Piaget's Conservation and Childhood Justification
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This paper explains that, although Piaget's theories of child development have been generalized and widely accepted, his work is not unassailable because he based the majority of his observations on the study of his own children. The author points out that, even today, there is little agreement as to the precise accuracy of his stages or the way in which they may be measured and determined especially the impact of cultural differences and the issue of giftedness among children. The paper includes (1) a literature review of several studies and (2) an interview of a child conducted by the author.
From the Paper:"Of course, if children are just responding to subtle cues given by the interviewer, then one would expect studies to bear this out -- and they do. McGarrigle and Donaldson (1974) found that if Piaget stage tasks were performed in a way that minimalized the appearance that the first answer was wrong, the success rate of an average group of four year old children jumped from 22.5% to 80% -- a total reversal of the trend towards failure for that age. In this study, the researchers pretended that a "Naughty Teddy" toy escaped his cage and messed up the lines of objects. They researcher then asked for the child's help in making sure the lines were still had the same number of objects."
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Piaget's Conservation and Childhood Justification (2006, September 02) Retrieved February 07, 2023, from https://www.academon.com/research-paper/piaget-conservation-and-childhood-justification-68662/
"Piaget's Conservation and Childhood Justification" 02 September 2006. Web. 07 February. 2023. <https://www.academon.com/research-paper/piaget-conservation-and-childhood-justification-68662/>