Montessori recognized that the elementary curriculum must build upon the work done in the early childhood years as opposed to being a direct continuation of that work. From ages six to twelve the child has an intense thirst for knowledge and the interconnectedness of all things and people. The child wants to learn about the universe and concepts outside of the prepared environment. It is during this time that the child bridges from concrete to abstract thinking. Montessori believed that “Cosmic Education” was the answer to the characteristics of this plane. Cosmic Education in the classroom gives the child the freedom to explore all aspects of the natural world, and the human experience within the natural world. Cosmic Education introduces the concept that all things in nature, including humans, plants and animals, have a “cosmic” task, something more meaningful than consumption and procreation.

Cosmic Education is effective at the elementary level because it satisfies the needs of the child to turn outwards, away from the home and towards a larger community of history and culture. It helps children to transition from the concrete to abstract as they move through The Great Lessons, relating the stories they have been told to such concepts as repeating patterns of life, the laws of nature and human needs. Cosmic Education addresses the moral development of the child around the age of six to seven. It helps “young students discover the moral imperative by which they should live their lives.” Cosmic Education in the classroom is a true preparation for life as it not only it gives the students a vision of the universe it helps children develop global awareness and peaceful communication skills. Children work further towards independence during this phase by planning their own trips, doing collaborative group projects and making use of the vast experiences beyond the four walls of the classroom.

In the elementary years, the practical life activities are integrated into the day-to-day care and responsibilities of the classroom. Children participate in making snacks, cleaning, and caring for plants and animals. It is the practical life work of the children that enhances the child’s sense of place and defines the classroom as a community that functions through the participation and responsibility of all its members. Language theory is enhanced in the elementary curriculum with a comprehensive spelling curriculum, creative writing, and reading out loud. Math and geometry remain very hands-on, yet begin to move quickly to the abstraction of math concepts. One new, and very important part of the elementary classroom is the child’s responsibility to track her work. Using a journal, work plan, chart, or checklist the child maintains her freedom to choose her work, whether it be independent or in a small group, but she is also accountable for her progress and responsible decision-making when it comes to the work she chooses.

The elementary classroom is a warm, welcoming community where children of many ages learn from each other, teach each other and provide a rich social and learning environment for one another. The multi-age classroom is a characteristic of all Montessori environments. In this environment children learn to face challenges, resolve conflict, further develop their sense of self and their place in the world around them.