According to Piaget’s developmental stages, children at the preoperational stage center on the most obvious aspect of seen and they lack reversibility of what they have seen earlier. Accordingly, in my courses of teaching science and math to young children, I was asked to experiment the theory of Piaget by applying it to children of that age. Thus, I chose my 6 years old daughter, “Ghena” who proved Piaget’s thought of centration and lack of reversibility. As when I showed her tow glasses with the same amount of water and then poured the water of one glass into a shorter wider glass, she assumed that there was more water in the tall glass. Whereas for “Jana” who is 10, she could realize that both glasses were having the same amount of water even after being poured in a shorter wider glass. That is because she is in the concrete and formal operational stage in which children are able to conserve and solve problems in a logical manner. Yet the same responds happened when I showed them tow sets of 8 marbles, one set being spread in a line and the other moved closer. For “Ghena”, she said that the line of spread marbles has more than those which are moved together. However, “Jana” had to count and then she answered that both sets have the same number of marbles.
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