皮亞傑理論的一個批評是，該理論可能不支持多種文化。不同文化背景的學生在教育和發展方面可能會有不同的增長率(Dasen, 1994)。研究表明，保護水資源的能力在土著兒童中來得更晚。研究對象為8-14歲的土著兒童(Dasen, 1994)。同樣，還有其他空間意識也可能以不同的方式發展。安似乎沒有考慮到需要一種適合所有孩子的差異化教學。皮亞傑的理論本身是建立在日內瓦學生的基礎上的，日內瓦是西方文化的土地。這裡的學生學習的方式不同，他們的思維方式也不同，因此沒有考慮到孩子基於這些因素可能產生的認知反應。 Gray(1994)等研究人員的測試似乎表明皮亞傑的正式和具體操作時期實際上取決於皮亞傑所考慮的西方學校。
Another main aspect of the Piaget learning which is noticed in the case study is that of classification (Gray, 1994). Classification is the capability of the child to understand different categories and to solve practical and hands on problems by the understanding of these categories. The categorization would be done based on specific dimensions. A more specific ability here is to order subgroups within the categories. Now according to the case study, students are studying seeds. Students go and find seed types, which is a form of categorization learning. In addition to categorization, they also learn how different seed types disperse. Hence the student seems to have considered multiple dimensions based on Ann’s instructions to categorize. The cognitive operation of seriation involves the ability to mentally arrange items along a quantifiable dimension, such as height or weight. Students also develop the cognitive operation of seriation in this context. Seriation is where the children lead to identify items by specific dimensions. Students study different rainfall impacts on ants and their burrows; here they study the quantity of rain for its impact on the ant burrows.
A critique in the case of the Piaget theory is that the theory might not support multiple cultures. Students from different cultures might have different growth rate when it comes to education and development (Dasen, 1994). Research studies show that the ability to conserve water came much later in the case of aboriginal children. The study was conducted with 8-14-year-old aboriginal children (Dasen, 1994). Similarly, there are other spatial awareness that could also develop differently. Ann seems to not have considered the need for a differentiated instruction that would suit all children. Piaget’s theory itself was developed based on students in Geneva which is a Western cultural land. How the students study here is different and so are their forms of thinking, and hence the cognitive reaction that the child could have based on these elements has not been considered. Tests by researchers such as Gray (1994) seem to indicate that Piaget’s formal and concrete operational periods are in fact dependent on the western schools that Piaget considered.