I wait for the arrival of 4 year old Yazmin around 6 p. on a Friday evening at the home of Yazmin and her mother. Yazmin's mother Diana introduces me as her friend as Yazmin hides behind her leg. As I set up Yazmin runs to the kitchen and runs back to her mom. Diana calls her back and she sits on the couch with me in the living room with me. Diana leaves and sits watching from afar, but close enough for Yazmin to feel comfortable. .
I. Conservation of Liquid .
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Dialogue (A: Me Y: Yazmin).
A: Yazmin do these cups have the same amount of water or does one have more?.
Y: They're the same.
A: How do you know?.
Y: Cause they just are.
I started to pour the water from one of the smaller cups into the larger glass. After I finished pouring the water from one glass to the other I asked her,.
A: Now which one has more?.
Y: The big one. (points to the big glass).
A: Oh, Why is that?.
Y: Cause it's bigger. .
A: How do you know, Yazmin?.
Y: ˜Cause it's BIGGER silly. (she puts emphasis on bigger).
A: What makes you think that, this one has more.
Y: This one is bigger that's why.
Yazmin answers my first set question about the same glasses. She answered my question, her answer wasn't entirely focused. She answered that "they just were ". Her answer wasn't entirely at relevant which means she is answering at random. As I continue asking questions she is just looking around making faces and noises. She started telling me stories of her poodle. I try not to feed her of topic conversations but I don't want to be rude. She uses liberated conviction when she pointed to the taller glass and told me which one was her decision. (combining of both skills) She focused on the appearance of on the glasses rather than the amount of water poured into each glass. The glass appeared to be bigger so she chose the bigger glass. This suggests that Yazmin is in preoperational thinking.
II. Conservation of Volume.
(Original set up of play-do for the conservation of volume test.
