Following Montessori philosophy, each student is a unique learner, bringing their own strengths, interests, and pace to the process. We honor this individuality by creating safe, nurturing environments that spark curiosity and support emotional well-being.

Individual Learning Pace

We are followers of Montessori’s philosophy, and as such, we recognize that each student is a unique individual and learns at their own pace. We differentiate learning experiences so students can delve deeper into subjects they are passionate about and take their time with concepts that challenge them. This, in turn, leads the student to a deeper understanding and a greater sense of accomplishment.

Holistic Development

We are champions of Montessori’s vision of holistic development, honoring the interconnected growth and development of the intellectual, emotional, social, physical, and spiritual self. Students are more than learners in subjects—they are whole individuals with unique needs and limitless potential. Our approach nurtures every dimension of growth, blending activities that challenge the mind with experiences that strengthen the body. This balance fosters confidence, coordination, and curiosity, helping students develop a solid foundation for lifelong learning and well-being.

The Montessori Planes of Development 

by Chris Music
Lower Elementary Teacher (Grades 1–3)

Maria Montessori was alive at an amazing time for a dive into the understanding of Human Development. With her background in anthropology and the science of human development being researched by her contemporaries, Piaget and Vygotsky, she worked to solidify her ideas of the Four Planes of Development through direct observation. These Planes represented the many physical and psychological changes we undergo as we develop into adults. The Four Planes are described as Infancy, Childhood, Adolescence, and Maturity. These stages are broken down into six‑year cycles with the initial three years representing the acquisition of skills and the next three year representing the refinement of those skills.

The First Plane of Development, called Infancy, revolves around developing physical and biological independence from birth until six years of age. The ability to be mobile, weening for food independence, and repetitious behaviors, like stacking and placing in rows, are aspects of this Plane. It also focuses on developing mental independence through environmental exploration, the refinement of fine motor skills, speech through language, and a greater ability to focus on extended tasks.

The Second Plane of Development, Childhood, begins and ends between the ages of six to twelve years. This Plane is all about the development of the imagination and the construction of the social self. Children work to define who they are as individuals and how they fit into society by creating tight social groups in which to work and practice social policies. The idea of outward empathy and social norms are forged in this Plane as well. It is also one of the most intense periods of learning and their ability to absorb information is exceptional.

The Third Plane of Development, Adolescence, occurs from the ages of 12–18 and is a time of great reflection and social turmoil. This is the age of constructing the moral self and involves the need for self‑expression and self‑reflection. It is a time of intense physical growth which also comes with an increased need for sleep and an abundance of nutrition. These young adults have an intense need for total social independence from their parents and an overwhelming drive for peer acceptance. At this point, they are trying to see themselves as positive members of society.

The Fourth, and last Plane of Development called Maturity, is from 18–24 years of age. This Plane finalizes the evolution of the personal and social policy that individuals will use to govern their lives. They will finalize their ideas of spiritual and moral independence and move into another intellectual period of mass information absorption.

The Planes of Development were developed through years of observation and analysis. They can be broken down into the basic concepts of first, create the individual, second, explore society, third, experience society, and fourth, enter society as a contributing member. By using them as a guide, teachers can explore the curriculum to best serve children at their peak states of absorption and reflection. Observing children and acknowledging their Developmental Plane allows the maximum amount of knowledge acquisition and personal growth to occur for each individual. This is the primary goal of helping the whole child fulfil their commitment to grow into a happy and prosperous individual. ❧