Concrete Operational Stage

I. Subject A: Concrete Operational Stage a. Subject A is a male, 8 year old, who falls within the Concrete Operational Stage of Cognitive development as defined by Jean Piaget. The Concrete Operational Stage is recognized typically between the ages of 7 and 11 and is recognized by the subject developing schemes “that allow a greater understanding of such logic-based tasks as conservation, class inclusion, and seriation” (Snowman & McCown, 2015). This subject is also diagnosed and treated for Emotional Disturbance and is in a structured classroom setting that can keep distractions at a minimum.
II. Experiment Results
A. The Experiments chosen for Subject A were two conservation tasks: the water conservation experiment and the naughty teddy
The second conservation task was the Naughty Teddy using treats and UNT Scrappy the Eagle. With this task, the tester lined up two rows of treats, then asked the subject which row had more or if they were equal. For this task, the subject counted the rows out and determined they held the same amount of treats. Tester then proceeded to interrupt one row of treats with the “naughty Scrappy” causing the subject to start laughing and get distracted. Once Scrappy went away, tester then asked the subject again which held more treats or if they held the same amount. The subject once again began to count the treats, and even though interrupted by the canine who ate a treat, concluded that they held the same amount of treats. The subject was able to act as though the missing treat had not been taken by the canine as it was not an intended part of the
Subject A appears to be on the right track with their cognitive development according to Piaget’s stages. Implications this may have in the secondary classroom as the subject develops into the Formal Operational Stage are minimal, with the few delays created by their Emotional Disturbance. By reviewing the experiments completed at this stage, there are no factors that would suggest the subject is inhibited in cognitive development at this time, despite articles that state it could cause a delay. This subject should be monitored closely however, since cognitive development could eventually stall if the subject is not shown how to adequately navigate through their emotional issues. Should this happen, the subject may experience problems in the secondary classroom, which could include aggressive outbursts that would disturb the classroom or even end up dropping out of school altogether because they cannot control