The paper examines the implications imbedded in the dominant development theories in relation to the aspect of pedagogy. With the purpose, three development theories considered as dominant contemporary theories are those by Piajet, Vygotsky and Bruner. This paper has elaborated the following pedagogical points: Piaget assumes the learner as active meaning maker and does foreground in the teacher's work the role of assessor and provider. He suggest the teaching that takes full accounts of the child's existing knowledge and understandings of the world, using existing concept as the basis on which to promote fuller and more complex understandings. Vygotsky also assumes the learner as active meaning maker. However, in contrast to Piaget, Vygotsky emphasises the social nature of teaching-learning process. With this emphasis, Vygotsky argues that children's cognitive development is achieved most effectively by elaborating ideas and understandings in discussion with their teachers and peers. Based on theories of Piaget and Vygotsky, Bruner has emphasizes not only the social aspect of teaching-learning process but also the cultural aspects of teaching-learning process. He has argued that the success or failure of child's school learning is dependent on the impact of social conditions on the ways in which learning takes place or fails to take place in schools.