Piaget and Erikson as theorists sought to convey their beliefs and perspectives regarding childhood in different ways to capture a greater understanding of cognition and psychological development in a social context. These theories have been highly influential in creating methods of acquiring knowledge through education and task development for children. It is important to recognize the differences in these theories and how they have contributed to modern educational and psychological principles to improve learning for children in different settings. The development of different tasks as related to cognitive development is often based upon existing examples, whereby children learn how to develop their knowledge and memory from their peers and from adults. These practices also support the ability to convey different perspectives and approaches to psychological and cognitive development as it relates to education and growth. Throughout education, these principles have been largely effective in demonstrating the different ideas and concepts which enable children to learn new tasks through existing examples and other resources. Psychosocial development is also conveyed through other perspectives which are demonstrated at different levels of education to encourage individual growth. The ability to communicate with others is part of this process, and is a learned concept that requires skill building on a gradual basis to achieve success. Behaviors, emotions, socialization with peers, and knowledge also provide support for the creation of new cognitive characteristics that further advance children throughout various developmental stages in formalized education and beyond. This practice is essential in creating new and interesting outcomes for children at different ages and levels of aptitude who require structure and example in order to achieve maximum cognitive success during the younger years.