CTET Child Development and Pedagogy Paper 1 MCQs with Answers Set 12

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

Explanation:
1. Constructivist classrooms promote critical thinking and problem solving, so (A) is true.
2. Meaningful learning is construction of understanding, not mere reproduction, so (R) is false.
3. Hence (A) is true but (R) is false.

Teacher's Note:
1. Reproduction of knowledge is rote learning.
2. Always judge A and R separately first.

Answer: (d) significantly influenced by emotional state of the individual

Explanation:
1. Emotions and cognition interact closely.
2. Anxiety or stress can impair attention and memory, while a positive mood supports learning.
3. So cognitive skills are significantly influenced by emotional state.

Teacher's Note:
1. A supportive classroom climate improves learning.
2. Absolute 'not influenced' statements are usually false.

Answer: (c) enhancing their understanding of the concepts.

Explanation:
1. The best motivation is intrinsic, based on the wish to understand.
2. Superiority, tangible rewards and praise are extrinsic.
3. Enhancing understanding of concepts is intrinsic.

Teacher's Note:
1. Intrinsic motivation gives longer-lasting learning.
2. Extrinsic rewards can reduce interest if overused.

Answer: (d) Divergent thinking, metacognition

Explanation:
1. Divergent thinking produces many ideas and metacognition helps monitor and plan.
2. Response set and functional fixedness are barriers to problem solving.
3. Only option (d) has two helpful characteristics.

Teacher's Note:
1. Barriers: functional fixedness, response set (mental set).
2. Helpers: divergent thinking, metacognition, analogical thinking.

Answer: (d) Establish links between different sub-concepts.

Explanation:
1. Learning is meaningful when new ideas are connected to each other.
2. Linking sub-concepts builds a coherent understanding.
3. The other options harm understanding.

Teacher's Note:
1. Use varied methods and prior knowledge.
2. Clarify vocabulary before teaching.

Answer: (d) try to encourage curiosity in children and promote learning for its own sake.

Explanation:
1. Intrinsic motivation grows from interest and curiosity.
2. Competition, fear and material rewards are extrinsic.
3. Encouraging curiosity and learning for its own sake builds it.

Teacher's Note:
1. Choice and challenge increase intrinsic motivation.
2. Comparisons among children harm self-esteem.

Answer: (a) Instrumental purpose orientation

Explanation:
1. Reasoning based on equal exchange of favours is typical of Stage 2.
2. This is the instrumental purpose orientation.
3. Other stages involve approval, law or social contract.

Teacher's Note:
1. Stage 2 is 'you do for me, I do for you'.
2. Pre-conventional stages are common in young children.

Answer: (a) irreversible damage in course of development.

Explanation:
1. A critical period is a time when an influence must occur for normal development.
2. If missed or disturbed, the effects may be irreversible.
3. The other options have no connection to the concept.

Teacher's Note:
1. Sensitive period is a milder version where effects are less rigid.
2. Language acquisition is a common example.

Answer: (b) Nurture influences development.

Explanation:
1. Plasticity means development can be modified by experience.
2. So environment or nurture plays a role.
3. Other options are extreme statements.

Teacher's Note:
1. Plasticity refers to the capacity to change.
2. Avoid options with 'only' and 'always'.

Answer: (d) schemes

Explanation:
1. Piaget used the term schemes (schemas) for organised patterns of action and thought.
2. They let a child mentally represent objects and events.
3. Advance organizers belong to Ausubel, and tools to Vygotsky.

Teacher's Note:
1. Schemes change through assimilation and accommodation.
2. Do not mix terms of different theorists.

Answer: (b) Pre-operational

Explanation:
1. Pre-operational children (2 to 7 years) are egocentric.
2. They find it hard to see another person's view.
3. Post-conventional is not a Piagetian stage.

Teacher's Note:
1. Egocentrism is the key feature of the pre-operational stage.
2. The three-mountain task tests it.

Answer: (c) Social interactions

Explanation:
1. Vygotsky held that higher mental functions develop through social interaction.
2. Learning occurs first between people and then within the child.
3. Heredity, imitation and identity are not his core claim.

Teacher's Note:
1. Key ideas: ZPD, scaffolding, more knowledgeable other.
2. Social interaction is the central idea.

Answer: (a) Pre-conventional level

Explanation:
1. Obeying to avoid punishment is Stage 1.
2. Stages 1 and 2 form the pre-conventional level.
3. No 'formal conventional' level exists.

Teacher's Note:
1. Levels: pre-conventional, conventional, post-conventional.
2. Consequences of actions guide judgement at this level.

Answer: (d) Conducting activities that challenge students' assumptions.

Explanation:
1. Constructivist teachers create activities that challenge learners' existing ideas.
2. This creates cognitive conflict and conceptual change.
3. Abstract lessons, only independent work and mid-term exams do not do this.

Teacher's Note:
1. Constructivism uses guided inquiry and discussion.
2. Start from what learners already know.

Answer: (c) Comprehension intelligence

Explanation:
1. Gardner proposed linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic intelligences.
2. Naturalistic, spatial and interpersonal are included.
3. Comprehension intelligence is not.

Teacher's Note:
1. Remember the list of eight intelligences.
2. Existential intelligence is only tentatively suggested.

Answer: (c) present examples that challenge those stereotypes.

Explanation:
1. Stereotypes are reduced by showing counter examples.
2. Restricting interaction, avoiding discussion or practising bias would strengthen them.
3. So presenting examples that challenge stereotypes is correct.

Teacher's Note:
1. Open discussion and mixed activities help.
2. Use role models from all genders in varied roles.

Answer: (b) (I) (II) and (III) only

Explanation:
1. Mix-ability grouping, enrichment and child-centred methods address individual differences.
2. Labelling of students harms self-esteem and is not appropriate.
3. So I, II and III only.

Teacher's Note:
1. Never label children.
2. Differentiated instruction is the approach.

Answer: (c) formative

Explanation:
1. Assessment for learning is used during teaching to improve learning.
2. This is formative assessment.
3. Exam-centric, norm-referenced and standardised assessments are not meant for ongoing feedback.

Teacher's Note:
1. Formative is for learning; summative is of learning.
2. Feedback is its key feature.

Answer: (d) through self-initiated activity.

Explanation:
1. Piaget held that children construct knowledge by acting on their environment.
2. Self-initiated activity is therefore central.
3. Imitation, explanation and rewards are not.

Teacher's Note:
1. Piaget: the child is a little scientist.
2. Compare with Vygotsky, who stresses social guidance.

Answer: (d) Portfolios comprise of disconnected tests and quizzes and help in ascertaining the product of learning.

Explanation:
1. A portfolio is a purposeful collection of work showing growth over time.
2. Students take part in selecting and evaluating it.
3. Disconnected tests and quizzes judging only the product are not a feature.

Teacher's Note:
1. Portfolios show process as well as product.
2. Self-assessment is a key benefit.

Answer: (d) learned helplessness.

Explanation:
1. Peter attributes failure to a stable, uncontrollable cause (being stupid).
2. He believes he will always fail, so he stops trying.
3. This is learned helplessness.

Teacher's Note:
1. Teach children to attribute failure to effort and strategy.
2. Stable, internal, uncontrollable attributions lead to helplessness.

Answer: (b) facilitate discussions which yield to acceptance and respect for diversity.

Explanation:
1. A diverse class needs an inclusive environment.
2. Discussions that build acceptance and respect for diversity do this.
3. Separating groups or favouring a dominant culture excludes learners.

Teacher's Note:
1. Diversity is a resource for learning.
2. Mixed groups promote understanding.

Answer: (d) Inclusion

Explanation:
1. Removing barriers so all can access the school changes the system to fit the learners.
2. This is inclusion.
3. Mainstreaming and integration expect the child to adapt.

Teacher's Note:
1. Inclusion changes the school; integration changes the child.
2. Accessibility is a core part of inclusive education.

Answer: (d) They have long and sustained attention span.

Explanation:
1. ADHD involves inattention, hyperactivity and impulsivity.
2. Difficulty staying focused, fidgeting and distractibility are typical.
3. A long sustained attention span is not.

Teacher's Note:
1. Choose the option that contradicts the features.
2. Short tasks and breaks help such children.

Answer: (a) Acceleration

Explanation:
1. Moving a child to a higher grade is acceleration.
2. Enrichment adds depth within the same grade.
3. Encouragement and synthesis are not approaches here.

Teacher's Note:
1. Two main approaches: acceleration and enrichment.
2. Enrichment broadens the curriculum without changing grade.

Answer: (b) construct knowledge

Explanation:
1. Meaningful learning needs active sense making.
2. Constructing knowledge provides this.
3. Competition, rote and passive listening do not.

Teacher's Note:
1. Active and meaningful go together.
2. Rote is the opposite of meaningful learning.

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

Explanation:
1. Young children learn well from real-life contexts, so (A) is true.
2. Primary children learn from concrete experience, not abstract textbook content, so (R) is false.
3. Hence (A) is true and (R) is false.

Teacher's Note:
1. Piaget: concrete material suits young children.
2. Use real-life examples in primary grades.

Answer: (d) it is experiential in nature.

Explanation:
1. Experiential learning involves doing and reflecting.
2. This makes learning meaningful and lasting.
3. Complex content, behaviourism and exam focus do not.

Teacher's Note:
1. Learning by doing is a basic principle.
2. NEP 2020 favours experiential learning.

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

Explanation:
1. Errors show how learners think and where they need help.
2. A teacher should therefore attend to them, so (A) is false.
3. Errors are significant in learning, so (R) is false.

Teacher's Note:
1. Errors are stepping stones to learning.
2. Analysing errors helps remediation.