Developmental of mental task

Summary of observation

Jean Piaget(Concrete Operational Stage)

(7 to 11 Years)
During this time, children gain a better
understanding of mental operations.
Children begin thinking logically about
concrete events, but have difficulty
understanding abstract or hypothetical
concepts.Piaget determined that children in
the concrete operational stage were fairly
good at the use of inductive logic. Inductive
logic involves going from a specific
experience to a general principle. On the
other hand, children at this age have
difficulty using deductive logic, which
involves using a general principle to
determine the outcome of a specific event.

Able to trace letters and shapes

The concrete operational period in Piaget's

theory represents a transition between the
Able to colours the picture
preoperational and formal operational
stages. Whereas the preoperational child
does not yet possess the structures
necessary to reverse operations, the
concrete operational child's logic allows him
or her to do such operations, but only on a
concrete level. The child is now a sociocentric (as opposed to egocentric) being

Recommendation more
examples intermodal
-Take two pieces of string that
are the same length and
scrunch one up, a child will reply
that the scrunched one is
shorter, if conservation hasn't
yet been reached.
-Positive reinforcement

A child will understand that "A is

more than B" and "B is more
than C". However, when asked
"is A more than C?", the child
might not be able to logically
figure the question out in their

that is aware that others have their own

perspectives on the world and that those
perspectives are different from the child's
own. The concrete operational child may
not be aware, however, of the content of
others' perspectives (this awareness comes
during the next stage of cognitive
development)." They begin to understand
the concept of conservation, the amount of
liquid in a short, wide cup is equal to that in
a tall, skinny glass. Thinking becomes more
logical and organized, but still very
concrete. Begin using inductive logic, or
reasoning from specific information to a
general principle.

heads.

Erikson's stages of psychosocial development

Competence: Industry vs. Inferiority (Latency, 5-12
years)
Children at this age are becoming more
aware of themselves as individuals." They
work hard at "being responsible, being
good and doing it right." They are now
more reasonable to share and cooperate.
Allen and Marotz (2003) also list some
perceptual cognitive developmental traits
specific for this age group. Children grasp
the concepts of space and time in more

Able to obey

Positive reinforcement

logical, practical ways. They gain a better

understanding of cause and effect, and of
calendar time. At this stage, children are
eager to learn and accomplish more
complex skills: reading, writing, telling time.
They also get to form moral values,
recognize cultural and individual differences
and are able to manage most of their
personal needs and grooming with minimal
assistance. At this stage, children might
express their independence by talking back
and being disobedient and rebellious.
Erikson viewed the elementary school years as
critical for the development of self-confidence.
Ideally, elementary school provides many
opportunities for children to achieve the
recognition of teachers, parents and peers by
producing things- drawing pictures, solving
addition problems, writing sentences, and so on. If
children are encouraged to make and do things
and are then praised for their accomplishments,
they begin to demonstrate industry by being
diligent, persevering at tasks until completed, and
putting work before pleasure. If children are
instead ridiculed or punished for their efforts or if
they find they are incapable of meeting their
teachers' and parents' expectations, they develop
feelings of inferiority about their capabilities.

At this age, children start recognizing their special

talents and continue to discover interests as their
education improves. They may begin to choose to
do more activities to pursue that interest, such as
joining a sport if they know they have athletic
ability, or joining the band if they are good at
music. If not allowed to discover own talents in
their own time, they will develop a sense of lack of
motivation, low self-esteem, and lethargy. They
may become "couch potatoes" if they are not
allowed to develop interest.
http://psychology.about.com/library/bl_psychosocial_summary.htm
http://childdevelopmentinfo.com/child-development/erickson
http://psychology.about.com/od/piagetstheory/a/keyconcepts.htm