How young people are is deeply connected to the development of executive functions (EFs), which, in Montessori circles, are grouped into clusters. The development and refinement of these skills and abilities (outcomes) within specific timeframes (planes of development) vary based on factors such as a child’s personality, physical health, unmet needs, sensory processing, stress, access to meaningful and purposeful movement, and unique neurology. Currently, our school works exclusively in the first plane of development (ages 0-6). However, understanding the broader trajectory of maturation provides valuable insight into the outcomes that will emerge over time and approximately when they are expected to manifest.
Early Childhood (Ages 0-6 | Infant through Kindergarten)
As children grow, the foundational skills of working memory, inhibitory control, and concentration develop. By the end of this stage, they have largely achieved physical independence, paving the way for the next phase: mental independence.
Until this transition is complete, emotional regulation, factual memorization, and working for an outcome/product will be inconsistent or absent. While most children move out of this stage around age six, some may not fully transition until closer to age eight. Every child develops at their own pace, but six years old serves as a general benchmark.
Lower and Upper Elementary (Ages 6-12, including 6th Grade)
As children develop mental independence in elementary school, they begin to anticipate obstacles, correct mistakes, analyze information, make judgments, and plan ahead. This stage also marks a shift toward greater social awareness as children become more interested in others’ actions and experiences. Friendships and alliances take on greater emotional intensity, yet emotions can be fleeting and surface-level, often shifting rapidly. This period is a time of heightened social engagement, where peer relationships play a significant role in personal growth and learning.
Middle School (Ages 12-15 | 7th – 9th Grades)
During adolescence, young people develop the ability to collaborate, lead, innovate, and take intellectual risks. The primary focus of middle school is gaining social independence, a critical step in overall development. Much of learning and working should happen outdoors and in the community.
Experts in middle school education emphasize the importance of experiential learning, advocating for students to engage with real-world challenges that connect skills to purpose. Some educators even suggest extending the same understanding toward emotional dysregulation and unpredictability in middle schoolers as we do for toddlers—recognizing these fluctuations as natural and necessary for growth.
Forming and expressing independent opinions, challenging ideas, and questioning systems can feel daunting, but developing social confidence is essential. With the proper guidance, this phase becomes a transformative period of self-discovery, critical thinking, and meaningful connection to one’s community.
High School (Ages 15-18 | 10th-12th Grades)
By high school, the focus shifts to moral independence—the ability to think critically about ethics, justice, and responsibility beyond oneself and one’s immediate community. This stage is a crucial time for young people to engage with the world beyond the classroom, applying their skills to real-world social challenges and developing a deeper understanding of their role in society.
A strong sense of right and wrong expands beyond personal and local concerns to include broader societal and global perspectives. Tapping into their ability to influence the world around them—whether through leadership, advocacy, or innovation—is a key developmental milestone during this phase. The more opportunities they have to apply their values in meaningful, real-world contexts, the more empowered they become to create change and shape their future.
Understanding what is to come and not skipping steps is essential, as success in a future phase depends on the strength of what was established in the previous stage.
Let’s not rush; let’s savor each period and protect the season we’re in.
Credit: Table design and data are taken from the book Montessori in Action written by Elizabeth Slade
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