Piaget's Four Stages Of Classroom Observation

This study was performed on March 3, 2017, March 10, 2017, and March 17, 2017, from 8:30 am to 3:10 pm in a small town in Northern New Jersey. I observed a fourth-grade general education classroom that primarily consisted of Caucasian and Asian American students that are nine or ten years old. I watch Daisy throughout the day in multiple classes such as; Writing, Reading, Math, Art, Snack, Social Studies and Science. She was diagnosed with anxiety although the teachers who work with her want her to be reevaluated due to the student having many signs of Attention Deficit Hyperactivity Disorder. According to Piaget’s four stages of Cognitive Development, Daisy would fall on the concrete operational stage. She has a basic understand of reversibility especially when applied in Mathematics. Daisy is a bright student when she applies herself. She struggles with understanding private speech primarily when she is told to. For example, during exams, Daisy
Once entering the room for the first time greeting the students “Good Morning” she walks over to me says hello with a silly smile. When in situations concerning assignments due to dates, Daisy does not seem to be troubled with the idea of handing in incomplete work. During a short English class, the teacher wrote on the board to complete an Essay due next week and once you have completed that you may move on to writing a Saint Patrick's Day card. When I asked Daisy what she will work on she stated that she wanted to do the card even though she did not even start her essay. When handling group work situations Daisy struggles with her communication skills, rather than asking for clarification and where her participation would be needed, she sits back and lets everyone else work. In history, Daisy was in a group with two other boys and had a meltdown due to heated conversations due to the lack of manners and inappropriate comments on all parties