Where Children Develop a Love for Learning

This post is the third installment in our series exploring four stages of human development from a Montessori perspective. The Montessori approach takes a holistic view of growth, recognizing the unique needs of young people at every stage—birth to age six, six to twelve, twelve to eighteen, and eighteen to twenty-four—and adapts learning environments to support natural development at each stage. By understanding these key phases, we can better nurture young individuals as they progress on their journey to maturity. Adolescence (Age Twelve to Eighteen) Adolescence is often seen as a turbulent stage in life, sometimes even labeled as dysfunctional or something to endure. However, Dr. Maria Montessori viewed this vital period of human development as a time in our lives that deserves respect and understanding. In Montessori education, adolescence is honored as a time of transition, a phase of development that, in many ways, mirrors the first six years of life. Just as the early years are marked by rapid transformation and the shaping of the individual, adolescence marks the transformation from childhood into adulthood. Adolescent Development The third plane of development, which typically begins at age twelve and continues through the teenage years, is one of significant physical, emotional, and social transformation. This period is characterized by the onset of puberty, hormonal changes, and dramatic physical shifts. Adolescents, much like children in the first plane of development, experience rapid change, but this time it is in preparation for adulthood and potential child-rearing. As a result, adolescents require more sleep and are more susceptible to health issues (e.g. acne, depression, and eating disorders). A key focus during this stage is the conquest of social and economic independence. Humans on the journey to adulthood need to function in social organizations, which requires intellectual and social skills. Adolescents also need to experience how economic interdependency works and they want to learn about different roles in economic systems. To do so, they need the awareness and skills to contribute in meaningful ways. Social engagement is how we function as humans. Economic contribution and interdependency is how we meet our needs. Adolescents are no longer passive observers of society; instead, they strive to become active participants and contributors. Like during the first plane, adolescents learn best through hands-on experiences that benefit society, which reinforces their desire to contribute in meaningful ways. Adolescents as Social Newborns Dr. Montessori often referred to early adolescence as the "newborn" stage of adulthood, highlighting the vulnerability and transformation that adolescents undergo. This period of rapid physical and emotional development mirrors the developmental intensity of the first years of life. Adolescents are not just growing in terms of physical stature but also in terms of emotional and social maturity. Much like a newborn, adolescents are learning how to navigate the complexities of the world around them. They are developing a sense of self and finding their place in society. The challenge of the third plane is to help them build this self-confidence and self-worth, while guiding them through the emotional turbulence that often accompanies this stage. Holistic Development: Physical, Emotional, and Social Growth Montessori's approach to adolescence is deeply holistic. We emphasize the importance of addressing the adolescent's physical, emotional, and social needs, recognizing that these areas are interconnected and cannot be separated in the developmental process. Physical Development Adolescents undergo significant physical changes during this time, including hormonal fluctuations and rapid growth. Brain development continues with an oversupply of gray matter and pruning of neural pathways, which influences behavior and learning capacity. Key physical needs include: Engaging in physical activity and hands-on work Maintaining a healthy diet Ensuring adequate sleep Emotional and Psychological Development Adolescents experience strong emotional swings and are highly self-conscious. They are forming their identities and are very aware of peer perceptions. Balancing these emotions and navigating their evolving sense of self can be challenging. Emotional needs include: Opportunities to build confidence and independence Safe yet challenging environments Support in self-expression and identity formation Social Development Social connections become increasingly important during adolescence. Adolescents seek peer approval and loyalty and often engage in risk-taking behaviors as they establish their place within their social circles. They learn best through collaboration and social interaction. Social needs include: Opportunities for collaboration with peers Mentorship from adults Meaningful and relevant social engagement Moral and Intellectual Development Dr. Montessori emphasized the adolescent’s sensitivity to issues of justice and personal dignity. This stage is a critical time for developing a strong sense of fairness and the desire to contribute meaningfully to society. As they mature, adolescents begin to understand the value of their contributions to the world around them. Though their intellectual development might seem secondary due to emotional upheavals, it remains essential. As their brains undergo significant rewiring and neural pruning, adolescents still benefit from intellectual opportunities and challenges, as well as strong moral foundations. The Role of Work and Contribution Just as it was in earlier planes of development, work remains a vital aspect of adolescence. Adolescents have a strong desire to contribute to society and have their efforts recognized. Through work and activity, adolescents bolster their self-esteem and gain a sense of accomplishment. The educational model proposed by Dr. Montessori focuses on land-based work and cooperative community living, which provide ways for adolescents to engage in meaningful activities. This model supports adolescents’ physical well-being, fosters social development, and prepares them for economic independence. Through hands-on work, adolescents not only contribute to their immediate communities but also develop a sense of responsibility and understanding of the value of work. Supporting Adolescents Through Their Development To meet the developmental needs of adolescents, we need to offer supportive environments. Dr. Montessori envisioned a community where adolescents could live and work together, gaining both physical and emotional nourishment. Providing opportunities for physical activity, collaboration, and self-expression helps adolescents develop into confident, capable adults. Adolescents need both freedom and guidance. While they push away from adults as they seek independence, they still require boundaries, structure, and mentorship. Adults play a critical role in supporting adolescents as they navigate this transformative stage. Understanding adolescence through the Montessori lens allows us to appreciate this period as one of profound transformation. By honoring the physical, emotional, social, and moral development of adolescents, we can provide them with the support they need to transition confidently into adulthood. With a holistic approach that integrates meaningful work, opportunities for self-expression, and guidance from adults, adolescents can be empowered to become the capable, interdependent adults society needs. Visit our school today to learn more!

Understanding human development at each stage is crucial to fostering optimal growth. This belief forms the foundation of Montessori education, which is deeply rooted in the developmental needs of children. This post is the second in a series that explores the four stages of human development: birth through age six, ages six to twelve, ages twelve to eighteen, and ages eighteen to twenty-four. Each of these stages, or planes of development, comes with unique needs and capacities, and understanding them allows us to better support children in their educational journey. Childhood (Age Six to Twelve) Unlike the dramatic changes seen in infancy and adolescence, the second plane of development (ages six to twelve) is often viewed as a period of relative stability. This phase serves as a critical time for children to build upon their early experiences while preparing for the transitions that will come in adolescence. Despite its importance, this period is sometimes overlooked in society, but it is essential for the development of social, intellectual, and emotional skills that will serve as a foundation for later life. Key Characteristics of Elementary Children At the core of this stage are several observable characteristics. Physical Sturdiness and Stability Children in this stage experience a steady period of physical growth. They lose their primary teeth and gain adult teeth. Their skin loses its baby softness. Their hair even gets coarser and darker. Their body becomes leaner and stronger, with the soft, rounded contours of early childhood giving way to a more defined physical form. Despite these changes, growth slows down compared to the rapid pace of the first plane. This time also brings greater stability in health and coordination. Reasoning and Abstraction While children in the first plane absorb information effortlessly and even unconsciously, the second plane is marked by a growing capacity for reason and abstraction. No longer content with simply absorbing facts, children seek to understand the underlying causes of things. They begin to ask “why” questions and develop the ability to think logically and critically about the world around them. Their imagination flourishes and they love being able to transcend time and space, mentally traveling through history or exploring possible futures. Conquest of Independence This is a time when children transition from sensorimotor learning to becoming intellectual explorers. The intellectual independence they gain during this phase fuels their studies of mathematics, history, geography, art, and music. Montessori classrooms provide opportunities for children to explore these subjects with the motto: “Don’t tell me. I’ll figure it out myself.” Their journey toward independence extends beyond the academic to include a growing capacity for social reasoning and moral judgment. The Herd Instinct and Socialization One of the defining features of children in the second plane is their social nature. Children at this age exhibit a strong "herd instinct"—the need to belong to a group and collaborate with peers. They begin forming micro-societies and creating their own rules, roles, and expectations. These experiences allow them to practice social interactions and develop their conscience. It’s worth noting that as adult-directed activities (e.g. afterschool sports and classes) increase, children have fewer opportunities to work out social dynamics independently. Moral Development and a Sense of Fairness As elementary-age children seek independence, they also begin to develop a sense of morality. Children at this stage are sensitive to fairness and justice, and are likely to voice concerns when they perceive inconsistencies. This is when we frequently hear, “It’s not fair!” This stage is about the exploration of right and wrong and the ability to question rules and authority. The drama that unfolds in the classroom is often part of this process, as children navigate the complexities of social rules and develop their moral code. A Fascination with the Extraordinary Second plane children are drawn to the extraordinary, whether in the form of superheroes, mythical creatures, or fascinating civilizations. Their imagination is sparked by the idea of powers beyond the ordinary, and they are eager to explore cultures and histories that seem larger than life. This fascination with the exceptional provides them an avenue for exploring concepts of heroism, strength, and the human condition. A Supportive, Community-Based Learning Environment In a Montessori classroom, children are encouraged to work both independently and in groups. As such, the prepared environment of the second plane is designed to foster collaboration while allowing space for individual exploration. Group activities allow children to develop their social skills, negotiate rules, and practice taking on different roles within a community. Through these experiences, they are able to form their own moral code and develop their identity in relation to the group. Children in this stage also have a thirst for knowledge that goes beyond what is available in the classroom. Montessori education encourages “Going Out” experiences—trips beyond the school to explore the wider world. These excursions allow children to engage with real-world problems, develop planning and execution skills, and build a deeper understanding of the subjects they are studying. Through these experiences, children come to see themselves as active participants in the world around them. Montessori referred to the educational experience in the second plane as "cosmic education." In this phase, children are introduced to the universe as a whole, with an emphasis on the interconnectedness of all life. The Montessori curriculum for this stage revolves around the Five Great Lessons, which invite children into discovering more about the universe, the formation of the earth, the coming of plants and animals, the arrival of humans, and the development of written language and numbers. From these lessons, all areas of study—botany, geography, history, zoology, language, and more—emerge, inspiring awe and gratitude for the universe and humankind’s place within it. Support from Home and Community While second plane children are eager to explore beyond the family and classroom, they still require the strong support of their home, school, and peer group. Social activities become increasingly important, as group work provides them with the opportunity to practice collaboration, moral judgment, and self-expression. A strong, supportive environment—both at home and at school—helps children navigate this important stage in their development. Curious to see how a school environment can meet the needs of six- to twelve-year-olds while inspiring deep learning? Schedule a tour of our classrooms!