preoperational stage

I tried a couple experiments with my nephew, Jackson - 4. (5 in May)

I layed out two rows of 5 raisins, evenly spaced apart. I asked him who had more or if they are the same - he decided we had the same amount of raisins. When I separated my raisins, but kept only 5 in both rows, I asked him the same question - he recounted his raisins, then recounted my raisins and decided we had the same amount of raisins.

That was last week. Tonight I tried the water exercise. I filled two identical cups with water and asked him who had more or if they are the same - he decided we had the same amount of water. When I poured my water in a shallow dish, I asked him again - this time he decided he had more. I asked him why, he told me it's because his was bigger.

This idea was studied by Piaget, as we discussed in class... he called this the concept of conservation - the notion that physical properties do not change when their forms or appearances change. Jackson was able to understand the raisin problem, but not the water problem. I think this is because the raisins are a definitive subject; he counted the raisins when he was unsure. The amount of water is perceived as a shape, or as volume; 'un-count-able'