Transformations: Montessori & Stage Theory

Nicole Atwood • July 10, 2023

Trees start out small and then generally keep their form as they get progressively bigger and stronger. Children, however, change so much as they develop. Think about the transformations that happen from a newborn baby to a running toddler to a nine-year-old playing soccer to an adolescent driving a car. They almost don’t even seem like the same being as when they began!

Prior to the mid-1800s, people considered human development to be linear. A child was considered to be like a young adult who just got older and bigger, like a tree. However, the study of psychology changed the way we look at human development. Psychologists began to realize that humans pass through a sequence of different stages at different ages. This understanding of development as a progression was termed Stage Theory.

Origins of Stage Theory

Stage theories were popular during the time that Dr. Maria Montessori was developing her pedagogy. Stage theories take development and break it down into characteristically distinct stages assigned to specific ages. The theory assumes that certain characteristics are going to be developed during each stage. Stage theory also postulates that because certain aspects of development are supposed to happen during a particular stage, there are some innate powers available to individuals during that time. Those innate powers help individuals acquire the developmental progress for that stage. Stage theories also imply that there is also going to be a sequence to development and that stages can’t be skipped. The outcomes of one stage become the foundation for the following stage.

Examples of Stage Theory

A number of Dr. Montessori’s predecessors, contemporaries, and students were likely influencing her work, and likely she was influencing theirs. Some key individuals include:

Jean-Jacque Rousseau, of Geneva, postulated a stage theory of development in his book, Emile (1762). Rousseau presented an idealized “natural man” who was uncorrupted by modern society. He also proposed a system of education formulated around a specific pedagogy for each stage of life and the particular characteristics of each stage of human development.

Sigmund Freud, of Austria, constructed a stage theory to describe the psychosexual development of humans. He described personality development as a series of stages and he believed that early childhood was the most important stage, with the individual’s personality being formed by about the age of five.

Erik Erikson, a German-American who also earned a Montessori certificate, proposed a theory describing eight distinct stages of development. He felt that how individuals face the challenge in each stage determined the outcome of the stage. He focused on the psychosocial aspects of humans.

Jean Piaget, of Switzerland, also developed a stage theory that described the psychosocial aspects of humans. Piaget proposed that children go through four stages of cognitive development.

Lawrence Kohlberg, an American, was likely influenced by Piaget but focused on moral reasoning and the stages of moral development.

Gail Sheehy, author and journalist, has documented stages of adult life and has written numerous books about stages, or what she calls passages (e.g. Passages: Predictable Crises of Adult Life).

Montessori’s Model: Planes of Development

Dr. Montessori didn’t develop stage theory but used this construct to help her better understand human development. What is different about Montessori’s stage theory is that it doesn’t focus on a particular aspect of development. Rather her framework is holistic and incorporates physical, social, emotional, and intellectual development.

Dr. Montessori called her holistic stage theory the “planes of development.” Each plane is a distinct psychological learning period that spans about six years: birth to six, six to twelve, twelve to eighteen, and eighteen to twenty-four. Each plane is characterized by the physical and psychological changes that take place, as well as the environmental needs of each plane.

Dr. Montessori observed how the differences between each plane were so dramatic that the shift from one stage of development to the next was metamorphic. The same individual emerges from each plane, unrecognizable from the individual they were when they entered the previous plane.

Characteristics of the Planes of Development

Dr. Montessori passionately describes how education needs to follow these periods of development, so as to be sensitive to the rebirth that is happening for each individual.

“The child does not grow in a uniform way day by day, at the same rate. In growth there are crises, somewhat like the metamorphosis of the insects….In fact, it is the child himself who will be the guide of education.” – Dr. Maria Montessori, The Four Planes of Education

The metamorphosis that happens in different periods of growth demonstrates the unique needs, behaviors, and characteristics of children at different ages.

Since each developmental plane is distinct, it follows that the needs of individuals will also be distinct. Plus, at each stage children require different things from their environment. Furthermore, the successful completion of one phase sets individuals up for successful development in the next stage.

Dr. Montessori was an optimist and didn’t see this need for successful completion of each stage as being fatalistic. She thought that missed opportunities within a plane of development could be overcome with conscious effort and work. Granted, this development wouldn’t happen as easily as if it happened at the right time, but Dr. Montessori thought that if individuals applied themselves and worked, they could overcome some of these obstacles. The work accomplished outside of an intended plane, however, would never be as fully integrated as if it had happened during its intended time.

Montessori’s Unique Approach

When Dr. Montessori developed her theory on the planes of development, she didn’t describe development in a culturally specific context or time. She described universal aspects of human development in all cultures.

Two other aspects set Montessori’s work apart from stage theory. One was that she focused on what is normal development for children rather than what is abnormal. Also, she not only articulated her theory of the planes of development but then went a step further and developed an educational approach that supported it.

In Montessori, everything we do for children–all of our methods, materials, and environments–is reflective of our understanding of the planes of development. We understand the needs of children in the different stages of their development and know we have a profound responsibility to support those needs.

We would love to have you schedule a tour to see how we create environments for the specific needs of children at each stage of their development!

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The Quiet Landing: Why Children Need Time After School

By Danielle Giordano • February 10, 2026

When we pick up our children from school, it’s almost automatic to ask, “How was your day?” And just as automatically, the answers tend to fall flat: fine, good, okay, or sometimes nothing at all. As adults, we can probably relate. When someone asks about our day, we don’t always feel like revisiting every detail, especially before we’ve had a chance to rest or reset. For children, this challenge is even greater. In Montessori environments, children are immersed in experiences that are rich, complex, and often difficult to put into words. How does a young child explain the sensorial experience of carefully carrying each cube of the Pink Tower across the room? Or describe the quiet satisfaction of discovering that ten tens create a hundred square? Or articulate the subtle social negotiations that happen during community lunch? Even for older children, language often lags behind experience. Why “How Was Your Day?” Can Feel Like Too Much As children move into the elementary years, they are also navigating peer relationships that are still very black and white. A single interaction can color their entire perception of the day. So their reports may sound overly simple: someone was mean, someone was nice, the day was bad, the day was good. But often, the issue isn’t that children don’t want to share. Instead, the timing is off. Research on children’s nervous systems helps explain why. When children walk out of school, their brains are often still in a state of high alert. Throughout the day they’ve managed noise, social expectations, concentration, corrections, and constant stimulation. Their nervous system hasn’t fully shifted out of “school mode” yet. So it helps if we remember that we aren’t greeting children in their most rational state. Those first minutes after pickup are a transition, not a conversation window. When we jump in with questions too quickly, even well-meaning ones, we may unintentionally overwhelm our children’s nervous system, which hasn’t had time to settle. Connection Before Conversation In Montessori, we place great importance on transitions. We know children need time to move from one state of being to another, whether that’s arriving at school, moving between activities, or going home at the end of the day. Instead of starting with questions, we can start with presence. When we first see our children, a warm greeting that communicates “I’m happy to see you” goes a long way. Some children need a snack. Some need quiet. Some need movement, proximity, or simply space. This is not the moment to gather information. This is the moment to re-establish connection. When families allow even 10 to 12 minutes of quiet decompression after school, through silence, music, or simply being together, children regulate more quickly. Evening stress decreases, cooperation improves, and children are more likely to talk voluntarily later on. Rather than interrogating right after school. Try coexisting. This pause is deeply respectful. When Children Are Ready to Talk Later, after your child has had time to settle back into your care, you may notice that conversation begins naturally. This is often when children share what mattered most to them, not what we might have thought to ask about. When you do open the door to conversation, gentle specificity helps. Broad questions like “How was your day?” can feel overwhelming. Instead, try comments that invite reflection without pressure: “I noticed you seemed really focused when I picked you up.” “I’m here if you want to tell me about something you worked on today.” “What felt good about today?” Just as important as the words is our availability. Putting down the phone, pausing the logistics, and showing with our body language that we are truly listening makes it safer for children to share. Listening for Timing, Not Just Content This approach applies across ages. Even adolescents benefit from what some call a “quiet landing” after school. When we honor timing, we’re less likely to walk into the emotional residue of the day and more likely to build cooperation and connection later. In Montessori, we often say: regulation comes before reflection. Children don’t need us to extract their feelings. They need us to create the conditions where feelings can land safely. Sometimes that looks like silence. Sometimes it looks like presence. And sometimes, after enough space has been given, it looks like a child finally saying exactly what mattered most. So the question isn’t just “Do I listen to what my child says?” And instead becomes: “Do I listen for when they’re ready to speak?” Curious to learn more strategies to support your child during transitions? Set up a time to come visit here in [Your Town/Location]. We love to connect! .

Understanding Equivalence: A Montessori Approach to Math Insight

By Danielle Giordano • February 4, 2026

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Elementary Story: How Geometry Got Its Name

By Danielle Giordano • January 30, 2026

In Montessori elementary classrooms, we like to introduce big ideas with big stories. We offer children a sense of wonder first, sort of like an imaginative doorway, so that when they later study formulas, theorems, and proofs, they already feel connected to the human story behind them. One of these stories is The Story of How Geometry Got Its Name, an introduction to a subject that is far older than the textbooks and protractors we encounter today. In Montessori, Geometry is more than about shapes. It is about human beings solving real problems in the real world. A Problem as Old as Civilization To introduce geometry, we take children about five thousand years back in time to the ancient civilization of Egypt. This was a land shaped by the , the longest river in the world. Each year, the Nile flooded its banks as snowmelt poured down from the mountains far to the south. The Egyptians depended on this yearly flood as it left behind rich, dark silt that nourished their crops and made life possible in an otherwise harsh desert. But the flood created a challenge, too. It washed away the boundary markers that separated one farmer’s field from another. When the waters receded, no one could quite remember where their land began and ended. Arguments ensued. “This corner is mine!” And the fields needed to be measured and marked again. The First Geometers: The Rope Stretchers To solve this annual problem, the Egyptians relied on a special group of skilled workers called the Harpedonaptai, or Rope Stretchers. These were early land surveyors who used a knotted rope tied at regular intervals and three weights to create a very particular triangle. In the classroom, we invite a few children to hold a prepared rope at its large knots, forming that same triangle. As they stretch it out and lay it on the ground, many quickly recognize what the Egyptians had unknowingly created: a scalene right-angled triangle. This shape would later become central to the geometry studied by Greek mathematicians. The Rope Stretchers used this simple tool to re-establish field boundaries, set right angles, and make sure the land was measured accurately and fairly. Geometry, in its earliest form, served a deeply practical purpose. From Rope to Pyramid The Rope Stretchers’ expertise was valued far beyond the farmlands. They also helped lay out the foundations of temples, monuments, and even the Great Pyramid of Giza. The base of the Great Pyramid is a perfect square, which is an astonishing feat of measurement and design. The Pharaoh himself oversaw these measurements, but it was the Rope Stretchers who executed them. Their work represents one of humanity’s earliest recorded sciences: the careful measuring of the earth. How Geometry Got Its Name The name geometry reflects this ancient practice. It comes from two Greek words: gê — earth metron — measure Geometry literally means earth measurement. The Egyptians did not use the language of right angles, nor did they classify triangles as we do today. Their work was grounded in practical needs. They needed to solve problems, organize land, and create structures that would endure for thousands of years. Yet their discoveries influenced later thinkers like Pythagoras, who likely traveled to Egypt and learned from their methods. Over time, the simple knotted rope inspired a whole discipline devoted to understanding lines, angles, shapes, and the relationships between them. Why We Tell This Story in Montessori When Montessori children hear this story, something important happens. Geometry becomes more than a set of rules or vocabulary words. It becomes a human endeavor born from curiosity, necessity, and ingenuity. This is the heart of Montessori’s cosmic education: helping children see knowledge not as isolated subjects, but as gifts from generations before them. When children pick up a ruler, explore angles with a protractor, or classify triangles in the classroom, they are continuing a legacy that began with those early Rope Stretchers on the banks of the Nile. Through story, children feel connected to the people who shaped our world and to the problems that inspired great ideas. Schedule a tour today to see how geometry becomes meaningful, purposeful, and alive for our children here in Old Saybrook, CT.