Teachers should try to provide lots of play-based learning in well-equipped, rich and stimulating environments for children in the sensori-motor stage (below two years of age). Children in the pre-operational and concrete operational stages (two to seven and seven to eleven respectively) need increasingly challenging learning activities that involve opportunities to classify, sort, order, locate and conserve using concrete objects. Children of eleven years and above need to be presented with complex and increasingly abstract and moral social issues and be allowed to reflect, research and discuss. Over time, the levels of adult support should decrease in order to help them to become increasingly independent and self-directing in their learning and problem-solving.