If they are asked to go beyond their stage of development they can only do some of the tasks required, and this depends on the child.
When watching children we must take a look at the various developmental studies so that we can be sure that children we are watching are doing those tasks that are appropriate for their developmental stage. Piaget suggested that there were four basic cognitive stages of development. The children that we researched were in the preoperational stage where "children begin to use symbols for objects, thinking is influenced by fantasy" and the child assumes that other people have the same viewpoint as they do. (Loose Leaf Library 1990). As we watched the children in our group, they seemed to be doing exactly as Piaget suggested. They were alert and were able to work with the plastacine and create their own object by making it something that they saw in fantasy.
The cognitive stage of development is important to the project that our group did because it assumed that the children already knew how to work with plastacine and that they would understand the interview questions. A similar study was done by Bub, Masson, and Lalonde (2006) in which children were subjected to reading tests to see whether they could overcome Stroop interference in their reading. The point of the Stroop effect is to show that when a child reads a colour that is a different colour than the word, they will take longer to perform the task of reading the word (p. 351). This study worked with 65 children between the ages of 7 and 11. They used five colours (blue, green, pink, red, and yellow) and five words (back, cold, face, home, and look) for the colour matching and reading words (p. 353). What they found was that the younger children had more Stroop interference than the older children. Although this study was interesting to read, it would seem that this topic would not be very important in helping children learn how