Jean Piaget (1896-1980) was one of the most influential constructivist psychologists specialized in the field of developmental psychology and educational research. Piaget made contributions to five themes: intellectual development and domain-specificity, educational intervention and teaching, social collaboration and learning, and the measurement of development of modal understanding. This essay will look at the work of Piaget to approach how current learning and teaching practice can be benefited from his work. The essay will begin by focusing with the concept of adaptation in relation with the event of teaching context. Followed by his notions on egocentrism in children, supported by an improvised study conducted by Borke (1975). The final area to explore under Piaget’s theories of learning and development will be stages of cognitive development. In his theory of cognitive development, it outlines the stages of children’s intellectual development: sensorimotor stage, pre-operational stage, concrete operational stage and formal operational stage. The work of Piaget (cited in Hetherington et.al, 2006) has revealed that children constantly adjust to their schemata according to their own experiences, known as the process of adaptation. Adaptation is a process determining how new information fits with prior knowledge, and how prior knowledge can be articulated with new information. This adaptation process can be described as two complementary activities: assimilation and accommodation. According to Shaffer et.al. (2010), assimilation is the process when children try to interpret new experiences or new knowledge into their existing experience –that is, children try to apply their prior knowledge, their existing schemata to the new experience. For example, a child went on a road trip through the rural areas and sees some pigs in a paddock, and exclaims “Look at the elephants”. The young child perceived a pig for the first time may assimilate it into her existing schemata for “fat-body” and four-legged animals. As a result, she may think that it is acceptable to call this animal as a “piggy.” Whereas, accommodation is a process of adjusting existing schemata in order to interpret for new experience obtained from the environment. The child who recognized that a pig is not an elephant may create a name for this new creature, or ask what it is to revise the concept of “fat-body” and four-legged animals accordingly (Shaffer et.al, 2010). In the event of educational practice, both concepts can be applied in learning and teaching context; both assimilation and accommodation involve the participation of students and teachers, as learning is necessarily a two-way street. Piaget suggested that the role of teachers is no longer using a traditional approach, to instruct children, that is, to transmit knowledge “spoon-feedingly” instead, allowing them to be a discovery learner in seeking for knowledge and ensuring the lesson cover all aspects of the curriculum. This provides opportunities for students to be an independent learner to construct their own understanding of what they are being taught in the classroom (Piaget 1972 cited in Bjorklund 2005). For example, allowing students to present their own understanding on a topic to their peers. With this method, the teacher indirectly boosts up the confidence of the students in public speaking. However, it would be less interactive when learning is taught by rote in which lesson are taught by repetition, drilling and memorization. Lesson is efficiently delivered when a learner learns actively rather than passively. Children are innately active creatures and therefore, teacher should design their lesson that encourages their students to be an active learner; ensuring the learning process can have beneficial for the students. Hence emphasizing student-centered learning in a classroom is essential in their learning. In Vygotsky’s theory, he also stressed active learning in which teacher favor guided involvement in structuring the learning activity. He added the thoughts on encouraging cooperative learning to assist each other by learning and exchanging ideas from their friends (Bjorklund 2005). Piaget and Inhelder (1956 cited in Smith et.al, 2011) carried out a study about the three mountains experiment to children of age between 4 to 12 years old (refer to figure 1). The aim of the experiment was to find out at what age children become no longer egocentric. In the study, the children were asked to choose the view of a doll that is being placed at an array of three mountains from different angles. Children of age 4 and 5-year-old preferred to choose the view that they could see rather than the view of the doll. While, 8 or 9 years old children were able to work out the view of the doll. From this study, the result demonstrated that children are egocentric; seeing the world from their own point of view. Piaget and Inhelder (1956) interpreted that chi