Human development has been a subject of interest since ancient Greece and Rome. Different approaches derive from two fundamental directions: nativist and empiricist. The second method is to view human development as a gradual change that has been influenced by individual experience. The first approach, however, finds its roots in the biological structure of the human organism which considers our development as a series of stages. However, referring to human development only as continuous or gradual would produce an inconsistent and insufficient understanding of the developmental process. As a result, combining ideas from both perspectives (continuities and phases) will provide a more explicit understanding of developmental processes and their ultimate consequences. The goal is to create the integrity of the individual within social norms. Jean Piaget (1929), widely known as one of the pioneers in the study of child development, developed his theory based on cognitive stages. It presents four aspects of the child's concept formation: sensorimotor, preoperational, concrete operational, and formal operational. All these stages suggest that the emergence of development precedes the ability to learn. Furthermore, intellectual development is emphasized regardless of cultural influences and specific individual differences. Therefore, human cognitive development is considered universal across the human species. On the one hand, Piaget sees the human internal conception in the interaction with the transmitted messages of the external world. On the other hand, the child's ability to perceive cognitive information effectively is not clearly defined. As a result, old experiences receive new names. According to Piaget the...... half of the article......Tavistok Publishers.Vygotsky LS (1978), Tool and symbol in child development (p.19-31), Problems of method (p.58 - 79), Interaction between learning and development (p.79-92). In Mind in society: the development of higher psychological processes. Harvard University Press, Cambridge, Massachusetts, London Sandstrom CI (1966). The psychology of childhood and adolescence. Methuen and Co Ltd, London Erikson EH (1965) Eight ages of man (p.239-261), The theory of infantile sexuality (p.43-91) In Childhood and society: Piaget J. (1929) Problems and methods ( p .1-33),The notion of thought(p.33-61),The concept of `Life`(p.194-206),The origin of sun and moon(p.256-270)In Child`s conceptions of the world. Routledge and Kegan Paul Ltd, London Jerome SB, Goodnow JJ and Austin GA (1967) Overview (p.231-247): In A study of thinking. John Wiley and Sons Ltd, United States