# Modification Of Piaget

’s Conservation Tasks Essay, Research Paper I. Introduction Lori is four year old, and she is at Piaget?s preoperational stage. According to Piaget?s description of the preoperational stage children, they cannot understand his conservation tasks. This preoperational stage, ?children can use representations (mental images, drawings, words, gestures) rather than just motor actions to think about objects and events.

’s Conservation Tasks Essay, Research Paper

I. Introduction

II. Subject and Method

My subject is a four-year-old girl named Lori. She was born in California. I have known her since she was a baby. On weekends, I babysat Lori and her little brother, Mike, at my house. When Lori was about two years old, I taught her how to read a short Chinese poem. She could remember the poem without looking at it and recited in front of his parents and me. She was so curious about anything that she always had many ?what and why? questions to ask. I was often inspired by her because she would come toward me and gave me the biggest hug and make me felt happy. Recently her parents sent her to a child day care center to be with other children that teaches only in English and she is frightened and frustrated. Because at home, her parents spoke only Chinese to her and she didn?t know any English, she felt no fun in school. I had invited her to come to my house, so I could talk to her and comforted her. Since I knew I taught her how to count and knew she had good memory, I decided to test Lori on Piagetian conservation tasks because she was so fascinating. Lori was also very interested because she loved to play with me.

III. Procedures

Conservation of Number:

I followed Piaget?s conservation of number task first with Lori and without using my modifications, and of course Lori gave a wrong answer. She did not pay attention to me at all and she was curious about why I showed her the task and her mind was wondering off somewhere. I could not get her to focus on the tasks at all. Referring to Piaget?s experiment, I set two rows of ten buttons each in visual one-to-one correspondence, with one of the two equal-length rows placed directly above the other and have Lori agreed the two rows did have the equal-length. After that I moved the first row to look longer than the second row, Lori did not notice I had moved the first row. She saw only the first row now longer than the second row therefore she concludes the first row has more buttons than the second row. Piaget would explain Lori in preoperational stage, ?tends to fooled by the misleading perceptual appearance, judging that the longer row now contains more? and that is why Lori failed the conservation of number (Flavell, miller, 1993).

Conservation of Liquid:

In conservation of liquid, I also started with Piaget?s experience, Lori first agreed that two identical glasses contain the same amounts of water, and I pour water from one glass into the taller and thinner glass, with Lori watching, and then ask Lori whether the two amounts of water are still the same, or whether one glass now contains more water than the other. In this experiment, Lori would say the taller and thinner glass contains more water than the other one. Because to Piaget, children at this preoperational stage could not understand conservation of liquid, they only see the taller and thinner glass ?looks like it has more, and accept things as they seem to be? (Flavell, miller, 1993).

IV. Results

To modify this conservation of liquid, I had Lori help me mix the colored fruit juice and pour into the two exactly alike glasses. Lori was so happy that she learned to make juice, and she was very interest in the changed color of the water. Again I tried to have Lori?s interest, so she could focus on this task. I used the measure cup to have Lori identifies the numbers two on the cup so the two glasses had the same amount of juice and pour into them. I ask her are these two glasses had same amount of color fruit juice and her answer was ?yes, there are the same.? Then I ask her to help me pouring the juice from one glass to the taller and thinner glass before that I have her to measure the juice and it showed on number two. I ask her the question again, and she knew immediately the taller and thinner glass has the same amount of juice as the one that look smaller.

V. Conclusion

In conclusion, Piaget would still consider Lori is too young to successfully accomplish his conservation tasks. But in my modification, I had show the significantly improve on Lori?s ability to do the task correctly. Lori?s attention, understanding the concept of numbers and the hands on experiences on the tasks made her realize that the outside appearances changed did not mean the change of the tasks. Based on the experiments, young children like Lori (preoperational stage) do conserve the number and do conserve the liquid very early in life contrary to the Piaget?s theory of stages and his tasks.

Flavell, J.M., Miller, P.H., & Miller, S.A. (1993). Cognitive Development. (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall

Laura E. Berk. (1999). Infants and Children. (3rd ed.). Needham Heights, MA: Allyn & Bacon

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