“My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.”

“If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future.” – Maria Montessori

Maria Montessori had a lofty goal for education, and for over 100 years her goal has inspired educators and parents around the globe.  Dr. Montessori knew that respect for the child—for his gifts and his potential—was necessary to create a learning experience that would prepare children for meaningful adult lives and empower them to change the world. 

For Dr. Montessori, respecting the child meant understanding and respecting each stage of development and providing an environment that would enable his independence and offer work worthy of his ability at each stage.

She observed four distinct stages of development; she called these stages ‘planes.’ Each stage brings with it distinct characteristics. Although one lays the foundation for the next, each stage is unique and must therefore be approached in its individual way.

The Four Planes Dr. Montessori identified are, birth to 6 years old, 6 to 12 years old, 12 to 18 years old, and 18 to 24 years old. By understanding the characteristics, needs, and goals of each plane, we can create a learning environment where children can thrive and fully develop their potential. 

Recognizing that children learn first from their own experience within an environment, Dr. Montessori emphasized the importance of a prepared environment. The materials in the room, the furnishings, the arrangement of both, and even the teacher make up the environment. All elements must be prepared to allow the child to explore and learn, independent of any unnecessary adult interference. 

The Montessori curriculum for young children is designed to help them develop independence, concentration, and the ability to observe.

Students practice and build these skills through Practical Life and Sensorial activities. From the earliest years, an emphasis is put on developing grace and courtesy to help children learn how to be members of the larger community.

In the academic subject areas, concepts begin with concrete demonstrations before moving toward abstraction. Lessons are presented using manipulative materials until the child is ready to approach each subject abstractly. The integrated nature of the curriculum allows music and drama to be incorporated through cultural lessons such as history and language arts.