Jean Piaget, Erik Erikson, and Lev Vygotsky were all influential psychologists who developed theories of cognitive development. 

These theories can be applied in education by providing a framework for understanding how children learn and develop, and by emphasizing the importance of hands-on experience, social interaction, and language in the learning process. Teachers can use these theories to develop age-appropriate lesson plans, facilitate social interactions and language use, and promote social and emotional development in their students.

Jean Piaget’s stages of cognitive development:

1. Sensorimotor Stage: (birth to 2 years). During this stage, infants learn about the world primarily through their senses and motor actions. They begin to develop object permanence (the understanding that objects continue to exist even when they are not visible) and begin to use simple symbols such as gestures and words to communicate.

2. Preoperational Stage: Pre-K to 1st grade (2 to 7 years). During this stage, children begin to use language and other symbols to represent objects and ideas, but their thinking is still largely egocentric and centered on their own perspective. They may struggle with concepts such as conservation (the understanding that the amount of a substance remains the same even when its appearance changes) and struggle to understand the perspectives of others.

3. Concrete Operational Stage: 3rd grade to 6th grade (7 to 11 years). During this stage, children become more logical and able to understand the perspectives of others. They begin to understand concepts such as conservation and can engage in logical problem-solving.

4. Formal Operational Stage: 7th grade and older (11 years and older). During this stage, adolescents become capable of abstract reasoning and can think about hypothetical situations and ideas. They can engage in more complex problem-solving and begin to think about their own thinking (metacognition).

Erik Erikson's stages of psychosocial development:

1. Trust vs. Mistrust: Infancy (birth to 18 months). In this stage, infants learn to trust or mistrust the world around them based on their experiences with caregivers and their ability to have their basic needs met.

2. Autonomy vs. Shame and Doubt: Early childhood (18 months to 3 years). In this stage, children learn to assert their independence and control over their environment, while also learning to follow rules and accept guidance from others.

3. Initiative vs. Guilt: Pre-K (3 to 5 years). In this stage, children begin to explore their environment more actively and engage in play and other activities that require planning and problem-solving, while also learning to balance their own desires with the needs and expectations of others.

4. Industry vs. Inferiority: 1st grade to 6th grade (6 to 11 years). In this stage, children begin to develop a sense of competence and mastery through academic and social activities that require effort and persistence, while also learning to cope with failure and setbacks.

5. Identity vs. Role Confusion: 8th grade to high school senior (12 to 18 years). In this stage, adolescents begin to explore and define their values, beliefs, and goals, while also navigating the social pressures and expectations of their peer group and culture.

Lev Vygotsky's Socioculture Theory:

Sociocultural theory, developed by Lev Vygotsky, explains how social and cultural factors influence human development and learning. This theory emphasizes that people are active participants in the learning process and learn best through social interactions with more knowledgeable individuals. Language is also essential in cognitive development, and cultural context shapes cognitive abilities. Sociocultural theory offers a comprehensive understanding of how social and cultural factors shape human development and learning.