This study aims to highlight the theory-method relationship, as well as some problems strongly intertwined with the methodological. It is also intended to show how conceptualizations inspired by Piagetian and dynamic systems, for example, go hand in hand with methodologies that are close to them and from which they can be approached. Methodologically, a microgenetic approach is chosen in a singular version, which recovers the spirit conceived in the Geneva School from a cultural and idiographic perspective. Assuming development as change implies taking into account the temporality of the processes, for which we will rely on treatments, some already known (MIN-MAX) and others relatively new (Phase Spaces), which allow us to represent and understand in a more detailed way how change occurs in time, in this case, in the process of understanding the visual metaphor in children from 3 to 4 years of age.