and the theory ofand the theory of
CONSERVATIONCONSERVATION
Piaget’s Stage TheoryPiaget’s Stage Theory**
SensoriSensori--motor Stagemotor Stage
Preoperational StagePreoperational Stage
Concrete Operational StageConcrete Operational Stage
Formal Operational StageFormal Operational Stage
OBJECT PERMANENCE
CONSERVATION
(Birth to two years)the first signs of intelligence appear in infants’ sensory perceptions and physical actions, as the baby deals with the immediate world
(2 to 7 years)children develop the ability to use representations and symbols in thought, but thinking is still illogical compared to adult thought
(7 to 11 years)children are able to “think systematically, but only when they can refer to concrete objects and activities”
(11 years to adulthood)children become able to think “systematically on a purely abstract and hypothetical plane”
* Definitions and quotations come from Crain 113 and Pulaski 19.
What isCONSERVATION?
“the awareness that a quantity remains the same despite a change in its appearance”*
==
(*Evans, xxxi)
OPERATIONAL STAGE:Identity Compensation Inversion
Why is mastery of conservation theTRANSITION
between the preoperational and operational stages?
Nothing has been added or
subtracted
The differences cancel each
other out
The act can be undone
==
PREOPERATIONAL STAGE:•Focuses on one dimension
One has more because it’s taller, or the other has more because it’s wider
WHY CAN’T CHILDREN IN PIAGET’S PREOPERATIONAL
STAGE CONSERVE?
CAN CHILDREN IN THIS STAGE BE TAUGHT TO
CONSERVE?
QUESTIONS
St. Therese’s Afternoon Kindergarten ClassSt. Therese’s Afternoon Kindergarten Class
5;2Thomas Levonius5;6Christopher Capezzuto5;7Ali Killian
5;7Cecilia Weigel
5;9G. P. Cole5;9T.J. Gulledge
6;7Cintya Orozco6;11Joseph Chanoine
AGESCHILDREN
Setting:Setting:* A table and two chairs in a small empty office
Limitations:Limitations:
* 2:00 to 3:00 PM every afternoon for about two and a half weeks
Assumptions:Assumptions:* Communication skills
* Honesty
* Cooperation
* Time restraints
* Only 8 children
* Varying ages
DATA FORM, Pre-assessment stageChild’s Name: ___________________ Child’s Age: _______________
1. Sit next to the child. Make sure child’s name is recorded on the data form.2. Place two identical clear plastic cups on the table or desk in the workspace. 3. Ask, “Do you see these two cups?” YES NO
“Are they the same size?” YES NO4. Show the child two identical small bottles of water. Ask “Do you see these two bottles of water?” YES NO“Are they the same size?” YES NO“Do they have the same amount of water in them?” YES NO5. Pour the water from one bottle of water into the blue cup. Ask, “Do you see me pouring the water from this bottle into the blue cup?” YES NOShow the child the empty water bottle. Ask, “Did I pour all the water from the bottle into the cup?” YES NO6. Pour the water from the other bottle of water into the pink cup.Again ask, “Do you see me pouring the water from this bottle into the pink cup?” YES NOShow the child the empty water bottle. Ask, “Did I pour all the water from the bottle into the cup?” YES NO7. Ask the child, “Does the blue cup have more water than the pink one or does the blue cup have less water than the pink one, or does the blue cup have the same amount of water as the pink one? _______________________________8. Show the child the different cup. Ask, “Do you see this white cup?” YES NO Ask “Is this white cup bigger or smaller than these other cups or is this white cup the same size as the other cups?” __________________________________9. Take the pink cup of water and pour the water into the white cup. Ask, “Do you see me pouring the water from the pink cup into the white cup?” YES NO Show the child the empty cup. Ask, “Did I pour all of the water from the pink cup into the white cup?”YES NO10. Show the child the two cups containing water. Ask, “Does this white cup contain more water than the blue cup, or does the white cup contain less water than the blue cup, or does the white cup contain the same amount of water as the blue cup?”_______________________________Ask “How do you know that?” ___________________________________________________________________________________________________
11. Thank the child.
* To make sure none of the children can conserve
100%
PART 1: THE PART 1: THE PREPRE--ASSESSMENT ASSESSMENT
STAGESTAGE
0%
BLUE PINK WHITEOne of the children initially said that the amounts were equal, but when asked why, he changed his mind and said that the white cup had more water.
PART 2: ASSESSING CHILD’S PART 2: ASSESSING CHILD’S UNDERSTANDING OF “MORE”, “LESS” UNDERSTANDING OF “MORE”, “LESS”
and “SAME”and “SAME”* To make sure that the children do not fail to conserve because they do not understand the terms used in the questions
Do you have more blocks or do I have more blocks or do we have the same amount of blocks?
PART 2, CONTINUEDPART 2, CONTINUED
5 6
Which pile of blue blocks has
more blocks than you have?less blocks than
you have?
the same amount of
blocks as you
4
Which pile of blue blocks has
Which pile of
have?
blue blocks has
PART 2, CONTINUED
Can you make a pile of green blocks that has less blocks than the pile of blue blocks?Can you make a pile of green blocks that has the same amount of blocks as the pile of blue blocks?Can you make a pile of green blocks that has more blocks
PART 2, CONTINUEDCan you make a pile of blue blocks?
than the pile of blue blocks?
Understanding Terms Understanding Terms “More”, “Less” and “Same”“More”, “Less” and “Same”
7
1
9 of 98 of 9
Conclusion: The children understood the terms “more,” “less,” and “same” when used to compare two quantities.
Methods for comparing blocks
countedlined up stacked
333StackedStackedStacked
111Lined upLined upLined up
444CountedCountedCounted
“How do you know it’s less?”“Because seven to thirteen.”
“I’ll make a straight line of them with the green blocks and blue
blocks.”
“I’m going to see by piling them up the same way the green are
piled up.”
“You mean the same height?”“I mean the same amount.”
PART 3: BASIC CONSERVATIONPART 3: BASIC CONSERVATION• To assess the child’s ability to do the basic conservation task with solid objects that will not change shape when moved from container to container
• To determine at what particular step in the conservation task the child gets confused
• To determine whether conservation can be taught if it is broken up into a series of small steps
PART 3, CONT.PART 3, CONT.How many blue blocks are there?
How many green blocks are there?
Are there more blue blocks or more green blocks or are there the same amount of green blocks and blue blocks?
Are there more blocks in the blue cup or more blocks in the pink cup or are there the same amount of blocks in the blue cup and in the pink cup?
Are there more blocks in the blue cup or more blocks in the pink cup or in the white cup or are there the same amount of blocks in the blue cup and in the white cup?
PART 3, CONT.PART 3, CONT.Procedure was repeated with. . .
Three blue blocks and three green blocks
Six red candies and six yellow candies
12 red and 12 yellow candies
2 piles of 20 beans each
ThomasChrisAliCeciliaT.J.G.P.CintyaJosephChild
5;25;65;75;75;95;96;76;11Age
I rememberB/c you have the same amount of rice
Looks like it
I just know
B/c I knew that all the time
B/c they’re the same rice and this white cup is skinnier so it’s bigger but this one is more wider
“this one’s taller; this one’s smaller”
‘cause when it came out it was the same—it looks the same
Reason
SameSameMore in white cup
SameSameSameMore in white cup
It looks taller but the same amount
Cup of Rice
I still remember—I remember they’re the same size
I don’t know
Looks like more
I just know
B/c I knew that all the time—all my life
We did the pink cup so it’s the same; it’s higher because it’s smaller so they all get piled up and this other one is wider
White is “to here” and this one is “to here”
Cause I just measured with my eyes and I’m smart and super silly too
Reason
SameSameMore in white cup
SameSameSameMore in white cup; less in blue cup
SameCup of beans
Results for Beans and Rice
Repeat the Basic Conservation Task with WaterRepeat the Basic Conservation Task with WaterWill children be able to conserve water now that they have conserved the other things?
Hypothesis: Children who were able to conserve the beans and rice will be able to conserve water.
====
PART 3, CONT.PART 3, CONT.
Are there the same amount of beans in both of these cups?
Are there more beans in the pink cup or more beans in the blue cup or are there the same amount of beans in the blue cup and the pink cup?
==
ThomasChrisAliCeciliaT.J.G.P.CintyaJosephChild
5;25;65;75;75;95;96;76;11Age
I still remember— I remember it has more
Look at it—it’s huger
It looks like it
It’s over-flowed
B/c I knew that all my life
It’s skinnier and it’s almost full
This one’s all the way to here, this one’s to here
B/c the white cup is smaller and there’s more water in it
Reason
Same; no, white has more
Same; no, white has more
More in white cup
More in white
White has more
More in whiteMore in white
More in white cup
Water
I remember they’re the same size/ I remember
I don’t know/ you have the same amount of rice
Looks like more/Looks like it
I just know/I just know
I knew that all the time/ I knew that all the time
it’s higher because it’s smaller and this other one is wider/ this white cup is skinnier so it’s bigger but this one is more wider
White is “to here” and this one is “to here”/ “this one’s taller; this one’s smaller”
Cause I just measured with my eyes/ when it came out it was the same
Reason
Same/Same
Same/Same
More in white cup/ More in white cup
Same/Same
Same/ Same
Same/SameMore in white cup/ More in white cup
Same/ It looks taller but the same amount
Beans/Rice
BEANS/RICE vs. WATER
B/c the white cup is smaller
and there’s more water
in it
It’s skinnier and it’s almost full
PART 4: Final StagePART 4: Final Stage* To assess at what step during the conservation of water the children fail to conserve
Are these two bottles the same size? Do they have the same amount of water in them?
1 2321 2 3So, are all three of these bottles the same size? Do they all have the same amount of water in them?
PINK
3
BLUE
1
100% blue cup = bottle100% pink cup = bottle100% pink cup = blue cup100% pink cup = bottle = blue cup
PART 4, CONT.PART 4, CONT.1 3
PINK
3
BLUE
1
2
50%blue cup = bottlepink cup = bottleblue cup = pink cupblue cup = bottle = pink cup
50%less water in blue cup pink cup = bottleless in blue cup
50%pink cup = bottleblue cup = bottlepink cup = blue cupblue cup = bottle = pink cup
50%less water in blue cup less in pink cup blue cup = pink cup
PINK
PART 4, CONT.PART 4, CONT.
BLUE
==Is there still the same amount of water in the blue cup and in the pink cup?
PINKBLUE WHITE
* Did I pour all of the water from the pink cup into the white cup?
* Did I add any water to the white cup that wasn’t in the pink cup?
* Did I take any water away from the white cup?
ThomasChrisAliCeciliaT.J.G.P.CintyaJosephChild
5;25;65;75;75;95;96;76;11Age
sameSameSameSameSameSameSameSame1 block
I still rememberB/c 21 beans and 21 beans**
B/c both 12*
Both have 21**
I knew that every time you pour you have the same amount when you begin and when you end
B/c we already did pink so it’s the same
This one has 10, this one has 10
B/c I counted them earlier—the third time—you hear me?
Reason
sameSameSameSameSameSameSameSame20 beans
I still rememberB/c it’s 12 red and 12 yellow
Don’t know why
Both are 12
B/c I already knew that—in my whole life I knew about candies
B/c there’s 12 in here and 12 in here
This one is 12, this one is 12
B/c I counted them earlier again
Reason
sameSameSame*SameSameSameSameSame12 candies
I still remember they’re the same as each other
B/c 6 and 6B/c they’re both 6
6 and 6B/c I counted them when I began with the candies
B/c look—6 in blue and 6 in white cup
This one has 6; this one has 6
B/c I counted them earlier
Reason
sameSameSameSameSameSameSameSame6 candies
I just seeB/c 3 and 3—it’s pretty obvious
B/c both 3Both have 3
Same amount of blocks in each cup
B/c look—three and three
This one has 3; this one has 3
2 standing up and a flat one and one standing up and two flat ones
Reason
sameSameSameSameSameSameSameSame, but different looking
3 blocks
I can seeB/c it’s one and one
B/c there’s both 1
1 in eachB/c I counted them—one each
B/c look—one and one
This one has 1, this one has 1
B/c 1 and oneReason
This one has 6; this one
has 6.
Same SameSame SameSame SameSameSame20 beans
I knew that every time you pour you have the same amount when you begin and when you end.
*/ ** See notes at end of presentation
More in WhiteMore in BottleSame555
111
222
More in blueMore in BottleSame 444
333
More in blueMore in WhiteSame
333555
Water with divider vs.
Water without divider
ThomasChrisAliCeciliaT.J.G.P.CintyaJosephChild
5;25;65;75;75;95;96;76;11Age
I can see itNo reason
B/c it looks like it
I don’t know
I still don’t know
B/c this is smaller and this is larger
It’s taller (level)
White looks taller but it’s the same
Reason
More in white; less in blue
White has more than blue
More in white cup
Same—no, more in white cup
SameSameMore in white cup
SameFinal water answer
I can see itI don’t know
B/c it looks like it
I don’t know
I still don’t know how
B/c this is smaller and skinnier and this is fatter and larger
White taller, blue smaller
B/c it had the same amount in the bottles
Reason
More in white; less in blue
White cup has more
More in white cup
More in white cup
SameSameWhite has more
SameWater with Divider
FIRST AND FINAL ANSWERS COMPAREDFIRST AND FINAL ANSWERS COMPAREDThomasChrisAliCeciliaT.J.G.P.CintyaJosephChild
5;25;65;75;75;95;96;76;11Age
I can see itNo reason
B/c it looks like it
I don’t know
I still don’t know
B/c this is smaller and this is larger
It’s taller (level)
White looks taller but it’s the same
Reason
More in white; less in blue
White has more than blue
More in white cup
Same—no, more in white cup
SameSameMore in white cup
SameFinal water answer
B/c, um, the water in the blue cup is down to here and the water in the white cup is up to here
Because it’s smaller—I don’t know
No reason
I just know
B/c the white cup is higher than the blue cup
The white one is smaller [level]; the blue one is bigger [level]
Level on white is higher
B/c I was just watching – it’s a smaller cup but it has bigger water in it
Reason
More in white
Blue cup has less
Blue has less
More in white
More in white*
More in white; less in blue
Blue is less; white is more
Less in the blue cup
First water answer
First said “same—because I know stuff about water” then changed his mind and said “Oh, the white cup is higher than the blue cup so there’s more water in white.
CONCLUSION:
WHAT WHAT A A
SMART SMART GUY!GUY!
Special Thanks To:St. Therese Academy
EspeciallyMrs. Thomas, Head of School
Mrs. Limon, Kindergarten Teacher The Afternoon Kindergarten Class:
Christopher CapezzutoJoseph Chanoine
G. P. ColeT.J. Gulledge
Ali KillianThomas Levonius
Cintya OrozcoCecilia Weigel
Karen Thomasand
Julia ArrambidezFor their chauffeur services
Works Cited:
Crain, William. “Piaget’s Cognitive-Developmental Theory.” Theories of Development. Upper Saddle River: Prentice, 2000. 110-146.
http://www.piaget.org/
http://www.unige.ch/piaget/
Pulaski, Mary Ann Spencer. Understanding Piaget: An Introduction to Children’s Cognitive Development. New York: Harper, 1980.
Evans, Richard. Jean Piaget: The Man and His Ideas. New York: Dutton, 1973.
Notes on data in chart on Slide 20:* She had trouble with 12 candies—she said the pink cup had more than the blue cup so we backtracked and asked, “How many candies are in the pink cup? How many candies are in the blue cup? Are there morecandies in the pink cup or in the blue cup?” After re-asking the question, she answered that the amounts were the same. Also, she did only 12 instead of 20 beans because she had trouble counting only 12 candies.** s/he thought each pile had 21 beans
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