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PIAGET. and the theory of. CONSERVATION. Piaget’s Stage Theory *. Sensori-motor Stage Preoperational Stage Concrete Operational Stage Formal Operational Stage. (Birth to two years)

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slide1

PIAGET

and the theory of

CONSERVATION

slide2

Piaget’s Stage Theory*

Sensori-motor Stage

Preoperational Stage

Concrete Operational Stage

Formal Operational Stage

(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.

OBJECT PERMANENCE

CONSERVATION

slide3

What is

CONSERVATION?

“the awareness that a quantity remains the same despite a change in its appearance”*

=

(*Evans, xxxi)

slide4

Why is mastery of conservation the

TRANSITION

between the preoperational and operational stages?

=

OPERATIONAL STAGE:

Identity Compensation Inversion

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

slide5

Where

do kids get confused?

What’s

the Missing

Piece?

slide6

?

?

?

QUESTIONS

?

?

?

?

?

WHY CAN’T CHILDREN IN

PIAGET’S PREOPERATIONAL

STAGE CONSERVE?

?

?

?

?

?

?

?

?

CAN CHILDREN IN THIS

STAGE BE TAUGHT TO

CONSERVE?

?

?

slide8

Setting:

* A table and two chairs in a small empty office

* 2:00 to 3:00 PM every afternoon for about two and a half weeks

Limitations:

Assumptions:

* Time restraints

* Only 8 children

* Varying ages

  • * Communication skills
  • * Honesty
  • * Cooperation
slide9

DATA FORM, Pre-assessment stage

Child’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 NO

4. 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 NO

5. 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 NO

Show the child the empty water bottle.

Ask, “Did I pour all the water from the bottle into the cup?” YES NO

6. 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 NO

Show the child the empty water bottle.

Ask, “Did I pour all the water from the bottle into the cup?” YES NO

7. 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 NO

10. 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.

PART 1: THE

PRE-ASSESSMENT STAGE

* To make sure none of the children can conserve

100%

0%

BLUE

PINK

WHITE

One 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.

slide10

PART 2: ASSESSING CHILD’S UNDERSTANDING OF “MORE”, “LESS” 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?

slide11

PART 2, CONTINUED

6

4

5

Which pile of blue blocks has the same amount of blocks as you have?

Which pile of blue blocks has more blocks than you have?

Which pile of blue blocks has less blocks than you have?

slide12

PART 2, CONTINUED

Can you make a pile of blue blocks?

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 than the pile of blue blocks?

slide13

Understanding Terms

“More”, “Less” and “Same”

Conclusion: The children understood the terms “more,” “less,” and “same” when used to compare two quantities.

slide14

Methods for comparing blocks

“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.”

3

Stacked

4

Counted

“I’m going to see by piling them up the same way the green are piled up.”

1

Lined up

“You mean the same height?”

“I mean the same amount.”

slide15

PART 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
slide16

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?

slide17

PART 3, CONT.

Procedure was repeated with. . .

12 red and 12 yellow candies

Three blue blocks and three green blocks

Six red candies and six yellow candies

2 piles of 20 beans each

slide19

Repeat the Basic Conservation Task with Water

Will 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.

=

=

slide21

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?

=

slide22

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

slide23

PART 4: Final Stage

3

3

2

2

2

1

1

1

3

BLUE

PINK

* 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?

So, are all three of these bottles the same size? Do they all have the same amount of water in them?

100% blue cup = bottle

100% pink cup = bottle

100% pink cup = blue cup

100% pink cup = bottle = blue cup

slide24

PART 4, CONT.

2

1

1

3

3

BLUE

PINK

50%

blue cup = bottle

pink cup = bottle

blue cup = pink cup

blue cup = bottle = pink cup

50%

pink cup = bottle

blue cup = bottle

pink cup = blue cup

blue cup = bottle = pink cup

50%

less water in blue cup

pink cup = bottle

less in blue cup

50%

less water in blue cup

less in pink cup

blue cup = pink cup

slide25

PART 4, CONT.

BLUE

PINK

Is there still the same amount of water in the blue cup and in the pink cup?

=

BLUE

PINK

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?

slide26

This one has 6; this one has 6.

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

slide27

1

2

5

3

4

3

5

slide28

Water with divider

vs.

Water without divider

slide29

FIRST AND FINAL ANSWERS COMPARED

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.

slide30

CONCLUSION:

WHAT

A

SMART

GUY!

slide31

Special ThanksTo:

St. Therese Academy

Especially

Mrs. Thomas, Head of School

Mrs. Limon, Kindergarten Teacher

The Afternoon Kindergarten Class:

Christopher Capezzuto

Joseph Chanoine

G. P. Cole

T.J. Gulledge

Ali Killian

Thomas Levonius

Cintya Orozco

Cecilia Weigel

Karen Thomas

and

Julia Arrambidez

For their chauffeur services

slide32

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 more candies 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