Conservation law of child's blocks analogy

In summary, the conservation law of child's blocks analogy, as described in Feynman's Lectures on Physics volume one, states that the number of blocks a child has should always remain constant, even if they are found in unexpected places or come from somewhere else. This analogy has been used by many others, but it is believed that Feynman was the first to popularize it in writing.
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lurflurf
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Conservation law of child's blocks analogy
In Feynman's Lectures on Physics volume one there is an analogy to conservation of energy (though it would equally apply to other types of conservation). The idea is that if a child has n blocks we should always expect there to be n blocks. We may find the blocks somewhere we do not expect or find blocks from somewhere else, but we should find the n blocks each time. I have seen this analogy ripped of many times. What I want to know is did it start with Feynman or did he rip it off from somewhere else.
 
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He almost certainly ripped it from someplace else - but, afaict, he beat everyone into popular print.
 

What is the conservation law of child's blocks analogy?

The conservation law of child's blocks analogy is a scientific concept that describes how children develop an understanding of conservation, which is the ability to understand that the quantity of an object or substance remains the same despite changes in its shape or appearance.

How does the conservation law of child's blocks analogy work?

The conservation law of child's blocks analogy works by using a familiar and concrete example, such as a set of blocks, to help children understand the concept of conservation. By showing children that the number of blocks remains the same even if they are rearranged, the analogy helps them understand that the quantity of an object remains the same despite changes in its appearance.

What are the stages of conservation according to the child's blocks analogy?

The stages of conservation according to the child's blocks analogy are the preoperational stage, the concrete operational stage, and the formal operational stage. In the preoperational stage, children are unable to understand conservation and are easily misled by changes in appearance. In the concrete operational stage, children begin to understand conservation but may still struggle with more complex scenarios. In the formal operational stage, children have a full understanding of conservation and can reason about it abstractly.

Is the conservation law of child's blocks analogy still relevant today?

Yes, the conservation law of child's blocks analogy is still relevant today. While the specific example of blocks may be outdated, the concept of using familiar and concrete examples to help children understand conservation is still widely used in teaching and research on child development.

How does the conservation law of child's blocks analogy relate to other areas of science?

The conservation law of child's blocks analogy relates to other areas of science, such as physics and chemistry, where the concept of conservation is also important. By understanding conservation at a young age, children develop a foundation for understanding more complex scientific concepts in the future.

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