The Characteristics of the Second Plane
Imagination
Stories and Storytelling
Culture and the Acquisition of Knowledge
Fairness, Justice and Rules
Maria Montessori observed that children go through a series of stages of development, each with specific characteristics. A child aged 6-12 is in his second plane of development. She designed the elementary programme in order to respond to the needs of children in the second plane of development.
At this age, children begin to expand their social network and become interested in their classmates. They begin working together, setting up clubs and sharing common interests. A strong sense of justice emerges as their moral development enters a new stage. Fairness is an idea that is all encompassing. It is at this stage that they begin to appreciate kindness, caring, respect and love. It is the sensitive period for imagination. In other words, a child at the age begins to use his imagination to explore ideas outside of himself and his immediate environment. The main type of question they ask is “what if?”. Order in the environment is swapped for different kind of order. Rules and following rules become important.
A child in the second plane requires a different type of prepared environment to thrive. The elementary classroom requires added dimensions that were not as prominent in the casa. Beside the physical environment, the social, emotional, moral environment of the classroom are just as important if not more. Lessons no longer follow precise steps and analysed movements. They take on a life of their own depending on the children’s interest and responses. Stories play a big role because they ignite and extend the children’s imagination. We bring to life large concepts through the great stories to stimulate the imagination and feed curiosity.
The classroom is noisy at times, alive with discussion and negotiation. Children arrive at conclusions and develop understanding collaboratively. They are messy and seemingly disorganised because their priority is no longer order in the environment but ordering the mind. Arguments break out sometimes heated and even explosive driven by their sense of fairness. Their work is project based and they enjoy ‘’big work’’ or work that is meaningful and purposeful, where the outcomes have real impact and purpose for themselves and the community. Children of this age enjoy contributing to the community in search of understanding their place in the world also described as the sensitive period for acquisition of culture. This is characterised by acquisition of knowledge. Often children can be so engrossed in a subject that they become a walking encyclopaedia of facts.
To illustrate the characteristics of a child in the second plane, let us look at a classroom example. We have a common supply of four manual pencil sharpeners. Sometimes they all go missing, sometimes just one or two.
As a result, children have been calling class meetings to discuss the issue of disappearing sharpeners, reprimanded those who knowingly or mistakenly have stored them in their pockets or pencil cases. Rules have been drawn and voted on repeatedly. Different solutions have been trialed.
Alas, the said items still seem to escape their beautifully decorated wooden box. Needless to say, we have never found the magic solution to this problem. In the process however, children have been using their imagination to come up with ideas. Their moral sense has fueled the need to conduct meetings, collaborate and discuss. We have learned ways to express frustration, anger and indignation. We have learned how to tell someone off without being offensive. We have learned to conduct meetings complete with agendas, chairperson and minute takers. We have learned about making decisions democratically.
I suspect a solution to the problem is as elusive now as it has ever been. Not because there is no solution but because the disappearance of the pencil sharpeners offers such an enticing opportunity to explore and refine our understanding of fairness - at least until the next problem which will be no less serious or contagiously gripping. It is not the sharpeners the children are drawn to but the process that appeals so enticingly to their developmental needs.
Characteristics of the Lower vs Upper Elementary Child
The 6-9 Year Old
This age is distinctly different from the 3-6 year old, although some characteristics may appear in both groups. This can largely be attributed to personality and environment. For example, children with older siblings may transition sooner.
Tends to be obedient
The adult in their lives still plays a very important role. Children still feel that significant adults in their lives are all-knowing and all-powerful. Sometimes the admiration for their teacher surpasses that which they hold for their own parents. As such, children tend to obey the adults in their lives not from fear, but from a place of adoration.
Has a wide range of interests
Children entering the second plane begin to discover the that the world is much more that what they can see and touch. It is a vast trove of things to find out and they are not deterred. They want to know about dinosaurs and trains, spiders and stars. They are learning to play sport collaboratively and their bodies are gaining strength and coordination. They begin to show interest in the arts. Differences between people and cultures fascinate them.
Identifies with TV characters
The 6-9 year old begins to show interest in fictional characters and pop culture icons. Mainly, this is due to them wanting to belong. It is also a time when, although still enamored by the adults in their lives, they begin to expand their circle of influence beyond their immediate circle.
Shows increasing intellectual independence
This is a time to try out some of the skills they have been developing. Children of this age begin to take initiative. For example, a child might decide to surprise their parents with breakfast in bed. They do not necessarily have the experience of carry out all the steps, but they have the confidence and imagination to try.
Enjoys order but may be limited areas of personal interest
At this age, children who have enjoyed order become less interested and motivated to maintain physical order. They no longer see the need to put things away or tidy up their belongings. Parents may find themselves asking over and over again for a bed to be made when, just a few months ago, it was made because it was fun.
Has good relationships with teachers or adult roles models
6-9 year olds are able to maintain good and deep relationships with adults. They are respectful and able to monitor and influence their own behaviour to obtain desired outcomes. Generally speaking, children want the adults to approve of them and will behave in a way that will ensure that. They are open and honest as well as interested in adults’ motivations.
May be to anger but quick to forgive as well (friends one day, enemies the next)
Children of this age are beginning to understand and explore the ideas of justice and fairness. At first this is very much black and white as well as one-sided. Anything perceived as unfair can quickly cause angry or emotional outbursts. However, due to their open-mindedness, they begin to understand that there are different perspectives.
Is a good problem solvers
After spending 6 years leaning how the world works, they can finally apply that knowledge to solve problems. Some solutions can be overly simplistic while other can be elaborate and creative. They also begin experimenting with different solutions which sometimes may backfire or may not be the most considerate way to solve a problem.
Likes to explain things, talkative
Children in the second plane are fascinated by the world around and beyond them. They are constantly asking questions and ‘arguing’. The real drive is for them to build and refine their own understanding of the world and the people around them. They love to share their excitement about things they saw, learned about, experienced.
Enjoys different means of immersing themselves into various media (books, movies, video games)
This is a time when parents may find it difficult to pull their children away from a favourite book, movie or video game. Children can become veracious readers. repeat viewers and completely absorbed by video games.
Likes rules and logic
Children of this age like to make up rules and use logic to win arguments. This is a time when they may set up clubs, games and activities with many and elaborate rules. Similarly, they may become interested in board games that have elaborate rules.
May be moody and sensitive
Hormonal surges, social and emotional pressures that are relatively new experiences to the child may affect the way a child reacts to challenging or even normal situations.
May be argumentative and talk before thinking
A newfound sense of self, ever expanding knowledge and skills give the child confidence to stand their ground and defend their beliefs. They may come across as argumentative but the underlying objective is to test and refine their understanding of fairness. They often become emotional especially around things that are important to them which can lead to outbursts.
Can be proud of achievements (academic, sports)
Children in the second plane are becoming increasingly aware that they are part of a bigger group. It is natural for humans to find ways to climb higher in the perceived hierarchy. They also begin to model their behaviour to better fit in with a group they admire. As a result, they can become quite boastful particularly in areas they feel they excel.
The 9-12 Year Old
This age can largely be described much like the previous three years. However, everything is amplified as children grow bigger, stronger, louder. Their quest for independence is strong
Tend to question, argue or quietly disobey rules and expectations
May focus on an area of aptitude in a particular skill or subject
Interested in pop culture, materialism, current events
Developing adult personalities (internal life that parents/teachers are no longer privy to)
Need for order is no longer existent, misplacing, losing and dropping items everywhere
Begin to value opinions of peers more than those of parents/teachers
Tend to be more tolerant of others (especially younger children) and their ideas
Can consider multiple perspectives when solving a problem, concerned with social justice
Like to debate to refine understanding of the ‘grey areas” (not necessarily win the argument)
Physical appearance, fitting in and exploring relationships seem to be single most important aspect of life
Enjoy higher intellectual humour, wordplay and double meaning, tend towards sarcasm
Self aware and insightful
Consider how to approach a situation and influence others’ opinions and decisions
Tend to downplay their achievements