CTET Child Development and Pedagogy Paper 1 MCQs with Answers Set 01

Answer: (d) Walking and running

Explanation:
1. Gross motor skills use the large muscles of the body.
2. Walking and running involve the legs and whole body; the other options need fine finger control.

Teacher's Note:
1. Gross motor: large muscles (running, jumping). Fine motor: small muscles (writing, threading).
2. Tasks needing hand-eye precision are fine motor.

Answer: (a) family

Explanation:
1. A child first learns language, values and norms at home.
2. So the family is the first and primary agent of socialization.

Teacher's Note:
1. Primary agents: family and close peers. Secondary agents: school, media.
2. The family is the earliest and most influential.

Answer: (a) Both (A) and (R) are true and (R) is the correct explanation of (A).

Explanation:
1. A four-year-old is in the preoperational stage, so (R) is true.
2. Children at this stage show centration (focus on one dimension), so they cannot attend to height and width together; (A) is true and is explained by (R).

Teacher's Note:
1. Centration and lack of conservation mark the preoperational stage.
2. For Assertion-Reason items, check each statement and then whether R explains A.

Answer: (a) Scaffolding

Explanation:
1. Scaffolding is temporary guided support that is withdrawn as the learner becomes competent.
2. It works within Vygotsky's Zone of Proximal Development.

Teacher's Note:
1. Scaffolding is linked to Vygotsky (term by Bruner).
2. Support should be gradually reduced.

Answer: (a) collaborative learning

Explanation:
1. Vygotsky held that learning is social and happens through interaction with teachers and peers.
2. So his theory supports collaborative learning, scaffolding and group work.

Teacher's Note:
1. Operant learning belongs to Skinner.
2. Key Vygotsky ideas: ZPD, scaffolding, social interaction.

Answer: (d) Learner-centric

Explanation:
1. A progressive classroom places the learner's needs, interests and active participation at the centre.
2. Exam, textbook and teacher-centred approaches are traditional.

Teacher's Note:
1. Progressive education is associated with Dewey and child-centred learning.
2. Look for words like active, participatory and learner-centred.

Answer: (c) Interpersonal

Explanation:
1. Counselling needs understanding others' moods, motives and feelings.
2. In Gardner's theory this is interpersonal intelligence.

Teacher's Note:
1. Interpersonal: understanding others. Intrapersonal: understanding oneself.
2. Teachers, counsellors and leaders rely on interpersonal intelligence.

Answer: (d) Mother tongue of the children

Explanation:
1. NEP 2020 recommends home language/mother tongue/local language as the medium of instruction at least till Grade 5.
2. Children learn concepts fastest in the language they know best.

Teacher's Note:
1. NEP 2020 stresses multilingualism and the mother tongue in early years.
2. Options with 'only' are usually wrong.

Answer: (b) creates a sense of helplessness and inferiority amongst a group of children.

Explanation:
1. Labels such as 'slow' or 'weak' lower self-esteem and expectations.
2. This produces helplessness and inferiority and can become a self-fulfilling prophecy.

Teacher's Note:
1. Avoid labelling; focus on each child's strengths and needs.
2. Related idea: the Pygmalion (teacher expectation) effect.

Answer: (b) assessment covering all aspects of school activities related to child's overall development

Explanation:
1. 'Continuous' means regular assessment during the year; 'comprehensive' means both scholastic and co-scholastic areas.
2. So CCE covers all aspects of the child's overall development.

Teacher's Note:
1. CCE is formative in spirit and non-comparative.
2. Year-end-only or scholastic-only evaluation is not CCE.

Answer: (d) valuing understanding of concepts.

Explanation:
1. Meaningful learning is built on understanding and connecting concepts.
2. Options (a) and (c) work against it; (b) helps but (d) directly describes meaningful learning.

Teacher's Note:
1. Meaningful learning is the opposite of rote learning.
2. Understanding is the key idea here.

Answer: (b) general; specific.

Explanation:
1. Development moves from general to specific responses, e.g. a baby grasps with the whole hand before using the fingers.
2. The other options reverse the usual direction.

Teacher's Note:
1. Principle: general to specific; also head to toe (cephalocaudal) and centre to extremities (proximodistal).
2. Concrete thinking comes before abstract.

Answer: (b) Pre-operational

Explanation:
1. Object permanence is achieved by the end of the sensorimotor stage.
2. Irreversibility and judgement by appearance mark the preoperational stage; concrete operational children grasp reversibility.

Teacher's Note:
1. Preoperational: egocentrism, centration, irreversibility, animism.
2. Concrete operational children can conserve.

Answer: (c) to support children in the process of learning.

Explanation:
1. NEP 2020 calls for a shift from summative to regular, formative assessment that tests higher-order skills.
2. Its aim is to support learning and development, not rote recall.

Teacher's Note:
1. NEP 2020 favours competency-based, assessment-for-learning.
2. Rote recall and comparison are rejected.

Answer: (a) absorb information quickly and accurately.

Explanation:
1. Gifted children learn fast, grasp concepts easily and remember accurately.
2. The other options describe the opposite.

Teacher's Note:
1. Gifted children need enrichment and challenge.
2. They can solve easy tasks too, but prefer complex ones.

Answer: (c) Present the complex concepts first and then move to simpler ones

Explanation:
1. Good concept teaching uses examples, non-examples and prior knowledge.
2. Teaching should go from simple to complex, so presenting complex ideas first should be avoided.

Teacher's Note:
1. Remember: known to unknown, simple to complex, concrete to abstract.
2. Non-examples help in defining concept boundaries.

Answer: (a) She cannot reverse her thinking

Explanation:
1. This is a conservation task; a 5-year-old is preoperational.
2. She lacks reversibility, i.e. cannot mentally pour the water back to see it is the same.

Teacher's Note:
1. Conservation needs reversibility, decentration and compensation.
2. Goal-directed behaviour is a sensorimotor achievement.

Answer: (d) Universal ethical principles

Explanation:
1. Stage 6 of Kohlberg's theory is the universal ethical principles orientation.
2. Here right action rests on self-chosen ethical principles of conscience.

Teacher's Note:
1. Stage 5 is social contract (rights, democratically agreed laws); Stage 6 is conscience and universal principles.
2. Stages 1-2 pre-conventional, 3-4 conventional, 5-6 post-conventional.

Answer: (a) address and respond to the diverse needs of all children

Explanation:
1. Inclusion means all children learn together in one classroom.
2. The teacher must respond to the diverse needs of every child; segregation goes against inclusion.

Teacher's Note:
1. Inclusion is a right under the RTE Act and RPwD Act.
2. Avoid options with segregation or separate sections.

Answer: (b) use a variety of tactile manipulative and materials

Explanation:
1. A child with visual disability cannot rely on sight.
2. Tactile and manipulative materials let the child learn through touch.

Teacher's Note:
1. Use touch, hearing, Braille and large print for visual impairment.
2. Visual aids do not help these learners.

Answer: (a) Autism

Explanation:
1. Autism spectrum disorder involves difficulty in social interaction, communication and repetitive behaviour.
2. ADHD is about attention and hyperactivity; dyslexia and dyscalculia are specific learning disabilities in reading and maths.

Teacher's Note:
1. Autism: social and communication difficulty, preference for routine.
2. Match each condition with its core feature.

Answer: (c) (i) (ii) (iii) (iv)

Explanation:
1. Early primary years need holistic development: physical, social, cognitive and emotional.
2. Abstract reasoning belongs to the formal operational stage (about 11+ years), so (v) is excluded.

Teacher's Note:
1. Piaget: concrete operational thinking in the primary years.
2. Be careful with options that include everything.

Answer: (b) is the process of discovery through exploration and interaction.

Explanation:
1. Constructivism holds that learners build knowledge actively.
2. This happens through exploration, discovery and interaction.

Teacher's Note:
1. Rewards/punishment is behaviourism; storage and retrieval is information processing.
2. Drill is rote learning, not constructivist.

Answer: (a) scaffolding

Explanation:
1. Working alongside a learner with cues and prompts is scaffolding.
2. The help is gradually withdrawn as the student gains understanding.

Teacher's Note:
1. Scaffolding operates in the Zone of Proximal Development.
2. Maintenance rehearsal is simple repetition for memory.

Answer: (d) Remaining fixed at using objects in a conventional manner

Explanation:
1. Using objects only in their usual way is functional fixedness.
2. It blocks creative solutions, while the other options help problem solving.

Teacher's Note:
1. Barriers to problem solving: functional fixedness, mental set.
2. Defining the problem and recalling similar ones are aids.

Answer: (d) Both (A) and (R) are false.

Explanation:
1. Errors are a natural part of learning and give insight into the child's thinking, so (A) is false.
2. Children are active thinkers who construct knowledge, so (R) is also false.

Teacher's Note:
1. Treat errors as learning opportunities.
2. Constructivism sees children as active learners.

Answer: (a) Memory

Explanation:
1. Anger, love and fear are emotions.
2. Memory is a cognitive process of storing and recalling information.

Teacher's Note:
1. Emotions are feelings; memory, thinking and perception are cognitive processes.
2. Read 'not' in the question carefully.

Answer: (d) facilitates

Explanation:
1. A healthy, emotionally secure child can attend and engage better.
2. So well-being facilitates learning.

Teacher's Note:
1. Health, nutrition and emotional safety support learning.
2. Hence schemes like the mid-day meal.

Answer: (c) lack of effort

Explanation:
1. She says she did not study, so she blames her effort.
2. She believes her ability is fine, so it is not lack of ability.

Teacher's Note:
1. Weiner's attributions: ability, effort, task difficulty, luck.
2. Effort is internal, unstable and controllable.