Conservation of Volume

Ages 4 and 8

Age 4 :

“Please pour water into both so that each has exactly the same amount of water.” The four year old needed help pour the water equally so I helped him with that. I then said “do both have exactly the same amount of water?” he said “yes.” I asked “how do you know,” and he replied “the lines match up.” I told my cousin to “now take one glass, and pour it into this new one.” He poured the blue water into the tall, slim container. I asked “now, do they have the same amount of water?” he replied “no.” I asked “how do you know?” he pointed at the different levels of water and said ” this one is taller.”Age 8:

“Please pour water into both so that each has exactly the same amount of water.” He poured the water into the two containers equally. I asked “do both have exactly the same amount of water?” he replied “yes, they do.” I asked “how do you know?” he said “both of them line up, showing they share the same amount.” I handed him the second container and said ” now take one glass, and pour it into this new one.” He poured the water into the taller glass. “Now, do they have the same amount of water?” he said “yes.” That’s when I asked “how to do you know?” he replied saying ” It was the same liquid from the other glass which was equal from before.”

Conservation of number

Ages 4 and 8

Age 4:

“Which row has more pennies, this one or this one, or are these the same number in each row?” he shouted ” the same!” I asked ” are you sure?” he replied “yes.” I asked ” how do you know?” he said ” they are lined up the same.” I asked “how many pennies are in each row?” We then counted together. He replied “12!” I spreaded out one of the rows and said “but there must be more in this row because it looks longer.” I asked “so which row has more pennies, this one or this one, or are there the same number in each row.” He pointed to the second row which was spread out more and said ” this one has more.” I asked “are you sure?” he replied “yes.” I asked ” how do you know?” He said “this one(pointing to the spread out row) is bigger than this one(pointing to the regular row).” I then asked ” how many pennies are there in each row?” we then counted together and both got 12 on both. “Now, let’s put the pennies into two piles.” I helped collect one row together while secretly taking away one penny. I asked “are there still the same number of pennies in each pile?” He replied and said “no.” I asked “how do you know?” he said “they aren’t the same.” I then I said “why don’t you count them to be sure. Why are they different now?” he said “they are the same long.”

Age 8:

I made two rows with 12 pennies. I asked “which row has more pennies, this one or this one,or are there the same number in each row?” He said ” they have the same amount.” I asked “are you sure?” he said “yes I am sure.” I asked ” how do you know?” he said ” they are perfectly lined up together and it looks like they have the same amount.” Then I said “how many pennies are there in each row?” he replied “12,” after he counted. I spreaded out the second row of pennies. “But there must be more in this row because it looks longer.” He then gave me a weird look. I then said “so which row has more pennies, this one or this one, or are there the same number in each row?” he said “they still have the same amount in each row.” I asked “are you sure?” he said “yes.” I asked “how do you know?” he said “they had the same amount before and after you just spreaded the second row out.” I then said ” now, let’s put the pennies into two piles.” As we were moving the pennies into two separate piles I took one penny away from the second pile without him knowing. I asked “are there still the same number of pennies in each pile?” he replied “yes.” I asked “how do you know?” he said “we just moved the rows into piles.” I said “why don’t you count them to be sure. Why are they different now?” he said “they one has 11 and the other has 12.”

The four year old child judged all of the experiments by the way they looked and the eight year old compared the experience by memory. When we look at the four year old we know right after the experiment that when they are younger they judge things by the way they look at things for an example the conservation of volume experiment. But when we look at the eight year old we see that he remembers that the amounts are the same and nothing changes just the positioning does. In Piaget’s theory, theory of conservation, talks about how the child is mature enough to be using logical thought but only uses logic to physical objects. The eight year old uses logic to figure out that nothing has changed just the positioning of the liquids/pennies. The four year old doesn’t have the logical reasoning or thought yet but when he comes around the age 7-11 he will develop this ability.

Ages 4 and 8

Age 4 :

“Please pour water into both so that each has exactly the same amount of water.” The four year old needed help pour the water equally so I helped him with that. I then said “do both have exactly the same amount of water?” he said “yes.” I asked “how do you know,” and he replied “the lines match up.” I told my cousin to “now take one glass, and pour it into this new one.” He poured the blue water into the tall, slim container. I asked “now, do they have the same amount of water?” he replied “no.” I asked “how do you know?” he pointed at the different levels of water and said ” this one is taller.”Age 8:

“Please pour water into both so that each has exactly the same amount of water.” He poured the water into the two containers equally. I asked “do both have exactly the same amount of water?” he replied “yes, they do.” I asked “how do you know?” he said “both of them line up, showing they share the same amount.” I handed him the second container and said ” now take one glass, and pour it into this new one.” He poured the water into the taller glass. “Now, do they have the same amount of water?” he said “yes.” That’s when I asked “how to do you know?” he replied saying ” It was the same liquid from the other glass which was equal from before.”

Conservation of number

Ages 4 and 8

Age 4:

“Which row has more pennies, this one or this one, or are these the same number in each row?” he shouted ” the same!” I asked ” are you sure?” he replied “yes.” I asked ” how do you know?” he said ” they are lined up the same.” I asked “how many pennies are in each row?” We then counted together. He replied “12!” I spreaded out one of the rows and said “but there must be more in this row because it looks longer.” I asked “so which row has more pennies, this one or this one, or are there the same number in each row.” He pointed to the second row which was spread out more and said ” this one has more.” I asked “are you sure?” he replied “yes.” I asked ” how do you know?” He said “this one(pointing to the spread out row) is bigger than this one(pointing to the regular row).” I then asked ” how many pennies are there in each row?” we then counted together and both got 12 on both. “Now, let’s put the pennies into two piles.” I helped collect one row together while secretly taking away one penny. I asked “are there still the same number of pennies in each pile?” He replied and said “no.” I asked “how do you know?” he said “they aren’t the same.” I then I said “why don’t you count them to be sure. Why are they different now?” he said “they are the same long.”

Age 8:

I made two rows with 12 pennies. I asked “which row has more pennies, this one or this one,or are there the same number in each row?” He said ” they have the same amount.” I asked “are you sure?” he said “yes I am sure.” I asked ” how do you know?” he said ” they are perfectly lined up together and it looks like they have the same amount.” Then I said “how many pennies are there in each row?” he replied “12,” after he counted. I spreaded out the second row of pennies. “But there must be more in this row because it looks longer.” He then gave me a weird look. I then said “so which row has more pennies, this one or this one, or are there the same number in each row?” he said “they still have the same amount in each row.” I asked “are you sure?” he said “yes.” I asked “how do you know?” he said “they had the same amount before and after you just spreaded the second row out.” I then said ” now, let’s put the pennies into two piles.” As we were moving the pennies into two separate piles I took one penny away from the second pile without him knowing. I asked “are there still the same number of pennies in each pile?” he replied “yes.” I asked “how do you know?” he said “we just moved the rows into piles.” I said “why don’t you count them to be sure. Why are they different now?” he said “they one has 11 and the other has 12.”

The four year old child judged all of the experiments by the way they looked and the eight year old compared the experience by memory. When we look at the four year old we know right after the experiment that when they are younger they judge things by the way they look at things for an example the conservation of volume experiment. But when we look at the eight year old we see that he remembers that the amounts are the same and nothing changes just the positioning does. In Piaget’s theory, theory of conservation, talks about how the child is mature enough to be using logical thought but only uses logic to physical objects. The eight year old uses logic to figure out that nothing has changed just the positioning of the liquids/pennies. The four year old doesn’t have the logical reasoning or thought yet but when he comes around the age 7-11 he will develop this ability.