The Capstone Years

Montessori School of Louisville • February 5, 2024

There are key times in children’s lives when they can consolidate emerging parts of themselves before moving into a new area of growth and change. Two significant times of change for young people are around age six and then again around age twelve, the kindergarten and 6th-grade years. Both biology and Montessori theory offer insight into why these are significant times in children’s lives.


Montessori’s Planes of Development


Dr. Maria Montessori believed that children’s work is to construct the adults they will become. This is really important work! Adults can support children’s own self-construction, but not actually do it for children. Children are able to accomplish self-construction through their own activity and interactions with the environment. 


Dr. Montessori’s observations of this self-construction led her to develop a theory of four planes of development. When looking at children’s development from a scientist’s point of view, Dr. Montessori found that development did not occur steadily but rather occurred in phases or planes. Dr. Montessori considered that the change in children, as they moved from one plane to another, was so profound that it resembled a rebirth.


Each plane or phase of development lasts for approximately six years: infancy (0 to 6), childhood (6 to 12), adolescence (12 to 18), and adulthood (18 to 24). The turning point around age six is when children are moving from infancy into childhood, and similarly, around age twelve they move from childhood into adolescence.

Biological Changes


Biologically, considerable hormonal changes are happening during these two transition times in children’s lives. While our society generally recognizes the biological shifts that happen as young people move into adolescence, we are less well-versed about what happens in our six-year-olds. 


It doesn’t take much, though, to realize change is afoot! Think about what we see in terms of dramatic physical changes around age six: their teeth start to fall out, their hair gets coarser, they lose that baby-soft skin, and they start to become leaner and lanky. Similarly, our twelve-year-old’s are on the brink of adolescence, another period of dramatic physical growth and change. 


However, there can be a gap between these physical signs of maturity and the cognitive and emotional development happening for our six-year-olds and twelve-year-old’s. Often children at these ages are moved too quickly into an environment that both doesn’t meet their needs and doesn’t honor the internal growth that still needs to occur. When this happens, they lose the environmental stability that allows them to develop a deeper sense of self-confidence and to truly consolidate the intellectual and emotional skills they have been developing over the previous years.


Capstone Years


In Montessori, we recognize the importance of these transitional years and intentionally design our learning communities to support young people during this time. The six-year-olds and twelve-year-old’s are the oldest in their classroom learning communities. They know the routines and expectations, they have secure relationships, and they get to help others who are newer to the classroom communities. 


Because they aren’t trying to assimilate into a new environment, our six- and twelve-year-old’s can serve as leaders for their mixed-age classrooms. They can focus on challenging work and big personal achievements. By being with their younger classmates, they can see where they have grown and how they got to where they are now. 


These are the capstone years, the final piece to complete the critical building-up that has been happening during the previous formative years. The level of mastery allows our young six-year-old and twelve-year-old leaders to integrate their social, emotional, and intellectual selves. 


During these capstone years, children gain a sense of self-confidence and self-satisfaction from their ability to successfully navigate the bigger projects that were beyond their capabilities in the earlier years. Plus, they do so in a community of adults and peers who have shared in their learning experience over several years.


By having the opportunity to integrate their learning in a safe, stable, and secure environment, our young learners can do their important work of self-construction. We invite you to visit our classrooms, so you can see for yourself the significance of these capstone years.


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This question launched a lifetime of work dedicated to understanding and supporting the natural development of all children. The Birth of the Montessori Method In 1907, Dr. Montessori opened her first classroom, the Casa dei Bambini, in the working-class neighborhood of San Lorenzo in Rome. Tasked with overseeing daycare for children too young for public school, she began by introducing simple, practical activities, starting with self-care and environmental care. She also provided an array of materials designed to engage children’s hands and minds. The transformation was extraordinary. Children who had previously been described as wild and unruly became calm, focused, and joyful. They took pride in their appearance and their surroundings. They concentrated for long stretches of time, developed social awareness, and, unprompted, began asking to learn how to read and write. Dr. Montessori was fascinated by what she called “spontaneous discipline” and the deep love of work she observed in the children. Through observation and experimentation, she continued to refine the materials, the environment, and the adult's role. Education Rooted in Development What emerged was a revolutionary approach: an educational philosophy based on the science of human development. Rather than seeing the adult as the source of knowledge and the child as an empty vessel, Dr. Montessori recognized that children come into the world with innate potential and a deep drive to learn. Montessori education supports this natural unfolding by honoring what Dr. Montessori called human tendencies, such as exploration, orientation, order, communication, work, and repetition, through carefully prepared environments that meet the specific needs of each developmental stage. The adult's role is not to instruct, but to guide, observe, prepare, and support. This vision of human development extends beyond the individual to a larger understanding of humans as part of a cosmic web of interrelationships. In this interconnected world, every part plays a role in maintaining balance and harmony. Humans have a unique place in this system, and our role requires conscious awareness, humility, and stewardship. In addition to fostering rich academic growth, Montessori education cultivates mature, adaptive, and compassionate individuals who are capable of making meaningful contributions to our interconnected world. The Enduring Impact of Montessori’s Vision Dr. Montessori eventually left her medical practice and professorship to fully devote her life to this work. She lectured around the world, trained teachers, wrote extensively, and advocated for children’s rights. She also always insisted that the focus remain on the children, not on her. Through decades of scientific observation, experimentation, and cross-cultural study, Dr. Montessori discovered that children, when provided with the right conditions at the right time, flourish. Her insights have stood the test of time. Today, there are approximately 15,000 Montessori schools worldwide, with over 3,000 located in the United States alone. For over a century, Montessori education has empowered children to reach their full potential—academically, socially, and emotionally. Yet Montessori is not just about individual success. It’s about building a better society. We know that children are not just preparing for the future. They are the future. By focusing on children’s holistic development, we are supporting a generation of individuals who are more connected to themselves, to one another, and to the planet. Carrying the Legacy Forward Dr. Montessori’s vision asks us to do more than remember her birthday. We need to believe in children, observe them closely, and prepare environments that honor their needs. This also means that we, as adults, approach our role with humility and a sense of curiosity. Our job is to accompany children as they create the future. In this way, Montessori education becomes not just a method, but a movement, one rooted in peace, interdependence, and the full development of the human being. Thank you for being part of this vision. Together, here in Louisville, Kentucky, we are carrying the Montessori legacy forward, not only by what we teach, but by how we believe in the children before us. Come visit to learn more!
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