Discuss the impact of culture and schooling on the development of concrete operational thought

What will be an ideal response?

In village societies, conservation is often delayed. Among the Hausa of Nigeria, who live in small agricultural settlements and rarely send their children to school, even basic conservation tasks—number, length, and liquid—are not understood until age 11 or later. This suggests that participating in relevant everyday activities helps children master conservation and other Piagetian problems. The experience of going to school promotes mastery of Piagetian tasks. When children of the same age are tested, those who have been in school longer do better on transitive inference problems. Opportunities to seriate objects, learn about order relations, and remember the parts of complex problems are probably responsible.
Certain informal nonschool experiences can also foster operational thought. Around ages 7 to 8, Zinacanteco Indian girls of southern Mexico, who learn to weave elaborately designed fabrics as an alternative to schooling, engage in mental transformations to figure out how a warp strung on a loom will turn out as woven cloth—reasoning expected at the concrete operational stage. North American children of the same age, who do much better than Zinacanteco children on Piagetian tasks, have great difficulty with these weaving problems. On the basis of such findings, some investigators have concluded that the forms of logic required by Piagetian tasks are heavily influenced by training, context, and cultural conditions.