The Planes of Development depict the stages of human development from birth into adulthood. Organised in six year cycles, it forms the scientific foundation of Montessori pedagogy.
While Dr. Montessori created this chart back in 1954, modern science, developmental psychology and neurological understanding in particular, continues to support the observations she made about human development.
Dr Maria Montessori's Planes of Development
The Planes of Development
The First Plane
From birth to six, the child is characterised by what Dr. Montessori called an ‘absorbent mind’.
At this stage of development children effortlessly take in all aspects of the environment that they are born into; its language, beliefs, and all other aspects of their culture.
This plane is coloured red to reflect the intense physical and hormonal growth that occurs at this time. Dr Montessori recognised that the main drive of children this age is to acquire physical independence.
Learn about how our Early Childhood Programs help children develop in the First Plane:
Playgroup
Junior Primary
The Second Plane
From around six to twelve, the child develops a ‘reasoning mind’, capable of more abstract and creative thought, enabling them to explore their world with their new found imagination.
Both physically and mentally, the child is therefore more robust. This allows greater scope for intellectual growth and endeavour of the individual.
It is easy to underestimate the abilities of the child at this age, and it is important that we do not limit their access to information or understanding through our own limits, but spend time teaching them how to learn, so that there is no limit set by adults.
Learn about how our Primary Programs help children develop in the Second Plane:
Middle Primary
6 – 9 years (Year 1 – 3)
Upper Primary
The Third Plane
From around twelve to eighteen, the adolescent is characterised by a ‘humanistic mind’, eager to understand humanity and the contribution they might make toward the society they form a part of.
Once again this is shown as red, to highlight the immense period of hormonal and physical growth the individual undertakes at this time. A lot of energy is now being spent in the process of sexual maturation, and becoming and adult, and this is not stable or linear as in the second plane.
Learn about how our Adolescent Program helps children develop in the
Third Plane:
Adolescent Program
The Fourth Plane
From age eighteen to twenty four, the adult explores the world with a ‘specialist mind’, taking his or her place in the world, driven by their individual interests and passions.
At this time, young adults will begin exploring who they are spiritually and emotionally, forming a more cognitive awareness of their identity.
Maria Montessori believed that if education followed the natural development of the child, society would move toward a higher level of co-operation, peace and harmony.
Learn about how a Beehive Montessori education helps prepare students for success
Beyond Beehive
From birth to adulthood
Interconnected phases
Humans go through four distinct phases on our way to maturity. These phases are tied to the physical development of a child, as well as their mental and social growth on their way to becoming well-rounded adults. Each phase is a stepping stone to the next one; all contributing to the growth of a mature adult. Every phase has its own characteristics and children will display different behavioural patterns during each phase.
Creation and consolidation
The first and third plane are represented in red to highlight the immense growth and hormonal changes which occur at this time. Children and young adults in these planes are typically less emotionally stable, and less physically robust. These are periods of creation.
In contrast, the second and fourth planes are represented in blue, to convey the relatively calm phases of inform growth, where the individual enjoys a period of physical and emotional stability, and strength. These are periods of consolidation.
Sensitive periods
During each of these planes, the child has sensitive periods (“critical periods” in developmental psychology parlance). During these periods, they seek certain stimuli with great intensity. Physically, these stages often have biological markers, such as the loss of baby teeth and the onset of puberty.
These are transitory periods in which they develop specific cognitive functions. They occur in all children, in every culture, at approximately the same age, all over the world. If a child’s need for specific stimuli is not met during this sensitive period, the individual loses this opportunity for optimal development. During each phase of development, the educational environment –including the teacher– is prepared to meet the needs and sensitivities of this age range.
