Pincushion Hill Montessori School
The Planes of Development
Alison Petersen • Sep 27, 2023

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. 

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.

Montessori Myths Explained

By Alison Petersen • 03 May, 2024
MYTH: Montessori Schools are all pretty standard Actually, since the Montessori name is not trademarked, there can be a wide variety of approaches within schools that call themselves Montessori. It is important to look for a school’s level of accreditation. The two primary accrediting bodies in the U.S. are Association Montessori Internationale (AMI), and American Montessori Society (AMS). Accrediting bodies offer varying levels of recognition in their membership for schools based on their adherence to Montessori principles. There are more important differences even between AMI and AMS oriented schools, so we highly recommend touring various Montessori schools to see the differences for yourself and find your own Montessori style. MYTH: Montessori students do whatever they please This myth derives from a misunderstanding of the term child-centered learning . It is true that Primary students enjoy freedom in what pieces of work they choose. This enables the child to choose the challenges about which they are most excited by, and to take advantage of “sensitive periods” in their learning, wherein they are driven to master a certain skill by repeating it again and again. The teachers are well trained, though, to spot the differences between a child mastering a skill through repetition and a child that wants to repeat tasks out of boredom or for lack of knowing what to do next. Students do not have the freedom to, say, eat snack all day or do nothing but talk to friends for two hours. Montessori teachers are called “guides” for a reason – they allow students the freedom of choosing their direction while ensuring they still reach the final destination. MYTH: Montessori students have to be quiet all the time We have heard other people repeat this myth, but since we’ve never seen an all-quiet Montessori classroom, we’re not sure where this myth comes from! While we do help children understand appropriate volume levels for different conversations and different environments as part of our grace and courtesy lessons, our classrooms are always buzzing with activity and conversation. MYTH: Montessori is all work and no play In her years working with children, Maria Montessori noticed that children developed a sense of peace and happiness when they were engaged in purposeful work. Of course, children do enjoy laughing, running, playing, and making friends. Luckily, we arrange our days to allow for all of those activities in addition to work time. The true test is to ask a Montessori child how they feel about school. Our students love to come to school and get to work. MYTH: Montessori is a style that is only useful for preschool aged children Our Primary graduates who move to first grade often find that they are well ahead of peers from traditional environments, in academics and maturity. However, Montessori benefits don’t stop at age 6. Our Elementary program fosters academic prowess, love of learning, responsibility, independence, and leadership. Elementary graduates excel at self-management, creative problem solving, critical thinking, and interpersonal communication skills.  MYTH: Montessori kids struggle to adapt to the structure of traditional schools Entering a traditional schooling environment where students sit still at desks and work on one subject at a time, as a full class, requires a brief transition period for Montessori children. Our alumni families report, however, that the transition is typically brief and is managed with great composure by our students. They have learned self-management skills and personal responsibility, so they are able to adapt well to new circumstances and different learning environments.
Montessori preschool classroom

Montessori vs. Daycare: What Is The Difference?

By Alison Petersen • 26 Apr, 2024
Many families rely on childcare while their children are young. Figuring out the best place to drop your little one off every day is a big decision. Parents want to ensure their child spends their days safe, comfortable, and happy, and under the watchful eye of well-trained and competent adults. Daycare is the obvious choice for many folks…that is, until they become aware of other options. If you’re reading this article, it’s likely you are one of those parents who is trying to figure out the best possible placement for your child. Allow us to highlight five key differences between a typical daycare center and a Montessori school. An Emphasis on Education Montessori goes beyond the reaches of a typical daycare facility. While daycares focus on watching and caring for children, Montessori schools do this and more by creating an environment focused on children’s learning. We believe education starts at birth. Children’s days should be filled with play, as that is how they learn, but we create space for them to play in ways that enrich their development. We don’t fill our classroom with whatever toys look fun; we carefully prepare an environment with materials that have been developed after careful scientific observation and used for over 100 successful years. These materials are still games and toys from the perspective of the child, but they tend to have much different effects on them from a learning perspective. A Natural Environment Most daycare environments are filled with bright colors, plastic toys, and maybe even a cartoon character or two. Montessori environments eschew any type of commercialism or characters. They utilize natural materials like wood, plant fibers, and even glass. Natural tones are favored over bright and loud colors, and soft and natural lighting is evident. Montessori classrooms intentionally bring the natural world inside, with plants, found objects, and pets. Children are directly involved with the care of living things in the classroom. Montessori Trained Educators The training of a Montessori educator goes far beyond the training of a typical daycare worker. To care for young children, both must meet certain requirements such as first aid training, passing a background check, and some knowledge of working with children. Montessori educators, however, continue far beyond the basics. Most have college degrees, with many obtaining advanced degrees. They have completed rigorous Montessori credential training, which includes comprehensive instruction on child development, intensive lessons to help them present Montessori materials correctly, work in Montessori philosophy, and so much more. We encourage you to ask your local daycare facility about their teacher training requirements and compare them to Montessori requirements while you explore your options. A Sense of Community When your child is enrolled at a Montessori school, it’s so much more than a place to drop them off each morning. The whole family is welcomed as a part of the school community, and special events and traditions work to solidify this sense of community. Montessori parents are often eager to connect with one another; we all seem to have a sense that a strong community contributes greatly to the wellbeing of our children. It’s helpful to have other parents to ask questions, hear about experiences, and even socialize with. Montessori schools are also unique in that we welcome parents into the classroom. In fact, we encourage regular observation. The children are used to adults sitting quietly in a corner of the room, so the practice is unobtrusive, and really gives adults a clear picture of the type of work we do. Many parents walk away from observations in awe of the engagement of the children and the depth of the work/play they show. Interested in seeing a Montessori classroom in action? Call us to set up an appointment today. We welcome you to observe the uniqueness of Montessori.
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