DescriptionWeek 10 – Piaget’s Conservation Tasks (30 points)
The purpose of this assignment is to observe children’s thinking when they are in the preoperational
stage compared to the concrete operational stage of Piaget’s developmental theory. After studying
the characteristics of Piaget’s preoperational and concrete operational stages of cognitive
development, you will observe children completing Piaget’s original conservation tasks using videos
(provided below). The videos show two siblings, close in age, completing Piaget’s conservation tasks
once at a younger age (in the preoperational stage) and again at an older age (in the concrete
operational stage). To make this assignment simpler, write your paper about Shannon (not about
both children).
Assignment Instructions:
1.
Observe how Shannon completes Piaget’s conservation tasks at two different stages
of development, age 6 & age 8.
a.
Age 6 & 8:
i.
Pretend that this video shows Shannon
(the same child) at both time points.
2.
Write a detailed one paragraph description of Shannon’s preoperational stage of
cognitive development using Piaget’s terminology. Discuss how she responds during three
conservation tasks, as follows:
a.
Conservation of liquid
b.
Conservation of mass (Play-Doh)
c.
Conservation of number (manipulatives or coins)
3.
Write a detailed one paragraph description of Shannon’s concrete operational stage
of cognitive development using Piaget’s terminology. Discuss how she responds during the
same three conservation tasks as listed above.
a.
To help you identify characteristics and terminology related to the concrete
operational stage of development (in addition to reading the text), view this 7 min
lecture with child demonstrations:
4.
Compare how Shannon’s cognitive development changed from age 6 to age 8.
Discuss these changes using Piaget’s terminology. Provide examples from the video to
support your response.
5.
Suggest five (5) interventions to promote the next stage of cognitive development
for Shannon.
Piaget’s Conservation Tasks:
Rubric
Novice
Competent
Proficient
You analyze Shannon’s age 6
responses to 3 conservation tasks
(liquid, mass, number). You use
Piaget’s terminology to describe
Shannon’s reasoning. You provide
examples from the video including
quotations from Shannon. (6 pts; 2
pts / task)
0-3
4-5
6
You analyze Shannon’s age 8
responses to 3 conservation tasks
(liquid, mass, number). You use
Piaget’s terminology to describe
Shannon’s reasoning. You provide
examples from the video including
quotations from Shannon. (6 pts; 2
pts / task)
0-3
4-5
6
You compare Shannon’s age 6 and
age 8 responses to the 3
conservation tasks, using Piaget’s
terminology. You provide examples
from the two videos and the text to
explain how her reasoning may have
changed. (6 pts, 2 pts / task
comparison)
0-3
4-5
6
You describe 5 interventions to
promote the next stage of
development for the child. Each
intervention (e.g. activity / lesson
plan idea) includes a description and
rationale. (5 pts)
0–3
4
5
Your work is detailed and thoughtful,
with multiple text citations.
(5 pts)
0–3
4
5
The paper is grammatically correct.
Contains APA references. It has
headings to demarcate each of the
sections identified in the rubric. (2
pts)
0
1
2
Piaget Task Assessment: Comparison
For this part of the assignment you are to write a two page typed paper
comparing the two children that you observed. Include in this paper the following
information.
1. How did the two children differ in the manner in which they problem solved
on each of the tasks? What were the differences in the problem solving
strategies that they used?
2. What, if any, were the similarities between the two children in the manner
in which they problem solved each of the Piagetian tasks?
3. Were there any surprises in what you observed? Did you find what you
expected to find, or did either or both of the children perform differently
than you expected on a whole or for particular tasks?
4. Finally, from a person level, what did you learn about children’s ability to
process information, construct knowledge and problem solve by doing
these tasks with them?
Piagetian Task Assessment
Early Childhood
For this part of the assignment you will assess a child between the ages of 4 and
6 using the Piagetian tasks described on the handouts distributed in class. While
assessing the child, take notes on the “field note” form attached.
Using your field notes, write a short 2 page typed paper and include the following
information:
1. A brief description of what Piaget says preoperational thinking is like. How
do children in this state process information, construct knowledge and
problem solve?
2. A longer and more detailed section of how the child you observed
processed information, constructed knowledge and problem solved on the
three tasks that you administered. Make sure that you include reference
to the cognitive structures that you believed the child utilized for each of
the tasks and at what stage of development the child was at for each of
the tasks. The child may be at different levels of development for different
tasks.
3. Finally write a short paragraph of implications for teaching a child at this
stage of development.
Piagetian Task Assessment:
Middle Childhood
For this part of the assignment you will assess a child between the ages of 7 and
9 using the Piagetian tasks described on the handouts distributed in class. While
assessing the child, take notes on the “field note” form attached.
Using your field notes, write a short 2 page typed paper and include the following
information:
1. A brief description of what Piaget says concrete thinking is like. How do
children in this stage process information, construct knowledge and
problem solve?
2. A longer and more detailed section of how the child you observed
processed information, constructed knowledge and problem solved on the
three tasks that you administered. Make sure that you include reference
to the cognitive structures that you believed the child utilized for each of
the tasks and at what stage of development the child was at for each of
the tasks. The child may be at different levels of development for different
tasks.
3. Finally write a short paragraph of implications for teaching a child at this
stage of development.
Interview Notes
Child 2: Age ___________________
Conservation of Liquid:
Conservation of Number:
Conservation of Substance:
Sex________________
Piagetian Tasks
Conservation of Liquid
For this task, you will need two glasses that are of equal size and the same in
appearance. You will also need a taller and thinner glass. During the task, you
will put an equal amount of liquid (water that is colored in some way helps in
doing the task). After pouring the exact same amount of water into each glass,
you must establish equivalence with the child. That is, you must make sure that
they agree that there is the same amount of water in each glass. Ask questions
such as, “Do these two glasses have the same amount of water? Following
this, pour the water from one of the two equal sized glasses into the glass that is
taller and thinner. Then ask the child, “Is there still the same amount of water
in each of these glasses (the taller one and the shorter one), or does one
glass have more than the other?”
If the child gives a correct response, offer a counter suggestion. For example, as
the child, “How could there be the same amount of water in the two
glasses? The water in this glass (the taller and thinner one) is higher than
the water in this glass (the shorter one)?”
If the child gives a “wrong” response, you might want to ask, ”If I pour the water
back into this glass (from the taller to the shorter), would there be the same
amount of water then?” In either case, ask the child to justify their response.
(“Why do you think there’s more?” “Why do you think they are the
same?”)
The goal of the task is to try to determine how the child is problem solving in this
task. There is no right or wrong way of asking the question. The goal is to gain
an understanding into the child’s thought processes.
Conservation of Number
For this task you will need eight or ten objects that are exactly the same (such as
checkers). Line four or five checkers (or other objects) up in a row. Under that
row, line the other four or five checkers (or other objects) up and make sure that
they are exactly aligned with the top row. Next, establish equivalence. “Do
these two rows have the same amount?” Make sure that the child
understands that there is exactly the same number of checkers or objects in each
row. After establishing equivalence, spread out one of the rows. Then ask the
child, “Are there still the same number of checkers in each row, or does one
have more than the other?”
If the child gives the correct response, offer a counter suggestion. “How could
there be the same number of checkers in each row when one of the rows is
longer than the other?”
If the child gives the “wrong” response, you might want to ask, ”If I move them
back, would each row have the same number of checkers?” In either case,
ask the child to justify their response. (“Why do you think there’s more?”
“Why do you think they are the same?”)
You can repeat this task by putting the objects back into one to one
correspondence and then compressing one of the rows. Then follow the
directions for the task as stated above.
Conservation of Substance
For this task you will need two equal amounts of clay or playdoh. Roll both
amounts into separate balls. Establish equivalence. “Is there the same
amount of clay in both balls?”
Once you’ve established equivalence with the child, roll one ball into a sausage
shape. Then ask the child, “Do both of these have the same amount of clay,
or does one have more than the other?” Use the same process of interview
the child as described above, once a response is given.
You can also flatten one of the balls into a pancake shape and repeat the
process. You can also take one of the balls and break it into smaller balls and
repeat the process.
Interview Notes
Child 1: Age ___________________
Conservation of Liquid:
Conservation of Number:
Conservation of Substance:
Sex________________
Interview Notes
Child 2: Age ___________________
Conservation of Liquid:
Conservation of Number:
Conservation of Substance:
Sex________________
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