I'll say it again: they did it to avoid confusing school children.
This only makes matters worse then. All I can do is imagine the following conversation:
Johnnie: “Is Pluto a planet?”
Teacher: “It's a dwarf planet!”
Johnnie: “Cool!”
Two years later.
Johnnie: “My favourite planet is Pluto!”
Teacher: “Pluto is not a planet!”
Johnnie: “But you told me it is!”
Teacher: “No, I told you it is a dwarf planet!...”
Johnnie: “Isn't a dwarf planet a tiny planet?”
Teacher: “Yes.. No... Yes.. No... Um, yes... Um, no... Not really...”
Sort of a strawman you've introduced here, since most science teachers would (and do) answer that with a simple "yes." The GOOD ones will answer "Yes... but if you think about it, isn't a moon just a planet that orbits another planet?" and get a good classroom debate going.
The only teachers who will stumble over that issue are the ones who don't know what the fuck they're talking about and probably shouldn't be teaching science to begin with.
Only if you take the extra effort to MAKE it confusing. But that's been true of science since at least the bronze age.
My classmates used to complain for far smaller discrepancies, and some of them simply couldn't get their head around them.
And that proves what, exactly? My classmates used to complain about having to do homework on Fridays.
The confusion with respect to the number of objects in the Solar system has a single simple solution – create a detailed map of the Solar system and show it to the kids.
How detailed should it be? Should it show only the main eight planets plus the asteroid belt? Should it show the eight planets plus Ceres and the four Plutoids? Should it show all eight planets, plus their moons, plus the centaurs, plus the long period comets, plus the four Plutioids, plus the dozen or so dwarf planet candidates?
Children, like conservatives, do not react well to subtlety. All of us learned the BASIC categories first and were introduced to the subcategories and exceptions later, in high school and college. Most people stop learning after that, and apply those grammar school labels to what we read in the papers; it is for THEM that the labels were changed, to keep things simple and un-subtle. For everyone else, the difference between a planet and a dwarf planet is a discernible difference that exists among various OTHER categories: Trans-Neptunian Objects, Classical Kuiper Belt Objects, Non-Classical Kuiper Belt Objects, Dwarf Planet Candidates, etc etc (i.e. objects in space that can belong to MULTIPLE categories and may or mat not ALSO be dwarf planets).
IOW: "Dwarf planet" is a general label that stupid people apply to a class of objects they don't have the time or patience to learn more about. The label applies because those objects--including Pluto--are unlike OTHER planets in a way that is meaningful to scientists, but general enough that you don't have to have a degree to understand why.
You can't really spare the kids from teaching them about those numerous objects
Correct. But at now you can put those various objects into a separate chapter called "Dwarf planets" and create another map that focusses on them specifically.
I'm just saying that you need to show these objects to the kids and focus on their physical characteristics as to why they are important...
Why ARE they important, exactly? And for which grade level?
I mean, if I were teaching a high school science class I would focus on Europa, Ceres and 64-Cybele, objects which are strongly believed to be largely composed of water and are significant in the debate about the origins of water--and therefore life--on Earth. The focus would be considerably different for lower grades, who may or may not know what an "asteroid" even is.