The theory of cognitive development describes the continuous reorganization of external elements through mental processes to form abstract knowledge that a person can learn and work from. On the other hand, language development theory suggests that children's knowledge results from normal learning processes of acquiring word forms, meanings, utterances, and uses (Chomsky, 1972). Chomsky suggests that children worldwide are born with the basic requirements for acquiring knowledge - what he referred to as the Language Acquisition Device. In his cognitive development theory, Piaget proposed four primary stages of human intelligence growth: Sensorimotor, pre-operational, concrete, and formal operational stages. The philosophies of Piaget and Chomsky have informed the method of schooling for the last two decades.
The sensorimotor stage begins at birth and extends towards language acquisition, characterized by progressive learning and construction of knowledge in children through experiences with the physical world around them ( Chomsky, 1972) . The preoperational stage kicks in at the age of two when a child starts learning speech and progresses until age seven. During this period, they cannot understand the logic but start being intuitive and question why things are the way they are. Children develop inductive reasoning at the concrete operational stage and draw references from observations ( Piattelli-Palmarini, 1983). Piaget's theory's last step is the formal operational stage, between adolescence into adulthood, where mental processes are characterized by assumptions that require hypothetical and deductive cognitive capacities. However, according to Chomsky, a child's language development reduces as they mature and is fully attained by eighteen. At this age, children can participate and understand the purpose and consequences of their conversations.
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The learning style I experienced was significantly founded on Piaget and Chomsky's cognitive and language development theories. At a young age, we were enrolled at schools that taught children how to play with shapes and mold objects. According to Piaget, this was learning by symbolism ( Huitt & Hummel, 2003 ). At that age, preschool teachers entirely took care of children's learning and material needs, for they could not express themselves. As we progressed through middle school, we could pronounce words and make sounds, and form language. Lessons were full of charts that depicted the links between objects and paintings of simple abstract words. When the preoperational stage dawned, and we could grab logic, we became inquisitive and questioned the makeup of reality. Chomsky’s Language Acquisition Device played a significant role in assisting children in forming language in their environments. In college, logical and deductive reasoning acquired at the formal operational stage has proven useful in formulating hypothetical questions and conducting varied research.
The philosophies of Piaget and Chomsky informed the method of schooling I experienced. Therefore, they impacted my learning expectations in two significant ways. First, it provided me with purpose. By being inquisitive and learning more at a young age, parents' motivations about the numerous professional opportunities one could pursue to attain success informed my decision-making ( Kuhn, 1979) . I opted to acquire formal knowledge to satisfy my curiosity. Secondly, it made schooling enjoyable. As a child, going to school to play and learn became fun, and the relationships formed in schools provided fertile language development grounds. Therefore, it is essential to integrate cognitive and language development philosophical knowledge into learning institutions as it remains one of the top ways of furthering knowledge.
References
Chomsky, C. (1972). Stages in language development and reading exposure. Harvard Educational Review , 42 (1), 1-33.
Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational psychology interactive , 3 (2), 1-5.
Kuhn, D. (1979). The application of Piaget's theory of cognitive development to education. Harvard educational review , 49 (3), 340-360.
Piattelli-Palmarini, M. (1983). Language and learning: the debate between Jean Piaget and Noam Chomsky.
