1. INTRODUCTION
Mental structures develop through interacti-on betvveen the individual and the environment. These structures appear during early childhood and begin to develop as soon as the child begins to gain environmental experiences. His research on mental development from birth until adultho-od led Piaget to conclude that this process is di-vided into four different but consecutive basic stages fil. According to Piaget, children begin to think and use primitive reasoning about size, number, quantity, time, volume, weight and spa-ce when they reach the concrete operations sta-ge (7-11 years of age). During this stage, they achieve greater mastery of the concept of con-servation that is, they learn that certain quantita-tive aspects of objects remain unchanged despi-te some changes in the appearance of objects [2]. Piaget maintained that the concepts of con-servation (of number, length, material, quantity, weight, area, volume) are acquired gradually and different forms of conservation emerge at different periods in the life of a child [1].Conservation is the recognition that any physical changes occurring in an object or a group of objects do not effect a change in the quan-titative aspect of those objects [3]. There are different vievvs as to vvhether the process of the ac-quisition of the concept of conservation can be accelerated by giving children some special tra-ining [4].
In the studies made in this area, some speci-alists argued that the concept of conservation can be acquired through training. Some researc-hers pointed out the benefits of employing different methods of education to encourage the children to acquire the concept of conservation [5, 6] and carried out relevant studies, which concluded that training can help the acquisition of the concept of conservation [5,7,8,9, 10].
Both the theory of maturationism and the in-teractional theory, stress the importance of being at the right age for the acquisition of the skills of conservation. Gesell (1954), Thompson (1954) and Hunt (1964) believe that some characteris-tics of the age based conceptual level and limi-tations in neurological maturation might cause children to resist the training to be given [11].
Pasnak (1987), stated in a study that the cog-nitive development of children of kindergarten age can be accelerated through development of new programs of instruction [12].
Turh (1980), Gelman and Gallis (1978), expressed the view that the acquisition of the concept of conservation can be accelerated if the educational programs are detailed and systema-tic [13].
Sinha and Carabine (1981), agreed that conservation activities are an important tool through which children can develop competence in es-tablishing communication conservation. Activities can also contribute positively to children's development [13].
Golomb and Boren (1981), stressed in their study that early childhood educational programs should include activities designed to support children's knovvledge of conservation. Early childhood educational programs should also include educational experiences to support the ac-quisition of the concepts of conservation and the development of the relevant skills [14].

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2. THE AIM OF THE STUDY
This study aimed to determine the level of knowledge of conservation possessed by 6-year-old kindergarten children and to assess the ef-fects of the training program employed on their knovvledge of conservation.

3. METHOD
The subjects consisted of a total 49 children in the six year old age group (ranging from 5 years 7 months to 6 years 6 months) attending Hacettepe University's Gül veren Kindergarten.
The 49 children comprising the subjects we-re divided into two groups as the experiment group and the control group. The study was designed to consist of the follovving stages: Pre-test - supportive training - post-test.
The researcher familiarized the subjects with the materials to be used before starting to vvork vvith them.
For each task, a pair of objects were placed on the table before the subjects, who were then asked vvhether or not the pair of objects in ques-tion were quantitatively equal in terms of number, length, substance, quantity or vveight, de-pending on the task. When the subjects did not agree that the pair of objects were quantitatively equal, some modifications were made in the objects or in their positions. It vvas only after the children accepted the quantitative equality of the objects that one of the objects w as deformed in-to another shape or its position vvas changed. And the other object vvas left intact. Thus, the changes made had to do vvith either the shape of the object or its position in relation to the other element of the pair. Hovvever, there vvere no qu-antitative changes [15].
The same approach vvas employed in the ad-ministration of the pre-and post-tests to both the experiment and çontrol groups. Pre-and post-tests vvere administered individually outside the classroom in a room checked for stimulative ef-fects. Only the subjects in the experiment group vvent through the training stage of the study in a special room in the kindergarten. The activities and the educational program vvere implemented by only one of the researchers involved in this study. The subjects in the experiment group re-ceived special supportive training in each area of conservation for tvvo months, five days a vveek. During the implementation of this training program , matters such as interaction betvveen the objects and children, manipulation, raising avvare-ness about relations and characteristics and dra-vving attention to causal aspects vvere emphasi-zed. The subjects took an active part in the play activities included in the training program. Art, physical education and study of nature vvere chosen as activities to be included in the tra-ining-through play program [16]. The children in the control group vvere allovved to take part only in those activities included in the training program implemented by the kindergarten. This vvay, it vvas believed, the potential variables vvhich might result from the involvement of different teachers could be taken under control.
For the statistical analysis of the data, the Ki-Square (Mc Nemar) test vvas used for Depen-dent Samples and for each area of conservation the total number and percentage of the children successful in the pre-and post-training tests vvere given [17].
4. FINDINGS
Tables 1-5 and Figüre 1-5 shovv the distribu-tion of the subjects successful in skills related to conservation of number, length, substance, qu-antity and weight according to the experiment and control groups.

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5. RESULTS AND DISCUSSION
This study vvas designed to find out the level of knovvledge of conservation possessed by six year old kindergarten children and examine the effect of the training program on their level of knovvledge of conservation. The study tried to determine the pre-and-post levels of knovvledge of conservation of number, length, substance, quantity and vveight possessed by the children in the experiment and control groups.
When the distribution of the subjects successful in skills related to conservation of number according to the experiment and control groups (Table 1, Figüre i) vvas studied, the differen-ce betvveen the pre-and post-tests vvas found to be significant in the experiment group (x2 =17, p<0.05), but insignificant in the control group (x2= 8, p>0.05). The percentage of children successful in the conservation of number in the pre-test vvas 25.9. Hovvever, in the post-test, this figüre rose to 88.9 %. This indicates that 63.0 % of the children vvere positively influenced by the training provided in the conservation of number (P<0.05). On the other hand, in the control group, the percentage of the children successful in the pre-test vvas 4.5 % vvhereas in the post-test, it rose to 40.9 %. This result vvas not found to be statistically significant (P>0.05). The fact that the success rate achieved by the children in the control group rose in the post-test although they had received no supportive training led us to be-lieve that this vvas due to the fact that the aims related to number training had greater vveight in the kindergarten educational program. This vvas not observed in other areas of conservation.
A number of experiments carried out by Haldford, et al (1985) on conservation of number led them to conclude that children in the 3-4 year age group knevv nothing about the conservation of number. Halford's theory assumed that understanding conservation had to do vvith the concept of number and the quantity expressed by the numbers. According to the researcher, children cannot grasp these tvvo overlapping concepts until they are 4.5-5 years of age [18].
Piaget attributed young children's failure in conservation of number to their lack of understanding of the related concepts [19].
Çelen (1992), in a study, applied a symbolic "play program" to sixty children betvveen the ages of 4-6 years in addition to the regular kindergarten curriculum. He stressed that this program had a cognitive effect on the children's ac-quisition of number [20].
Siegler and Liebert (1972), in a study, vvere able to accelerate the acquisition of the conservation of number [21].
The findings presented in Table 2 and Figüre 2 indicate that the children's performance in the conservation of length vvas statistically significant for the experiment group (x2= 19, P<0,05). In the experiment group, 11.1 % of the children performed successfully in the conservation of length in the pre-test. This figüre hovvever, rose to 81.5 % in the post-test. Training, thus, brought about 70.4 % more success in the conservation of length in the post-test. In the control group, hovvever, there vvas no difference betvveen the results achieved in the pre-post-tests. Only 13.6 % of the children vvere successful in both the pre-and post-tests.
Gelman (1982) provided training in the conservation of number and length for children vvho had already acquired the concept of conservation. Gelman, in his training program emphasized the concepts dealing vvith the same number and length. The study found significant changes, compared to the pre-test results, in the performance of the children in the post-test, adminis-tered immediately after training in conservation tasks related to number and length. The same performance level vvas also achieved in the final test administered three vveeks later [7].
Piaget observed that young children thought tvvo identical sticks placed side by side to be of equal length because their ends matched. Hovvever, they thought the sticks vvere not of the same length when one of them vvas moved sidevvays [11].
The distribution of the subjects successful in skills related to conservation of substance according to experiment and control groups (Table 3 and Figüre 3) indicates that the difference betvveen the pre-and post-test results achieved by the subjects in the experiment group vvas significant (x2 = 21, p<0.05) vvhere as it vvas found to be in-significant in the control group (x2= 1, p>0.05). 11.1 % of the children in the experiment group performed successfully in the pre-test. This rate rose by 11.1 % to 88.9 % in the final test. In the control group, this rate vvas 9.0 % in the pre-test vvhile it vvas 13.5 % in the final test.
The training program applied to the children in the experiment group created ample opportu-nity for the children to interact vvith materials such as ceramics, and clay, vvhich are used in art activities. Children's achievement of a rate of success of 88.9 % in the final test, from the 11.1 % in the pre-test may be considered to have re-sulted from the opportunities provided for children in the training program.
Chang et al (1987) carried out a study to in-vestigate the conservation skills of Singaporean preschool children in areas of number, length and quantity. Över 200 hundred children ran-ging in age from 3-6 years vvere included in the study. The findings shovved that över half of the 5.5-year-olds vvere successful in the conservation of number and less than 15 percent in the conservation of length and quantity. The study further found that the children in private schools acquired the concept of conservation at an earli-er age than their peers in public kindergartens. Researchers emphasize the importance of conservation activities in the acquisition of the concept of conservation [6].
Onyehalu carried out a study in Nigeria in 1985, in vvhich he applied Piaget's experiments on the conservation of substance to 247, 6.5-7.5 year old children. The study revealed that the children vvith previous kindergarten experience acquired conservation skills earlier than those vvith no kindergarten experience. The study further revealed that the children vvith no previous kindergarten experience had not seen clay or ceramics before the study [11].
Price, et al (1969), in a study applied Piaget's conservation experiments related to number, substance, vveight and volume to tvvo groups of Mexican boys. They observed that the group of children doing pottery vvork vvere particularly successful in conservation of substance vvhile the group of boys vvith no vvork experience vvere unsuccessful [22].
The findings presented in Table 4 and Figüre 4 indicate that the difference betvveen the ra-tes of success achieved by the subjects in the ex-periment group in conservation of quantity in the pre-and post-tests vvas significant (x2= 21, p<0.05). In the control group, although there vvas a rise in the level of success in the final test compared to that in the preliminary test, this rise vvas not statistically significant (x2= 1, p>0.05). In the experiment group, the rate of success in conservation of quantity rose from 11.1 % in the preliminary test to 88.9 % in the final test. In the control group, hovvever the same rate rose from 13.6 % to 18.1 in the final test.
The children's failure to give a correct ans-vver to the question about conservation of quan-tity in the pre-test may be ascribed to the possi-bility that they confused the meanings of such vvords as "more", "fevver", "less" and "equal". During the administration of the supportive training program, the children vvere allovved to be engaged in activities in vvhich they had a chance to grasp the meanings of these vvords through concrete experiences. In addition, since their ability to give correct ansvvers to conservation problems vvas related to their ability to distingu-ish the differences betvveen the physical charac-teristics of the environment and those of the objects vvith vvhich they interacted the children vvere given ample opportunity during their training period to engage in activities involving the acts of filling, emptying, carrying and dividing, vvhich gave them a chance to compare various dimensions, forms and quantities of the objects used [16].
In a study by May and Norton (1981), the level of acquisition of the conservation of number, length, substance and quantity attained by 5-6 year old children vvas found out. Then the children were subjected to conservation training. The fin-dings indicated that both the children who had not acquired the concept of conservation at ali and those who had partially done so before training were more successful in various conceptual relations, and they could transfer vvhat they had learned to other areas of conservation [8].
In a study by Sinha and Carabine (1981), 36 year old children were shovvn two toy animals: a small dog and a big horse. The animals were supposed to drink water out of similar conta-iners. The bigger animal had a big container and the smaller a small one. After the first trial, the containers were changed and water was poured into them (The water in the small container was put into a thin tali glass, and that in the big container into a vvide glass). Young children (3-4 year olds) gave the water in the vvide glass, which they thought was little, to the dog. This was because they were at a level of perception vvhich led them to use as a hint in their decision-making only an easily noticeable characteristic of the container rather than the act of emptying from one container to another [13].
The findings presented in Table 5 and Figüre 5 indicate that follovving training, the children in the experiment group had greater knovvledge of conservation of vveight. The increase in the experiment group was found to be statistically important (x2= 21, p<0.05) vvhile that in the control group was found to be statistically insig-nificant (x2= 1, p<0.05). While 14.8 % of the children in the experiment group was found to have acquired conservation of vveight in the pre-test, in the post-test, this percentage rose by 14.8 % to 92.6 %. None of the children in the control group, hovvever, was successful (0.0 %) in the pre-test. The success rate in final test, on the other hand, was only 4.5%.
Miller and Lipps (1973), claimed that as children grevv older, the rate of error-making in their skills of conservation of vveight grevv lower. This observation was in conflict vvith Piaget's vievv that children have stronger functi-onal belief systems and thus they will not chan-ge their belief s even when they are taught [11].
Lavvton and Reddy (1984) studied the effect of highly organized knovvledge on the acquisiti-on of the concept of conservation by 3-4 year old children. To the experiment group, the rese-archers applied a training program based on Au-subel's theory of learning, designed to dravv children's attention to special properties of ob-jects and high levels of rules needed to solve the conservation problems related to learning activi-ties. The children in the control group, on the other hand, vvere trained through regular explana-tions vvithin the framevvork of the traditional kindergarten program, vvhich is not based on any particular theory of development or learning. The children in the experiment group, achieved top performance levels in conservation vvhereas those in the control group performed at lovver levels in pre-and post tests [23].
Wheatley (1970) found, that there was a rela-tionship betvveen the acquisition of conservation skills and the age, socio-economic level and ex-periences of a child. He also found that the children from families vvhich provided rich stimulants and suitable materials vvere able to understand the concept of conservation at an early age. His findings, furthermore, revealed that specially provided materials and chances such as blocks, legos, construction materials, and playing games vvith vvater and sand contributed to children's grasp of the concept of conservation [24].
Golomb and Boren (1981) in their study, provided the subjects who failed to understand the problems related to conservation vvith training through symbolic play, then repeated the same conservation problems. The researchers claimed that the children acquired enough cog-nitive gains from their training to generalize their knovvledge of conservation to cover those areas of conservation in vvhich they had not rece-ived any training [14].
The findings of this study indicated that there vvas an increase in the level of knovvledge of conservation possessed by children supported by a training-through-play program. Thus, the training program used for this study can be said to have been useful to the subjects in the experi-ment group.
The educational programs designed for children in the early childhood period should give room to educational experiences that will support the acquisition of the concepts related to conservation. Active participation in learning will positively affect children's lives and educational gains. When they find and opportunity to touch the objects in their learning environment, they will have achieved learning at a conceptual level. Training through play provides a significant opportunity vvhich allovvs active participation by children and enriches children's learning through trial and error practices. Therefore, ins-tead of traditional approaches, those vvhich vvill allovv children to manipulate objects should be preferred.

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