Introduction
It cannot be disputed that there indeed lies an ocean of difference between that of an adult and a child. The difference transcends beyond age, size, gender, weight, and other obvious physical attributes. The matter of importance lies in the difference in terms of the grasp of understanding as between the two since the ability of one to comprehend greatly influences the person that the child ought to become in the future. As rightfully said, it is the things you do in the present that shape your future.

Basic premises of cognitive development theory
It is properly established that the field of cognitive development primarily tackles the mental faculties of individuals in the pursuit of understanding their mental undertakings. It goes as far as the extent of realizing and assessing their mental abilities in order to aid the individual concerned in making used of his mental faculties to the fullest extent for his own benefit so that such individual can achieve its maximum potential. The study of cognitive development covers a wide array of endeavors in the form of theoretical and actual practice applications. It is theoretical and practical in the aspect of concept understanding and problem solving wherein a child is placed in a situation to determine if projected theories based on studies are effective and efficient given the predicament of the child concerned. (Bjorklund, 2004)

Cognitive development also covers the study of the thinking process, language development, and information processing that a child undergoes in order to determine the factors and triggers that influence the same so as to come up with means and ways that would enhance better the thinking and speaking skills of the child. As a whole, it can be rightfully said that in general cognitive development seeks to uncover the root cause of intelligence. It aims to understand how learning is facilitated starting from the moment of birth to childhood until the child goes into adolescence and up to the point of adulthood. This understanding is really vital as it is determinative of possible solutions that would pave way to a better society through highly informative and intellectual individuals which were molded the way they should be by the proper understanding and application of the field of cognitive development (Thornton, 2003).

Cognitive development theorists
The evolution of the mental aptitude of both children and adults has revolutionized tremendously so that it has become an interest of too many scholars. Two theorists that have contributed significantly in the field of cognitive development are Jean Piaget and Jerome Bruner.

Similarities and contrasting views of both the theorists on the nature or development of intelligence
Jean Piaget suggested that the development of the intelligence of a child is highly influenced by the interaction the child has with his peers. This Piaget believes to be true owing to the fact that there is likely to exist what he calls as “cognitive conflict” when a child associates himself to his peers. This is in recognition of the fact that every child is unique and different from each other. As such, when the children group themselves, most often than not it will usually result in arguments and debates. According to Piage this is a healthy process as this enhances and helps shape the development of the intelligence of the child. In a way this is somehow similar to the idea posited by the theorist, Jerome Bruner. He said that it is incumbent upon every child to be socially active as they are social beings by nature. This is necessary since according to Bruner, knowledge is not acquired through isolation but rather it is required through social acquaintances that provide children to get to have experiences; which later on could be translated into learned knowledge (Piaget, 1983).

The difference perhaps on the views of the two theorists regarding the development of intelligence lies mainly on how the two theorists perceive the acquisition of knowledge. For Piaget, he greatly relies on the ability of children to relate to others, through their peers, in the acquisition of knowledge and in the development of their intelligence. This concept is relatively differently from the perspective of Bruner. Bruner does categorize children as similarly or differently situated. This is why Bruner places great importance to academic institutions which he believes plays a very important role in the development of intelligence among children. It is his belief that academic institutions provide a multitude of ways for children to acquire and construct knowledge through the various teaching methods adopted by the teachers in order to accommodate and respond to the different and unique needs of the children (Bruner, 1977).

Similarities and contrasting views of both the theorists on the stages of development from birth through adolescence
Piaget was able to categorize the stages of development from birth to adolescence. He started with the stage of birth up to 2 years of age which he classified as the “sensori-motor stage.” This is the part which Piaget believes to be where the child starts to do things intentionally upon realizing that he is the primary doer of the action. The second stage is what he calls the “pre-operational stage,” which covers the age range of 2 to 7. This is the part where the child begins to make use of words and starts talking. This is also the stage where the child begins to identify objects or things by associating them with certain recognizable words and images. The next stage is the “concrete operational stage” that includes children with the age group of 7 to 11. This is the part of the child’s life where he is able to think logically. This means that at this stage the child is better able of making use of his different senses already. The last stage of cognitive development according to Piaget is the “formal operational stage” from ages 11 and up. This stage is usually characterized by logic and application where the child concerned is attracted or interested with the future and in dealing with hypothetical and ideological issues (Wadsworth, 2003).

The stages mentioned above, as provided by Piaget, are entirely different from the stages posited by Bruner. The difference lies on the fact that Bruner’s stages of cognitive development are in a sense too general and primarily focus on the development of the early part of the child’s life. It does not categorize the stages based on certain ages and it does not cover much of the adolescent part of the child’s development. Bruner provided for three stages of cognitive development. The first stage is what he terms as the “enactive stage.” This stage is technically manifested mostly by movements wherein the child is engaged in motor activities such as touching, moving, and feeling. This is where Bruner believes to be the part in which the child starts to get to know the world. The second stage is the “iconic Stage.” This is the part where the child begins to learn through picture associations and the use of models. This is believed to be the stage where imagination begins to work and the child is able to relate to others and express himself based on his perceived imagination. The last stage is referred to as “symbolic.” This is now the aspect where learning officially begins through the use of words. This is the part where the child is able to make use of logic and his senses and relate to others by using words and by communicating to them.
Similarities and contrasting possible classroom applications of each theorist's views on cognitive development
As Piaget considers the influence of peers as highly influential in the cognitive development of children especially when they are similarly circumstanced, schools can possibly make use of such ideas by grouping students of similar background together. This is rightfully so, since Piaget believes that when children are similarly situated with their peers, this is the instance where they feel comfortable believing that they are all in equal footing. As such, they are more inclined of articulating their thoughts to others without fear of being mocked or ridiculed. This will result to more arguments and debates thereby facilitating more insights, learning, and knowledge for the children concerned. The stages of cognitive development provided by Piaget will also help teachers in classrooms to design class activities and prepare school materials that are more effective and appealing to children depending on the age bracket they belong. Take for instance the pre-operational stage. Since this is the part where children begin to make use of their senses, it is then appropriate for teachers to use as much graphics or visuals as possible to attract the children of such ages in order to facilitate a much better and effective learning environment for said children (Piaget, 1983).

As compared to Bruner’s theory of cognitive development, it does not matter if children are differently circumstanced. According to Bruner, what matters most in the cognitive development of children are the teaching strategies employed by the teachers which must be responsive to the different and unique academic and personal needs of the children. And to aid the teachers in devising the appropriate classroom environment, the stages of cognitive development posited by Bruner are very helpful for such matter. For instance, during the enactive stage since children are more inclined in doing motor activities, teachers could design class activities that involve movements wherein children are perhaps made to do and follow certain routine movements in order to facilitate a smooth learning process for them. In other words, personalized kind of teaching is the most appropriate strategy for children belonging in the enactive stage. (The Encyclopedia of Informal Education, n.d)

Conclusion
The theories of Piaget and Bruner on cognitive development are relatively similar. They are both the same in claiming that the acquisition of knowledge and the development of intelligence of individuals could never be achieved by him alone or in isolation. The best way to learn is by getting out there and relating yourself with others. The main difference on the two concepts posited by the two theorists is that Bruner’s cognitive development theory is more applicable to children of tender age such as that of infants and toddlers. On the other hand, Piaget’s theory is broader as it covers children from the moment of birth until they go into adolescence.

References

Bruner, J. (1977). The Process of Education. Harvard University Press.

Bjorklund, D. (2004). Children’s Thinking: Cognitive Development and Individual Differences. Stamford, CT: Wadsworth Publishing. Piaget, J. (1983). Piaget’s Theory. In P. Mussen (ed). Handbook of Child Psychology. New York: Wiley

The Encyclopedia of Informal Education, (n.d.). Jerome S. Bruner and The Process of Education. Retrieved on November 02, 2011, from http://www.infed.org/thinkers/bruner.htm.

Thornton, S. (2003). Growing Minds: An Introduction to Children's Cognitive Developmen
Palgrave Macmillan.

Wadsworth, B. (2003). Piaget’s Theory of Cognitive and Affective Development: Foundations of Constructivism. Upper Saddle River, NJ: Allen & Bacon.
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