The Theories Of Piaget 's Theory

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Piaget’s research ideas have resulted in new insights as to how children think, reason, and perceive the world. Piaget was interested in the qualitative, not quantitative, characteristics of development. It does not matter that a child can recite multiplication tables unless he understands the concepts behind addition and multiplication of numbers or quantities. Piaget used a number of tasks to test children’s scientific thinking and reasoning, many of which specifically tested conservation. The term Conservation is the understanding of constancy of characteristics such as liquid (volume), quantity (mass), length, area or number, despite changes in appearance (Anselmo,p.384). The conservation problems were developed…show more content…
In terms of notion of centration, the child focuses or’centers’ on one aspect of the event, the length of the rows and ignores another aspect of which he is cognitively aware, the number of pennies. Again the child is asked for the reason, why did he think the row is longer, the child claimed that, the row is bigger, so concludes more pennies; he is influenced by changes in the appearance of the pennies row’s length. The child’s understanding of these situations is ‘perception bound’. Moreover the child thinking was focused on states; because he fails to track what has happened to pennies and simply make an intuitive judgement based on how they appear now. Even though, he has seen, unable to imagine the reverse process. This shows the child’s thinking is” irreversible. Child A.is centered, perception- bound, focussed on states, shows irreversibility. This child A. is not conserving number, shows the indication of pre-operational level. In the conservation of length task, the four years and eight months old child A. is shown two identical ice cream sticks of same length. Once child is asked, whether each of these stick has same length; he agrees. Then, one of the stick is moved to the child’s right and the child is asked again, for which one is longer. The child A. invariably points to the displaced right stick. The child A. cannot think
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