner, and to each share something positive about the day. Even at the end of a bad day, a moment of reflection can help remind us all what we have going for us.

Teach Skills Proactively and As the Need Arises

What helps you stay afloat? Whether it’s exercise, deep breathing, meditation, hobbies, or staying in touch with friends (or probably a combination of many things), teach your child these skills. Taking time to care for ourselves is critical, and should be taught when children are young.

As your child gets older, you may notice specific needs arising. Address these as they come up, although sometimes it’s best to wait for a calm moment.

Remember, one of the most important facts in cultivating resilience is that a child has an adult in their life that consistently supports them. You’re already there, and you’re already doing that. We are so grateful for the amazing families in our community.

Do you have any more ideas you think we should share with families?

Want to learn more? Check out these great links:

Resilience in children and youth: A review

Fostering Resilience in Children. ERIC Digest.

Center for Developing Child - Resilience

Resilience guide for parents and teachers