Logical Skill Development and Piaget`s Conservation Tasks

We all have heard words like intelligence, logic, thinking, skills,

and many more words.

But have you ever visualized this word?

For example, logical thinking or logical skills?

So today, what we are trying to do is use

Piaget's

cognitive or you can say Piaget's

conversion tasks,

we will play these five activities with our children here and

we will understand what do we really mean by logical skills.

So let's go and see what the students have to do with the task.

Welcome, Zed.

Today, our first task is I will ask you something, ok?

So let me

show you the beads. One, two, three, four,

five. OK?

This is one,

two, three, four, five.

Now Zed, you tell me,

which row has more number of beads?

Both are same. Both are same? Yes.

OK, very good.

So now I'm going to do some changes.

OK. Now tell me which row has more number of beads. Yellow color.

Yellow color. Why do you say yellow color?

They are far away from each other?

Red. Red.

Why do you think red?

OK.

Yellow one?

Why do you think so?

Because of this leaving spaces.

OK. That's why it's looking longer.

But number of beads is same or it has increased? Number of beads are same.

Number of beads are same. Very nice.

Which one?

Red color?

These are Play-doh, Aliam.

Ok. I'm just opening it for the first time. Can I keep it here?

And this one is

the yellow one.

Now you tell me which has more dough?

Which has more clay?

They are same.

They are same.

They are same. They are same?

Ok. What if I

roll, roll, roll it

and

this one, I just press it.

Now tell me which one has more clay. Green.

Green one.

This one is big.

OK. And if I turn this blue one,

what about now?

Which one is more?

Both are the same?

No,

they are

different. But which has more clay?

Both are two clay but

that one

pressed and

you

cannot see it

more.

OK, but which do you feel is more?

I think both are same.

Same, OK. Very good.

Bring the

solution or liquid in the cup.

Now you have to tell me which cup

has more liquid.

This one.

This one has more liquid?

Different cup, different cup.

This is up

and that is down?

Then? No. This is cup and cup.

OK. Should I more add more

liquid here?

OK. Can you tell me it is equal now?

Is it equal? No.

Then?

What should I do?

Should I add more liquid here?

Is it equal now?

Yes. Oh,

ok, very good.

Both are same.

Both.

Both are?

Both are same? OK.

Now let's

pour

the solution into the other one.

Now tell

which one is more.

This one is more? No. These two is same.

These two is same?

Why it is the same?

OK. If I put it again in this particular

cup.

OK.

This.

Why?

Because it's bigger.

OK. The level is up, that's why.

OK, great.

This.

Why?

The level went up?

Oh, ok, very good.

I think they are same. But this

one

is thinner

OK. This is more and this is less?

Yep. Ok.

How about if I put them back again?

They look same.

OK. And if I put this again here,

now which

container has more liquid?

They are same but

this

is

thinner but they are same.

OK, good. Thank you.

OK. So there are two sticks here.

Yes, you tell me which is longer.

Both

are the same.

Both are medium, they are same, equal? Yes.

Green.

The green one is longer?

OK. If I put them together,

tell me. They are the same.

Both are same?

OK, and now

if I move one stick

like this

now which is longer?

This.

Orange.

Orange is longer?

Green.

Green is longer?

OK. Now if I put the orange stick here,

now tell me which stick is longer.

Orange. Orange has become longer?

Now, if I put the green one here, now tell me. Green.

Green became long?

OK, very good.

They are

same.

But

if you

put

this with

this

green

stick

up,

can

it

become

bigger than

orange?

OK. So it becomes bigger?

OK. Very good.

This.

The orange one?

Why do you think so? Because it's up.

OK.

And if I put the green one

here.

Now tell me which one is longer? This one.

Ok. So is the size of the stick changing by movement? Yes.

Ok.

Now?

It's medium.

It's medium or equal?

Ok. So do you really think the size is changing? Yes.

It is becoming longer and shorter

or we are just moving and it's appearing

longer or shorter or you really think the size is changing?

Ok,

so I'm distributing the cards there. You tell me is it proper or it's not fair?

Ok,

so one,

two,

three.

Ok. So is it proper? No.

Why? Because there is three and two.

Ok.

So if I take this card and I

cut this.

Now? It's three and three.

So now it's fair? It's proper?

Yes.

Ok. Now do you like the [indiscernible]?

Ok, I will distribute this biscuit, ok?

You tell me if it is proper or it is not proper.

I'll give you,

I will take one.

I will take it.

Why no?

Because here and here and here.

Ok, so who has more?

Ok. Here there is more biscuits here.

Is it fair distribution? No.

Why? Because one has two and I have one.

OK. But now if I break this down

now,

is it fair?

Yes.

It's fair distribution? No.

Why not? Because I have broken two and there two.

OK.

Oh, very nice. So which means that you get an extra one

now.

Now, is it fair? No.

Why no? Because I have three and you have two.

OK.

That's great. Wow, wasn't that wonderful to watch the students playing with this

Play-doh

or some beads or the water level of the liquid that we have different containers?

So that is what five stages or you can see five tasks of Piaget's

and that falls perfectly well with Piaget's developmental stages,

There are four stages of Piaget's developmental stages.

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