ABSTRACT
In this chapter, the author deals with the differences between several categories of children. Although children from each category were to be found at every age between five and eight. Most children who discover the solution during the pretest are able to solve all standard inclusion problems afterward, irrespective of their material content. Some children, however, have to be helped a little with the transition from one material to another. All categorization, though often useful, is in reality artificial and of limited tenability. The author shows principal qualitative differences such as the principal logical distinction between induction and deduction as invalid for describing the psychological development of the child—and this even as only a theoretical model. Piagetians suggest a systematic organization of thought in certain specific structures. The author also shows that good teaching can lead to the best possible problem-solving processes.
