PIAGET
and the theory of
CONSERVATION
Piaget‘s Stage Theory *
Sensori-motor Stage (Birth to two years)
the first signs of intelligence appear in infants‘ sensory perceptions and
OBJECT world
physical actions, as the baby deals with the immediatePERMANENCE
Preoperational Stage (2 to 7 years)
children develop the ability to use representations and symbols in
thought, but thinking is still illogical compared toCONSERVATION
adult thought
Concrete Operational Stage (7 to 11 years)
children are able to ―think systematically, but only when they can refer to
concrete objects and activities‖
Formal Operational Stage (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 is
CONSERVATION?
―the awareness that a quantity remains the same
despite a change in its appearance‖*
=
(*Evans, xxxi)
Why is mastery of conservation the
TRANSITION
between the preoperational and operational stages?
OPERATIONAL STAGE:
Identity Compensation Inversion
Nothing has The differences
been added or cancel each The act can be
subtracted other out undone
PREOPERATIONAL STAGE:
•Focuses on one dimension
=
One has more because it‘s taller,
or the other has more because it‘s wider
Where
What’s
do kids get
the Missing
confused?
Piece?
QUESTIONS
WHY CAN’T CHILDREN IN
PIAGET’S PREOPERATIONAL
STAGE CONSERVE?
CAN CHILDREN IN THIS
STAGE BE TAUGHT TO
CONSERVE?
St. Therese‘s Afternoon Kindergarten Class
CHILDREN AGES
Joseph Chanoine 6;11
Cintya Orozco 6;7
G. P. Cole 5;9
T.J. Gulledge 5;9
Cecilia Weigel 5;7
Ali Killian 5;7
Christopher Capezzuto 5;6
Thomas Levonius 5;2
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 * Communication skills
* Only 8 children * Honesty
* Varying ages * Cooperation
DATA FORM, Pre-assessment stage
Child‘s Name: ___________________ Child‘s Age: _______________
PART 1: THE 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
PRE-ASSESSMENT ―Are they the same size?‖
4. Show the child two identical small bottles of water.
Ask ―Do you see these two bottles of water?‖
YES
YES
NO
NO
―Are they the same size?‖ YES NO
STAGE ―Do they have the same amount of water in them?‖ YES
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?‖
NO
YES NO
Show the child the empty water bottle.
Ask, ―Did I pour all the water from the bottle into the cup?‖ YES NO
* To make sure none of the children 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
can conserve Show the child the empty water bottle.
Ask, ―Did I pour all the water from the bottle into the cup?‖ YES NO
100%
7. Ask the child, ―Does the blue cup have more water than the pink one or does
0%
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?‖ _____________________________________
______________________________________________________________
BLUE PINK WHITE 11. Thank the child.
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.
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?
PART 2, CONTINUED
4 6
5
Which pile of
Which pile of
blue blocks has
blue blocks has
the same
more blocks
amount than
less blocksof
blockshave?
you as you
than you have?
have?
PART 2, CONTINUED
Can you make a pile of blue blocks?
the blocks
more blocks
Can you make a pile of green blocks that has lesssame
amount pile of blue the pile
than the of blocks as blocks? of blue blocks?
Understanding Terms
―More‖, ―Less‖ and ―Same‖
Conclusion: The children understood the terms ―more,‖ ―less,‖ and
―same‖ when used to compare two quantities.
1
9 of 9
8 of 9
7
Methods for comparing blocks
―How do you know it‘s less?‖
―Because seven to thirteen.‖
―I‘ll make a straight line of them
3 with the green blocks and blue
blocks.‖
Stacked 4 counted
―I‘m going to see by piling them
lined up
Counted the green
up the same way stacked are
1 piled up.‖
Lined up ―You mean the same height?‖
―I mean the same amount.‖
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
PART 3, CONT.
How many How many
blue blocks green blocks
are there? 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.
Procedure was repeated with. . .
12 red and and three candies
Three blue blocks 12 yellow green blocks
Six red candies and six yellow candies
2 piles
of 20
beans
each
Results for Beans and Rice
Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas
Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
Cup of Same More in white Same Same Same More in Same Same
beans cup; less in white
blue cup cup
Reason Cause I just White is ―to We did the pink B/c I I just Looks I don‘t I still
measured with here‖ and this cup so it‘s the knew know like know remember
my eyes and one is ―to same; it‘s higher that all more —I
I‘m smart and here‖ because it‘s the remember
super silly too smaller so they time— they‘re the
all get piled up all my same size
and this other life
one is wider
Cup of It looks taller More in white Same Same Same More in Same Same
Rice but the same cup white
amount cup
Reason ‗cause when it ―this one‘s B/c they‘re the B/c I I just Looks B/c you I remember
came out it taller; this same rice and knew know like it have
was the one‘s smaller‖ this white cup is that all the
same—it skinnier so it‘s the same
looks the bigger but this time amount
same one is more of rice
wider
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.
= =
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?
BEANS/RICE vs. WATER
Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas
Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
Beans/ Same/ It More in Same/Same Same/ Same/ More in Same/ Same/
Rice looks taller white cup/ Same Same white Same Same
but the same More in cup/
amount white cup More in
white cup
Reason Cause I just White is ―to it‘s higher because I knew I just Looks I don‘t I
measured here‖ and it‘s smaller and that all know/I like more/ know/ remember
with my this one is this other one is the time/ I just Looks you have they‘re
eyes/ when ―to here‖/ wider/ this white knew that know like it the same the same
B/c the
it came out it
was the same
―this one‘s
taller; this
cup is skinnier so
it‘s bigger but this
all the
time
amount
of rice
size/ I
remember
one‘s one is more wider
white cup smaller‖
Water More in More in More in white White has More in More in Same; Same; no,
is smaller
white cup white It‘s more white white cup no,
white
white has
more
Reason
and there‘s
B/c the white This one‘s all
skinnier
It‘s skinnier and B/c I It‘s It looks
has more
Look at I still
and it‘s
cup is the way to it‘s almost full knew that over- like it it—it‘s remember
more water
smaller and
there‘s more
here, this
one‘s to here
all my life flowed huger —I
remember
in it
water in it
almost full it has
more
PART 4: Final Stage
* To assess at what step during the conservation of water the children fail
to conserve
So, are all three of these same size?
Are these two bottles the bottles the
21 2
3 3 same size? Do they all have the
Do they have the same amount of
same amount
water in them?of water in them?
BLUE PINK
100% blue cup = bottle
100% pink cup = bottle
100% pink cup = blue cup
100% pink cup = bottle = blue cup
PART 4, CONT.
1 3
BLUE 2 PINK
50% 50%
pink
blue cup = bottle less water in blue cup
blue
pink cup = bottle less cup = cup
pinkin pinkbottle
blue cup = pink cup
pink blue less in bluepink cup
blue cup = cup
blue cup = bottle = pink cup
PART 4, CONT.
Is there still the same
= amount of water in the blue
cup and in the pink cup?
BLUE PINK
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?
Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas
Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
1 block Same Same Same Same Same Same Same same
Reason B/c 1 and one This one B/c look— B/c I counted 1 in each B/c B/c it‘s one I can see
has 1, this one and them—one each there‘s and one
one has 1 one both 1
3 blocks Same, but Same Same Same Same Same Same same
different looking
Reason 2 standing up and This one B/c look— Same amount of Both B/c both 3 B/c 3 and I just see
a flat one and one has 3; this three and blocks in each cup have 3 3—it‘s
standing up and one has 3 three pretty
two flat ones obvious
6 candies This one has
Same Same Same Same Same Same Same same
I knew that
Reason
6; this one
B/c I counted
them earlier
This one
has 6; this
B/c look—
6 in blue
B/c I counted them
when I began with
6 and 6 B/c
they‘re
B/c 6 and 6 I still remember
they‘re the same
every time you
one has 6 and 6 in the candies both 6 as each other
has 6. white cup
12 candies
Reason
Same
B/c I counted
pour you have
Same
This one
Same
B/c there‘s
Same
B/c I already knew
Same
Both are
Same*
Don‘t
Same
B/c it‘s 12
same
I still remember
them earlier again is 12, this 12 in here that—in my whole 12 know why red and 12
20 the same
Same Same Same Same Same Same
one is 12 and 12 in
here
life I knew about
candies
Same Same
yellow
beans
20 beans Same
amount when
Same Same Same Same Same Same same
Reason B/c I counted This one B/c we I knew that every Both B/c both B/c 21 I still remember
third time—you
hear me?
you begin and
them earlier—the has 10,
this one
has 10
already did
pink so it‘s
the same
time you pour you
have the same
amount when you
have
21**
12* beans and
21 beans**
when you end.
*/ ** See notes at end of presentation
begin and when
you end
1
More in White
5 2 More in Bottle
Same
More in blue
3
More in Bottle
Same 4
3 More in blue
5 More in White
Same
Water with divider
vs.
Water without divider
Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas
Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
Water Same White has Same Same More in More White More in
with more white in cup has white; less in
Divider cup white more blue
cup
Reason B/c it had the White taller, B/c this is I still don‘t I don‘t B/c it I don‘t I can see it
same amount blue smaller smaller and know how know looks know
in the bottles skinnier and like it
this is fatter
and larger
Final Same More in Same Same Same— More White More in
water white cup no, more in has more white; less in
answer in white white than blue
cup cup blue
Reason White looks It‘s taller B/c this is I still don‘t I don‘t B/c it No I can see it
taller but it‘s (level) smaller and know know looks reason
the same this is larger like it
FIRST AND FINAL ANSWERS COMPARED
Child Joseph Cintya G.P. T.J. Cecilia Ali Chris Thomas
Age 6;11 6;7 5;9 5;9 5;7 5;7 5;6 5;2
First Less in the Blue is less; More in More in More in Blue Blue cup More in
water blue cup white is white; less in white* white has has less white
answer more blue less
Reason B/c I was Level on The white one B/c the white I just No Because B/c, um, the
just watching white is is smaller cup is higher know reason it‘s water in the
– it‘s a higher [level]; the than the blue smaller blue cup is
smaller cup blue one is cup —I don‘t down to here
but it has bigger [level] know and the water
bigger water in the white
in it cup is up to
here
Final Same More in Same Same Same— More White More in
water white cup no, more in has more white; less in
answer in white white than blue
cup cup blue
Reason White looks It‘s taller B/c this is I still don‘t I don‘t B/c it No I can see it
taller but it‘s (level) smaller and know know looks reason
the same this is larger like it
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
A
SMART
GUY!
Special Thanks To:
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
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