Abstract
Piaget’s influential research on the conservation concept has a wide-reaching impact even in modern-day settings. This study examines Piaget’s concept from a perspective that is different from those in existing studies. It focuses on improving the relationship between toddlers and tasks for the acquisition of the conservation concepts of number, length, and liquids. Given that new investigative tasks may be needed to clarify the stage and factors of acquisition, this study examines the possibility of acquisition of the conservation concept by 3-year-olds, with an improved task that is integrated into ordinary conversation and play. The treatment variable was the Piaget task as part of ordinary conversation and play, and the A-B design was adopted because withdrawal is naturally difficult. Results demonstrated the possibility of 3-year-olds’ acquisition of Piaget’s concept by familiarizing the toddler with the task. Such intervention through the incorporation of Piaget tasks into ordinary conversation or play had clear positive effects, contrary to the results of previous studies that dismiss a 3-year-old’s ability to understand the conservation concept.
Highlights
Piaget’s research on the conservation concept has been influential at many levels, and investigatory Piaget tasks have clarified the acquisition stage for the conservation concept of numbers, liquids, and lengths as follows (Piaget, 1952; Ginsburg & Opper, 1969; Piaget & Inhelder, 1974; Goswami, 1998; Siegler, DeLoache, & Eisenberg, 2003):・Numbers: Two lines (A1, A2) were shown to children, each accompanied by the same number of marbles
This study examines the possibility of acquisition of the conservation concept of numbers, liquids, and lengths by 3-year-olds by improving the given task, that is, integrating the task into the toddler’s ordinary conversation and play
Mathematical awareness studies beyond the conservation concept were conducted from 3 years and 0 months
Summary
・Numbers: Two lines (A1, A2) were shown to children, each accompanied by the same number of marbles. The children were asked to confirm if same number of marbles existed. Researchers confirmed whether it was the same At this time, the group of 6- to 7-year-olds recognized that the number of marbles was the same. ・Liquids: Children were shown two cylindrical containers (A1, A2) of the same size, containing the same quantity of liquid. They were asked to confirm whether, both contained the same quantity of liquid. The children were asked if the quantity of liquid it contained was the same as that in A1. The group of 6- to 7-year-olds recognized that the quantities of the liquid were the same; this group had acquired the conservation concept
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