CTET Child Development and Pedagogy Paper 2 MCQs with Answers Set 08

Answer: (b) Metacognition

Explanation:
1. Metacognition is awareness and understanding of one's own thinking and knowing.
2. Adaptation is a Piaget term for adjusting to the environment.

Teacher's Note:
1. Metacognition means 'thinking about thinking'.
2. Flavell introduced the term.

Answer: (b) Have discussions with the students and offer examples and non-examples.

Explanation:
1. Conceptual change happens when learners see their ideas challenged through discussion.
2. Examples and non-examples help them revise misconceptions.

Teacher's Note:
1. Lecturing and rewards do not change deep-rooted ideas.
2. Use cognitive conflict and talk.

Answer: (a) (i), (ii), (iii)

Explanation:
1. Such programmes build teamwork, respect for diversity and creative expression.
2. They should not promote stereotypes.

Teacher's Note:
1. Cultural programmes aim at understanding, not labelling.
2. Any option with stereotypes is wrong.

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

Explanation:
1. Empathy, care and genuineness are desirable teacher qualities (as in Carl Rogers' humanistic view).
2. Intolerance is not desirable.

Teacher's Note:
1. Rogers named empathy, genuineness and unconditional positive regard.
2. Choose the largest set without the negative trait.

Answer: (d) Hope

Explanation:
1. Hope is a positive emotion that supports motivation and effort.
2. Anxiety, boredom and fear reduce attention and learning.

Teacher's Note:
1. Positive emotions broaden thinking.
2. Keep the classroom emotionally safe.

Answer: (b) Environment and experience

Explanation:
1. Plasticity means the ability to change in response to experience.
2. Those who stress plasticity see environment and experience as shaping development across life.

Teacher's Note:
1. Heredity-focused theories stress fixed traits.
2. Plasticity is linked with the nurture side of the debate.

Answer: (a) A free agreement to follow a social contract for the benefit of humanity

Explanation:
1. Stage 5 is the social contract orientation: laws are seen as agreements made for the common good.
2. Option (d) is Stage 3, and option (b) goes towards Stage 6 universal principles.

Teacher's Note:
1. Stage 5 allows changing laws that do not serve society.
2. Moral rules that 'bypass ethics' are not a Kohlberg stage.

Answer: (b) Discover a concept through independent thinking

Explanation:
1. Problem-solving develops when children think and discover ideas on their own.
2. Following a prescribed format, tuition or only technology does not build this.

Teacher's Note:
1. Bruner's discovery learning supports this.
2. Avoid options with 'only' or 'prescribed'.

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

Explanation:
1. Childhood is shaped by culture, class, gender and region, so (R) is true.
2. This is exactly why generalised claims are hard to make, so R explains A.

Teacher's Note:
1. There are many childhoods, not one.
2. Do not generalise from one context.

Answer: (b) Observational learning

Explanation:
1. The child learns by watching and copying the behaviour of others, which is Bandura's observational learning.
2. It does not need direct reinforcement.

Teacher's Note:
1. Bandura's Bobo doll experiment showed this.
2. Role models strongly influence behaviour.

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

Explanation:
1. Both statements are true.
2. Visuals plus discussion work because learners build knowledge by linking new ideas to what they already know, so R explains A.

Teacher's Note:
1. This is the constructivist view of learning.
2. Prior knowledge is the base for new learning.

Answer: (a) Families and schools are major contributors to socialization but there are other agencies such as media and peers who have an important role.

Explanation:
1. Socialization happens through many agencies: family, school, peers, media and religion.
2. Options (b), (c) and (d) wrongly limit or deny the role of some of these.

Teacher's Note:
1. The family is the primary agency.
2. Peers and media are strong influences, especially in adolescence.

Answer: (d) has individual variations and is somewhat sequential and orderly.

Explanation:
1. Children develop at different rates, so there are individual variations.
2. Development also follows a broadly orderly and sequential pattern.

Teacher's Note:
1. Rate varies, but sequence is largely the same.
2. Both parts of the option must be right.

Answer: (a) Infancy

Explanation:
1. In infancy, children are mainly learning gross motor actions such as rolling, crawling, sitting and walking.
2. Fine motor control develops mainly later, in early and middle childhood.

Teacher's Note:
1. Gross motor skills involve large muscles, and fine motor skills involve small muscles like fingers.
2. Early childhood also develops gross skills, so the doubt is possible; the source key is taken as correct.

Answer: (c) Socialization

Explanation:
1. Socialization is the process by which individuals learn the norms, values and behaviours of society.
2. It occurs through everyday interaction with family, peers and others.

Teacher's Note:
1. Sociability is a personality trait of liking company.
2. Socialization is lifelong.

Answer: (b) Sensorimotor stage

Explanation:
1. The sensorimotor stage (birth to about 2 years) is when infants learn through senses and motor actions.
2. The later stages involve symbols and logical thinking.

Teacher's Note:
1. Object permanence is a main achievement of this stage.
2. The name itself means senses plus movement.

Answer: (d) Believing that individuals must test the social laws rather than follow them blindly

Explanation:
1. At Stage 6 people follow self-chosen universal ethical principles.
2. They question laws that conflict with these principles instead of following them blindly.

Teacher's Note:
1. Stage 4 is duty to uphold laws and Stage 3 is seeking others' approval.
2. Stage 6 is a conscience-based morality.

Answer: (a) Scaffolding

Explanation:
1. Scaffolding is temporary support that is adjusted to the learner's level and withdrawn as the learner gains skill.
2. It helps the child move through the zone of proximal development.

Teacher's Note:
1. The term 'scaffolding' was introduced by Wood, Bruner and Ross, and it fits Vygotsky's idea.
2. Support is gradually removed.

Answer: (d) Recognising students as passive recipients of knowledge.

Explanation:
1. Child-centered teaching treats the learner as an active participant who builds knowledge.
2. Options (a), (b) and (c) create a safe, free and positive climate.
3. Treating students as passive recipients is the teacher-centered view, so (d) does not ensure child-centered learning.

Teacher's Note:
1. Child-centered education means active, participating learners.
2. Any option that makes children passive or fearful is usually the 'not' answer.

Answer: (b) Linguistic intelligence

Explanation:
1. In Gardner's theory, linguistic intelligence is sensitivity to words, their meanings and sounds.
2. People strong in it read, write and tell stories well.

Teacher's Note:
1. Link each of Gardner's intelligences with its typical careers, for example linguistic with writers and poets.
2. Do not confuse it with interpersonal, which is about understanding people.

Answer: (a) Lev Vygotsky

Explanation:
1. Vygotsky held that language is the main tool of thought and shapes higher mental processes.
2. Piaget held that thought comes first and language follows it.

Teacher's Note:
1. Remember: for Vygotsky language drives thinking; for Piaget thinking drives language.
2. Private speech is his key example.

Answer: (b) The teacher should assign equal responsibilities to all children in various activities which take place inside the classroom.

Explanation:
1. Gender bias is reduced by giving all children equal opportunities and roles.
2. Options (a), (c) and (d) ignore the issue or reinforce stereotypes.

Teacher's Note:
1. Look for the option that treats boys and girls alike.
2. Stereotyped tasks and low expectations are always wrong choices.

Answer: (b) Standardised tests

Explanation:
1. Socio-constructivism values learning through social interaction and process-based assessment.
2. Projects, peer assessment and observation fit this view; standardised tests measure recall of fixed content for all learners alike.

Teacher's Note:
1. Socio-constructivist assessment is continuous, authentic and collaborative.
2. Standardised testing is the usual 'not' option.

Answer: (b) Ability to detect and respond appropriately to the moods, temperaments, motivations and intentions of others.

Explanation:
1. Interpersonal intelligence is understanding and responding well to other people.
2. Option (a) is intrapersonal, (c) bodily-kinaesthetic and (d) spatial intelligence.

Teacher's Note:
1. Inter means between people; intra means within oneself.
2. Teachers, counsellors and leaders are strong here.

Answer: (c) Dyscalculia

Explanation:
1. Dyscalculia is difficulty in learning number concepts and arithmetic.
2. Dyspraxia is poor coordination, dyslexia is reading difficulty and dysgraphia is writing difficulty.

Teacher's Note:
1. Calculia relates to calculation, so dyscalculia means maths difficulty.
2. Learn the four 'dys' terms as a set.

Answer: (d) childhood as culture-specific and socially constructed.

Explanation:
1. Modern views hold that childhood differs across cultures and times.
2. So childhood is socially constructed, not only biological.

Teacher's Note:
1. 'Social construction' is the key phrase for contemporary views of childhood.
2. Fixed universal stages belong to older stage theories.

Answer: (d) The universal ethical principle orientation.

Explanation:
1. The reasoning rests on the principle that human life is the highest value, whatever the law says.
2. Placing life above other values is Kohlberg's stage 6, universal ethical principles.

Teacher's Note:
1. Stage 6 uses self-chosen universal principles such as justice and the value of life.
2. Stage 5 is about social contract and rights agreed by society.

Answer: (b) Slow absorption of information.

Explanation:
1. Gifted students grasp information quickly, are curious and like precision.
2. Slow absorption of information is not a gifted trait.

Teacher's Note:
1. Gifted children learn fast and ask many questions.
2. They may still need enrichment to avoid boredom.

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

Explanation:
1. (A) is true: cultures treat menarche differently.
2. (R) is also true: experiences vary with cultural context.
3. The difference in (A) is an example of (R), so (R) explains (A).

Teacher's Note:
1. Culture shapes development, so the same event is experienced differently.
2. Check whether R is false before choosing option (c).