The Second Plane of Development

The sweetness of character gives way to a certain hardness, so much so, that this phase of
life which continues till adolescence has been called the age of rudeness (Montessori, 1971,
p. 6).
The Tendencies during the Second Plane:
The psychological characteristics and human tendencies of children vary according to their
stage of development. The child of the first plane of development is a sensorial explorer of
fact. His task is to construct himself with his absorbent mind. In contrast, the child of the
second plane has a reasoning mind, in this way he continues self construction. He is able to
think with logic and to judge. He now uses his mind to reason and will use his mind in this
way for the rest of his life.
The role of the adult, the environment and the work available must respond to this child of
reason. We must engage the child in new ways according to his characteristics We can only
do this with a full understanding of the child at this point in his development.
By the age of six the child is able to use language socially and he moves in a coordinated
way. He has become independent and reasoning. We as educators must allow the child to
use his reasoning mind to function in his environment. This is what will set his educational
path apart from other methods. Our focus is teaching them how to reason, rather than
teaching them how to learn and we will do this by recognizing his human tendencies.
The child entering the elementary environment is in a period of transformation, Maria
Montessori referred to it as nearly a new birth.
Changes during the transition between the first and second planes
The child becomes an extrovert
In the first plane the child is so focused on self construction she is introverted. The world
must relate to her in all aspects of her life, work and interests. In the second plane, she
evolves into an extrovert, and her focus expands to include a wider view of society and the
world in which she is beginning to form her role. After being content to spend her time with

her family, she is now ready to broaden her social world to include time with her friends. She
has taken the security of her stable family as her base of support and moves beyond them.
Children who haven't experienced this may need extra support in order to help them reach
this point of moving towards a larger society. As guides we must remember the large variety
of family situations and respond accordingly.
Manners/Physical Strength
A child entering the second plane may become less mannered or tougher. The second plane
child is normally physically strong, and healthy. He has passed through the vulnerability of
the first plane. He is full of energy and primed for self construction. He moves his body in
bold ways.
Society Beyond the Family of the First Plane
The second plane child is now participating in a social life outside of the family unit. He no
longer needs as much reassurance. For example, when injured he may not want attention
drawn to him. A guide may need to tend to him privately, without fuss. He identifies himself as
tough. This child will be adventurous and physically daring in order to define himself as
someone who has surpassed babyhood.
He becomes less interested in personal hygiene, he takes little care of his environment- he
may have a bedroom that is extremely messy.We can acknowledge this tendency but must
set some limits in the classroom- we can expect washing of hands and care of the prepared
environment.
Second plane children are indicating the desire for independence, they do not want our
intervention as often- they are figuring out who they are. They are becoming part of society
they want to fit in and will attach great importance to fitting in and will dress according to the
style of the day.

Social groups
A child at this point in development will seek to be part of a social group within his classroom

and neighborhood. These groups may be of multiple ages and the may be organized, even
with rules for membership. As guides we need to allow for this, but keep in mind that we may
need to introduce children to a broader circle or intervene if behavior is inappropriate.
However, this exploration of rules is a way in which children may learn to practice being part
of society. Loyalty will be a part of these friendships even when one of the group might have
misbehaved. In a classroom with consistent rules children will understand when behavior has
gone too far and it will not be acceptable. However, if the guide does not observe requiring
appropriate behavior amongst these groups on a consistent basis, the children may believe
that the adult is unjust. The child of the second plane has a sense of fairness and justice.
Groups formed at this time may have a secret language in order to further set themselves
apart from the adults. Rules are important and may play a big part of the games that they
play. This is a means to understand how rules can help order society in a positive way and
how they can be changed if necessary. This is preparation for following the rules in the larger
society.
These social groups are the first experience the child has in an outward society. This
tendency for socialization leads the teacher to give nearly all of the presentations in groups
rather than individually. If however, a child has gaps in their learning or has reached a level
beyond his classmates, individual lessons may be given.
The make up of the lesson groups is important; they need to vary through mixing of age, sex
and ability. As children learn to work together, a healthy classroom climate is fostered.
Children may bond over common interests. In this way the children will mingle and discover
things they didn't know about each other,
Morality and Conscience
Rules, values and forming ideas of what is right and wrong is develops at this stage.
Tattling
becomes common .Often the child doing so is trying to figure out the rules. The immediate
response should be limited, and the response should be addressed to the child who has

come to you, unless safety is an issue. In this way the guide can avoid the explosion of
tattling. Usually it is the youngest children in the classroom who exhibit this behavior.
Growing Independence
The need for a wider society spurs the need for more independence. Building on what they
have achieved in the first plane we must help them expand and extend this self-sufficiency.
Moving apart from the family is part of this growth. As he becomes part of the larger society
he can see his own value- his place as an individual. He is concerned with how his peers
value him, he is becoming a social human being.
He explores his world beyond the classroom and home. His investigations are now not only
sensorial. He is interested in bigger concepts than he is able to experience sensorially. This
exploration depends on his ability to go beyond his home and school environments. He is
looking for the why and how of the function of things. It is not simple fact gathering, but a
desire to learn causes for events.
Montessori referred to this as a hunting instinct. Our role is to guide the child in this hunting
of knowledge. In the first plane the child learns to classify and organize qualities and relay
them to the world. In the second plane to gain full understanding he moves to explore what is
not visible, this is akin to the scientific exploration that takes place in the world and the
development of sophistication of society.
Imagination
Imagination becomes fully active at this time it is based on an understanding of facts and
reality. He can use his knowledge of facts to explore and imagine, in this way he works to
understand what he wishes to know. He may investigate the world, society and the universe
His imagination is a tool. As guides we will appeal to this ability to imagine what is beyond.
At the same time the child is still interested in reality. He wishes to know what is real and
what is not. He is interested in adventure and heroes. He is looking for things and people to
admire. As guides we need to introduce children to people who have contributed positively to
the world, and give them an idea of what is admirable. Children of the second plane are
compassionate, and are drawn to help those who need it. Feelings are of paramount

importance.
Potential of the Intellect
Children have a great need for work, and enjoy working on large projects. This period of life
is the most intellectual and the brain is at its most receptive. We must foster this growth of
the intellect. Activity and manipulation helps them gain knowledge as the problems or
questions become bigger and bigger.
We must not hold them back but allow them to discover for themselves. Our role as a guide
is to leave them free whenever possible.
Abstraction in the second plane
The child is now receptive to the abstract; we allow the child to work with materials until they
come to their own abstraction, we cannot do this for the child. He will arrive to the point of
abstraction in his own time. Working, with limited materials allow the child to use the keys to
learning, experimenting until he gets to the point of abstraction.
Embarking on large projects and doing challenging work helps the child reach further
independence. We need to ensure that we do not get in the way of learning and that we give
the child enough work time.
Self-evaluation
At this point the child is learning to evaluate her learning in order to realize her strengths and
what she still needs to work on. She still needs to feel secure, but not in same the way of the
first plane child. She will develop her security through awareness of her capabilities. As the
first plane child initially enters the elementary classroom, orientation of the environment will
include experiencing a sense of security through the adult. However, as she continues to
work and progresses she will come to attain the security related to her achievements. As
educators we must help the child of the second plane learn to evaluate herself. She needs to
check her own work, it is part of being independent. As the child learns self awareness she
will continue self-construction. She will become a member of society, able to assert herself,
to explore through the imagination and reasoning mind.

The Environment Outside of the Classroom

As the child of the second plane explores, the classroom is no longer sufficient, he must
enter and learn from the society beyond the school. At this point all practical life exercises
are designed to prepare the child to do so. This exploration is not limited to field trips, which
are traditionally planned by the teacher and include the whole class. Rather the children
need to be able to leave the classroom and gather materials that are not available there, to
explore a concept or event found inside the classroom through a lesson or presentation. It
should be sparked by interest and needs of the children.
For example; a lesson about how seeds propagate might lead a small group, or,
spontaneously- the whole class, to go out into the environment to find examples. True
understanding is gained through real experience. Practical life exercises might include
learning to travel through town or how to conduct oneself in a museum.
Going out of the environment brings to the children an idea of how people interact in society.
We don't want to make the environment so plentiful that there is no need to explore
elsewhere
The universe is an imposing reality, and an answer to all questions. We shall walk
together on this path of life, for all things are part of the universe, and are connected with
each other to form one whole unity. (Montessori, 1948, p. 5-6)
Universal Education is the goal at the second plane. Our role is to give the child the keys, by
appealing to the imagination of the child. Sensorial learning may be a starting point, but
imagination will take the children to the place of learning beyond the classroom. Maps,
charts, timelines, pictures and experiments help give impressions which will facilitate
universal thinking; this will inspire the child to take his mind where his body cannot go.
Mario Montessori recognized his mother as a Storyteller of the truth.
Engaging the child in discovery, the Great Stories which begin to give the child an idea of
the universe and his place in it, are both dramatic and true. Characters are substances and
forces and creatures which start to show the children the story of the universe. As he learns
the role of each part of the universe he learns their importance.

He can imagine what would happen if something disturbed the role or processes he is
studying. He can begin to think about the role of humans in this process. A complete vision of
the world is taught in an interrelated fashion. Educational concepts are not isolated because
the complete vision shows how different concepts must relate to each other.
After the key lessons following great stories the children follow up with their own work
spurred by their own interests including;

Illustrating

Drawing

Reading

Theatre

Experiments

Related study

It is the responsibility of the teacher to help the children become responsible for their own
work choices. They must work. They do have much freedom in regards to time, manner and
choicebut they must be productive. This cosmic exploration should lead the child toward the
idea of the underlying order of the universe and give them a sense of gratitude towards
creation, through a vision of total reality. They will experience gratitude for being a human on
this earth and an understanding of how the fundamental needs are and have been met. They
will understand how their society and all societies function.
They will become aware that most people that contribute to society will not be known, but
that they support our very existence. This is true regardless of people and time. The child
then learns that humankind is united. The child becomes aware that being literate both in
both math and language, helps with the communication necessary to fit in as a vital member
of society with expectations met.
Along with giving the big lessons of Cosmic Education the guide must learn what specific
requirements are for her particular classroom, according to what is legislated. We must
ensure that the child does both the follow up work after the big works, and the math and

language work that is essential. Limits are appropriate in the classroom and so is steering
the child towards work he has not yet mastered.
The exploration of the universe and the tasks which allow it to thrive allows the child to
construct himself as an individual who is a part of this universe. He will understand that he
may fully participate in the society to which he belongs and that he needs to contribute to or
serve the society. He will be prepared to think about his own role. The teacher's role is to
give these lessons of the larger cosmos in an exciting manner-- a manner that encourages
them to go beyond what he knows. We limit the stories because we want them to find out
much on their own. We want to inspire this exploration.
The secret of good teaching is to regard the childs intellect as a fertile field in which
seeds may be sown, to grow under the heat of flaming imagination. Our aim therefore
is not merely to make the child understand, and still less to force him to memorize, but
so to touch his imagination as to enthuse him to his innermost core.
(Montessori, 1948, p. 11)
Cosmic education occurs through the whole of the second plane but all of the concepts need
to be introduced in the six to nine age group as it lays the foundation for the later work. Nineto-twelve-year-olds will use the same materials, but will be ready for more details, and learn
at a more in depth level. The curriculum will be the same but is expanded.
It is then critical to make sure that presentations have been given in order, so that this
expanded work can occur. Sometimes the lessons given are a jump off point for the upper
elementary students.
From ages six to nine lessons and presentations are given, and the introduction gives
impressions that lead to further discovery and explorations on the part of the child. He will be
exposed to most of the core concepts during this time. As he continues his education in the
second plane of development from ages nine to twelve the understanding of the lesson
will be reviewed, and an application that expands the knowledge will be encouraged
including work outside of the classroom, and big projects.

The task of the teaching becomes easy, since we do not need to choose what we
shall teach, but should place all before him for the satisfaction of his mental appetite.
He must have absolute freedom of choice, and then he requires nothing but repeated
exercises which will become increasingly marked by interest and serious attention,
during his acquisition of some desired knowledge. (Montessori, 1948, p. 5)