by the way the teacher arranges experience. Learning is thus experiential, and Piaget suggests that experiences have meaning to the extent that they can be assimilated. Such assimilation does not take place without accommodation, an aspect of considerable importance from the point of view of adaptation and possible development:
One of the principal aims of the teacher will be to present situations to the child which require him to adapt his past experience. The teacher is concerned with facilitating adaptation and assisting the child along the developmental path (Flavell, 1963, 91).
The learning situation thus becomes a means of discovery as the child encounters something that is unknown, new, or problematical for the child. The achievement of understanding of this experiences produces an adaptation, and each adaptation made by the child is a discovery for him or her, an insight made through experience. Such a discovery process is ongoing and is not to be seen as a series
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