Antara Batu dan Bulu Ayam~

Bismillah..

Di rumah, Kajang. Tahun 1999 @ 2000. (Tak berapa ingat)

Abah: Antara 2kg batu dengan 2kg bulu ayam, mana lebih berat?
Saya: Batu.
Abah: Ye ke? Abah ulang balik eh. Antara 2kg batu dengan 2kg bulu ayam, mana lebih berat?
Saya: *senyap sambil berkerut tanda berfikir* Batuuuuuu!!
Abah: Cuba fikir betul-betul.. Kan abah cakap batu 2kg, bulu ayam pun 2kg...
Saya: Abah nak kata sama berat ke dua tu?
Abah: Ha laahhhh!!
Saya: Kenapa pulak?
Abah: Laaa.. awak tak dapat lagi ke?
Saya: *Duduk atas kerusi sambil berfikir lagi..* =_="
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Hari ini baca lecture psycho pasal cognitive development. Baru tahu kenapa waktu abah tanya saya, saya tak dapat-dapat point abah.

Concrete operations stage

The concrete operations stage lasts from about 7 to about 11. The word operations refers to logical operations or principles we use when solving problems. In this stage, the child not only uses symbols representationally, but can manipulate those symbols logically. Quite an accomplishment! But, at this point, they must still perform these operations within the context of concrete situations.

The stage begins with progressive decentering. By six or seven, most children develop the ability to conserve number, length, and liquid volume. Conservation refers to the idea that a quantity remains the same despite changes in appearance. If you show a child four marbles in a row, then spread them out, the preoperational child will focus on the spread, and tend to believe that there are now more marbles than before.

Or if you have two five inch sticks laid parallel to each other, then move one of them a little, she may believe that the moved stick is now longer than the other.

The concrete operations child, on the other hand, will know that there are still four marbles, and that the stick doesn’t change length even though it now extends beyond the other. And he will know that you have to look at more than just the height of the milk in the glass: If you pour the milk from the short, fat glass into the tall, skinny glass, he will tell you that there is the same amount of milk as before, despite the dramatic increase in milk-level!

By seven or eight years old, children develop conservation of substance: If I take a ball of clay and roll it into a long thin rod, or even split it into ten little pieces, the child knows that there is still the same amount of clay. And he will know that, if you rolled it all back into a single ball, it would look quite the same as it did - a feature known as reversibility.

By nine or ten, the last of the conservation tests is mastered: conservation of area. If you take four one-inch square blocks ("houses"), and lay them on a six-by-six cloth together in the center, the child who conserves will know that they take up just as much room as the same blocks spread out in the corners, or, for that matter, anywhere at all.

If all this sounds too easy to be such a big deal, note that many adults do not conserve area. Or test your friends on conservation of mass: Which is heavier: a million tons of lead, or a million tons of feathers? Many will focus on the words "lead" and "feathers", and ignore the fact that they both weigh a million tons.

(Macam soalan abah. ^_^)

In addition, a child learns classification and seriation during this stage. Classification refers back to the question of whether there are more marbles or more black marbles. Now the child begins to get the idea that one set can include another. Seriation is putting things in order. The younger child may start putting things in order by, say size, but will quickly lose track. Now the child has no problem with such a task. Since arithmetic is essentially nothing more than classification and seriation, the child is now ready for some formal education!

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p/s: Source: here