That children construct their own knowledge, relate new experiences with previous ones and challenging circumstances trigger children to change their views "...have stood the test of time". Physical environment interaction is not as important as physically disabled children are able to learn simply by observation. Social interaction has shown to be more important than Piaget states and the 4 steps of cognitive development sequences have proven to be true.
An adolescent may show concrete reasoning in some areas while in others they are able to think abstractly. Training and experience may cause a child to ascend quicker. For example, a child could have manipulated task materials often and had someone to talk to about how conservation works. If so then the child may show conservation in the preoperational stage. Some contemporary theorists believe that there shouldn't be stages but trends. They further suggest that theses stages tell what children can think not actually what they will think because of different contexts, content areas and culture.
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