Jean Piaget, a Swiss psychologist, is known for his theory of cognitive development, which has significantly influenced education.  

Piaget’s theory divides development into four stages: the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage. During the sensorimotor stage (birth to 2 years), children learn through physical interactions with their environment. In the preoperational stage (2 to 7 years), children begin to use language and symbols, but their thinking lacks logical structure. The concrete operational stage (7 to 11 years) allows children to think logically about concrete objects, though they struggle with abstract concepts. Finally, in the formal operational stage (from around age 11 onward), children develop the ability to think abstractly and hypothetically.

In addition, Piaget advocated for "discovery learning," where children learn by exploring and interacting with their environment rather than passively receiving information from teachers. He argued that learning should be an active process where students construct knowledge through problem-solving and experimentation. According to Piaget, the role of the teacher is to act as a facilitator, guiding students as they build understanding at their own pace.

Piaget also introduced the concepts of “assimilation” and “accommodation” to explain how children incorporate new information. Assimilation involves integrating new experiences into existing frameworks, while accommodation entails modifying one’s understanding to incorporate new information. Through these processes, children actively construct their understanding of the world.

Piaget’s ideas stimulated many modern educational approaches, including student-centered learning and active learning strategies, as they emphasize the importance of aligning teaching methods with the learner’s developmental stage and encouraging independent thought.

Lev Vygotsky, a Soviet psychologist, made groundbreaking contributions to education theory, emphasizing the social nature of learning. Vygotsky’s ideas focused on how social interactions, language, and culture play crucial roles in a child’s cognitive development. He proposed that learning is inherently a social process, occurring first between people (interpsychological) and then within an individual (intrapsychological). This social learning framework suggests that teachers, parents, and peers are instrumental in a child’s learning process.

One of Vygotsky’s most famous concepts is the Zone of Proximal Development (ZPD), which defines the range between what a learner can do independently and what they can accomplish under adult guidance or in collaboration with more capable peers. He argued that students can stretch beyond their current capabilities through the guidance, gradually developing independent problem-solving skills.

Another key concept in Vygotsky’s theory is scaffolding, a teaching method closely related to the ZPD. Scaffolding refers to the temporary support provided by educators to help students bridge the gap between their current level and potential knowledge. This assistance is gradually removed as the learner becomes more competent, promoting independence.

Additionally, Vygotsky emphasized the importance of language in cognitive development. He viewed language as both a communication tool and a way for children to organize thoughts and understand the world. Through internal speech, learners practice problem-solving and self-regulation, critical for academic success.

Vygotsky’s theories highlight that education should be collaborative, focused on social interaction, and responsive to a learner’s developmental stage. His ideas underpin many modern educational practices, stressing the role of dialogue, guided instruction, and cultural context in meaningful learning.

John Dewey, a key advocate of Pragmatism, emphasized experiential learning as the foundation of effective education. He argued that learning should be active, engaging, and meaningful, not merely the passive absorption of information. Dewey believed the ultimate goal of education was to prepare individuals for democratic participation, social responsibility, and personal growth, rather than just job training. This approach led him to develop theories centered around "learning by doing," "reflective thinking," and "democratic education."

One of Dewey's most influential ideas, closely related to Problem-Based Learning (PBL), was his emphasis on solving real-life problems as a method of learning. In Dewey’s view, students learn best when they are engaged in hands-on problem-solving that is relevant to their lives. Dewey saw PBL as an ideal way to teach critical thinking, collaboration, and adaptability. In a PBL environment, students are presented with complex, open-ended problems and encouraged to work through solutions collaboratively, mirroring real-world challenges. This process requires students to apply knowledge, think critically, and explore various perspectives, fostering a deeper understanding of both the subject matter and the skills needed to navigate real-life situations.

Dewey also believed in the concept of "democratic education," where classrooms act as mini-societies. He saw teachers as facilitators who guide students to participate actively, communicate effectively, and respect diverse viewpoints. In this setting, learning is not just an individual pursuit but a collaborative process that mirrors democratic values.

Dewey's approach to education promoted experiential learning, democratic participation, and reflective thinking, aiming to create not only knowledgeable individuals but also socially conscious, active citizens. His ideas remain foundational in modern education, influencing progressive teaching methods that prioritize interactive, student-centered learning. 

Jerome Bruner was a pioneering educational psychologist. His theories emphasize active engagement, the structuring of knowledge, and the role of culture and interaction in learning processes.

One of Bruner's core ideas is Discovery Learning. He believed students learn best when they actively "discover" information rather than passively receive it. By engaging with problems, exploring solutions, and drawing connections, learners develop critical thinking and deepen their understanding of concepts. Discovery learning encourages curiosity and intrinsic motivation, making learning more meaningful.

The spiral curriculum is one of Bruner's most famous contributions. This approach suggests that complex topics can be taught at an early age, provided they are revisited at increasingly sophisticated levels as students mature. Bruner believed that any subject could be taught in some intellectually honest form to any child at any developmental stage, as long as it’s presented in a way that aligns with their current understanding. By revisiting concepts in this way, students gradually deepen their comprehension, making connections over time.

Additionally, Bruner emphasized the importance of scaffolding, a technique where teachers provide temporary support to help students achieve tasks they couldn’t complete alone. This support is gradually removed as students gain independence, fostering confidence and competence. 

Bruner's work inspired approaches that make learning more interactive and student-centered, focusing on developing critical thinking and problem-solving skills rather than merely imparting knowledge. His theories advocate for an educational environment that promotes curiosity, active engagement, and the continual building of knowledge, shaping a learner's ability to think independently and adaptively.