Play Years: Conservation and Scaffolding tasks
Subject’s name is Emily, she’s four years old. She is growing up with a
mother a father and an older sister. It was a lot of fun exploring her
Conservation TestOrder now
1. The first test consisted of two identical classes filled with an equal
amount of milk and a much taller test tube.
The test tube had an equivalent
volume compared to the glass cups. I pored one glass of milk in to the test
tube, and after the transformation I asked Emily,
Q. “Are the amount different or the same?”
A. “Different of course”
Q. “Which has more?”
A. “This one” while pointing on the tall test tube.
Q. “Why do you think it has more milk in it?”
A. “It’s Bigger, that’s why.”
2. The second test consisted of 20 candy bars put together forming 2
straight lines, with 10 candy bars in each line. After figuring out that it
is the same amount, I increased the spacing of candy bars in one of the
lanes and asked the same question.
Q. “Are the amount of the candy bars different or the same?”
A. “Yes the amount is the same”
Q. “How is it that they are the same?”
A. “You didn’t add any more candy bars”
3. The third test consisted of two Play Dow balls of the same size.
took one of the Play Dow balls and squeezed in into a long, thin shape, I
asked Emily the same question.
Q. “Which one has more Play Dow in it?”
A. “This one” and she pointed at the long one.
One out of three different tests with the same task resulted in a different
answer given by Emily. I suppose the example with the candy bars was an
obvious answer for her, there for she got it right.
I bought a 20 piece jigsaw picture puzzle. It was a picture of Silvester
and Tweetyy, two of the cartoon characters that Emily loved.
Arousing interest- this was the easy part. I explained Emily that if we put
this puzzle together we shall get a picture of Silvester and Tweety. Her
eyes lit up and she couldn’t wait to start the puzzle.
Simplifying the Task- I tried to explain how each one of the pieces must
tightly fit into another.
To make it simpler I told Emily to take all the
pieces out of the box and lay them down on the table with the picture face
up. Once it is easier to see all of the pieces we can start the search.
Scaffold, Interpret the Activity – I decided to show how it’s done first
before she started on her own. I tried to do it as slow as possible, and
while I was searching and finding the right pieces, I made comments about
each one of them. “Ok now Tweety needs an eyes and a part of an eye lash.
Ok there it is, now lets put it in its place.
” After seeing me put the
puzzle together, Emily couldn’t wait to do it herself. She couldn’t take
her eyes of the jigsaw puzzle and looked very interested.
Solve Problems – I anticipated the mistakes that Emily was making, but
after correcting her few times, it seemed like she understood the concept
and became even faster. It seemed like she couldn’t get enough of it which
surprised me. I was expecting her to give up after the first 10 minutes and
go play with another toy. Before her nap time she played with the puzzle 4
times and once she got it all right completely on her own.
Teach Enthusiasm- I explained to her that this was not the only puzzle out
there, and I told her that the more puzzles she does the smarter she can
get. But what really got her interested was when I said that I shall buy
more puzzles just like the previous one but with different characters. We
moved up to a 50 piece puzzle that she is working on at the present time
and cant wait to finish it and see the new one. .