Résumé:
The development of the child's cognitive structure is linked to
the development and development of new formations of the different
knowledge units, processes and cognitive functions reflected therein.
Each child has the cognitive systems that govern his or her treatments
and decisions to make changes or modifications to the environment
around him or her. Knowledge structures change at every evolutionary
stage and control children's thinking and behaviour through the
process of representation and harmonization. The objective of the
current research is to explain the evolution of these knowledge
structures and the patterns of children's responses to reflection tasks,
and to explain responses that reflect their level of thinking
