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