and the theory ofand the theory ofCONSERVATIONCONSERVATIONPiaget’s Stage TheoryPiaget’s Stage Theory**SensoriSensori--motor Stagemotor StagePreoperational StagePreoperational StageConcrete Operational StageConcrete Operational StageFormal Operational StageFormal Operational StageOBJECT PERMANENCECONSERVATION(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 InversionWhy is mastery of conservation theTRANSITIONbetween the preoperational and operational stages?Nothing has been added or subtractedThe differences cancel each other outThe act can be undone==PREOPERATIONAL STAGE:•Focuses on one dimensionOne has more because it’s taller, or the other has more because it’s widerWHY CAN’T CHILDREN IN PIAGET’S PREOPERATIONALSTAGE CONSERVE?CAN CHILDREN IN THIS STAGE BE TAUGHT TO CONSERVE?QUESTIONSSt. Therese’s Afternoon Kindergarten ClassSt. Therese’s Afternoon Kindergarten Class5;2Thomas Levonius5;6Christopher Capezzuto5;7Ali Killian5;7Cecilia Weigel5;9G. P. Cole5;9T.J. Gulledge6;7Cintya Orozco6;11Joseph ChanoineAGESCHILDRENSetting:Setting:* A table and two chairs in a small empty officeLimitations:Limitations:* 2:00 to 3:00 PM every afternoon for about two and a half weeksAssumptions:Assumptions:* Communication skills* Honesty* Cooperation* Time restraints* Only 8 children* Varying agesDATA 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 conserve100%PART 1: THE PART 1: THE PREPRE--ASSESSMENT ASSESSMENT STAGESTAGE0%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 questionsDo you have more blocks or do I have more blocks or do we have the same amount of blocks?PART 2, CONTINUEDPART 2, CONTINUED56Which pile of blue blocks has more blocks than you have?less blocks than you have?the same amount of blocks as you 4Which pile of blue blocks has Which pile of have?blue blocks hasPART 2, CONTINUEDCan 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”719 of 98 of 9Conclusion: The children understood the terms “more,” “less,” and “same” when used to compare two quantities.Methods for comparing blockscountedlined up stacked333StackedStackedStacked111Lined upLined upLined up444CountedCountedCounted“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