CTET Child Development and Pedagogy Paper 1 MCQs with Answers Set 06

Answer: (b) Persistent impulsivity

Explanation:
1. ADHD involves inattention, hyperactivity and impulsivity.
2. Persistent impulsivity matches; the others are opposite.

Teacher's Note:
1. Characteristics of ADHD are inattention and hyperactivity.
2. Provide structure and movement.

Answer: (a) High levels of intellectual ability

Explanation:
1. Gifted learners show markedly above-average intellectual or creative ability.
2. Lack of creativity, impaired communication and copying are not defining traits.

Teacher's Note:
1. Giftedness means high ability in one or more areas, often with high creativity.
2. Do not confuse giftedness with learning disability or poor communication.

Answer: (b) capable of construction as well as interpretation

Explanation:
1. Contemporary (constructivist) views see memory as reconstructive, not a tape recorder.
2. Learners interpret and construct what they remember using prior knowledge.

Teacher's Note:
1. Bartlett's work showed that recall is reconstructed and shaped by schemas.
2. Options saying memory cannot do either are outdated.

Answer: (a) child-centric

Explanation:
1. Knowledge construction needs learners to be active, explore and reflect.
2. Child-centric pedagogy puts the learner's experience and activity at the centre.

Teacher's Note:
1. NCF stresses child-centred, activity-based learning.
2. Exam-, teacher- and textbook-centred approaches promote rote learning.

Answer: (b) Multiple means of discrimination

Explanation:
1. UDL has three principles: multiple means of engagement, representation, and action/expression.
2. 'Discrimination' is not a UDL principle; UDL aims to remove barriers.

Teacher's Note:
1. Remember UDL as engagement (why), representation (what), expression (how).
2. Anything involving discrimination contradicts inclusion.

Answer: (c) (A) is true but (R) is false

Explanation:
1. (A) is true: children bring prior ideas formed from everyday experience.
2. (R) is false: these ideas are a starting point for learning and should be built upon, not ignored.

Teacher's Note:
1. Teachers should explore prior conceptions and use them in teaching.
2. 'Purely' and 'ignored' are signals of a false statement.

Answer: (c) Emotions and cognition are completely independent of each other.

Explanation:
1. Emotions affect attention, memory, motivation and thinking.
2. So saying emotions and cognition are completely independent is incorrect.

Teacher's Note:
1. Emotion and cognition are closely interlinked.
2. Absolute words like 'completely' often mark the wrong statement.

Answer: (d) Striving for prize

Explanation:
1. Intrinsic motivation comes from within: curiosity, interest, desire to understand.
2. A prize is an external reward, so striving for it is extrinsic.

Teacher's Note:
1. Ask whether the reward lies in the activity itself or outside it.
2. Prizes, marks and praise are extrinsic.

Answer: (a) foster collaboration among students

Explanation:
1. A supportive environment encourages cooperation and shared learning.
2. Low expectations, no feedback and no autonomy harm motivation.

Teacher's Note:
1. Collaboration builds belonging and peer learning.
2. Positive expectations and autonomy support motivation.

Answer: (d) Ravi exploring various resources for his project because he loves learning new things.

Explanation:
1. Options (a), (b) and (c) depend on external rewards: a watch, TV, recognition.
2. Ravi acts out of love of learning, which is intrinsic.

Teacher's Note:
1. Intrinsic motivation is doing something for its own sake.
2. Look for rewards or approval to spot extrinsic cases.

Answer: (c) discovery learning

Explanation:
1. Self-directed exploration with varied materials is the core of discovery learning (Bruner).
2. Rote, competitive and instruction-based learning do not give such freedom.

Teacher's Note:
1. Discovery learning: learners find principles themselves with teacher guidance.
2. Link 'self-directed' with discovery or inquiry.

Answer: (a) accommodation.

Explanation:
1. When existing schemas fail, a new schema is made or an old one modified: accommodation.
2. Assimilation fits new information into existing schemas.

Teacher's Note:
1. Assimilation = fit in; accommodation = change.
2. Adaptation is the overall term covering both.

Answer: (b) A gradual and sequential process.

Explanation:
1. Development is continuous, gradual and follows an orderly sequence.
2. It is influenced by both personal (heredity) and environmental factors.

Teacher's Note:
1. Development is a lifelong, continuous process.
2. Reject options that exclude either heredity or environment.

Answer: (d) Family

Explanation:
1. The child is first in contact with the family from birth.
2. Family gives early language, values and norms before school or media.

Teacher's Note:
1. Family is the primary agent; school, peers and media are secondary.
2. Remember 'first and foremost' points to family.

Answer: (a) Sensorimotor

Explanation:
1. The sensorimotor stage (0-2 years) begins with reflexes such as sucking and grasping.
2. Infants learn through senses and motor actions.

Teacher's Note:
1. Stages in order: sensorimotor, preoperational, concrete operational, formal operational.
2. Object permanence develops in sensorimotor stage.

Answer: (b) Accommodation

Explanation:
1. Modifying existing schemas to fit new information is accommodation.
2. Centration is focusing on one feature; disequilibrium is the mental discomfort.

Teacher's Note:
1. Accommodation changes the schema; assimilation uses it as is.
2. Disequilibrium triggers accommodation.

Answer: (b) socially shared activities, internalised processes

Explanation:
1. For Vygotsky, higher mental functions begin in social interaction.
2. They are then internalised by the child.

Teacher's Note:
1. Social to individual is the direction of internalisation.
2. Piaget uses schemas; Vygotsky emphasises social activity.

Answer: (b) 6

Explanation:
1. Kohlberg proposed three levels, each with two stages.
2. That gives six stages in all.

Teacher's Note:
1. Levels: preconventional, conventional, postconventional.
2. Each level has two stages.

Answer: (d) Rote memorising

Explanation:
1. Constructivism favours understanding, problem solving and guided discovery.
2. Rote memorising lacks meaning-making and should not be promoted.

Teacher's Note:
1. Constructivism: learners build knowledge actively.
2. Rote learning is opposed in NCF.

Answer: (a) cognition, language; language, thought

Explanation:
1. Piaget: thought (cognition) develops first and shapes language.
2. Vygotsky: language (inner speech) directs and guides thought.

Teacher's Note:
1. Piaget: cognition leads language; Vygotsky: language leads thought.
2. Private speech is central to Vygotsky's view.

Answer: (a) Gender bias

Explanation:
1. Showing one gender more often favours it unfairly.
2. This unfair treatment is gender bias.

Teacher's Note:
1. Textbooks should show balanced, non-stereotyped roles.
2. Equity and equality are goals, not problems.

Answer: (a) consider students' pace of learning while teaching

Explanation:
1. Learners differ in pace, so teaching should be adapted accordingly.
2. The other options ignore individual differences.

Teacher's Note:
1. Respect individual differences in an inclusive class.
2. Differentiated instruction supports all learners.

Answer: (d) Encouraging rote memorisation

Explanation:
1. Analogies, open questions and reflection time promote analysis and evaluation.
2. Rote memorisation focuses on recall without understanding.

Teacher's Note:
1. Critical thinking needs questioning and reasoning.
2. Open-ended questions are a standard tool to develop it.

Answer: (d) Howard Gardner

Explanation:
1. Spearman proposed a general factor 'g'.
2. Gardner's theory of multiple intelligences describes several distinct intelligences.

Teacher's Note:
1. Gardner: linguistic, logical, spatial, musical, bodily, interpersonal, intrapersonal, naturalist.
2. Binet and Simon developed the first intelligence test.

Answer: (c) (i), (iii)

Explanation:
1. Individual goals suit each child's needs, and cooperative learning builds peer support.
2. Competition and uniform instruction can disadvantage such children.

Teacher's Note:
1. Inclusion needs flexibility and differentiation.
2. Cooperation is preferred over competition.

Answer: (b) long term memory

Explanation:
1. Procedural skills and past experiences are stored permanently.
2. Such durable storage is long-term memory.

Teacher's Note:
1. Short-term and working memory hold information briefly.
2. Long-term memory includes procedural and episodic memory.

Answer: (c) promote a school culture conducive to developing sense of belonging

Explanation:
1. Inclusion needs students to feel accepted and valued.
2. A school culture that builds belonging does this.

Teacher's Note:
1. Respect diversity and learners' backgrounds.
2. Ignoring context or privileging dominant culture excludes learners.

Answer: (d) Written descriptions and diagrams

Explanation:
1. Electronic notes, audio and tactile models are accessible to learners with visual impairment.
2. Written descriptions and diagrams depend on sight, so they are a barrier unless adapted.

Teacher's Note:
1. Use multisensory, accessible formats such as Braille, audio and tactile aids.
2. Visual-only materials are a barrier.

Answer: (c) repetitive behaviour

Explanation:
1. Autism involves difficulty in communication and social interaction.
2. Restricted, repetitive behaviours are a typical feature.

Teacher's Note:
1. Autism is a spectrum disorder.
2. Hyperactivity is associated with ADHD.