Children
in the concrete operational stage can think logically about objects and concrete
events unlike the preoperational stage. At this stage, children are able
to categorise objects into sets according to the features they represent
(Piaget & Cook, 1952). Therefore, learning is directed by the logic of
classes and relations in the concrete operational stage. Also, they are able to
take other people’s point of view and take into account more than one
perspective at the same time during this stage (Dasen, 1994).
Moreover,
concrete operational children understands that although the appearance of
something changes, the thing itself does not. In other words, they understand
that when water is poured into a different shaped glass, the quantity of liquid
remains the same, even though its appearance has changed. The children at this
stage starts to understand reversibility and the learning style of the children
in this stage is more assimilative (Piaget, 1936). 
Play
the video below to watch an experiment about reversibility conducted on a child
of concrete operational stage.
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