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Their thinking is limited due to egocentrism, focus on only perceptual states, reliance on appearance rather than underlying realities, and the inability to comprehend reversibility.
Conservation means to understand that certain physical characteristics of objects remain the same, even when their outward appearance changes. According to Piaget, children in the concrete stage are able to easily solve the problems faced in the conservation task due to their cognitive development. The conservation of number involves taking two rows with the same number of things, for example coins, fruits, and buttons that are equally spaced.
Initially, the 5 year olds knew that the two rows were had the same number, but if one row was shortened, children failed to notice that the two rows were the same. On the task for conservation of solid quantity, he showed young children two pencils, two pens, or two sticks of the same length laying down next to one another. Piaget, then moved one of the sticks to show the children that by moving one of the sticks, it would make it longer than the other and as he had predicted, the children were unable to realize that the two sticks were of the same length.
In the task of conservation of liquid, he described he showed young children the same amount of water in two identical glasses and allowed the children to realize that both of the glasses were of the same size and the water in them were of equal proportion. Piaget then took one of the glasses and poured the water into a longer, thinner glass and concluded that the children were unable to comprehend that the new glass contained the same amount as the original two glasses of water.
Twenty other children, who were at the age of 8, were able to apply "an additive rule" to solve the problems, while the nonconserving children showed patterns of concentrating on only one of the two dimensions.
In another study, Fiati studied children in the Volta regiorn of West Africa and attempted to find a correlation between children learning in different cultures and conservation.
Since children in the Volta region were growing up in isolated, agricultural villages their experiences with time, money, and mathematical computation were different from children living in settings with schools. Under these conditions, Fiati discovered that the children living in the non-school setting lacked comparable abilities to the children that went to school. He also stated that these unidimensional structures are universal and that children tested on central conceptual structures progressed through the same stages and at the same rate, but on the test of specific understanding, there was "cross-national differences" and from this Fiati concluded that if a culture values a particular task and invests time and effort in to teaching them, it is likely that children will pass the tasks.
The idea that children at the age of 5 are not capable of passing the tasks of conservations, while 8 year olds are able to succeed will be tested in the following experiment. My subject is a four year old girl named Sarah, who according to Piaget would be in the pre-operational stage and would not succeed at the task that will be presented to her and ten year old Kiran, who would succeed. Before presenting Sarah and Kiran with the tasks, I had to prepare the experiment according to the way Piaget had performed it.
For each task, the subjects were separated and had no knowledge of what was going to be presented to them before performing the task. She realized that each row had eight candies and responded "eight", when I asked her to confirm how many candies were to each row. I, then took the candies in one of the row and placed them further apart from each other and asked Sarah to tell me if both rows of candies were the same. According to Piaget, Sarah would respond that the row with the candies further apart had more and according to her response, that is exactly what she did.
I, then had Sarah leave the area of the experiment and had Kiran follow the same procedures as Sarah had done. When asked about the rows after the transformation, Kiran replied that they both were the same, except that one of the rows were spaced further apart.
This sort of response is what Piaget had predicted and this is due to the fact that Kiran is in stage, where is capable of handling these tasks, while Sarah is not able to comprehend the transformations. For the test of liquid quantity, I had two identical glasses and filled them up with water and placed them on the table. I then took another glass, except that it was longer and thinner as compared to the two other glasses.
I asked Sarah to look at the two identical glasses and tell me that if both of the them had the same amount of water and she responded "yes". After getting a response from her, I attempted to take the water from one of the glasses and pour it in the longer and thinner glass. After pouring it in the glass, I asked Sarah if both of the glasses had the same amount of water and she concluded that the tall and thinner glass had more water.
I then asked Sarah to leave the room where the experiment was being held and had Kiran come in and follow the same procedures. I asked Kiran to tell me if both of the identical glasses had the same amount of water and she determined that both were of the same amount.
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