Result
Children at the preoperational stage cannot yet conserve. These tasks are mastered gradually over the concreate operational stage. (Berk 244) Based on the answers of the littler girl seems to be in the preoperational stage because she presents the lacks of logic to understand conservation principles. According to Jean Piaget, young children are not able to understand operations which means that they do not have the ability to realize the logical observation that they are facing. Instead of seen what is actually obvious, there mind is limited and influence by the appearance of the objected of circumstances (Berk 243). Which in these scenario the girl wasn’t able to identify that the amount of water of the same was the same. she could …show more content…
In fact, thought becomes far more logical, flexible, organized, and actually more closely resembling the reason of adult then that of younger children. (Berk 249). His answers were able to prove that he can organized and comprehend the conservations tasks. He was able to identify that the amount of juice in the two glass where they same. He shows that he was able to do math and identifying that the amount of pennies was the same in the original presentation and in the transformation task. He was able to noticed that the playdough in terms of mass were the same. he also realized that the length of the straw was the same even though they were difference in appearance. He was able to understand and focus in what I was asking him without focusing himself in the physical appearance. In the concrete operational stage, children are able to identify that even when we change the appearance of the task they still remain the same. which, proves that he is no longer under the preoccupation stage because he now is able to answer question requiring logical thought. (Ghazi, Safda …show more content…
Even when “Adult often thinks of mathematics as an abstract discipline involving complex algebraic formulas and geometric calculations. Yet, the foundations of math are grounded in concrete experience. The cognitive concepts such as classification, seriation, numbers, time, and spatial concepts are all an integral part of the development of mathematical knowledge.” (Ghazi, Safda 2016) Despite NSW Department of Education and Community do not believe math is not a prerequisite in order for a child to learned measurement, conservation it is important for children to learn about number, classification, time etc. For instance; the 7 years old child that I observed might not know that he is using numbers to noticed change of the physical appearance of the pennies. He is still developing and using math skills.
It was very interesting how the short difference between the ages of four years old and a seven years old can have big difference in terms of the conservations task by Paget’s theory.it was exiting doing the actual observation by myself and proving that what Piaget’s believe could be
Children at the preoperational stage cannot yet conserve. These tasks are mastered gradually over the concreate operational stage. (Berk 244) Based on the answers of the littler girl seems to be in the preoperational stage because she presents the lacks of logic to understand conservation principles. According to Jean Piaget, young children are not able to understand operations which means that they do not have the ability to realize the logical observation that they are facing. Instead of seen what is actually obvious, there mind is limited and influence by the appearance of the objected of circumstances (Berk 243). Which in these scenario the girl wasn’t able to identify that the amount of water of the same was the same. she could …show more content…
In fact, thought becomes far more logical, flexible, organized, and actually more closely resembling the reason of adult then that of younger children. (Berk 249). His answers were able to prove that he can organized and comprehend the conservations tasks. He was able to identify that the amount of juice in the two glass where they same. He shows that he was able to do math and identifying that the amount of pennies was the same in the original presentation and in the transformation task. He was able to noticed that the playdough in terms of mass were the same. he also realized that the length of the straw was the same even though they were difference in appearance. He was able to understand and focus in what I was asking him without focusing himself in the physical appearance. In the concrete operational stage, children are able to identify that even when we change the appearance of the task they still remain the same. which, proves that he is no longer under the preoccupation stage because he now is able to answer question requiring logical thought. (Ghazi, Safda …show more content…
Even when “Adult often thinks of mathematics as an abstract discipline involving complex algebraic formulas and geometric calculations. Yet, the foundations of math are grounded in concrete experience. The cognitive concepts such as classification, seriation, numbers, time, and spatial concepts are all an integral part of the development of mathematical knowledge.” (Ghazi, Safda 2016) Despite NSW Department of Education and Community do not believe math is not a prerequisite in order for a child to learned measurement, conservation it is important for children to learn about number, classification, time etc. For instance; the 7 years old child that I observed might not know that he is using numbers to noticed change of the physical appearance of the pennies. He is still developing and using math skills.
It was very interesting how the short difference between the ages of four years old and a seven years old can have big difference in terms of the conservations task by Paget’s theory.it was exiting doing the actual observation by myself and proving that what Piaget’s believe could be