Reference no: EM133591768

Purpose - The purpose of this lab is to for you to see an example of a preoperational and a concrete operational thinker.

PART ONE:

Prior to conducting the interview: Find a quiet place to ask the child or a place they feel comfortable talking to you. Gather the materials that you will need and bring these with you. Administer two conservation and two classification tasks to each child. Attached the grid to record your answers.

Conservation Tasks

Conservation Task 1: Conservation of number task.

First, cut out the two sets of 10 identical items (attached on the next page. One set is blue and one set is red).

Next, place one row of 10 same-colored items in front of the child. Ask the child to make an identical row with the other set.

Ask the child "Do the two rows have the same number of items or does one row has more?" (Do not go on until the rows are identical in number and arrangement and the child agrees that the two rows are the same).

Next, spread one row out and push the other row together so that the display looks as follows:

Ask the child: "Are the rows are the same or does one row has more."

Ask the child "why it is the same or why one has more". Ask the child: "which one, if either, has more." If the child says one row has more, ask the child "where do you think the more came from."

Record all responses on the attached grid.

Conservation Task 2: Conservation of liquid task. For this task you need 2 glasses that are identical and one glass that is taller, thinner.

First, pour an identical amount of juice/water into two identical glasses.

Ask the child "does the two glasses have the same amount." Adjust the volume in each glass until the child agrees that both have the same.

Now pour the liquid from one glass into a taller, thinner glass.

Ask the child "Is the amount of juice/water have the same in both glasses, or does one has more." If the child thinks one has more, ask them "tell me which one."

Follow up by asking the child: "Why does the glasses have the same or different amounts".

Record all responses on grid

Classification Tasks

Classification Task 1: Classification of groups.

Present the child with cutouts of big and small triangles, circles, and squares (see attached sheet).

Ask the child: "Put together those things that go together". Record how the child sorts the objects.

Now ask the child: "is there another way to put the objects together". Record the second sort.

Classification Task 2: Present the child with a set of wooden beads, with 10 red and 2 blue. (You can substitute poker chips or M&Ms.). THIS IS ONE YOU NEED TO GET YOUR OWN MATERIALS FOR.

Ask the child: "is there more red beads or more blue beads?"

Ask the child: "if you were to make a train with the red beads and another train with the blue beads, which train would be longer?"

Now ask the child: "are more red beads or more wooden beads?"

Ask the child: "If you were to make a train with the red beads and another train with the wooden beads, which train would be longer?"

Interviewer: Thank you so much for your help!

PART TWO

Comparing what the child said to the textbook and any updated research to Piaget's theory.

1. Which tasks did the preschool aged child solve? How would Piaget characterize the nature of the child's responses to the questions?

2. Which tasks did the school aged child solve? How would Piaget characterize the nature of the child's responses to the questions?

3. Briefly describe the differences between the performances of the younger and older child on these tasks?

4. What do these observations tell you about Piaget's theory? How would the children be classified into Piaget's stages based on their responses to your problems?