Montessori argues that these years are the years in which a person will develop to be less individualistic and more socially conscious. The stage of maturity more or less corresponds with years studying at university.
This will help the adolescent develop confidence and faith in their own abilities. This approach involves getting adolescents to do productive work they makes them feel valued and as if they have meaningful roles. To teach children in this stage, an approach called Erdkinder or “Landchildren” is proposed. There are doubts and hesitations, violent emotions, discouragement and unexpected decrease in intellectual capacity.” Montessori states: “From the psychological point of view this is also a critical age. Two key learning developments that occur in these years are: “a sense of justice and a sense of personal dignity.”Ī challenge of this period is potential psychological weaknesses that may occur.
Parallel planes full#
The most important traits during these years, according to Montessori, are traits that help children become full and independent members of society. But they are not building up to be children. Montessori believes that these years are years of creation, much like infancy. Adolescence (12 – 18 years)Īfter the smooth, calm years of growth during childhood come the turbulent years of adolescence. Children are encouraged to reflect on how society needs rules. Children want to learn about both their own cultures and those of others.Īnother key characteristic of this plane of development is emerging moral reasoning. The Montessori approach places a strong emphasis during this stage on culture.
They have an interest in exploring the wider world around them. In childhood, children move out of their cosseted and safe environment. Montessori calls it a “calm phase of uniform growth”.
Parallel planes free#
Montessori views the child from 3 to 6 years old to be free willed, conscious and eager to explore their environment.ĭuring these years, the child explores and plays. Now, the child is no longer a blank slate or passive learner.
Montessori reflects: “life seems to begin again consciousness appears fully and clearly.” From 3 to 6, the child is considered to have a conscious absorbent mind. Montessori reflects: “it is not surprising that we cannot remember this period, for there is still no unity in the personality – the unity can only come when the parts are completed.” The Conscious Absorbent MindĪt the age of 3, the child enters the second sub-category within the infancy plane. The ‘unconsciousness’ of this period is attributed to the fact that we are not yet developed into what we will become. In the 0 to 3 year range, the baby is incomplete and needs to finish the development toward full humanness that began in the womb. She says: “Every baby has the same appearance he is motionless, empty, insignificant.” Montessori believed humans to be born as basically blank slates, somewhat similar to John Locke. The Unconscious Absorbent Mindĭuring this phase (0 – 3 years), children develop basic sensory powers, such as: The “infancy” period spans from 0 to 6 years, but so much happens that Montessori splits it into two sub-categories: the unconscious absorbent mind (0 – 3) and the conscious absorbent mind (3 – 6). If you need a general overview of other aspects of the Montessori method, see here.Ĭhris Drew (PhD) The Planes of Development 1. The planes of development are the theoretical underpinning for Montessori’s approach. Montessori believes that the infancy and adolescence phases are turbulent times with rapid change, while childhood and maturity are times of smooth, calm change.įurthermore, the first half of each stage involves most of the development while the second half of each stage involves consolidation of knowledge. She called her stages the “four planes of development”.
Parallel planes series#
Montessori, like other constructivists like Piaget and Froebel, developed a series of developmental stages that children should move through one after the other. Maria Montessori’s approach to early childhood education is underpinned by a stage-based constructivist method.
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