Every person goes through the different stages in his or her life, but these stages are stable, as the behavior of an adult person is also more predictable that a child’s one. The aim of this work is to show the cognitive development of children on a certain stage of it in accordance with the Piaget's theory. The stage we are talking about is the concrete-operational stage, which children go through being approximately from 7 to 11 years old (Kail, Cavanaugh, 2013). Children at this period are more active in social relations; this has a great impact on their rate of egocentrism, which becomes not so evident. Before, on a sensorimotor stage it has had more strict position. This statement can be illustrated by the following example: a small girl is calling to her mother to say that she has a very nice doll. This situation shows us the interest of the girl to her own personality and everything that deals with her. She saw the things, as they appeared before her; she considers that all same things have all the same qualities: “very nice doll”. At this age the definition of the character only begins. But it is important to say that adult people also have high level of egocentrism, one entering the room asks to close the windows as it is cold. This show that the person made a conclusion due to his/her own feelings.
The understanding that the same events can be interpreted in the different ways leads to the realization that appearances can be deceiving. Also, thought can be reversed, because school-age children have acquired mental operations, which are actions that can be performed on objects or ideas and that consistently yield a result (Kail, Cavanaugh, 2013).
Let’s see the behavioral peculiarities of children in this age through a specific visual example. Let’s look at a small group of children that stay in the classroom during the break. These are the kids of the second grade with their ordinary problems and questions that arise in their minds.
– Yesterday my father bought me a bicycle! It is very beautiful green sport bike! No one will have better!
Santa laughs and notices:
– You know, I wish you would permit me to ride it! Promise I will be very careful and will not break anything.
Michael comes to the children and says:
– Who knows how the bicycle works, as it rides without any petrol? My father’s car needs petrol to work.
Than Paul and Santa try to assume the right answer, but they can’t agree who will be the first to present the idea. Finally Paul gives up and says:
– You can be the first to say what you think about this, because you are a girl!
Santa smiles and tries to begin her answer:
– It has wheels and pedals, so when you move pedals the wheels also begin to move, so I think this is how it works.
Michael agrees and says:
– So it works with the help of your energy, and it means that you are some kind of petrol for bike. If you have a big mountain bike, probably, you will need to use more of your energy to make it work.
The bell stopped their conversation, but friends were still thinking of this idea!
This illustration gives us an opportunity to see the most significant features of children at this age; they are less egocentric, rarely confuse appearances with reality, and are able to reverse their thinking (Kail, Cavanaugh, 2013). Also, they start to be more socially active, and spend more time with other children, which is a good step, as it gives a push to the self-development. It is a well-known fact that a human being interacts with the society and develops in it. People around us are the significant part of our lives.