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We all have heard words like intelligence, logic, thinking, skills,
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and many more words.
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But have you ever visualized this word?
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For example, logical thinking or logical skills?
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So today, what we are trying to do is use
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Piaget's
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cognitive or you can say Piaget's
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conversion tasks,
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we will play these five activities with our children here and
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we will understand what do we really mean by logical skills.
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So let's go and see what the students have to do with the task.
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Welcome, Zed.
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Today, our first task is I will ask you something, ok?
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So let me
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show you the beads. One, two, three, four,
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five. OK?
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This is one,
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two, three, four, five.
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Now Zed, you tell me,
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which row has more number of beads?
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Both are same. Both are same? Yes.
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OK, very good.
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So now I'm going to do some changes.
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OK. Now tell me which row has more number of beads. Yellow color.
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Yellow color. Why do you say yellow color?
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They are far away from each other?
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Red. Red.
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Why do you think red?
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OK.
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Yellow one?
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Why do you think so?
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Because of this leaving spaces.
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OK. That's why it's looking longer.
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But number of beads is same or it has increased? Number of beads are same.
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Number of beads are same. Very nice.
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Which one?
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Red color?
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These are Play-doh, Aliam.
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Ok. I'm just opening it for the first time. Can I keep it here?
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And this one is
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the yellow one.
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Now you tell me which has more dough?
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Which has more clay?
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They are same.
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They are same.
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They are same. They are same?
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Ok. What if I
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roll, roll, roll it
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and
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this one, I just press it.
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Now tell me which one has more clay. Green.
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Green one.
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This one is big.
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OK. And if I turn this blue one,
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what about now?
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Which one is more?
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Both are the same?
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No,
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they are
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different. But which has more clay?
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Both are two clay but
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that one
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pressed and
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you
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cannot see it
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more.
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OK, but which do you feel is more?
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I think both are same.
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Same, OK. Very good.
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Bring the
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solution or liquid in the cup.
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Now you have to tell me which cup
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has more liquid.
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This one.
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This one has more liquid?
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Different cup, different cup.
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This is up
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and that is down?
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Then? No. This is cup and cup.
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OK. Should I more add more
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liquid here?
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OK. Can you tell me it is equal now?
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Is it equal? No.
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Then?
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What should I do?
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Should I add more liquid here?
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Is it equal now?
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Yes. Oh,
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ok, very good.
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Both are same.
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Both.
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Both are?
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Both are same? OK.
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Now let's
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pour
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the solution into the other one.
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Now tell
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which one is more.
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This one is more? No. These two is same.
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These two is same?
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Why it is the same?
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OK. If I put it again in this particular
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cup.
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OK.
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This.
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Why?
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Because it's bigger.
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OK. The level is up, that's why.
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OK, great.
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This.
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Why?
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The level went up?
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Oh, ok, very good.
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I think they are same. But this
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one
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is thinner
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OK. This is more and this is less?
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Yep. Ok.
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How about if I put them back again?
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They look same.
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OK. And if I put this again here,
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now which
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container has more liquid?
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They are same but
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this
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is
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thinner but they are same.
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OK, good. Thank you.
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OK. So there are two sticks here.
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Yes, you tell me which is longer.
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Both
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are the same.
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Both are medium, they are same, equal? Yes.
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Green.
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The green one is longer?
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OK. If I put them together,
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tell me. They are the same.
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Both are same?
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OK, and now
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if I move one stick
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like this
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now which is longer?
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This.
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Orange.
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Orange is longer?
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Green.
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Green is longer?
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OK. Now if I put the orange stick here,
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now tell me which stick is longer.
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Orange. Orange has become longer?
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Now, if I put the green one here, now tell me. Green.
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Green became long?
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OK, very good.
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They are
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same.
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But
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if you
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put
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this with
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this
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green
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stick
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up,
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can
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it
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become
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bigger than
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orange?
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OK. So it becomes bigger?
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OK. Very good.
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This.
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The orange one?
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Why do you think so? Because it's up.
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OK.
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And if I put the green one
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here.
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Now tell me which one is longer? This one.
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Ok. So is the size of the stick changing by movement? Yes.
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Ok.
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Now?
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It's medium.
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It's medium or equal?
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Ok. So do you really think the size is changing? Yes.
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It is becoming longer and shorter
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or we are just moving and it's appearing
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longer or shorter or you really think the size is changing?
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Ok,
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so I'm distributing the cards there. You tell me is it proper or it's not fair?
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Ok,
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so one,
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two,
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three.
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Ok. So is it proper? No.
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Why? Because there is three and two.
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Ok.
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So if I take this card and I
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cut this.
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Now? It's three and three.
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So now it's fair? It's proper?
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Yes.
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Ok. Now do you like the [indiscernible]?
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Ok, I will distribute this biscuit, ok?
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You tell me if it is proper or it is not proper.
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I'll give you,
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I will take one.
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I will take it.
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Why no?
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Because here and here and here.
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Ok, so who has more?
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Ok. Here there is more biscuits here.
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Is it fair distribution? No.
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Why? Because one has two and I have one.
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OK. But now if I break this down
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now,
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is it fair?
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Yes.
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It's fair distribution? No.
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Why not? Because I have broken two and there two.
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OK.
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Oh, very nice. So which means that you get an extra one
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now.
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Now, is it fair? No.
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Why no? Because I have three and you have two.
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OK.
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That's great. Wow, wasn't that wonderful to watch the students playing with this
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Play-doh
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or some beads or the water level of the liquid that we have different containers?
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So that is what five stages or you can see five tasks of Piaget's
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and that falls perfectly well with Piaget's developmental stages,
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There are four stages of Piaget's developmental stages.
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You can read more on our website skyeducation.in
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and also don't forget to subscribe to Sky Education TV. And thanks for watching.