# Piaget's Theory: Observation and Reflection

For this, I used blue play-dough and designed it into 2 balls of the same size. I conducted this with a son who's 7 years old and in first class. I asked him if he would help me with something and he said, "Sure", but looked like nervous. I offered him with the two balls of play-dough and he got excited, as though we were going to take action fun.

I started out by asking him if the two balls of play dough were the same size. He looked at them strongly and then found each ball before proclaiming that they were not similar size. I asked him to make them the same size and tell him he might use the extra play-dough I had reserve if needed. He added the excess play-dough to one of the balls, melding it into the ball, and then looked at both balls again. He got a few of the dough from the now larger ball and added it to the other, viewed the balls again, then added a little more, ensuring both balls were easy and rounded again. This complete time, he was very focused on what he was doing. Once he completed, one of the balls was plainly a still just a little larger than the other, but he was satisfied that they were now the same. For being good, the difference was really small.

I then smashed the larger ball down so that it was level and round. I asked him if one of them had more play-dough than the other or if they experienced the same amount. He replied with, "Naturally they're the same!", using what appeared to be a bit of an exasperated build. I asked him to inform me how he realized they had the same amount. He said that he realized this because he himself got made sure each ball possessed the same amount before. He kind of rolled his eye and i want to know that because one was squished down doesn't change the amount of play-dough it acquired.

I was quite impressed along with his talents in response to my questions during this activity. I don't know very well what to label of the actual fact that he noticed the balls were not equal to begin with. However, during the procedure for adding and eliminating play-dough from the balls to make them even, he exhibited great emphasis and concentration. Positioning the balls, eyeing one and then the other, he made changes until he felt satisfied that these were the same. I had expected just a quick answer in any event, which means this was surprising to me.

I believe that this did validate Piaget's observations, at least in regard to the characteristics of the Concrete Operations stage, which this 7 time old boy evidently fell into. After he completed changing the balls until he saw them to be equal, he regarded that nothing experienced changed as i smashed one of these down. Finding one large rounded ball, and one seemingly smaller flat disc didn't cause him to wait when asked if they covered the same amount of play-dough. If anything, he seemed to think it was absurd to even ask that question.

I eventually know that particular boy loves to build things. His favorite thing is taking containers of different sizes and reducing them into various styles to make whatever he's imagining at the time. houses, "furniture", rockets, etc. His parents have always made sure that he has plenty of random material he may use for his building activities, including a "mud pit" in the back yard, just like a tiny sandbox. I assume that his prior background in utilizing a variety of materials helped to allow him in this task as well. He has discovered, on his own, how things fit along and how to form materials like mud into various forms for different uses. While I don't imagine he put in time thinking about the way his brain and sight processed the info before him, he performed spend time taking into consideration the task at hand through the lens of the information processes he previously gained through prior experience. He was able to evaluate the balls, and then hang out modifying these to complete the duty of making them be the same size. Then had no concerns about different shapes containing the same amount of play-dough and reasoned that since he previously made them the same, they continued to be the same regardless of what shape they required on. I assume that many of these factors contributed to his reasoning and performance in carrying out this.

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