The Planes of Development
January 12, 2024

Maria Montessori based her entire educational philosophy on the idea that children developed through a series of four planes. Each of these planes is easy to recognize and has clear, defining characteristics. If we study and understand these stages, we can approach our interactions with children with a new perspective. 

4 planes of development

Learning about the planes of development isn’t just for Montessori educators. Understanding your child’s development can help at home, too. 


The First Plane: birth-6 years


During this stage children absorb everything like sponges. They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’ This is a time in which we are able to utilize what Montessori called sensitive periods of learning. While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills.


During the first three years of this plane, all learning is done outside of the child’s conscious mind. They learn by exploring their senses and interacting with their environment. During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning. They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.


During this time, children have a wonderful sense of order. They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms. The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.


The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.


The Second Plane: 6-12 years


During the elementary years children begin to look outside themselves. They suddenly develop a strong desire to form peer groups. Previously, during the first plane, a child would be content to focus on their own work while sitting near others. In the second plane, a child is compelled to actually work with their friends. It is during this time that children are ready to learn about collaboration.


During the second plane there is a sudden and marked period of physical growth. This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over. Children begin to lose their teeth around this time as well. Their sense of order and neatness tend to fade a bit during this plane.


Throughout the second plane, children’s imaginations are ignited. Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods. For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson. The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together). This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.


Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography. While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.


It is important to note that children develop a sense of moral justice at this time. They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.


This is the period of time in which children are striving for intellectual independence.


The Third Plane: 12-18


The third plane of development encompasses the adolescent years. During the second plane, children become aware of social connections, but in the third plane they are critical. During this time children rely heavily on their relationships with their peers. They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely. It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.


Children in the third plane tend to require more sleep, and they sleep later than when they were younger. They long for authentic learning experiences, and Dr. Montessori imagined just that. Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time. She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so. 


During the third plane children are refining their moral compass while developing a stronger sense of responsibility.


The Fourth Plane: 18-24



The final plane is a time in which young adults are striving for financial independence. They are often living away from home for the first time, and use this time to figure out where they fit into their society. Many make choices to further their education and/or explore career paths.


It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.


Each plane of development should be mindfully nurtured. If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.

By Elizabeth Anguamea July 1, 2025
13 (Mostly Free) Things to Do Around Austin
By Elizabeth Anguamea June 16, 2025
Summer vacation is finally here! For many kids, the anticipation of a break from school has been building up for some time, but now that the end-of-school parties, graduations, and celebrations are over, that freedom can feel overwhelming. Kids of all ages benefit from structure, and when the school-day flow goes out the window, so does their sense of security. This might look like increasing power-struggles, heightened emotions, a harder time self-regulating, or rising conflict around screentime, mealtimes or bedtime. If things are starting to bubble up, fear not! The first step in creating a summer rhythm that works for your family means looking at each family members individual capacity and need. Consider things like work schedules, summer camps, energy levels, sleep needs, weather (I know I don’t have to tell you about Texas summers!), family chores, social battery, and neurodivergence (kids with exceptionalities like ADHD, anxiety or Autism have a higher need for structure and predictability). Here are a few simple ways to construct a summer routine that works for your family. 1. Maintain consistency Build the core of your schedule around consistent routines such as wake-up time, mealtimes, nap/quiet time, household chores, screentime and bedtime. Think of these as the non-negotiables of your day, because if they start to go you can expect an uptick in boundary pushing and challenging behaviors. Creating a predictable framework is crucial- it is the foundation that allows for variety, flexibility and exploration without dysregulation. 2. Create visual schedules Offer predictability by showing kids what to expect through a visual schedule. If you have young children, create a simple daily flow with drawings of each activity. For older kids, you can use words and/or images, and expand to a weekly flow. Make a way for them to check off each activity. Keep a separate monthly calendar with a way to mark off each day. This calendar will help kids navigate the break as a whole: showing trips, summer camps, family visits etc. Planning in advance allows you to go over the schedule as often as needed to solidify the routine and set the expectation. 3. Be strategic As you create your daily rhythm, think about planning non-preferred activities before preferred activities. This will increase motivation to get the “boring” things done. Perhaps morning chores must happen before the walk to the park, or the trip to the grocery store must happen before you head to the neighborhood pool. Perhaps summer learning must be complete before daily screen-time is available. Every family and child’s needs are different, so think about what works for you and plan strategically to minimize parent-child conflict. 4. Spend time outdoors Time outside is all-around regulating! It doesn’t matter if it is a walk around the neighborhood, sprinkler-time in the backyard, swimming at the pool, or play at the park- being outside gives kids the chance for movement, sensory input, and child-led exploration. Spending time outdoors reduces stress and anxiety, increases executive functioning, encourages independence and supports good sleep habits. In Texas, the summer heat can be draining, but carving out time to be outdoors when it’s not too hot will make a big difference in your day. 5. Leave time for boredom In a time where screens are always an armlength away, the creativity, imagination and intellectual growth that boredom urges are at risk of extinction. Some people might push back against the idea of scheduled screentime, but if you have healthy, consistent and predictable limits around screens, you can protect the good, old-fashioned boredom that leads to some of life’s greatest joys and discoveries! Safeguarding time for boredom will support kids’ inherent curiosity, exploration and innovation and lead to independent, creative thinkers and makers. Creating structure doesn’t mean scheduling every hour of every day, but rather building a routine that offers consistency, predictability and follow-through. Dr. Maria Montessori said, “External order creates internal order, and this is a significant foundation to the intellect.” In constructing a framework for your summer routine, you are providing the external order that allows for the development of independence, creativity, internal order, and of course, the spontaneity that summer brings!