Developmental psychology a branch of psychology deals with the study of the developmental changes oh humans at all levels including the behaviors. Therefore, this branch of psychology is concerned with the study of human development from conception to adulthood (Zelazo, 2013). The terms ‘growth’ and ‘development’ are used interchangeably and at times accepted to be synonymous. However, realistically, the terms are distinct.

Growth is the physical increase in quantity over a period and comprises of changes in height, weight, proportions of the body, and the general physical appearance of an individual. It is the increase in size or amount of an entity that involves all structural and psychological transformations that occur within an individual during the maturations process (Zelazo, 2013). For instance, a child’s growth implies an increase in the weight, height, and organs of the body. Growth is the changes in size, proportion, the disappearance of past features, and the acquisition of new features (Roeckelein, 2006). Growth is, therefore, the changes (structural and physiological) that increase in physical size of the individual as a whole of a part of the individual that can be measured.

In contrast, development refers to the qualitative changes that take place in a person as a whole. It is a continuous process of physical, emotional, and intellectual change (Roeckelein, 2006). Development is broad and more complex compared to growth and development can occur in the absence of growth. These are changes that occur as a series that an individual undergoes from the stage of the embryo to maturity (Roeckelein, 2006). In other literature, it is defined as the changes in size, shape and functioning that progressively occurs during the human’s lifespan whereby its genetic potential in transformed into a functioning adult system (Roeckelein, 2006). Therefore, development comprises of the psychological changes that occur in the functions and activities of different organs of humans. Its main concern is growth and behavioral changes resulting from the environment (Roeckelein, 2006). It is a change process in the growth and capability due to the function of maturation and environmental interaction.

The accurate knowledge of human development is vital for understanding oneself.  There are certain basic principles for that characterize the process and pattern of development. They provide a description of typical development as having a predictable and orderly process (Mishra, n.d.). These principles include change, continuity, order, individual differences, maturation and learning, predictability, critical nature of early development, potential hazards, and variations in levels of happiness.

Personal Examination

This paper is aimed at conducting an investigation on one’s development from a biological, cognitive, and psychosocial perspective that do an examination of one development from birth to current age.

Biological Perspective

            The biological approach to human development postulates that we are products of our genetics and physiology. The approach conducts an examination of our thoughts, feelings, and behaviors from a biological point of view hence a physical point of view (Salkind, 2004). Therefore, everything that is psychological began at the physiological level. The biological perspective to human development is a means of looking at topics in psychology through an understanding of human behavior (Salkind, 2004). It involves aspects such as studying and understanding the brain, immune and nervous systems, and genetics including physical activities, puberty and/or sexual maturity, development of appropriate motor skills, sensory development, and abilities to learn.

I am the first born in my family; therefore, my mother’s pregnancy was primagravida. From my mother’s report given it was her first pregnancy she experienced significant pain under abdomen with her greatest worries was the excessive spitting that she had almost after every minute. She also reported that I started kicking early compared to the other parents in the support group and at the gym and support group. However, despite these minor issues she reported to have a normal pregnancy and normal birth. After birth I received all the required immunizations and these were as par the Centre for Disease Control recommended 14 vaccines of 49 doses by the time I was six and this continued up to 18 years old where I had all recommended 16 vaccines.

After birth additional examinations were conducted (apgar evaluation and eye care) that determined I was perfectly healthy as an infant. Growing up I was physically active both as a child and also currently as an adult I played different games and sports. This allowed me to develop good motor skills especially in regards to motor coordination. Today I play soccer during my free time a sport that I have loved since childhood. However, while I did not have any learning disabilities, I had problems comprehending technical subjects especially those that had any form of mathematical calculations that affected my overall grade. However, through proper training especially in high school I developed better studying methods for these subjects and my performance significantly increased. In regards to inheritance I have inherited my father’s physicality and reserved personality. Therefore, I am quite shy and this really affected my sexual maturity during adolescence as I could not freely interact with peers of the same sex and worse of the opposite sex.

This continued for a while into early adulthood. Moreover, I get easily irritated a personality trait that my mother has but at the same time I am a free spirit in regards to beliefs. In general, from a biological perspective my development has been quite normal apart from the few perceived personality problems and leaning difficulties, most of the aspects of my biology have been okay up to date.

Cognitive Perspective

            Cognitive development refers to the construction of through process that comprise of memory, solving problems, and making decisions from childhood to adulthood through adolescence. It is how an individual perceives, thinks, and comprehends his/her environment through genetics and learning factors (Joubish & Khurram, 2011). Cognitive development is the development of the ability to reason and think. The definition of thinking is problematic as there are no obvious boundaries that distinguish thinking from other mental activities (Siegler, 2013). However, it involves higher mental processes such as problem solving, conceptualization, creativity, reasoning, memory, and planning just to mention a few (Siegler, 2013). It also includes the basic mental processes such as perception of object and events, acting on goals in a skillful way, comprehension and production of language.

Reference:

Joubish, M. F., & Khurram, M. A. (2011). Cognitive Development in Jean Piaget’s Work and its Implications for Teachers. World Applied Sciences Journa, 12(8), 1260-1265.

Mishra, P. K. (n.d.). Human Growth and Development – Developmental Psychology. Masters Thesis.

Newman, B. M., & Newman, P. R. (2014). Development Through Life: A Psychosocial Approach. Boston, MA: Cengage Learning.

Roeckelein,, J. E. (Ed.). (2006). Elsevier’s Dictionary of Psychological Theories. Amsterdam: Elsevier.

Salkind, N. J. (2004). An Introduction to Theories of Human Development. New York : SAGE Publications.

Siegler, R. (2013). Cognitive Development in Childhood. In R. Biswas-Diener , & E. Diener (Eds.), Noba Textbook Series: Psychology. Champaign, IL: DEF publishers.