He ran on his toes and threw and caught the ball skillfully. .
Cognitive Characteristics.
When I first sat down one on one with him, he was very curious and talkative. He asked me, "What's your name? What are you doing here? Do you like kids?"" He did not seem to be afraid of talking to strangers or being around new faces. I discussed Brandon's progress in the class with the teacher's aide who informed me that he has been doing very well in math and writing but he needs improvement with his reading. I tested Brandon's cognitive skills with a few activities such as reading a book aloud and Piaget's conservation experiment. For the conservation experiment, I used both the liquid quantity test and the conservation of number test. For the liquid quantity test, I placed two identical glasses of the same height and size on a table then poured equal amounts of water into them. Brandon agreed that both glasses had the same amount of water in them. I then placed a thinner, taller glass next to one of the other glasses and poured the same amount of water into it. I asked Brandon whether or not the two glasses had the same amount of water and he answered that the taller glass has more water in it. For a child Brandon's age, it is not very uncommon to fail this test. .
Even though Brandon failed the liquid quantity test, he redeemed himself with the conservation of number test. I placed eight cubes on the table in two equal rows. Then I spread out the cubes farther apart in one single row. I asked Brandon whether the two rows of cubes still have the same number of cubes in them and after he counted out the cubes for a minute, he answered that they both were the same. Brandon's knowledge of counting helped him come to the conclusion that spreading out the cubes did affect number of cubes on the table. I then asked Brandon to pick out his favorite book from the classroom's library and he read aloud Green Eggs and Ham by Dr.