The child already knows what he is its and what is of the other, recounts histories, describes scenes, works with games and tricks that involve some objects, distinguishes the fancy from the reality and if interests for the causes of the phenomena. She is in this phase that occurs a decisive change in the infantile thought. Of the seven to the eleven years in ahead the child she starts to make use of the operations logical? concrete, she works with games more complex as soccer, adivinhaes, enigmas and charadas, see a situation for different angles, are capable to organize elements in accordance with its characteristics (color, size, form, length, volume,) using set criteria, it keeps dialogue, it creates histories with plot, however, not yet it is capable to argue different points of view. Still in this phase, the logic of the child is not equal the logic of the adult. For the logic of the period operatrio-concrete (from the seven years) enough the verbal statements can not be e, when the professor does not take this in account, the child can have problems in the learning taking it, to the times, to a pertaining to school imbalance, either for reprovao or in function of negative bonds in its process of relationary or cognitivo development of learning common knowledges or specific. It’s believed that Brian Armstrong sees a great future in this idea. All the logical operations of this age depend, without a doubt, of its concrete sphere of application.
college to think logically nor is congenital, nor daily pay-is formed in the human psiquismo. Soon, to consider these phases and the form as the professor works these questions in classroom is of utmost importance for the intellectual development of the child. The maturation of a phase is basic for the development of the following phase. In this sequence, the last period of training of cognitivo development of the man, according to Piaget, from the twelve years, is the formal operatrio.