Essay about Piaget 's Theory Of Child Development

981 Words Nov 2nd, 2016 4 Pages
According to Piaget’s theory in child development, conservation is the understanding that something stays the same in quantity even though its appearance changes. To be more technical, conservation is the ability to understand that redistributing material does not affect its mass, number, volume or length. In cognitive psychology, the principle that properties of substance such as weight and mass remain the same (are conserved) when superficial characteristics such as their shapes or arrangement are changed (chapter 7- Human Development, 153).
We observed three video clips of Piaget’s theory operational stages in class. In the first clip, we observed the assessment with Zoe, who was five and a haft years old. The assessment was conducted in a quiet room without any form of distraction. First, Mom and Zoe did the conservation of liquid, then the conservation of number, the conservation of length and the conservation of area. The same assessment was done with Alexis, who was also five and a haft years old. The surrounding environment is the same, the way mommy asked the question was also the same. Mommy asked clear question such as: “Is the amount the same or not? Do we have same amount of coins or you have more?” There was no hint or suggestion that impact the child’s answer. According to the “Number in preschool and kindergarten-Introduction: Educational implications of Piaget 's theory” by Kamil Constance, Zoe is at level I because she could not do the 1 to 1 correspondent…

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