This paper presents a discussion, based on current research, of what can be done to help children achieve the highest level of cognitive development (Piaget's formal operations). The four factors which Piaget found to be involved in cognitive development are discussed in relation to recent research. These factors include: (1) organic growth and maturation, (2) exercise and acquired experience in action on objects, (3) social interaction and transmission, and (4) equilibration (self-regulation). Ten applications derived from theoretical research pertaining to these fundamental factors are presented as they relate to the development of training programs and teaching techniques appropriate in helping children achieve fuller cognitive development. Topics include the nature of the learning process, social interaction, teacher expectations, the value and structure of intervention programs, the degree to which children's thinking is subject to adult influence, and mastery learning. (ED)