CTET Child Development and Pedagogy Paper 1 MCQs with Answers Set 15

Answer: (b) Books with small print

Explanation:
1. Tactile globes, Braille books and screen readers let learners access information by touch or sound.
2. Small print depends on sight and is hard to read.

Teacher's Note:
1. Use tactile, auditory and large-print aids.
2. Match the aid to the learner's residual vision.

Answer: (b) Rayon researches from many sources for a project to get a cash prize.

Explanation:
1. Extrinsic motivation comes from an outside reward.
2. Rayon works for a cash prize, while the others act from interest or self-satisfaction.

Teacher's Note:
1. Rewards, grades and prizes are extrinsic.
2. Interest and satisfaction are intrinsic.

Answer: (a) Balancing on one foot

Explanation:
1. Gross motor skills use large muscles of the body, as in balancing.
2. Squeezing, turning pages and holding a pencil use small hand muscles.

Teacher's Note:
1. Gross motor: running, jumping, balancing.
2. Fine motor: small hand and finger movements.

Answer: (b) Pre-operational stage

Explanation:
1. Animism, giving life and intentions to objects, is typical of the pre-operational stage (about 2 to 7 years).
2. Children then reason by appearances and are egocentric.

Teacher's Note:
1. Pre-operational features: animism, egocentrism, centration.
2. Concrete operations bring logical thinking.

Answer: (c) Development proceeds in a specific direction.

Explanation:
1. Head-to-toe growth (cephalocaudal) is a direction of development.
2. It falls under the principle that development proceeds in a specific direction.

Teacher's Note:
1. Cephalocaudal: head to toe.
2. Proximodistal: centre to periphery.

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

Explanation:
1. The family environment strongly shapes a child's development, so (R) is true.
2. That is exactly why parents must be involved in decisions on care, so (R) explains (A).

Teacher's Note:
1. The family is the first agency of socialisation.
2. Home-school partnership helps the child.

Answer: (a) Concrete operational

Explanation:
1. Class inclusion (understanding that a subclass is part of a larger class) needs logical operations.
2. It appears in the concrete operational stage (about 7 to 11 years).

Teacher's Note:
1. Concrete operations: conservation, seriation, classification, class inclusion.
2. Preoperational children fail class inclusion tasks.

Answer: (c) scaffolding

Explanation:
1. The ZPD is the gap between what a child can do alone and with help.
2. Scaffolding, or guided support, helps the child cross this gap.

Teacher's Note:
1. Scaffolding is gradually withdrawn.
2. Punishment and negative feedback do not support learning.

Answer: (d) cultural tools, cognitive

Explanation:
1. Vygotsky held that cultural tools such as language and symbols shape thinking.
2. They therefore advance cognitive development.

Teacher's Note:
1. Vygotsky: language is the main cultural tool.
2. Cognition develops through social and cultural interaction.

Answer: (c) Lawrence Kohlberg

Explanation:
1. Kohlberg proposed three levels and six stages of moral reasoning.
2. Lorenz studied imprinting, Freud psychosexual and Erikson psychosocial development.

Teacher's Note:
1. Kohlberg's method used moral dilemmas such as the Heinz dilemma.
2. Piaget also studied morality, but Kohlberg is the main theorist.

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

Explanation:
1. (A) is true: activity-based learning puts the child at the centre.
2. (R) is false: the teacher still plans, guides and facilitates.

Teacher's Note:
1. Child-centred does not mean teacherless.
2. The teacher acts as a facilitator.

Answer: (a) Intelligence can be of different types.

Explanation:
1. Gardner proposed that there are several relatively independent intelligences, such as linguistic, musical and bodily-kinesthetic.
2. So intelligence is of different types.

Teacher's Note:
1. Gardner rejected a single general intelligence.
2. Teach through varied modes to reach all learners.

Answer: (a) Gender stereotyping

Explanation:
1. Assigning colours by gender reflects fixed social expectations, not biology.
2. This strengthens gender stereotypes.

Teacher's Note:
1. Stereotypes are learned socially.
2. Avoid gender-based assumptions about colours, toys or roles.

Answer: (c) incorporate a variety of experiences in her teaching to improve learning.

Explanation:
1. Learners differ, so one method cannot suit all.
2. Providing varied experiences lets every learner benefit.

Teacher's Note:
1. Use differentiated instruction.
2. Do not try to remove individual differences.

Answer: (c) Understanding learning progress of students.

Explanation:
1. Assessment is meant to find how learning is progressing so that teaching can be improved.
2. Labelling, grouping and detention do not help learning.

Teacher's Note:
1. Assessment should support learning.
2. Avoid using it to rank or punish.

Answer: (a) Multilingualism.

Explanation:
1. NEP 2020 promotes multilingualism and the three-language formula.
2. It values flexible curriculum and does not favour monolingualism or rigid standardisation.

Teacher's Note:
1. Home language is the preferred medium in early years.
2. Learn key NEP 2020 recommendations.

Answer: (a) Consideration of diversity

Explanation:
1. Inclusion needs recognising and respecting learners' differing backgrounds.
2. The other options ignore their context or favour the dominant group.

Teacher's Note:
1. Contextualised curriculum supports inclusion.
2. Avoid one-size-fits-all methods.

Answer: (d) Rigid exam-centered teaching strategies

Explanation:
1. Adaptation, experiential learning and innovation help learning.
2. Rigid exam-centred strategies encourage rote learning and stress.

Teacher's Note:
1. NEP 2020 and NCF discourage exam-centric teaching.
2. Flexibility is a hallmark of good pedagogy.

Answer: (c) Scribbling

Explanation:
1. Scribbling uses small muscles of the fingers, hand and wrist.
2. Running, walking and jumping use large muscles, so they are gross motor.

Teacher's Note:
1. Fine motor: small muscles, hand-eye coordination.
2. Gross motor: large body movements.

Answer: (a) Foster sense of belonging among all students.

Explanation:
1. Inclusion needs every learner to feel accepted and valued.
2. The other options shame, separate or ignore differences.

Teacher's Note:
1. Belonging encourages participation.
2. Never expose weaknesses publicly.

Answer: (a) verbally explain the information.

Explanation:
1. A student with visual impairment depends on hearing and touch.
2. Verbal explanation makes the content accessible; charts need sight and sign language is for hearing impairment.

Teacher's Note:
1. Say aloud what you write or show.
2. Sign language helps students with hearing impairment.

Answer: (a) Providing flexibility in choosing the subjects.

Explanation:
1. Flexibility lets learners choose according to their needs and interests.
2. The other options impose uniformity or segregation, which are against inclusion.

Teacher's Note:
1. Flexible curriculum supports inclusion.
2. NEP 2020 promotes choice of subjects.

Answer: (b) Allow her to exercise her choice.

Explanation:
1. Left-handedness is a natural variation and not a problem.
2. Forcing or discouraging can cause stress, so the child should be free to choose.

Teacher's Note:
1. Never force a change of handedness.
2. Accept individual differences.

Answer: (c) (i), (ii) and (iii) only

Explanation:
1. Examples, non-examples and analogies clarify concepts and link them to familiar ideas.
2. Negative reinforcement is a behaviourist technique and does not promote meaningful learning.

Teacher's Note:
1. Non-examples show what a concept is not.
2. Analogies connect new and known ideas.

Answer: (d) a result of active interaction with environment.

Explanation:
1. Constructivism holds that learners build knowledge by actively interacting with their environment.
2. Reproduction, disconnected learning and conditioning are not constructivist ideas.

Teacher's Note:
1. Constructivism: knowledge is constructed, not transmitted.
2. Classical conditioning is behaviourist.

Answer: (c) Creative visual metaphors and analogies related to information.

Explanation:
1. Meaningful links such as visual metaphors and analogies give deeper encoding.
2. Meaningless, disorganised or context-free information is quickly forgotten.

Teacher's Note:
1. Meaningful organisation aids long-term memory.
2. Elaboration and imagery help recall.

Answer: (c) find out the learning gaps causing errors.

Explanation:
1. Errors reveal gaps in understanding.
2. Finding the gaps lets the teacher give the right support; punishment or ignoring does not help.

Teacher's Note:
1. Errors are clues to children's thinking.
2. Use them for diagnostic teaching.

Answer: (c) interrelated to each other

Explanation:
1. Emotions affect attention, memory and thinking, and thinking shapes emotions.
2. Both are also influenced by the environment, so they are interrelated.

Teacher's Note:
1. Positive emotions aid learning; strong negative emotions hinder it.
2. Pay attention to the emotional climate of the classroom.

Answer: (b) learned helplessness

Explanation:
1. Blaming failure on a stable lack of ability makes the student feel that effort is useless.
2. This produces learned helplessness.

Teacher's Note:
1. Weiner's attribution theory: stable internal causes lower motivation.
2. Encourage attribution to effort.