The Four Planes of Human Development: 2nd Plane (6-12 years) – Creation of the Social-Self

The Second Plane of Human Development spans the years from 6 to 12 years, which is often referred to as the elementary age in Montessori education. This phase is marked by intense mental growth and the child’s gradual transition from the egocentric focus of the first plane to a broader, more social understanding of the world.

It is a critical time for the child’s social development, as they begin to form their social-self and explore their place in society.

Goal: Creation of the Social-Self

The primary goal of the second plane is the creation of the social-self—the transition from being an independent, self-centered individual to a more socially aware being. Children at this stage are increasingly interested in relationships with others and begin to understand themselves as part of a larger social community. This developmental phase emphasizes the need for social integration, as the child begins to explore how they fit into society and relate to others.

Intense Mental Growth: Coordinating Knowledge and Unity of All

The second plane is a time of intense mental development, where the child seeks to coordinate knowledge and create a sense of unity. This period is marked by the child’s ability to connect ideas across different areas of learning and form a more cohesive understanding of the world. The child no longer just absorbs information in a passive way; they actively seek to make sense of the world around them, moving from concrete understanding to the ability to grasp abstract concepts.

Montessori calls this stage the time when the child moves from the sensorial experiences of the first plane to the abstract concepts of later stages. They begin to see the unity of all knowledge—how math, science, history, and language can interconnect and inform one another.

Mental Independence and Moral Code

At this stage, children begin to develop mental independence. They want to make their own decisions, form their own opinions, and engage in deep self-reflection. As they grow in independence, they also develop a moral code, guided by a growing sense of justice and conscience. They start to understand right from wrong and form judgments based on their evolving sense of morality, which often leads to a desire for fairness and justice in their relationships with others.

Montessori emphasizes that the development of this moral code is important for social integration, as children learn how to navigate their responsibilities within their peer group and larger society. They may also exhibit a growing awareness of ethical and social issues, which could drive their desire for justice in the world.

Reasoning and Imaginative Mind

The child’s reasoning abilities and imaginative mind begin to flourish during this stage. They are ready for the abstract and enjoy using their imagination to explore various scenarios, think critically, and ask “why” and “how.” The child’s ability to reason becomes more developed, allowing them to solve problems, make predictions, and analyze situations more deeply.

This is the age where creativity and imagination reach their peak. Children at this stage engage in role-playing, storytelling, and exploring new ideas in a vivid, imaginative way. They can think abstractly about concepts they previously understood only in concrete terms, such as numbers or emotions.

Justice, Conscience, and Hero Worship

A strong sense of justice and conscience emerges during this stage. Children become more aware of social dynamics and begin to understand the consequences of actions, both on an individual and group level. They develop a keen sense of right and wrong and often test these boundaries by questioning authority, societal norms, or moral principles. This may lead to hero worship, where the child idealizes role models or figures who represent moral values or qualities they admire.

The development of justice during this stage also leads to a growing awareness of the social contract—the rules, norms, and ethics that govern society. The child at this stage is particularly interested in understanding why things are the way they are, and they may challenge authority or existing systems as part of their moral development.

Social and Group Dynamics

The second plane child is increasingly social and yearns for connection with others. They are no longer as self-absorbed as in the first plane and are more interested in forming relationships with peers. The child’s social world becomes more important, and they actively seek to belong to groups—whether through clubs, teams, or communities.

The "herd" mentality is prevalent at this stage, meaning the child feels a strong need to be part of a group and seek validation from peers. The child’s social development at this time is largely influenced by their interactions within these groups, and they often engage in group activities or play that reinforces group norms and solidarity.

Ready for Abstraction

The child in the second plane is now ready for abstraction—they move from the concrete to the abstract. They can conceptualize ideas, form hypotheses, and explore situations in ways that were not possible before. They begin to understand concepts such as time, space, and relationships in more abstract terms, and they enjoy engaging with complex problems that require creative or critical thinking.

Loves Knowledge and Dislikes Repetition

At this stage, the child is deeply driven by a love of knowledge. They are eager to learn about the world around them and are often inquisitive, constantly asking questions to deepen their understanding. Their curiosity is boundless, and they seek out new experiences, knowledge, and skills to further their growth.

However, unlike the first plane, the child in the second plane begins to dislike repetition. They are ready for more complex tasks and prefer to explore new challenges rather than repeating the same activities over and over again. Montessori classrooms are designed to accommodate this shift by providing opportunities for deep exploration and engagement with subjects that stimulate the child’s intellect and creativity.

Goal-Oriented and Focused on Practical Aspects

Children in the second plane are more goal-oriented, and they focus on the practical aspects of their work. Unlike the first plane, where learning is often process-oriented, children in this stage become more focused on completing tasks with clear objectives in mind. This shift makes them more effective at organizing their learning and approaching challenges with a practical mindset. They enjoy mastering new skills and seeing tangible results from their efforts.

Obeys Out of Duty and Responsibility

Children in the second plane obey out of a sense of duty and responsibility rather than out of love or fear. They are developing an internal moral compass and are motivated by their sense of responsibility to others and to the community. They want to contribute to the greater good and engage in meaningful work that aligns with their growing sense of justice and fairness.

Needs Adult Help and Guidance

Despite their growing independence and self-awareness, children in the second plane still require adult help and guidance. As they begin to form their social-self and develop abstract thinking, they need structure and support to guide them through their learning and social interactions. Adults play a key role in helping the child navigate complex social and moral issues, providing a framework for exploring their ideas and thoughts.

The Second Plane of Development is a critical time for the child to begin forming their social-self, growing mentally and morally, and developing abstract thinking. Montessori education in this stage provides an environment that encourages social interaction, moral development, and the pursuit of knowledge, while also offering structure and guidance to support the child’s emerging independence. By focusing on these key areas, Montessori education helps children in the second plane transition from a concrete, self-centered understanding of the world to a more abstract, socially engaged perspective.