Interpretation

 Task 1- Conservation of Number

Two rows of coins of similar sizes, five in each row were lined up about two inches apart in the center
in front of the child. The child was to acknowledge that they are equal in number. The child was
asked “which row has more coins, or do both rows have the same number of stones.” They were then
asked why they gave such an answer. Then coins from the first row were more spread out in front of
the child and again the child was asked which row has more coins, or whether both the rows have
same number of coins.

Preoperational Child- The preoperational stage child was not able to conserve numbers. When both
the rows were equally spread out the child pointed out at the first row from his side saying that line
has more coins than the other. When the child was asked for answer, he replied “kyuki ye badha hai”.
The child did not have a concrete reason for his answer. For the second time, when one of the rows
was more spread out than the other, the child again pointed out towards the same row and gave the
same reason for his answer. The child was not able to conserve maybe because of lack of cognitive
development. Research by Goswami, 1998 support these findings that children aged less that 6 years
are unable to understand Piaget’s tasks.

Concrete-Operational Child- The concrete-oprational stage child was also able to conserve. First time,
when both the rows were equally spread out, the child first counted the coins in both the rows and
then answered that both the rows have equal number of coins. Second time, when one of the rows was
more spread out than the other, the child answered the child again first counted the number of coins
and then answered that both of them have equal number of coins. When asked for a reason the child
replied, “mene count kia hai, dono rows equal hai”. Through this it could be interpreted that the child
is able to conserve numbers and also that cognitive development is not delayed. This could be due to
the good family environment provided to the child and also good schooling.

 Task 2- Conservation of Length

Two pencils of the same length were placed side by side, with their ends coinciding. The child was
then asked which pencil in longer than the other, or whether both of them are equal in length. The
child was asked for their answer. Then, one of the pencils was shifted upwards and the child was
again asked the same question and asked for the reason.

Preoperational Child- The preoperational child was again not able to conserve. When both the pencils
were aligned the child perceived on pencil to be longer than the other. The reason was again abstract
stating “kyuki ye lambi hai”. When one of the pencils was shifted upwards, the child again pointed out
towards the same pencil stating that it is longer than the other. These findings are supported by the
research study of Asokan et al., 2014. The child may not be able to conserve because of lack of
concentration.