Jean Piaget’s (1952) stages of cognitive development (sensorimotor, preoperational, concrete operational, and formal operational) offer a timeless, inspiring reminder that human thinking unfolds in rich, meaningful layers as we grow. In simple terms, Piaget showed that children are not miniature adults; they build understanding through active exploration, first learning through their senses and actions, then developing symbolic thought, mastering logic for concrete situations, and eventually reasoning abstractly. Modern developmental science continues to refine and support many of Piaget’s insights, emphasising how curiosity, play, and social interaction fuel cognitive growth (e.g., Lourenço, 2016). Recognising these natural stages of learning nurtures personal wellbeing by encouraging patience, self-compassion, and a growth mindset, while at a societal level it promotes healthier educational systems, more empathetic parenting, and policies that respect the diverse ways humans learn and mature. The recognition that our thinking changes as we develop through childhood and into adulthood is centuries old. The apostle Paul implies as much when he writes: “When I was a child, I spoke as a child, I understood as a child, I thought as a child; but when I became a man, I put away childish things” (1 Corinthians 13:11). But our understanding of how this happens continues to be expanded and deepened by honest psychological research.