ABSTRACT
This chapter explains with two main assumptions: the Piagetian child surely exists in the particular field; and the mechanical relations between letters and sounds were the starting point of pedagogical traditions but surely not the starting point of children's learning process, from the learner's perspective. The working procedures at the Center of Genetic Epistemology, under Jean Piaget's leadership, included discussions with various specialists according to the main theme of research. The Piagetian influence on mathematics teaching was slowly undermining traditional practices. Many good teachers felt themselves split: they were constructivist teachers at math's times and behaviorist teachers at language's times. Piaget used to formulate epistemological questions to guide psychological inquiries. Quite independently from these developments, new approaches to literacy came from historians of reading practices in modern times or in ancient times. The psychological development of a given notion was confronted with the related scientific concept.
