The various chapters in the text provide details of factual situations and teaching practices in the school environment. The authors convey their conviction that the field of experimental pedagogy must remain autonomous while utilizing the findings of psychology and that all hypotheses derived from psychology must be verified through actual classroom practices and educational results. The role played by actions--children's manipulation of objects--in the development of intelligence and knowledge is stressed by the authors in contrast with the approach of many educators who merely show children the manipulation of objects, either in demonstration or via audiovisual representation. The three parts of the collection are titled The Developing Mind, The Developing Child, and The Developing Teacher. The authors of the various chapters in the book are Beverly Birns, Mireille de Meuron, Eleanor Duckworth, Mark Golden, Howard E. Gruber, Constance Kamii, Jane Raph, Milton Schwebel, Hermina Sinclair, Gilbert Voyat, and David Wickens. The preface is written by Jean Piaget. (TO)