CTET Child Development and Pedagogy Paper 2 MCQs with Answers Set 16

Answer: (d) Each member of society having a personal duty to uphold laws.

Explanation:
1. Law-and-order orientation (Stage 4) means people feel a duty to uphold laws and social order.
2. Option (b) is Stage 1, (c) is Stage 3, and (a) is Stage 2.

Teacher's Note:
1. Stage 4 is conventional morality.
2. Learn the six stages in order.

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

Explanation:
1. Writing needs neuromotor maturity, so (A) is true.
2. Learning depends on developmental readiness, which explains (A).

Teacher's Note:
1. Readiness (maturation) limits what can be learned.
2. Development and learning interact.

Answer: (a) family

Explanation:
1. The family is the first and primary agency of socialisation.
2. It continues to influence children in middle childhood.

Teacher's Note:
1. School, media and neighbourhood are secondary.
2. Family gives early values and attachment.

Answer: (c) Concrete operational stage

Explanation:
1. Concrete operational thinkers (7-11 years) reason logically about concrete objects but not abstractly.
2. Post-conventional is Kohlberg's, not Piaget's.

Teacher's Note:
1. Formal operations bring abstract thinking.
2. Do not mix Piaget's stages with Kohlberg's levels.

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

Explanation:
1. Adaptation has two processes, assimilation and accommodation.
2. Scaffolding is Vygotsky/Bruner and conditioning is behaviourist.

Teacher's Note:
1. Adaptation helps a child reach equilibrium.
2. Scaffolding does not belong to Piaget.

Answer: (c) Conventional level

Explanation:
1. At the conventional level people follow the expectations of family, group and society.
2. Pre-conventional focuses on consequences; post-conventional on principles.

Teacher's Note:
1. Levels: pre-conventional, conventional, post-conventional.
2. 'Pre-operational' belongs to Piaget.

Answer: (a) is a social activity.

Explanation:
1. Vygotsky held that learning is social and happens through interaction with others.
2. Drill and conditioning are behaviourist ideas.

Teacher's Note:
1. Learning leads development in Vygotsky's theory.
2. Culture and language are central.

Answer: (b) Linguistic intelligence

Explanation:
1. Poets, writers and story tellers work with words.
2. This is linguistic intelligence.

Teacher's Note:
1. Match professions with Gardner's intelligences.
2. Linguistic: writers, poets, speakers.

Answer: (a) plays a central role in cognitive development.

Explanation:
1. Vygotsky saw language as the main tool of thought.
2. Social speech becomes inner speech and drives cognitive development.

Teacher's Note:
1. Private speech guides thinking.
2. Language itself develops in a social context.

Answer: (c) equity

Explanation:
1. Equity means giving each learner what they need, according to differences.
2. Uniformity, equality of treatment and standardisation overlook diversity.

Teacher's Note:
1. Equity differs from equality.
2. Fair treatment may mean different support.

Answer: (a) Problem solving skills and divergent thinking

Explanation:
1. Open-ended questions have several possible answers.
2. This builds problem solving and divergent thinking.

Teacher's Note:
1. Divergent thinking is linked to creativity.
2. Closed questions promote convergent thinking.

Answer: (b) Decontextualized content

Explanation:
1. Content unrelated to learners' lives and context makes learning difficult for them.
2. Flexible curriculum, learner-centred pedagogy and comprehensive evaluation support inclusion.

Teacher's Note:
1. Contextualise content to learners' culture and surroundings.
2. Read 'hinder' carefully; it asks for the harmful option.

Answer: (a) Conditioning of behavior

Explanation:
1. Socio-constructivists promote discovery learning, scaffolding and cultural tools.
2. Conditioning of behaviour is a behaviourist idea.

Teacher's Note:
1. Odd-one-out question: find the behaviourist item.
2. Vygotsky: scaffolding, ZPD, cultural tools.

Answer: (d) is considered an integral part in the process of learning.

Explanation:
1. Child-centred education uses continuous and comprehensive assessment that runs alongside teaching.
2. Assessment is therefore part of learning, not a separate occasional event.

Teacher's Note:
1. Think 'assessment for learning', not only 'assessment of learning'.
2. Options with few exams or only written tests are the usual traps.

Answer: (d) Dysphasia

Explanation:
1. Dysphasia is a language disorder affecting speech production and understanding.
2. Dyscalculia concerns mathematics, dysgraphia concerns writing, and dysphoria is a mood state, not a learning disability.

Teacher's Note:
1. Match the prefix: dys-calculia (calculation), dys-graphia (writing), dys-lexia (reading), dys-phasia (speech/language).
2. Dysphoria is an emotional state, so it is a distractor.

Answer: (b) fear of failing

Explanation:
1. Performance-avoidance goals aim at not looking incompetent in front of others.
2. So these students are driven by fear of failing.

Teacher's Note:
1. Performance-approach: wants to look good. Performance-avoidance: wants to avoid looking bad.
2. Enjoyment and pride go with mastery or approach goals.

Answer: (b) Media is an agency of secondary socialization.

Explanation:
1. Primary socialization happens in the family; secondary socialization happens through school, peers, media and other wider agencies.
2. Media is thus a secondary agent of socialization.

Teacher's Note:
1. Family is primary; school, peer group, media and community are secondary.
2. Media is not a direct, face-to-face setting, so it is not a microsystem item.

Answer: (c) A set of capabilities

Explanation:
1. Contemporary views such as Gardner's multiple intelligences and Sternberg's triarchic theory treat intelligence as many abilities.
2. So intelligence is a set of capabilities rather than one single ability.

Teacher's Note:
1. Older view: a single general factor (g). Modern view: multiple capabilities.
2. Intelligence is not mere imitation.

Answer: (d) Simple to complex

Explanation:
1. Teaching maxims say to proceed from the simple to the complex.
2. Abstract-to-concrete reverses the usual order, which is concrete to abstract.

Teacher's Note:
1. Maxims: known to unknown, simple to complex, concrete to abstract.
2. Reversed orders are distractors.

Answer: (d) Creation of an ethos for overall development of each child regardless of her background or abilities

Explanation:
1. Inclusion means every child learns together in a common school that welcomes diversity.
2. It aims at the all-round development of each child regardless of background or ability, not segregation, pity or a uniform curriculum.

Teacher's Note:
1. Inclusion rests on acceptance and equal participation, not charity.
2. Special schools are segregation.

Answer: (c) Sign language

Explanation:
1. Students with hearing impairment cannot rely on sound, so a visual language such as sign language helps.
2. Large print suits low vision, crutches suit locomotor disability, and audio tapes need hearing.

Teacher's Note:
1. Match the aid to the disability: hearing - sign language, low vision - large print.
2. Audio aids are wrong for hearing loss.

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

Explanation:
1. Omitting words or lines, spelling errors and poor reading are typical signs of dyslexia-type learning disability.
2. Repeating the same motor action is a stereotyped behaviour associated with autism, not a typical learning disability sign.

Teacher's Note:
1. Learning disabilities affect reading, writing and mathematics.
2. Repetitive motor behaviour points to autism spectrum disorder.

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

Explanation:
1. Both statements are true: gifted children have specific needs that are often neglected.
2. Because these needs are neglected, it is important to give them suitable tasks, so R explains A.

Teacher's Note:
1. Check each statement separately first, then test whether R explains A.
2. Ask 'why is A important?' and see if R answers it.

Answer: (a) Being constructed by the children with support from more knowledgeable persons

Explanation:
1. NCF and constructivist views see learning as children actively constructing knowledge with support, as in Vygotsky's scaffolding.
2. Passive, conditioning and behaviour-change views are behaviourist.

Teacher's Note:
1. Prefer constructivist wording in pedagogy answers.
2. Passive, individualistic or conditioning options are usually wrong.

Answer: (d) Norm-referenced testing is the only way to standardise assessment.

Explanation:
1. Socio-constructivism values peer interaction, active construction of knowledge and varied formative assessment.
2. Saying norm-referenced testing is the only way contradicts this, so it is the incorrect statement.

Teacher's Note:
1. Words like 'only' and 'always' often signal a wrong option.
2. Socio-constructivist assessment is diverse and continuous.

Answer: (c) Is an important factor that influences learning.

Explanation:
1. Following Vygotsky, learning is shaped by the social and cultural setting of the child.
2. So the context is an important influence and should be used, not ignored; grouping by caste is discriminatory.

Teacher's Note:
1. Teachers should build on children's cultural background.
2. Never choose options that promote discrimination.

Answer: (a) Intrinsically; mastery-oriented

Explanation:
1. Intrinsic motivation comes from interest in learning itself and leads to deeper learning.
2. Mastery-oriented goals focus on understanding and improving, which is the desirable goal orientation.

Teacher's Note:
1. Prefer intrinsic motivation and mastery goals.
2. Performance goals focus on comparison and grades.

Answer: (d) Enquiry and questioning

Explanation:
1. Enquiry and questioning make learners think, explore and participate.
2. Drill, passive listening and imitation are not active engagement, and competition focuses on rivalry.

Teacher's Note:
1. Active engagement means doing, asking and exploring.
2. Drill is a rote method.