Practice Test: CDP - 3 - CTET & State TET MCQ

Socialization is an important process for the functioning and continuation of society. A child is crying on seeing his mother who is busy working on the laptop. The socialization of the child is affected by a primary agent of socialization. Primary socialization was implicitly understood as taking place in the family and during the first part of childhood. In this perspective, the socializing agents in the primary process are the parents, especially the mother. Within the family, it is the mother who first begins to socialize with the child.

Information booster

• Primary agent: The primary agent of socialization typically refers to the most influential entity or group responsible for transmitting social norms, values, and behaviors to an individual. In most cases, the primary agents of socialization are the immediate family members, particularly parents or caregivers, who play a vital role in shaping a person's early social experiences and providing essential guidance.
• Secondary agent: Secondary agents of socialization encompass other entities or groups that contribute to an individual's socialization process, apart from the primary agents. These secondary agents may include educational institutions, peers, religious organizations, media, and other social institutions that influence an individual's beliefs, attitudes, and behaviors as they grow and interact with a wider social environment.
• Anticipatory agent: The concept of an anticipatory agent in socialization pertains to individuals or groups that help prepare individuals for future social roles, expectations, and responsibilities. These agents can include mentors, teachers, role models, or even specific programs or experiences that aim to instill the necessary skills, knowledge, and attitudes needed for upcoming stages of life, such as transitioning from school to the workforce. They help individuals anticipate and adapt to future social demands and expectations.

The correct answer is option D, i.e., i, ii and iii. Language is the human capability to understand and use complex system of communication to express and learn with re clarity. Language helps an individual make sense of complex situation, phenomenon, and abstract ideas. It depends on social convention and learning. The elements of language are Phonology, Semantics, Grammar and Pragmatics.

The purpose of assessment is to figure out ways to support the learner’s in the learning process by identifying gaps in students’ learning and what remedial measures should be appropriate to reduce the learning gaps of the students that are needed to be taken for continuing or improving their learning.

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"compare the performance of learners with each other"- is not the primary purpose of assessment. The main goal of assessment is to gather information about individual learners' progress and understanding in order to guide their learning and provide appropriate support. Focusing solely on comparing learners can create a competitive environment that may hinder collaboration and discourage students who are struggling.
"shame the child for poor performance": This is completely inappropriate and goes against the principles of ethical and effective assessment. Assessment should never be used as a means to shame or embarrass students. Instead, it should be used to provide constructive feedback, identify areas for improvement, and guide students towards success.

The correct answer is A. Both (A) and (R) are true and (R) is the correct explanation of (A).

• Metacognition denotes in-depth thinking in which cognitive processes involved in learning are actively controlled.
• This includes planning how to accomplish a given learning task, monitoring understanding, and estimating progress toward the completion of a task. It is the capability for you to control your own thoughts.
• It refers to the processes used to plan, monitor, and assess one’s understanding and performance.

The correct answer is option B, i.e. Creativity. Creativity is the phenomenon whereby imaginative and original ideas are turned into reality.it is the cognitive ability to produce something new and unique. It is related to divergent thinking and the way of solving problems by more than one approach. Guilford thinks of creativity as divergent thinking. It has four elements – fluency, flexibility, originality, and elaboration.

1. Fluency signifies the smooth flow or vibration of substances or emotions that resonate with a unique symbol or norm

2. Flexibility – It refers to the ability to produce a large variety of ideas such as thinking of varied uses of a particular subject.

3. Originality – It refers to the ability to produce uncommon and unique responses.

4. Elaboration- It refers to the number of added ideas, that demonstrate the subject's ability to develop and elaborate ideas.

Art Education is a primary pathway to learning, a journey of discovery of the meaning of teaching for aesthetic experience. Art is an expression of ideas created by human imagination, skill, and invention.

Importance of art education at the elementary level:

It enhances the level of self-analysis, self-esteem, and also self-discipline. Such children stay more motivated and cooperate more readily than the others. Information booster

"children learn more by doing art all the time": While art education is important for fostering creativity and self-expression, it is not the only subject that children should focus on all the time. A well-rounded education includes various disciplines such as mathematics, science, language arts, and social studies. These subjects provide a broad foundation of knowledge and skills that are essential for a comprehensive education. While art can enhance learning, it should be balanced with other subjects to provide a holistic education.

"relax teacher for a while from teaching": The purpose of art education is not to provide a break or relaxation for teachers. Art education is an integral part of the curriculum designed to foster students' artistic and creative abilities. It has educational goals and objectives that contribute to students' overall development and learning. Teachers play a crucial role in guiding and facilitating art education, and their focus should be on supporting students' artistic growth, not on taking a break from teaching.

"keep physically fit and engaged": While physical activity is important for overall well-being, this option is not specifically related to the importance of art education at the elementary level. Physical education classes or extracurricular activities may be more suitable for addressing physical fitness. Art education primarily focuses on developing creativity, critical thinking, and artistic skills, rather than physical fitness.

Swiss psychologist Jean Piaget, In the theory of cognitive development, Piaget discusses the four distinct, universal stages, each characterized by increasingly sophisticated and abstract levels of thoughts.

Key Points

Although the concrete-operational child has made significant progress in thinking- the child has yet not reached the adult-like thought. There are a few limitations in the thinking of the child at this stage. Their limitations are:

• The concrete-operational child lacks the ability of hypothetical-deductive thinking. That is, the child is unable to logically think of different possible aspects of a problem.
• The child at this age is unable to systematically think through a problem, that is, to think of different alternatives to the problem and then to think of the logical conclusion of each alternative.
• The child at this stage does not employ a planned approach to problem-solving but resorts to a more time-consuming trial-and-error technique. The child at this stage lacks the ability to do abstract reasoning. The child therefore may not be able to think of aspects like - democracy, religion, morality, etc. 

Thus from the above-mentioned points, it is clear that D and A are true.

Teaching-learning material (TLM) makes learning meaningful.

Learning becomes meaningful when a learner is able to:

• Understand the learning concept of knowledge.
• Connect or relate the new concept learned to the previously existing concept or knowledge.

TLMs are those exclusively prepared by the teachers to enhance their teaching strategies in order to get better outcomes by making learning meaningful.

TLMs make learning meaningful by:

• Providing clarity of concepts
• Integrating the concept throughout the learning process
• Involving the learner to engage and absorb in the concept
• Understanding the importance of learning
• Reinforcing positively
• Adhere to Bloom’s Taxonomy of learning

Important Points

Teaching materials/resources: Textual lesson plans, white or blackboards, flashcards, slideshows, PowerPoint presentations, videos, animations, games, quizzes, puzzles, worksheets, etc

In Primary Classes, simpler TLMs like manipulative in the form of beads, marbles, gummy bears, balls, wooden or plastic blocks or sticks, straws, pebbles or any other physical item that

• Grabs the children’s attention
• Creates an interesting learning environment
• Provides real-life experiences
• Creates a learner-centric inquiry-based learning process
• Engages the children in the learning process
• Helps the children to relate to or use common things and understand complex concepts like those in mathematics or science
• Enhances fine and gross motor development.
• Motivate students to engage and understand complex or abstract learning processes or concepts.

Hence, it becomes clear that teachers make use of Teaching Learning Material to make learning meaningful.

Multisensory Approach: In this type of approach, the counselor helps the children to use their multiple senses. in teaching refers to the use of multisensory techniques to make children learn through more than one sense at a time. It is the simultaneous use of visual, auditory, tactile and kinesthetic senses to enhance learning.

Self-attribution refers to the process of assigning causes to our successes and failures.

Key Points

• Learners with positive self-attributions, such as attributing success to their effort and ability, are more likely to persevere in the face of challenges and continue investing effort in the activity.
• On the other hand, negative self-attributions, like blaming their limitations or external factors for failure, can lead to decreased motivation and engagement.

Lawrence Kohlberg, an American psychologist, has propounded the 'Theory of Moral Development'. He has made a systematic study of moral development in his theory that is categorized into 3 levels and 6 stages.

Key Points

Stage 3: Good Interpersonal Relationships: Often referred to as the "good boy-good girl" orientation, this stage of moral development is focused on living up to social expectations and roles.

• There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.
• Behaviour is determined by social approval.
• The individual wants to maintain or win the affection and approval of others by being a “good person.”

​Hence, we can conclude that Rohan is falling at the good interpersonal relationships stage of Kohlberg's moral development.

Talent is the taught capacity to carry out a certain task with predictable consequences and effective execution, frequently in a limited amount of time, energy, or both.

Key Points

• Gross motor abilities entail the use of the body's major muscles and include tasks such as walking and leaping.
• The major muscles in the arms, legs, and torso are involved in gross motor skill development. Walking, running, throwing, lifting, kicking, and other daily physical tasks need gross motor skills.
• Gross motor abilities make use of the body's vast muscles to provide balance, coordination, response time, and physical strength, allowing us to do larger actions.
• Sitting, crawling, sprinting, leaping, tossing a ball, and climbing stairs are just a few examples of gross motor abilities.

As a result, gross motor abilities entail the use of big muscles throughout the body, as well as movements such as walking and leaping.

Creative thinking involves the production of novel and original ideas or solutions to problems.

• Sometimes, creative thinking is understood just as a new way of thinking or thinking differently.
• A way of looking at a person from a different perspective and trying to find out a solution in a different way leads to creative thinking. It may be stimulated either by a structural (lateral thinking) or a non-structural process (brainstorming).
• However, it is important to know that, besides novelty, originality is also an important characteristic of creative thinking. 
• Creative thinking thus refers to the originality and uniqueness of ideas or solutions that did not previously exist.

Development refers to the process of growth, change, and maturation that occurs over the course of an individual's lifespan.

Key Points

• The progression of language development described in the example follows the principle that development proceeds from the general to the specific.
• Initially, at birth, the child's communication is generalized and non-specific, as evidenced by the mass response of the birth cry.
• However, as the child matures and experiences interactions with their environment, language development becomes more differentiated and specific.
• The child begins to distinguish and acquire individual words, gradually building a vocabulary of many words.
• This process illustrates how development starts with general responses and gradually becomes more refined and specific over time.

Thus, it is concluded that Development proceeds from the general to the specific is best reflected in the above example.

The stage where an infant experiments with articulate sounds without forming recognizable words is babbling.

Key Points

• This stage typically starts around 4-6 months old and signifies a crucial step in language development.
• Infants experiment with various sounds, combining vowels and consonants in different ways.
• While these sounds might be articulate, they lack meaning and don't resemble actual words.

Assessment of learning helps a teacher to design his/her teaching in a better way and to know the attainment level of learners in the subject content.

• From the assessment, it is revealed that if the desired level of mastery has not been attained by learners, the teaching-learning process may be repeated and certain remediation may be provided to them.