Developmental Readiness Measures

(Piaget)

GENERAL PROCEDURE:

The tasks to be presented are:
        Conservation of number
        Conservation of length
        Conservation of liquid
        Symmetric relations
        Verbal reasoning

Find one 4-year-old one 7-year-old, and one 9-year-old to participate in the study. You may vary the above ages by one year in either direction. However, try to stick closely to these ages so that you are able to see clearly the developmental trends. If a child is uncooperative or does not understand what is expected of him/her, a new child must be found. You should always obtain permission from the child's parents or school personnel before testing.

Gather the following materials or appropriate substitutes:
a. Checkers, poker chips, or buttons -- all the same size and seven each of two different colors.

b. Two sticks of equal length (approximately 8-10 inches) but of different colors. Do not use pencil

c. Two glasses (jars) of identical size and shape and a third glass (jar or glass pie plate) either taller and narrower or shorter and wider than the other two. All three containers must be clear and unadorned so the child can see the
liquid they hold.

d. A pitcher of colored water (add a few drops of food coloring).

Follow the instructions for each task precisely. Always record both the child's response to the questions asked AND his/her explanation of that response. Remember, to be certain a child truly understands each task, he/she must provide a LOGICAL explanation.

Conservation of Number:

1. Arrange a row of seven checkers of one color horizontally in front of the child, leaving approximately one inch between elements. Place checkers of the second color beside the checkers in the first row so that each member of one row is paired with a member of the other row: x x x x x x x

o o o o o o o

"Are there as many checkers in this row (pointing to the row closest to the child) as this row (pointing to the other row), or does one row have more?"

3. Then spread out the checkers in the row closest to the child and repeat the question.

x x x x x x x

o o o o o o o

4. Record the child's response and verbal justification.

Conservation of Length:

1. Place two sticks horizontal to the child and parallel so that their ends are aligned, like so:

__________

2. Ask the child: "Is this stick (pointing to the one closest to the child) as long as this stick (pointing to the other stick), or is one longer?" If the child thinks one stick is longer, have him/her adjust the sticks slightly until convinced of their equality.

3. Then move the stick closest to the child a few inches to one side and repeat the question.

__________

and

Conservation of Liquid:

2. As the child watches, fill each jar (glass) approximately 3/4 full of colored water from the pitcher. Be sure the water levels are exactly the same.

3. Ask the child: "Is there as much water in this jar (glass) as this jar (pointing), or does one jar (glass) have more?" If the child thinks one glass contains more water add or subtract a little until he/she is convinced of their equality.

4. Then pour the water from one of the jars (glasses) into the tall-narrow (or shallow-wide) container and repeat the question.

5. Record the child's response and verbal justification.

Symmetrical Relations:

1. Ask the child if there is anything wrong with this sentence: "I have three brothers, Paul, Joe and myself." (or substitute "sisters" and girls names).

2. Record the child's response and verbal justification.

Verbal Reasoning:

Cup your hands closed as though you were hiding something and say, "I have a three-legged snake in my hand, what color is it?" Carefully note the child's response and whether or not (s)he hesitated in answering, looked bewildered, etc...

WRITE UP:

All reports must be TYPED, STAPLED, and begin with a COVER PAGE that includes student's name, the heading "Developmental Readiness Measures," name of the class, and class time. Use 12-point Times New Roman font and leave one inch margins on all sides. Each student must perform the Piagetian tasks independently and turn in his/her own paper (copies of team-generated papers are considered cheating ). Write up the results for each child as indicated in the following example.

DO NOT

Sex:

Conservation of Number:

A: "They're the same." Row closest to the child is spread apart.

Q: Now are there as many checkers in this row as this row (pointing), or does one row have more?

A: "This row (the one spread apart) has more now."

Q: Why?

A: "Cause it's prettier."

After repeating this interview format for each of the other four tasks, give the Piagetian stage of intellectual development you believe this child is at, and why (present the stage here, not at the end of the report). Your explanation should begin with the stage underlined, followed by a short paragraph (at least four sentences) explaining why you put the child in that stage. This paragraph is crucial to your grade on the paper, so give it some thought. Do not just copy the same justification for every child, nor recite what was given in lecture or the textbook. That is, your response for each of the three children must be thoughtful and individualize.

Example:

Concrete Operations.

must

Now repeat the same procedure for the second and third child.

Revised 8/27/02