How Montessori Elementary Meets the Unique Needs of Children Ages 6-12

If you're new to having an elementary-age child in the house, you might have noticed some changes recently. (If you've had one for a while, you'll know just what we're talking about!) Sometime around the age of 6 or 7, children move into what we in Montessori call the second plane of development.

What are the developmental characteristics of elementary children?

Younger children, in the first plane of development, grow quickly, have absorbent minds that soak in their environments like sponges, and are in a sensitive period for the development of language, fine motor skills, and the senses. Then, in the second plane, children enter a period of relative physical stability. This is the time for their bright minds to take off!

Elementary children become strongly interested in acquiring the knowledge to enter their culture as people of their time and place. They are curious, have logical and reasoning minds, want to work in groups, and have a keen sense of justice. Their imaginations sharpen, and they start being able to think metaphorically and imagine complex solutions. They are frank and assertive (sometimes, this has been referred to as the "age of rudeness"!) They also desire some separation from direct adult influence, though it is still important for adults to provide warm, authoritative limits and guidelines. We often call our classroom a "practice society," in which children begin learn the social graces they will need to enter the world as assertive, compassionate, collaborative adults.

Children in the first plane are looking for physical independence ("I can take care of my body's needs.") In the second plane, children seek intellectual independence ("I have the skills, abilities, and imagination I need to think and decide for myself.")

How does Montessori elementary support these characteristics?

At Hyacinth Montessori, we meet the developmental needs of 6-12-year-olds by providing a classroom carefully designed to encourage curiosity and academic growth. Children learn first through short, small-group, hands-on lessons that involve a call to the imagination. Then, as they practice with materials, extend their interest into research, and engage in other projects, they hone their knowledge. Guides observe children’s work choices to offer each lesson at the perfect time to support intellectual development. They also use tools of accountability–journals of daily work, regular meetings, and frank conversations about the state standards–to help children stay on track over the course of their six elementary years.

Children choose their work within a thoughtful structure. Different children will have different needs and interests at different times. By working closely alongside each child over the years, guides learn how to capture their interest. We can support them in areas they find challenging while simultaneously encouraging them to pursue talents and passions. In addition, the mixed-age environment allows children to become mentors as they build expertise, and rely on the mentorship of other children as they learn. They leave having learned not only academic skills, but also the “soft skills,” such as leadership, compromise, and conflict resolution, that will set them up for success in all their future endeavors.