Introduction: Maria Montessori's theory of education is a sensory pedagogy based on the belief that children learn at their own pace, passing through developmental stages particular to certain ages from birth to six years, six-nine years and nine-twelve years also known as sensitive periods (Standing 1998, Montessori Sensitive Periods). These sensitive periods are times or stages in a child's development where they are more responsive to certain stimuli, thereby increasing their knowledge to develop particular skills (Standing 1998, Montessori Sensitive Periods). Through my research into the literature on Montessori teaching styles, I began to notice that they require a rich sensory environment that provides interactive yet independent learning opportunities for children to freely discover and make sense of new information through reflection, imagination and interaction while moving through these three teaching styles. stages of development of the absorbent mind, the reasoning mind and moral development. Birth -6 years: O'Shea (2014) states that Montessori uses the term absorbent mind to describe the first plane of development from birth until the age of six (G. O' Shea 2014, Stages of Human Development ). His theory is supported by the literature of Grazzini, Camillo (2004), both emphasizing the theory that children working on this plane will go through two sub-planes during their development at this stage, birth – three years and three- six years (G. O'Shea 2014, Stages of human development). The first sub-plane is simply based on the child's experience of physical reality, finding clarification of their experiences in the immediate environment using their sensory system, particularly touch and taste (Grazzini, Camillo 2004 , Four Planes Of ...... middle of paper ...... others around them (O'Shea 2014, Trinitarian Christocentrism. Six Implications for Religious Education) O'Shea believes and supports the idea of Montessori that the true religious work of the child from nine to twelve years old is to find their place in the world. Relationships become a crucial concern for children at this stage and only become more important for the child at. as they reach adolescence (O'Shea 2014, Trinitarian Christocentrism. Six Implications for Religious Education (2005). agrees with this idea that students at this stage begin to increasingly feel the need to being with their peers to discover who they really are (Lillard 2005, Responses to the Education Crisis). They always need adult supervision and. advice that helps support them and promote their independence as they become young adults. (activity focused on relationships and time)