CTET Child Development and Pedagogy Paper 1 MCQs with Answers Set 10

Answer: (b) Paying attention to the actions of model.

Explanation:
1. In Bandura's observational learning the order is attention, retention, reproduction, motivation.
2. So the first step is paying attention to the model's actions.

Teacher's Note:
1. Remember Bandura's order: attention, retention, reproduction, motivation.
2. Without attention nothing can be learned.

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

Explanation:
1. Children's experiences are a base for new learning, so a teacher should use them, not ignore them.
2. Learning is closely tied to the sociocultural context, so (R) is also false.

Teacher's Note:
1. NCF stresses linking learning to the child's surroundings.
2. Both statements go against this principle.

Answer: (d) Learning occurs independent to the social context.

Explanation:
1. Learning is active, shaped by personal factors and occurs through interaction with the environment.
2. It is influenced by social context, so the last statement is incorrect.

Teacher's Note:
1. 'Not correct' asks for the false statement.
2. Social context influences learning strongly (Vygotsky, Bandura).

Answer: (d) response set

Explanation:
1. Sticking to one habitual way of representing or tackling a problem is a response set (mental set).
2. Functional fixedness is seeing an object only in its usual function.

Teacher's Note:
1. Functional fixedness concerns an object's use; response set concerns an approach or representation.
2. Both are barriers to problem solving.

Answer: (c) Hope

Explanation:
1. Positive emotions such as hope, interest and enjoyment encourage effort.
2. Boredom, high fear and anger reduce motivation and attention.

Teacher's Note:
1. Positive emotional climate helps learning.
2. High fear blocks thinking.

Answer: (b) Pin drop silence in the class even when asked to share experiences.

Explanation:
1. In motivated teaching students ask questions, feel they belong and link new learning to old.
2. Total silence even when invited to share shows lack of engagement.

Teacher's Note:
1. Motivated classes are active and interactive.
2. The word 'not' asks for the odd option.

Answer: (b) Promoting stereotypes about particular identities

Explanation:
1. Stereotypes lower expectations and self-esteem of learners and so impede learning (stereotype threat).
2. The other options support learning.

Teacher's Note:
1. Incremental view (ability grows with effort) helps learners.
2. Look for the harmful option.

Answer: (b) Intrapersonal intelligence.

Explanation:
1. Intrapersonal intelligence is knowing one's own feelings and using them to guide behaviour.
2. Interpersonal intelligence concerns understanding others.

Teacher's Note:
1. Intra = within oneself.
2. Self-awareness and self-regulation are intrapersonal.

Answer: (b) Regular documentation of children's conceptual progress

Explanation:
1. Assessment for learning is continuous and used to guide teaching.
2. Regular documentation of conceptual progress gives such ongoing feedback.
3. Annual exams, standardised tests and recall quizzes do not.

Teacher's Note:
1. Assessment for learning = formative; assessment of learning = summative.
2. Portfolios and anecdotal records are good tools.

Answer: (b) (i), (ii), (iv)

Explanation:
1. Partially sighted learners benefit from large print, tactile or 3-D materials and text-to-speech software.
2. Small-print worksheets are unsuitable.
3. So (i), (ii) and (iv).

Teacher's Note:
1. Choose the set without the unsuitable item (iii).
2. Combine enlarged, tactile and audio aids.

Answer: (c) Development proceeds from head to toe.

Explanation:
1. Cephalo means head and caudal means tail.
2. Development proceeds from head to feet, so a child controls the head before the legs.
3. Centre to extremes is the proximodistal principle.

Teacher's Note:
1. Cephalocaudal = head to toe; proximodistal = centre outward.
2. Do not mix the two.

Answer: (a) Kicking a football

Explanation:
1. Gross motor skills use large muscles, such as kicking, running or jumping.
2. The other options need small muscles and fine hand coordination.

Teacher's Note:
1. Gross = large muscles; fine = small muscles of hand and fingers.
2. Writing and threading are fine motor skills.

Answer: (d) Formal operational

Explanation:
1. In the formal operational stage (about 11 years onward) children reason abstractly and hypothetically.
2. They can apply systematic logic to complex problems.

Teacher's Note:
1. Concrete operational logic is limited to concrete situations.
2. Formal operations include hypothetico-deductive reasoning.

Answer: (b) Accommodation

Explanation:
1. Changing existing schemas to fit new information is accommodation.
2. Assimilation fits new information into an existing schema without changing it.

Teacher's Note:
1. Assimilation = fit in; accommodation = change.
2. Both lead to equilibration.

Answer: (a) The Social Contract orientation

Explanation:
1. ZPD, private speech and scaffolding are associated with Vygotsky.
2. Social contract orientation is a stage in Kohlberg's moral development.

Teacher's Note:
1. Scaffolding was developed by Bruner and colleagues from Vygotsky's ideas.
2. The word 'not' asks for the odd one out.

Answer: (a) Pre-conventional, Conventional, Post-conventional

Explanation:
1. Kohlberg's three levels are pre-conventional, conventional and post-conventional.
2. They occur in this order.

Teacher's Note:
1. Pre = before social norms; conventional = following norms; post = principles beyond norms.
2. 'Non-conventional' is not a Kohlberg level.

Answer: (d) Students

Explanation:
1. Progressive education is child-centred.
2. Planning should be based on students' needs, interests and abilities.

Teacher's Note:
1. Dewey and child-centred education go with progressivism.
2. Teacher is a facilitator.

Answer: (b) Linguistic

Explanation:
1. Linguistic intelligence is sensitivity to words, meaning and the use of language.
2. Poets and writers depend on it.

Teacher's Note:
1. Match professions with intelligences: poet - linguistic, athlete - bodily kinaesthetic.
2. Linguistic includes speaking, writing and reading skills.

Answer: (d) Gender Stereotype

Explanation:
1. A fixed belief that boys should not cry is a generalised idea about gender roles.
2. That is a gender stereotype.

Teacher's Note:
1. Gender constancy means understanding gender stays fixed over time.
2. Teachers should challenge such remarks.

Answer: (b) natural and obvious process of development

Explanation:
1. Individual differences are natural, arising from heredity and environment.
2. They are neither abnormal nor a barrier; teachers should use varied methods.

Teacher's Note:
1. Accept and use diversity in the classroom.
2. Differentiated instruction responds to these differences.

Answer: (c) Assessment should be done using standardised tests.

Explanation:
1. Assessment for learning is continuous, comprehensive and includes self-assessment.
2. Standardised tests are mostly summative, so this statement is not correct.

Teacher's Note:
1. Assessment for learning is formative and gives feedback.
2. The question asks for the incorrect statement.

Answer: (d) The instrumental purpose orientation

Explanation:
1. Pooja accepts 'equal exchanges' or tit-for-tat as fair.
2. This is Kohlberg's stage 2, instrumental purpose and exchange (pre-conventional).

Teacher's Note:
1. Stage 2: 'You scratch my back, I'll scratch yours'.
2. Stage 1 is about avoiding punishment.

Answer: (a) Howard Gardner

Explanation:
1. Howard Gardner proposed multiple intelligences in 1983.
2. Sternberg gave the triarchic theory; Binet developed intelligence tests.

Teacher's Note:
1. Gardner: at least eight intelligences.
2. Sternberg: analytical, creative, practical.

Answer: (c) Avoid spelling as a criterion for evaluating assignments.

Explanation:
1. Children with learning disabilities such as dysgraphia or dyslexia have trouble with spelling and writing.
2. Not marking spelling lets the teacher judge their understanding fairly.
3. The other options penalise them.

Teacher's Note:
1. Accommodations include extra time, oral tests and ignoring spelling errors.
2. Do not assess the child on the area of difficulty.

Answer: (b) intrinsic motivation

Explanation:
1. Meera acts for her own enjoyment and satisfaction, with no external reward.
2. This is intrinsic motivation.

Teacher's Note:
1. Intrinsic = interest and enjoyment; extrinsic = rewards or pressure.
2. Look for 'loves' or 'enjoys' in the stem.

Answer: (b) valued and considered important for teaching-learning process.

Explanation:
1. Every child brings useful knowledge from home and community.
2. It should be valued and used, as NCF and RTE stress.

Teacher's Note:
1. Inclusive teaching treats all knowledge as a resource.
2. Do not label any group's knowledge as inferior.

Answer: (a) specific learning difficulty

Explanation:
1. Dyslexia is a specific learning difficulty affecting reading, spelling and decoding.
2. It is not a sensory or hearing problem.

Teacher's Note:
1. Dyslexia - reading; dysgraphia - writing; dyscalculia - mathematics.
2. Intelligence is usually normal.

Answer: (b) Hand-written notes

Explanation:
1. Tactile pictures, audio lectures and Braille books give access to learners with visual impairment.
2. Hand-written notes in ordinary script are not accessible to them and become a barrier.

Teacher's Note:
1. Provide Braille, large print, audio and tactile material.
2. The question asks for the barrier.

Answer: (b) Impulsivity

Explanation:
1. ADHD involves inattention, hyperactivity and impulsivity.
2. The other options are the opposite of these features.

Teacher's Note:
1. Core features: inattention, hyperactivity, impulsivity.
2. Use short tasks and movement breaks.