12-15 years
The primary effort of this stage is the desire to understand human behavior—both individual and collective—past and present. It is characterized by a completely new psychological trait: the ability to feel love for someone they have never met—an abstract love that expects nothing in return. Children develop a strong interest in the history of humanity. This is a period of building independence from the family while simultaneously connecting with the broader social world—a stage of forming a social being.Its main characteristics include significant physical changes—both visible and invisible—intense emotions, a state of anticipation, a need for self-expression, a tendency toward creative work, a need to strengthen self-confidence, difficulties with concentration during cognitive activities, and a desire for independence while also wanting to be part of a group.
“Help us do it by ourselves”
At this stage, we recognize a sensitive period in adolescent development, particularly in their need to belong and be part of a group (especially ages 12–14). They demonstrate social power/social hierarchy, develop a sense of morality (both individual and societal), and value social justice and helping society. They are learning to become adults and to understand their role as individuals within society. They express themselves through art (visual arts, music, theatre), form their own identity and social role, and develop intimate relationships. The need to belong and the way they express themselves does not necessarily reflect their true identity—who they are. Through their expressions (clothing, music, friends, activities), they observe, experiment, and shape their own identity. Therefore, the environment they are part of is very important.
Their study and work plans should only be broadly defined. What they do must make sense to them. This means connecting study with real everyday life. The goal is to expand learning, not limit it (e.g., by strict curricula). Study (learning) should be a response to the need for education. It is a way of learning that connects theoretical knowledge with practical application. Learning thus gains meaning, which is the most important aspect for this age group. (Montessori, 2004)
I explore how society works and how to become a valuable member of it.
The teacher’s goal when guiding adolescents is to help the young person become aware of their unique potential, which they can develop to contribute to society. This means recognizing their own inner values (e.g., talents, skills, abilities), building the ability to adapt to constantly changing conditions, and based on that, making good decisions. (Montessori, 2004)
