The Four Planes of Development
Authentic Montessori education is comprised of mixed aged groupings specific to periods of development. Dr. Montessori’s psychology has four stages of development which she called “planes”.
Psychology Diagram
Dr. Montessori described specific features of children in each stage of development. The first and third stages are times of tremendous change, while the second and fourth are calmer. In addition, the first half of each stage entails more change, and the second half consolidates those changes.
Dr. Montessori divided each stage into two parts or “sub planes”, making eight 3-year spans. During each distinct span, developmental characteristics are similar, and therefore a classroom can serve the needs of all children in that age range.
In the course of human development Dr. Montessori proposed:
that human development does not occur in a steady, linear ascent but in a series of formative planes marked by ascending and descending tendencies
that the complete development of human beings is made possible by these tendencies (inclinations) to certain universal actions in relation to their environment
that this interaction with the environment is most productive in terms of the individual's development when it is self-chosen and founded upon individual interests.
In each plane of development there is:
a specific goal in the developmental cycle
a readily identifiable direction to be followed to reach that goal
specific sensitivities given to humans in each period of development that help to facilitate reaching the definitive goal for that plane
Transitions from one plane to another are likened to metamorphoses, in so much as the characteristics of each stage are so radically different that they former characteristics are almost unrecognizable.
Like a butterfly which changes from larva to chrysalis and finally the adult butterfly, so too a young person changes in each stage
While dramatically different, each is dependent on the successful completion of the previous stage for healthy development of the individual
Education, then, should respond to the characteristics of each developmental stage in the growing child, with process and content determined by the needs of the child and not by imposed curricula and tests.