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