CTET Child Development and Pedagogy Paper 1 MCQs with Answers Set 13

Answer: (d) consider emotional state of students and focus on construction of new knowledge.

Explanation:
1. Emotions affect learning, so schools should consider them.
2. Schools should focus on construction of new knowledge, not just reproduction.
3. Only option (d) does both.

Teacher's Note:
1. Emotional well-being supports learning.
2. Prefer options that are child-centred and constructive.

Answer: (a) Entity view

Explanation:
1. The entity view holds that ability is fixed.
2. Such students feel effort cannot improve it.
3. The incremental view holds that ability grows with effort.

Teacher's Note:
1. Dweck: fixed versus growth mindset.
2. Encourage an incremental view.

Answer: (c) Standardised curriculum

Explanation:
1. Child-centred pedagogy, universal design for learning and constructivism support meaningful learning.
2. A standardised curriculum ignores individual differences.
3. So it does not contribute.

Teacher's Note:
1. Flexibility suits diverse learners.
2. One size fits all is not effective.

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

Explanation:
1. Learning is active and social, so (R) is true.
2. Because of this, children need activities and discussions, so (A) is true.
3. (R) explains (A).

Teacher's Note:
1. Active and social are keywords of constructivism.
2. Check whether R gives the reason for A.

Answer: (c) Development of children is influenced by their social context.

Explanation:
1. Domains are interrelated, and theories differ.
2. Development is not the same smooth path for all children.
3. Social context does influence development.

Teacher's Note:
1. Context includes family, culture and school.
2. Absolute statements are usually wrong.

Answer: (c) Student should be encouraged to become problem-solvers.

Explanation:
1. Progressive education is child-centred, democratic and activity based.
2. It encourages learners to be problem solvers.
3. The other options are the opposite.

Teacher's Note:
1. Dewey is associated with progressive education.
2. Democracy and activity are key.

Answer: (b) mnemonics.

Explanation:
1. VIBGYOR takes the first letter of each colour to aid recall.
2. Such memory aids are mnemonics.
3. The other options are not memory aids of this type.

Teacher's Note:
1. Acronyms and rhymes are mnemonics.
2. Mnemonics help recall of lists.

Answer: (b) Proximo-Distal Principle

Explanation:
1. Control develops from the centre of the body outward.
2. Holding a glass uses larger arm and hand muscles, while a pen needs fine finger control.
3. This is the proximo-distal principle.

Teacher's Note:
1. Cephalo-caudal is head to toe.
2. Proximo-distal is centre to periphery.

Answer: (d) Family and Neighbourhood

Explanation:
1. Primary agencies give close, early contact.
2. Family and neighbourhood do this.
3. Media, law, policy and school are secondary.

Teacher's Note:
1. Family is the first agency.
2. Secondary agencies are formal.

Answer: (d) Formal operational

Explanation:
1. Deductive or hypothetical-deductive reasoning develops from about 11 years.
2. This is the formal operational stage.
3. Earlier stages rely on concrete experience.

Teacher's Note:
1. Formal operational children can reason abstractly.
2. Concrete operational thinking is tied to real objects.

Answer: (c) Authority and social-order maintaining orientation

Explanation:
1. The view that society determines right and wrong is the law and order stage.
2. This is Stage 4, social-order maintaining.
3. Universal ethical principles rely on individual conscience.

Teacher's Note:
1. Stage 4 stresses duty and obeying laws.
2. Stage 6 puts individual principles above laws.

Answer: (c) Providing prompts and cues when required.

Explanation:
1. Scaffolding is temporary support within the ZPD.
2. Prompts and cues give help only when needed.
3. Conditioning, rewards and telling answers are not scaffolding.

Teacher's Note:
1. Support is withdrawn as the learner becomes competent.
2. Do not give answers directly.

Answer: (b) collaborative learning

Explanation:
1. Vygotsky stressed learning through social interaction.
2. Collaborative learning supports this.
3. The others do not.

Teacher's Note:
1. Peer learning within the ZPD is useful.
2. Social interaction is his central idea.

Answer: (c) Spatial

Explanation:
1. Mental representation and transformation of seen objects is visual-spatial ability.
2. This is spatial intelligence.
3. Linguistic, musical and interpersonal relate to words, sound and people.

Teacher's Note:
1. Spatial intelligence is useful in art and architecture.
2. Match the keyword 'visual' with spatial.

Answer: (c) Language facilitates cognition.

Explanation:
1. Speaking thoughts aloud helps James solve problems.
2. This shows language aids thinking.
3. So language facilitates cognition, as Vygotsky also held.

Teacher's Note:
1. Vygotsky: private speech guides thought.
2. Language and thought are closely related.

Answer: (a) an identity shaped by society.

Explanation:
1. Gender is a social and cultural construct.
2. It is shaped by family, school and society.
3. Sex, not gender, is biological.

Teacher's Note:
1. Distinguish sex (biological) from gender (social).
2. Socialisation agencies shape gender roles.

Answer: (a) Contextual

Explanation:
1. Assessment for learning supports the child in his or her own context.
2. It should relate to classroom learning and real situations.
3. Standardised, norm-referenced and teacher-oriented assessments do not fit.

Teacher's Note:
1. It is formative and ongoing.
2. It should be meaningful to the learner.

Answer: (d) Presenting problems that require search for innovative solutions

Explanation:
1. Creative thinking grows when learners face open-ended problems with many possible solutions.
2. Rote memorisation, convergent thinking and functional fixedness all narrow thinking.

Teacher's Note:
1. Creativity needs divergent, open-ended tasks.
2. Be wary of options that promote rote learning or one fixed way of doing things.

Answer: (a) Equity

Explanation:
1. Inclusion gives each learner what they need to take part fully, which is equity.
2. Segregation and discrimination oppose inclusion; identical treatment (equality) ignores differing needs.

Teacher's Note:
1. Equity means fairness according to need.
2. Do not confuse equity with equal (identical) treatment.

Answer: (d) Restless.

Explanation:
1. ADHD is marked by inattention, impulsivity and hyperactivity.
2. So such students are typically restless, not organised, attentive or patient.

Teacher's Note:
1. Remember the three features: inattention, hyperactivity, impulsivity.
2. Teach with short tasks and movement breaks.

Answer: (b) come up with innovative original ideas.

Explanation:
1. Creativity is the ability to produce original and useful ideas.
2. The other options wrongly link creativity with slowness or delay.

Teacher's Note:
1. Creativity is not the same as slow learning.
2. Creative learners show fluency, flexibility and originality.

Answer: (d) relating content with real-life contexts.

Explanation:
1. Meaningful learning occurs when new content connects with what learners know and experience.
2. Rote memorisation, competition and conditioning do not build understanding.

Teacher's Note:
1. NCF stresses connecting learning to life outside school.
2. Link every concept to familiar examples.

Answer: (d) Passive imitation

Explanation:
1. Passive imitation asks learners only to copy, so thinking and agency are not developed.
2. Discovery and cooperative learning build ability, and intuitive guessing is a recognised step in discovery.

Teacher's Note:
1. Active construction of knowledge builds ability.
2. Copying without thinking weakens it.

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

Explanation:
1. (A) is true: prior knowledge is the base on which new learning is built.
2. (R) is false: learning is more effective when content is connected and meaningful, not disconnected.

Teacher's Note:
1. Check A and R separately before judging the link.
2. Disconnected facts encourage rote learning.

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

Explanation:
1. Heuristics (rules of thumb) and algorithms (step-by-step procedures) are standard problem-solving strategies.
2. Mnemonics aid memory and recall in solving, whereas functional fixedness is a barrier, so it is excluded.

Teacher's Note:
1. Functional fixedness blocks problem solving.
2. Algorithms guarantee a solution; heuristics are quicker shortcuts.

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

Explanation:
1. Misconceptions are the learner's own naive theories and show how they think.
2. Because they are meaningful starting points, teachers should let students voice them, so R explains A.

Teacher's Note:
1. Constructivism treats errors as useful information.
2. Use misconceptions to plan conceptual change.

Answer: (b) Moderate excitement improves involvement and learning.

Explanation:
1. A moderate level of arousal or excitement raises attention and engagement.
2. High anxiety, hopelessness and shame hurt performance and participation.

Teacher's Note:
1. Yerkes-Dodson law: moderate arousal is best for performance.
2. Positive emotions support learning.

Answer: (d) Schema activation, Learned helplessness

Explanation:
1. Schema activation links new ideas to prior knowledge and helps learning.
2. Learned helplessness makes learners feel nothing they do matters, which harms learning.

Teacher's Note:
1. Check that the first blank is positive and the second negative.
2. Other options pair two positives or the reverse order.

Answer: (c) learner-centric

Explanation:
1. NEP 2020 favours interactive, experiential, competency-based and learner-centric teaching.
2. It seeks to reduce rote learning and exam-centric practice.

Teacher's Note:
1. NEP 2020 emphasises holistic, flexible, learner-centred education.
2. Learn its key words: experiential, inquiry, inclusive.