1st Plane of Development: Infancy or Early Childhood from Birth to Age 6

What are the planes of development? 

In her research, Dr. Montessori observed that children go through “phases” of development and that monumental changes occur as they move through each one. Each plane has unique characteristics.

• 1st Plane of Development: Infancy or Early Childhood from Birth to Age 6
  • Sub-planes:
    • Birth to 3 - The Unconscious Absorbent Mind
    • 3 to 6 - The Conscious Learner

• 2nd Plane of Development: Childhood from 6 years to 12 years

• 3rd Plane of Development: Adolescence from 12 years to 18 years

• 4th Plane of Development: Maturity from 18 years to 24 years

Please note that the ages are approximate.  The planes describe broad developmental tendencies that we typically see throughout each age range.

Why do the planes of development matter?

Children change so much as they grow, and sometimes those changes can leave us wondering, “What is going on with my child?” Understanding the planes of development gives us a framework for understanding these changes and what children may need at each stage. 

When we recognize what is happening developmentally, we can respond to a child’s needs rather than simply reacting to their behaviour.

1st Plane of Development: Infancy or Early Childhood from Birth to Age 6

The first plane is about building the foundations of the person, developing their personality, independence, movement, language and understanding of the world.

Characteristics of the 1st Plane:

1. The Absorbent Mind

A young child’s mind is like a sponge, soaking up everything in their environment, observing others around them to learn, absorbing information without consciously trying to learn it.

What parents might see: Your child may imitate the way you talk, repeat things they have seen you do, become fascinated by everyday activities or suddenly be able to do something you didn't realize they had been learning.

What parents can do: Remember that your child is always learning from their environment. Talk to them naturally, invite them to participate in everyday life and create an environment where they can safely explore and observe.

2. Formation of the Self

During the first six years, children are developing their personality, independence and sense of who they are. They are gradually moving from being completely dependent on others to becoming increasingly capable of doing things for themselves.  They’re learning to make choices, communicate their needs and participate in everyday life.

As Dr. Montessori said, “During this period the personality undergoes great changes. We have only to compare the newborn baby with the six year old to see this.” (The Absorbent Mind)

What parents might see: Your child may want to dress themselves, pour their own drink, choose what they wear, carry their own things or participate in tasks you previously did for them.  The start of “I do it myself!”

What parents can do: Look for opportunities for your child to participate in everyday activities. Give them choices when appropriate and allow them enough time to try things for themselves.

3. Physical and Biological Independence

Children are gradually working toward physical independence. They are learning to move, eat, communicate, dress themselves, use the toilet and care for their own needs.

What parents might see: A child who wants to climb, walk rather than be carried, feed themselves, take off their shoes or help with household tasks.

What parents can do: Give your child opportunities to practice these skills rather than doing everything for them. Children are often capable of much more than we expect when we give them the time and opportunity to try.

4. Sensorial Exploration

Young children first learn about the world primarily through their senses, and the world is rich with sensorial impressions. They are constantly taking in information about how things look, feel, sound, smell and taste.

What parents might see: Touching everything, putting things in their mouth, listening closely to sounds, smelling food, examining tiny details or wanting to experience something over and over. 

What parents can do: Provide safe opportunities to explore with all of their senses. Include real experiences and everyday materials alongside age-appropriate toys. 

5. Movement and Exploration

Movement is a major part of how young children learn. They need opportunities to move their bodies, explore their environment and practice new physical skills. This is referred to as “freedom of movement” in Montessori. As they develop more control over their movements, they become increasingly able to explore and interact with the world independently.

What parents might see: Reaching, crawling, pulling up, climbing, carrying, pushing, pulling, running and constantly moving toward things that interest them.  It may feel like the child never stays still.  

What parents can do: Give children plenty of safe opportunities for movement and exploration. Avoid rushing them towards physical milestones and instead give them the freedom and time to develop at their own pace.

6. Maximum Effort

Young children are often drawn to activities that challenge them physically and require effort, determination and repetition. They want to test what they can do and are driven to keep trying.

What parents might see: A toddler trying to carry something that looks far too heavy, climbing up and down a slide repeatedly, struggling to open something, attempting the same task over and over.

What parents can do: Look for safe opportunities for your child to challenge themselves. You don't always need to make a task easier or step in when something is difficult.  Wait for the child to ask for help or show signs of frustration before offering assistance.   

“The child does not follow the law of the least effort, but a law directly contrary. He uses an immense amount of energy over an unsubstantial end, and he spends, not only driving energy, but intensive energy in the exact execution of every detail.”

- Dr. Montessori, The Secret of Childhood

7. Sensitive Periods

Time of optimal learning.  When children are particularly drawn to learning new skills, such as movement, language, order, sensorial exploration and social interaction. Most sensitive periods begin and end during the first plane. This is the time of life when the sensitive periods have the largest role in a child’s development. 

What parents might see: A sudden, intense interest in language, movement, order, small objects or doing a particular activity repeatedly.  During the sensitive period for language, for example, there is an “explosion into language” that happens around 2 years of age where it seems as though the child is suddenly speaking in full sentences overnight.  

What parents can do: Follow the child. When your child shows a strong interest in something, look for safe and appropriate ways to give them more opportunities to explore it.

8. The Inner Drive to Develop

Children are not passive learners. They have an internal drive to grow, explore, practice new skills and become increasingly independent. Montessori called this inner drive the horme.

What parents might see: Your child repeatedly practicing a new skill, moving toward things that interest them, insisting on trying something independently or becoming deeply absorbed in an activity.

What parents can do: Trust that your child is an active participant in their own development. Observe what they are working towards and provide opportunities that support it. Click here to read our blog post on how observation can be an effective parenting tool: https://themontessoriroom.com/blogs/montessori-tips/the-missing-piece 

The Two Subplanes: Birth to 3 and 3 to 6

Dr. Montessori divided the first plane into two subplanes because, around age 3, there is a significant shift in how children learn. All of the characteristics of the first plane remain throughout the first six years; it is the way the child learns and develops them that changes.

Birth to 3: The Unconscious Absorbent Mind

Children absorb and unconsciously take in experiences from their environment, building the foundations for movement, language, independence and personality.

3 to 6: The Conscious Learner

Children become increasingly conscious and deliberate in their learning, seeking opportunities to practice, refine and build on what they have learned.