Group IV Members:
Castillo, Patricia A.
De Jesus, Joanna May D.
Emnace, Rubelyn P.
Gumapos, Marilou
Malana, Davie Luh Marie M.
Sison, Amapola T.
Viado, Danesa C.
IV – 3 BECEd
I. Objectives
References:
Lectures
• http://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/tests.htm
• http://en.wikipedia.org/wiki/conservation_%28psychology%29
• http://www.telacommunications.com/nutshell/stages.htm
• Wadsworth, Barry J. Piaget’sTheory of Cognitive and Affective Development:
3rd Edition. 1971.
• Turner, Jeffrey S. Lifespan Development: 5th Edition. Holt, Rinehart, and
Winston, Inc. 1995.
• Jersild, Arthur T. Child Psychology
• Yussen, Steven R. Child Development: An Introduction. 1978.
• Watson, Robert I. Psychology of the Child
• Readings in Human Development: Annual Editions. the Dushkin Publishing
Group, Inc. Sluice Dock Guilford, Ct. 06437.1976.
Videos
• Liquid Amount, Number, Substance: http://www.youtube.com/watch?
v=YtLEWVu815o
• Number: http://www.youtube.com/watch?
v=19qM4OoV59U&feature=PlayList&p=541BF29A35EC6747&playnext=1&pl
aynext_from=PL&index=27
• Liquid Amount: http://www.youtube.com/watch?v=BERoMqsOIIY
• Weight: http://www.youtube.com/watch?v=ChWBPYpV-
pQ&feature=channel_page
III. Materials:
Cartolina, Manila Paper, Costumes, Pentel Pen, Scotch Tape, Coloring
Materials, Laptop, Speaker
IV. Procedure
Preliminary Activities
Motivation:
The class will be divided into two. The group reporters will give a topic and
each group should write as many words as they can about the topic on the board.
The winning group will be the group with most words.
Presentation:
1. Sensory-Motor Stage
This is the first stage in the development of intelligence (usually 0-2 years of
age) and is concerned with the evolution of those abilities necessary to construct
and reconstruct objects. During this period, infants are busy discovering
relationships between their bodies and the environment. Researchers have
discovered that infants have relatively well developed sensory abilities. The child
relies on seeing, touching, sucking, feeling, and using their senses to learn things
about themselves and the environment. Piaget calls this the sensory-motor stage
because the early manifestations of intelligence appear from sensory perceptions
and motor activities.
2. Pre-Operational Stage
This stage (usually 2-7 years old), bears witness to the elaboration of the
symbolic function, those abilities which have to do with representing things.
According to Lefrancois, 1995, a child will react to all similar objects as though they
are identical. At this time all women are 'Mummy' and all men 'Daddy'. While at this
level a child's thought is transductive, which means the child will make inferences
from one specific to another (Carlson & Buskist, 1997). This leads to a child looking
at the moon and reasoning; 'My ball is round, that thing there is round; therefore
that thing is a ball'.
From the age of about 4 years until 7 most children go through the Intuitive
period. This is characterized by egocentric, perception-dominated and intuitive
thought which is prone to errors in classification (Lefrancois, 1995).
During the pre-operational period, the child begins to develop the use of
symbols (but cannot manipulate them), and the child is able to use language and
words to represent things not visible. Also, the pre-operational child begins to
master conservation problems.
a. Conservation of Number
Number is not changed despite the rearrangement of objects.
b. Conservation of Length
The length of a string is unaffected by its shape or its displacement.
c. Conservation of Liquid Amount
The amount of liquid is not changed by the shape of its container.
d. Conservation of Substance (Solid Amount)
The amount of substance does not change by changing its shape or by
subdividing it.
e. Conservation of Area
The area covered by a given number of two-dimensional objects is unaffected
by their arrangements.
f. Conservation of Weight
A clay balls weighs the same even when its shape is elongated or flattened.
g. Conservation of Displacement
The volume of water that is displaced by an object depends on the volume of
the object and is independent of weight, shape, or position of the immersed
object.
In the latter part of the preoperational period, the child begins to have an
understanding between reality and fantasy.
During this stage (usually 7-11 years old) the child acquires internalized
actions that permit the child to do “in his head” what before he would have had to
accomplish through real actions. Children begin to reason logically, and organize
thoughts coherently. However, they can only think about actual physical objects,
and cannot handle abstract reasoning. They have difficulty understanding abstract
or hypothetical concepts. This stage is also characterized by a loss of egocentric
thinking.
During this stage, the child has the ability to master most types of
conservation experiments, and begins to understand reversibility. Conservation is
the realization that quantity or amount does not change when nothing has been
added or taken away from an object or a collection of objects, despite changes in
form or spatial arrangement. The concrete operational stage is also characterized
by the child’s ability to coordinate two dimensions of an object simultaneously,
arrange structures in sequence, and transpose differences between items in a
series. The child is capable of concrete problem-solving. Categorical labels such as
"number" or "animal" are now available to the child.
Logic
Piaget determined that children in the concrete operational stage were fairly
good at the use of inductive logic. Inductive logic involves going from a specific
experience to a general principle. On the other hand, children at this age have
difficulty using deductive logic, which involves using a general principle to
determine the outcome of a specific event.
Reversibility
One of the most important developments in this stage is an understanding of
reversibility, or awareness that actions can be reversed. An example of this is being
able to reverse the order of relationships between mental categories. For example,
a child might be able to recognize that his or her dog is a Labrador, that a Labrador
is a dog, and that a dog is an animal.
The first, and most discussed, of these limitations is egocentrism. The pre-
operational child has a “'self-centered' view of the world” (Smith, Cowie and Blades,
2003, p. 399), meaning that she has difficulty understanding that other people may
see things differently, and hence hold a differing point of view. Piaget's classic test
for egocentrism is the three mountains task (Piaget and Inhelder, 1956), which
concrete operational thinkers can complete successfully.
Perhaps the most important limitation, yet the most difficult to describe and
measure, is that of the turn to logical operators. A pre-operational child will use
mostly simple, heuristic strategies in problem solving. Once a child reaches the
concrete operational stage, they will be in possession of a completely new set of
strategies, allowing problem solving using logical rules. This new ability manifests
itself most clearly in children's justifications for their answers. Concrete operational
thinkers will explicitly state their use of logical rules in problem solving (Harris and
Butterworth, 2002). This area also indicates the way in which the concrete
operational stage can be negatively defined; although children can now use logical
strategies, these can only be applied to concrete, immediately present objects.
Thinking has become logical, but is not yet abstract.
These shifts in the child's thinking lead to a number of new abilities which are
also major, positively defined characteristics of the concrete operational stage. The
most frequently cited ability is conservation. Now that children are no longer
perceptually dominated by one aspect of a situation, they can track changes much
more easily and recognize that some properties of an object will persevere through
change. Conservation is always gained in the same order, firstly with respect to
number, followed secondly by weight, and thirdly by volume.
Seriation is another new ability gained during this stage, and refers to the
child's ability to order objects with respect to a common property. A simple example
of this would be placing a number of sticks in order of height. An important new
ability which develops from the interplay of both seriation and classification is that
of numeration. Whilst pre-operational children are obviously capable of counting, it
is only during the concrete operational stage that they become able to apply
mathematical operators, thanks to their abilities to order things in terms of number
(seriation) and to split numbers into sets and subsets (classification), enabling more
complex multiplication, division and so on.
The last stage (usually 12-15 years of age and continues throughout
adulthood), characterized by the ability to formulate hypotheses and systematically
test them to arrive at an answer to a problem, the individual in this stage is also
able to think abstractly and to understand the form or structure of a mathematical
problem.
IV. Application
The four groups will be retained for this activity. There will be 4 manila
papers to be posted on the walls of the room. This will be their posts as they draw
and paint the topic they will pick from the presenters. Each group will be provided
art materials. Each group will be given 15 minutes to finish the task. After that, they
will discuss and explain the meaning of their artwork which depicts the lesson for
that day.
OR
Each group will have to pick from the presenters a topic (about conservation
tasks) and think of another example for that task which they will have to write on
manila paper provided for them. Each group will be given 15 minutes to do their
task and afterwards, their work will be evaluated by the presenters if it is
appropriate to the conservation task that they had picked.