From operations to cognitive tools: new unit of analysis and emergence of the inference-making child

This article discusses the passage between the analysis unit used by Piaget in his theory of thinkingoperations, going from the in-action-theories from Inhelder, to the cognitive-scientific tools inside themark of recognizing that the young child uses in a spontaneous way an improving rationality in thecontext of solving problems in an architecture half-end. It stands out the way how questions andepistemic archetypes change in the children studies, unblocking the cognition of a partial and fracturedlook that shadowed it, not letting show out his real functioning, action coordination and the constructionof audacious representations. One resorts is to investigative the landmarks of the Ginebra schooland its later followers post-Inhelderians. The child is thought as a subject that makes inferences whenhe recognizes incongruence and uncongenial completing and improving the reality that his culturalcontext builds.