CTET CDP Solved Question Paper - 1 (8 Dec - 2019) | Child Development and Pedagogy for CTET Preparation - CTET & State TET PDF Download

 Page 1


Directions (Q.Nos. 1-30) Answer the
following questions by selecting the
correct/most appropriate options.
1. The most critical period of acquisition and
development of language is
(1) pre-natal period (2) early childhood
(3) middle childhood (4) adolescence
2. Which of the following is a stage of moral
development proposed by Lawrence
Kohlberg?
(1) Latency Stage
(2) The social contract orientation
(3) Concrete operational stage
(4) Industry vs Inferiority stage
3. During classroom discussions, a teacher
often pays more attention to boys than girls.
This is an example of
(1) gender bias (2) gender identity
(3) gender relevance (4) gender constancy
4. Which of the following is an effective
strategy to reduce children’s gender
stereotyping and gender-role conformity?
(1) Discussion about gender bias
(2) Emphasising gender-specific roles
(3) Gender-segregated play groups
(4) Gender-segregated seating arrangement
5. Which of the following theorists while
viewing children as active seekers of
knowledge emphasised the influence of
social and cultural contents on their
thinking?
(1) John B Watson (2) Lev Vygotsky
(3) Jean Piaget (4) Lawrence Kohlberg
6. While working on a jig-saw puzzle, 5 years
old Najma says to herself, ‘‘Where is the
blue piece? No, not this one, darker one that
would go here and make this shoe’’.
This kind of talk is referred to by Vygotsky
as
(1) private speech (2) talk aloud
(3) scaffolding (4) egocentric speech
7. Giving cues to children and offering support
as and when needed is an example of
(1) reinforcement (2) conditioning
(3) modelling (4) scaffolding
8. Which of the following behaviours
characterise the ‘concrete operational stage’
as proposed by Jean Piaget?
(1) Hypothetico-deduction reasoning;
propositional thought
(2) Conservation; class inclusion
(3) Deferred imitation; object permanence
(4) Make-believe play; irreversibility of thought
CTET SOLVED PAPERS
Paper - 1 (CDP)
8 December, 2019
Page 2


Directions (Q.Nos. 1-30) Answer the
following questions by selecting the
correct/most appropriate options.
1. The most critical period of acquisition and
development of language is
(1) pre-natal period (2) early childhood
(3) middle childhood (4) adolescence
2. Which of the following is a stage of moral
development proposed by Lawrence
Kohlberg?
(1) Latency Stage
(2) The social contract orientation
(3) Concrete operational stage
(4) Industry vs Inferiority stage
3. During classroom discussions, a teacher
often pays more attention to boys than girls.
This is an example of
(1) gender bias (2) gender identity
(3) gender relevance (4) gender constancy
4. Which of the following is an effective
strategy to reduce children’s gender
stereotyping and gender-role conformity?
(1) Discussion about gender bias
(2) Emphasising gender-specific roles
(3) Gender-segregated play groups
(4) Gender-segregated seating arrangement
5. Which of the following theorists while
viewing children as active seekers of
knowledge emphasised the influence of
social and cultural contents on their
thinking?
(1) John B Watson (2) Lev Vygotsky
(3) Jean Piaget (4) Lawrence Kohlberg
6. While working on a jig-saw puzzle, 5 years
old Najma says to herself, ‘‘Where is the
blue piece? No, not this one, darker one that
would go here and make this shoe’’.
This kind of talk is referred to by Vygotsky
as
(1) private speech (2) talk aloud
(3) scaffolding (4) egocentric speech
7. Giving cues to children and offering support
as and when needed is an example of
(1) reinforcement (2) conditioning
(3) modelling (4) scaffolding
8. Which of the following behaviours
characterise the ‘concrete operational stage’
as proposed by Jean Piaget?
(1) Hypothetico-deduction reasoning;
propositional thought
(2) Conservation; class inclusion
(3) Deferred imitation; object permanence
(4) Make-believe play; irreversibility of thought
CTET SOLVED PAPERS
Paper - 1 (CDP)
8 December, 2019
9. Which of the following is a Piagetian
construct in the context of cognitive
development of children?
(1) Schemas
(2) Observational learning
(3) Conditioning
(4) Reinforcement
10. Primary objective of Assessment should be
(1) assigning rank to students
(2) understanding children’s clarity and
confusions about related concepts
(3) labelling students as per their score
(4) marking pass or fail in the report cards
11. Which of the following statements about
intelligence is correct?
(1) Intelligence is a fixed ability determined at the
time of birth only
(2) Intelligence can be accurately measured and
determined by using standardised tests
(3) Intelligence is a unitary factor and a single trait
(4) Intelligence is multi-dimensional and a set of
complex abilities
12. Ruhi always thinks of multiple solutions to
a problem many of which are original
solutions. Ruhi is displaying characteristics
of a/an
(1) creative thinker
(2) convergent thinker
(3) rigid thinker
(4) egocentric thinker
13. In a situation of less participation of
students belonging to a deprived group in
teaching learning process, a teacher should
(1) ask the children to withdraw from school
(2) accept this situation as it is
(3) lower her expectations from such students
(4) reflect on her own teaching and find ways to
improve student’s involvement
14. In an inclusive classroom, a teacher ………
Individualised Education Plans.
(1) should not prepare
(2) should occasionally prepare
(3) should actively prepare
(4) should discourage the preparation of
15. The primary characteristic of children with
‘dyslexia’ includes
(1) attention deficit disorders
(2) divergent thinking; fluency in reading
(3) inability to read fluently
(4) engaging in repetitive locomotor actions
16. The concept of ‘Inclusive Education’ as
advocated in the Right to Education Act,
2009 is based on
(1) the behaviouristic principles
(2) a sympathetic attitude towards disabled
(3) a rights-based humanistic perspective.
(4) mainstreaming of the disabled by offering
them primarily vocational education.
17. In the constructivist framework, learning is
primarily
(1) based on rote-memorisation
(2) centered around reinforcement
(3) acquired through conditioning
(4) focused on the process of meaning making
18. ‘Naive theories’ that children construct
about various phenomenon
(1) should be ignored by the teacher
(2) should be punished by the teacher
(3) should be ‘replaced’ by correct one through
repetitive memorisation
(4) should be challenged by presenting counter
evidence and examples
19. Child-centered pedagogy promotes
(1) exclusive reliance on text books
(2) giving primacy to children’s experiences
(3) rote memorisation
(4) labelling and categorisation of students base on
ability
20. Emotions and cognition are …… each other.
(1) completely separate from
(2) independent of
(3) inter-woven with
(4) not related to
21. Which of the following statements about
learning is correct from a constructivist
perspective?
(1) Learning is the process of reproduction and recall
(2) Learning is the process of rote memorisation
(3) Learning is conditioning of behaviours by
repetitive association
(4) Learning is the process of construction of
knowledge by active engagement
22. Presenting students with clear examples
and non-examples
(1) is an effective way to encourage conceptual
change
(2) leads to confusion in the minds of students
(3) causes gaps in their understanding of concepts
(4) focuses on procedural knowledge rather than
conceptual understanding
2
2019DECPAPERI (CLASS I-V)SOLVED PAPER CTET
Page 3


Directions (Q.Nos. 1-30) Answer the
following questions by selecting the
correct/most appropriate options.
1. The most critical period of acquisition and
development of language is
(1) pre-natal period (2) early childhood
(3) middle childhood (4) adolescence
2. Which of the following is a stage of moral
development proposed by Lawrence
Kohlberg?
(1) Latency Stage
(2) The social contract orientation
(3) Concrete operational stage
(4) Industry vs Inferiority stage
3. During classroom discussions, a teacher
often pays more attention to boys than girls.
This is an example of
(1) gender bias (2) gender identity
(3) gender relevance (4) gender constancy
4. Which of the following is an effective
strategy to reduce children’s gender
stereotyping and gender-role conformity?
(1) Discussion about gender bias
(2) Emphasising gender-specific roles
(3) Gender-segregated play groups
(4) Gender-segregated seating arrangement
5. Which of the following theorists while
viewing children as active seekers of
knowledge emphasised the influence of
social and cultural contents on their
thinking?
(1) John B Watson (2) Lev Vygotsky
(3) Jean Piaget (4) Lawrence Kohlberg
6. While working on a jig-saw puzzle, 5 years
old Najma says to herself, ‘‘Where is the
blue piece? No, not this one, darker one that
would go here and make this shoe’’.
This kind of talk is referred to by Vygotsky
as
(1) private speech (2) talk aloud
(3) scaffolding (4) egocentric speech
7. Giving cues to children and offering support
as and when needed is an example of
(1) reinforcement (2) conditioning
(3) modelling (4) scaffolding
8. Which of the following behaviours
characterise the ‘concrete operational stage’
as proposed by Jean Piaget?
(1) Hypothetico-deduction reasoning;
propositional thought
(2) Conservation; class inclusion
(3) Deferred imitation; object permanence
(4) Make-believe play; irreversibility of thought
CTET SOLVED PAPERS
Paper - 1 (CDP)
8 December, 2019
9. Which of the following is a Piagetian
construct in the context of cognitive
development of children?
(1) Schemas
(2) Observational learning
(3) Conditioning
(4) Reinforcement
10. Primary objective of Assessment should be
(1) assigning rank to students
(2) understanding children’s clarity and
confusions about related concepts
(3) labelling students as per their score
(4) marking pass or fail in the report cards
11. Which of the following statements about
intelligence is correct?
(1) Intelligence is a fixed ability determined at the
time of birth only
(2) Intelligence can be accurately measured and
determined by using standardised tests
(3) Intelligence is a unitary factor and a single trait
(4) Intelligence is multi-dimensional and a set of
complex abilities
12. Ruhi always thinks of multiple solutions to
a problem many of which are original
solutions. Ruhi is displaying characteristics
of a/an
(1) creative thinker
(2) convergent thinker
(3) rigid thinker
(4) egocentric thinker
13. In a situation of less participation of
students belonging to a deprived group in
teaching learning process, a teacher should
(1) ask the children to withdraw from school
(2) accept this situation as it is
(3) lower her expectations from such students
(4) reflect on her own teaching and find ways to
improve student’s involvement
14. In an inclusive classroom, a teacher ………
Individualised Education Plans.
(1) should not prepare
(2) should occasionally prepare
(3) should actively prepare
(4) should discourage the preparation of
15. The primary characteristic of children with
‘dyslexia’ includes
(1) attention deficit disorders
(2) divergent thinking; fluency in reading
(3) inability to read fluently
(4) engaging in repetitive locomotor actions
16. The concept of ‘Inclusive Education’ as
advocated in the Right to Education Act,
2009 is based on
(1) the behaviouristic principles
(2) a sympathetic attitude towards disabled
(3) a rights-based humanistic perspective.
(4) mainstreaming of the disabled by offering
them primarily vocational education.
17. In the constructivist framework, learning is
primarily
(1) based on rote-memorisation
(2) centered around reinforcement
(3) acquired through conditioning
(4) focused on the process of meaning making
18. ‘Naive theories’ that children construct
about various phenomenon
(1) should be ignored by the teacher
(2) should be punished by the teacher
(3) should be ‘replaced’ by correct one through
repetitive memorisation
(4) should be challenged by presenting counter
evidence and examples
19. Child-centered pedagogy promotes
(1) exclusive reliance on text books
(2) giving primacy to children’s experiences
(3) rote memorisation
(4) labelling and categorisation of students base on
ability
20. Emotions and cognition are …… each other.
(1) completely separate from
(2) independent of
(3) inter-woven with
(4) not related to
21. Which of the following statements about
learning is correct from a constructivist
perspective?
(1) Learning is the process of reproduction and recall
(2) Learning is the process of rote memorisation
(3) Learning is conditioning of behaviours by
repetitive association
(4) Learning is the process of construction of
knowledge by active engagement
22. Presenting students with clear examples
and non-examples
(1) is an effective way to encourage conceptual
change
(2) leads to confusion in the minds of students
(3) causes gaps in their understanding of concepts
(4) focuses on procedural knowledge rather than
conceptual understanding
2
2019DECPAPERI (CLASS I-V)SOLVED PAPER CTET
23. Repeatedly asking children to engage in
learning activities either to avoid
punishment or to gain a reward
(1) decreases extrinsic motivation
(2) increase intrinsic motivation
(3) would encourage children to focus on mastery
rather than performance goals
(4) decreases children’s natural interest and
curiosity involved in learning
24. Which of the following practices promote
meaningful learning?
(i) Corporal punishment
(ii) Co-operative learning environment
(iii) Continuous and comprehensive
evaluation
(iv) Constant comparative evaluation
(1) (i), (ii) (2) (ii), (iii)
(3) (i), (ii), (iii) (4) (ii), (iii), (iv)
25. How can teachers facilitate understanding
of complex concepts in children?
(1) By delivering a lecture
(2) By organising competitive events
(3) By repetitive mechanical drill
(4) By providing opportunities for exploration
and discussion
26. A primary school teacher can encourage
children to become effective problem solvers
by
(1) offering materialistic rewards for every small
tasks
(2) emphasising only on procedural knowledge
(3) dismissing and penalising ‘incorrect answers’
(4) encouraging children to make intuitive guesses
and then brainstorming on the same
27. In which of the following periods does
physical growth and development occur at a
rapid pace?
(1) Infancy and early childhood
(2) Early childhood and middle childhood
(3) Middle childhood and adolescence
(4) Adolescence and adulthood
28. Which of the following is not a principle of
development?
(1) Development is lifelong
(2) Development is modifiable
(3) Development is influenced by both heredity and
environment
(4) Development is universal and cultural contents
do not influence it
29. The primary cause of individual variations is
(1) the genetic code received by the individuals
from birth parents
(2) the inborn characteristics
(3) the environmental influences
(4) the complex interplay between the heredity
and the environment
30. Which of the following are examples of
secondary socialising agency?
(1) Family and neighbourhood
(2) Family and media
(3) School and media
(4) Media and neighbourhood
ANSWERS
3
2019DECPAPERI (CLASS I-V)SOLVED PAPER CTET
1 (2) 2 (2) 3 (1) 4 (1) 5 (2) 6 (1) 7 (4) 8 (2) 9 (1) 10 (2)
11 (4) 12 (1) 13 (4) 14 (3) 15 (3) 16 (3) 17 (4) 18 (4) 19 (2) 20 (3)
21 (4) 22 (1) 23 (4) 24 (2) 25 (4) 26 (4) 27 (1) 28 (4) 29 (4) 30 (3)
Page 4


Directions (Q.Nos. 1-30) Answer the
following questions by selecting the
correct/most appropriate options.
1. The most critical period of acquisition and
development of language is
(1) pre-natal period (2) early childhood
(3) middle childhood (4) adolescence
2. Which of the following is a stage of moral
development proposed by Lawrence
Kohlberg?
(1) Latency Stage
(2) The social contract orientation
(3) Concrete operational stage
(4) Industry vs Inferiority stage
3. During classroom discussions, a teacher
often pays more attention to boys than girls.
This is an example of
(1) gender bias (2) gender identity
(3) gender relevance (4) gender constancy
4. Which of the following is an effective
strategy to reduce children’s gender
stereotyping and gender-role conformity?
(1) Discussion about gender bias
(2) Emphasising gender-specific roles
(3) Gender-segregated play groups
(4) Gender-segregated seating arrangement
5. Which of the following theorists while
viewing children as active seekers of
knowledge emphasised the influence of
social and cultural contents on their
thinking?
(1) John B Watson (2) Lev Vygotsky
(3) Jean Piaget (4) Lawrence Kohlberg
6. While working on a jig-saw puzzle, 5 years
old Najma says to herself, ‘‘Where is the
blue piece? No, not this one, darker one that
would go here and make this shoe’’.
This kind of talk is referred to by Vygotsky
as
(1) private speech (2) talk aloud
(3) scaffolding (4) egocentric speech
7. Giving cues to children and offering support
as and when needed is an example of
(1) reinforcement (2) conditioning
(3) modelling (4) scaffolding
8. Which of the following behaviours
characterise the ‘concrete operational stage’
as proposed by Jean Piaget?
(1) Hypothetico-deduction reasoning;
propositional thought
(2) Conservation; class inclusion
(3) Deferred imitation; object permanence
(4) Make-believe play; irreversibility of thought
CTET SOLVED PAPERS
Paper - 1 (CDP)
8 December, 2019
9. Which of the following is a Piagetian
construct in the context of cognitive
development of children?
(1) Schemas
(2) Observational learning
(3) Conditioning
(4) Reinforcement
10. Primary objective of Assessment should be
(1) assigning rank to students
(2) understanding children’s clarity and
confusions about related concepts
(3) labelling students as per their score
(4) marking pass or fail in the report cards
11. Which of the following statements about
intelligence is correct?
(1) Intelligence is a fixed ability determined at the
time of birth only
(2) Intelligence can be accurately measured and
determined by using standardised tests
(3) Intelligence is a unitary factor and a single trait
(4) Intelligence is multi-dimensional and a set of
complex abilities
12. Ruhi always thinks of multiple solutions to
a problem many of which are original
solutions. Ruhi is displaying characteristics
of a/an
(1) creative thinker
(2) convergent thinker
(3) rigid thinker
(4) egocentric thinker
13. In a situation of less participation of
students belonging to a deprived group in
teaching learning process, a teacher should
(1) ask the children to withdraw from school
(2) accept this situation as it is
(3) lower her expectations from such students
(4) reflect on her own teaching and find ways to
improve student’s involvement
14. In an inclusive classroom, a teacher ………
Individualised Education Plans.
(1) should not prepare
(2) should occasionally prepare
(3) should actively prepare
(4) should discourage the preparation of
15. The primary characteristic of children with
‘dyslexia’ includes
(1) attention deficit disorders
(2) divergent thinking; fluency in reading
(3) inability to read fluently
(4) engaging in repetitive locomotor actions
16. The concept of ‘Inclusive Education’ as
advocated in the Right to Education Act,
2009 is based on
(1) the behaviouristic principles
(2) a sympathetic attitude towards disabled
(3) a rights-based humanistic perspective.
(4) mainstreaming of the disabled by offering
them primarily vocational education.
17. In the constructivist framework, learning is
primarily
(1) based on rote-memorisation
(2) centered around reinforcement
(3) acquired through conditioning
(4) focused on the process of meaning making
18. ‘Naive theories’ that children construct
about various phenomenon
(1) should be ignored by the teacher
(2) should be punished by the teacher
(3) should be ‘replaced’ by correct one through
repetitive memorisation
(4) should be challenged by presenting counter
evidence and examples
19. Child-centered pedagogy promotes
(1) exclusive reliance on text books
(2) giving primacy to children’s experiences
(3) rote memorisation
(4) labelling and categorisation of students base on
ability
20. Emotions and cognition are …… each other.
(1) completely separate from
(2) independent of
(3) inter-woven with
(4) not related to
21. Which of the following statements about
learning is correct from a constructivist
perspective?
(1) Learning is the process of reproduction and recall
(2) Learning is the process of rote memorisation
(3) Learning is conditioning of behaviours by
repetitive association
(4) Learning is the process of construction of
knowledge by active engagement
22. Presenting students with clear examples
and non-examples
(1) is an effective way to encourage conceptual
change
(2) leads to confusion in the minds of students
(3) causes gaps in their understanding of concepts
(4) focuses on procedural knowledge rather than
conceptual understanding
2
2019DECPAPERI (CLASS I-V)SOLVED PAPER CTET
23. Repeatedly asking children to engage in
learning activities either to avoid
punishment or to gain a reward
(1) decreases extrinsic motivation
(2) increase intrinsic motivation
(3) would encourage children to focus on mastery
rather than performance goals
(4) decreases children’s natural interest and
curiosity involved in learning
24. Which of the following practices promote
meaningful learning?
(i) Corporal punishment
(ii) Co-operative learning environment
(iii) Continuous and comprehensive
evaluation
(iv) Constant comparative evaluation
(1) (i), (ii) (2) (ii), (iii)
(3) (i), (ii), (iii) (4) (ii), (iii), (iv)
25. How can teachers facilitate understanding
of complex concepts in children?
(1) By delivering a lecture
(2) By organising competitive events
(3) By repetitive mechanical drill
(4) By providing opportunities for exploration
and discussion
26. A primary school teacher can encourage
children to become effective problem solvers
by
(1) offering materialistic rewards for every small
tasks
(2) emphasising only on procedural knowledge
(3) dismissing and penalising ‘incorrect answers’
(4) encouraging children to make intuitive guesses
and then brainstorming on the same
27. In which of the following periods does
physical growth and development occur at a
rapid pace?
(1) Infancy and early childhood
(2) Early childhood and middle childhood
(3) Middle childhood and adolescence
(4) Adolescence and adulthood
28. Which of the following is not a principle of
development?
(1) Development is lifelong
(2) Development is modifiable
(3) Development is influenced by both heredity and
environment
(4) Development is universal and cultural contents
do not influence it
29. The primary cause of individual variations is
(1) the genetic code received by the individuals
from birth parents
(2) the inborn characteristics
(3) the environmental influences
(4) the complex interplay between the heredity
and the environment
30. Which of the following are examples of
secondary socialising agency?
(1) Family and neighbourhood
(2) Family and media
(3) School and media
(4) Media and neighbourhood
ANSWERS
3
2019DECPAPERI (CLASS I-V)SOLVED PAPER CTET
1 (2) 2 (2) 3 (1) 4 (1) 5 (2) 6 (1) 7 (4) 8 (2) 9 (1) 10 (2)
11 (4) 12 (1) 13 (4) 14 (3) 15 (3) 16 (3) 17 (4) 18 (4) 19 (2) 20 (3)
21 (4) 22 (1) 23 (4) 24 (2) 25 (4) 26 (4) 27 (1) 28 (4) 29 (4) 30 (3)
1. (2) Early childhood stage is the foundation period of
life covering 2-6 years of our life.
It is a period of rapid-physical, mental, emotional, social
and language development of child. Early childhood also
said to be most critical period of acquisition and
development of language.
Specifically for a child, most of the development takes
place in three stages - Early childhood (birth to 8 years),
middle childhood (6 to 12 years) and adolescence.
2. (2) The social contract orientation is a stage of moral
development proposed by Lawrence Kohlberg.
According to him, moral development takes place
through a series of universal stage. In social contract
orientation stage, the child learns to respect the different
opinions, values and rights of others.
3. (1) Gender bias refers to a preference or prejudice
towards one gender over the other. Generally, gender
bias has been used in a discourse wherein males are
preferred over females. Accordingly, if during class
discussions, a teacher often pays more attention to boys
than girls, it is a clear case of gender bias.
4. (1) Discussion about gender bias is one of the most
effective strategies that helps in reducing children’s
gender stereotyping and gender-role conformity.
5. (2) Lev Vygotsky, a soviet psychologist, views children
as active seekers of knowledge and emphasise upon the
influence of social and cultural contents on their thinking.
According to his social development theory, an
individual/child’s development cannot be understood
without reference to the social and cultural context within
which he/she exists.
6. (1) Lev Vygotsky, a soviet psychologist introduced
private speech which is spoken to oneself for
communication, self guidance and self regulation of
behaviour. Accordingly, Najma says to herself, ‘‘where is
the blue piece? No, not this one, darker one that would
go here and make this shoe?’’ It is a private speech which
is spoken by her for self guidance.
7. (4) Scaffolding is a metaphorical term used in child
development and pedagogy to describe the types of
assistance offered by a teacher or peer to support
learning. In other words, giving clues or hints and
offering assistance/help the students the understand a
concept is considered as an act of scaffolding.
8. (2) In cognitive development theory, Jean Piaget, a
swiss psychologist, recognised concrete operational stage
as the third stage that is characterised by abilities of
conservation, reversibility, transitivity and class
inclusion. Herein, conservation is understood as the
ability to understand that something stays the same in
quantity even if its appearence changes. Class inclusion
refers to the ability to classify and identify things into
various different categories.
9. (1) In cognitive theory, Jean Piaget, recognised three
basic components i.e. schemas, adaptation process and
stages of cognitive development. Schemas is the basic
block of intelligent behaviour, a way of organising
knowledge.
In other words, schema is ‘units’ of knowledge in which
each unit relates to aspects of the world including
objects, actions and concepts.
10. (2) Understanding children’s clarity and confusions
about related concepts.
The primary objective of assessment should be to
improve students learning by understanding the students
clarity and confusions about a concept.
11. (4) Intelligence is multi-dimensional and a set of
complex abilities. Intelligence can be defined in many
aspects. It can be understood as a capacity of logic,
understanding, self awareness, learning, reasoning etc. It
is a complex phenomenon that constitute a set
of complex abilities. In addition, Intelligence has many
dimensions ranging from linguistic to logic.
12. (1) Creative thinking is the ability of an individual to
look at things in a new way or to find multiple solutions
to a problem resulting in new and unique solutions.
Accordingly, Ruhi, who always thinks of multiple
solutions to a problem to find original solutions, is a
creative thinker.
13. (4) According to the given situation, a teacher should
reflect on her own teaching and find ways to improve
student’s involvement. Participation in the
teaching-learning process involves an effective
teacher-student interaction. Accordingly in cases of less
participation of students belonging to a deprived group, a
teacher must reflect on her own teaching and find ways
to improve student’s involvement.
14. (3) In an inclusive classroom, teachers must reconcile
the individual differences within a class. They should
actively prepare teaching learning strategies to
accommodate the individual needs of students or prepare
Individualised Education Plans.
15. (3) Dyslexia is a learning disorder that affects ones
ability to read, spell, write and speak. Consequently,
people with dyslexia have trouble in reading fluently.
They often read slowly and make mistakes.
4
2019DECPAPERI (CLASS I-V)SOLVED PAPER CTET
sOLVED PAPER 2019 Hints&Solutions
Page 5


Directions (Q.Nos. 1-30) Answer the
following questions by selecting the
correct/most appropriate options.
1. The most critical period of acquisition and
development of language is
(1) pre-natal period (2) early childhood
(3) middle childhood (4) adolescence
2. Which of the following is a stage of moral
development proposed by Lawrence
Kohlberg?
(1) Latency Stage
(2) The social contract orientation
(3) Concrete operational stage
(4) Industry vs Inferiority stage
3. During classroom discussions, a teacher
often pays more attention to boys than girls.
This is an example of
(1) gender bias (2) gender identity
(3) gender relevance (4) gender constancy
4. Which of the following is an effective
strategy to reduce children’s gender
stereotyping and gender-role conformity?
(1) Discussion about gender bias
(2) Emphasising gender-specific roles
(3) Gender-segregated play groups
(4) Gender-segregated seating arrangement
5. Which of the following theorists while
viewing children as active seekers of
knowledge emphasised the influence of
social and cultural contents on their
thinking?
(1) John B Watson (2) Lev Vygotsky
(3) Jean Piaget (4) Lawrence Kohlberg
6. While working on a jig-saw puzzle, 5 years
old Najma says to herself, ‘‘Where is the
blue piece? No, not this one, darker one that
would go here and make this shoe’’.
This kind of talk is referred to by Vygotsky
as
(1) private speech (2) talk aloud
(3) scaffolding (4) egocentric speech
7. Giving cues to children and offering support
as and when needed is an example of
(1) reinforcement (2) conditioning
(3) modelling (4) scaffolding
8. Which of the following behaviours
characterise the ‘concrete operational stage’
as proposed by Jean Piaget?
(1) Hypothetico-deduction reasoning;
propositional thought
(2) Conservation; class inclusion
(3) Deferred imitation; object permanence
(4) Make-believe play; irreversibility of thought
CTET SOLVED PAPERS
Paper - 1 (CDP)
8 December, 2019
9. Which of the following is a Piagetian
construct in the context of cognitive
development of children?
(1) Schemas
(2) Observational learning
(3) Conditioning
(4) Reinforcement
10. Primary objective of Assessment should be
(1) assigning rank to students
(2) understanding children’s clarity and
confusions about related concepts
(3) labelling students as per their score
(4) marking pass or fail in the report cards
11. Which of the following statements about
intelligence is correct?
(1) Intelligence is a fixed ability determined at the
time of birth only
(2) Intelligence can be accurately measured and
determined by using standardised tests
(3) Intelligence is a unitary factor and a single trait
(4) Intelligence is multi-dimensional and a set of
complex abilities
12. Ruhi always thinks of multiple solutions to
a problem many of which are original
solutions. Ruhi is displaying characteristics
of a/an
(1) creative thinker
(2) convergent thinker
(3) rigid thinker
(4) egocentric thinker
13. In a situation of less participation of
students belonging to a deprived group in
teaching learning process, a teacher should
(1) ask the children to withdraw from school
(2) accept this situation as it is
(3) lower her expectations from such students
(4) reflect on her own teaching and find ways to
improve student’s involvement
14. In an inclusive classroom, a teacher ………
Individualised Education Plans.
(1) should not prepare
(2) should occasionally prepare
(3) should actively prepare
(4) should discourage the preparation of
15. The primary characteristic of children with
‘dyslexia’ includes
(1) attention deficit disorders
(2) divergent thinking; fluency in reading
(3) inability to read fluently
(4) engaging in repetitive locomotor actions
16. The concept of ‘Inclusive Education’ as
advocated in the Right to Education Act,
2009 is based on
(1) the behaviouristic principles
(2) a sympathetic attitude towards disabled
(3) a rights-based humanistic perspective.
(4) mainstreaming of the disabled by offering
them primarily vocational education.
17. In the constructivist framework, learning is
primarily
(1) based on rote-memorisation
(2) centered around reinforcement
(3) acquired through conditioning
(4) focused on the process of meaning making
18. ‘Naive theories’ that children construct
about various phenomenon
(1) should be ignored by the teacher
(2) should be punished by the teacher
(3) should be ‘replaced’ by correct one through
repetitive memorisation
(4) should be challenged by presenting counter
evidence and examples
19. Child-centered pedagogy promotes
(1) exclusive reliance on text books
(2) giving primacy to children’s experiences
(3) rote memorisation
(4) labelling and categorisation of students base on
ability
20. Emotions and cognition are …… each other.
(1) completely separate from
(2) independent of
(3) inter-woven with
(4) not related to
21. Which of the following statements about
learning is correct from a constructivist
perspective?
(1) Learning is the process of reproduction and recall
(2) Learning is the process of rote memorisation
(3) Learning is conditioning of behaviours by
repetitive association
(4) Learning is the process of construction of
knowledge by active engagement
22. Presenting students with clear examples
and non-examples
(1) is an effective way to encourage conceptual
change
(2) leads to confusion in the minds of students
(3) causes gaps in their understanding of concepts
(4) focuses on procedural knowledge rather than
conceptual understanding
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2019DECPAPERI (CLASS I-V)SOLVED PAPER CTET
23. Repeatedly asking children to engage in
learning activities either to avoid
punishment or to gain a reward
(1) decreases extrinsic motivation
(2) increase intrinsic motivation
(3) would encourage children to focus on mastery
rather than performance goals
(4) decreases children’s natural interest and
curiosity involved in learning
24. Which of the following practices promote
meaningful learning?
(i) Corporal punishment
(ii) Co-operative learning environment
(iii) Continuous and comprehensive
evaluation
(iv) Constant comparative evaluation
(1) (i), (ii) (2) (ii), (iii)
(3) (i), (ii), (iii) (4) (ii), (iii), (iv)
25. How can teachers facilitate understanding
of complex concepts in children?
(1) By delivering a lecture
(2) By organising competitive events
(3) By repetitive mechanical drill
(4) By providing opportunities for exploration
and discussion
26. A primary school teacher can encourage
children to become effective problem solvers
by
(1) offering materialistic rewards for every small
tasks
(2) emphasising only on procedural knowledge
(3) dismissing and penalising ‘incorrect answers’
(4) encouraging children to make intuitive guesses
and then brainstorming on the same
27. In which of the following periods does
physical growth and development occur at a
rapid pace?
(1) Infancy and early childhood
(2) Early childhood and middle childhood
(3) Middle childhood and adolescence
(4) Adolescence and adulthood
28. Which of the following is not a principle of
development?
(1) Development is lifelong
(2) Development is modifiable
(3) Development is influenced by both heredity and
environment
(4) Development is universal and cultural contents
do not influence it
29. The primary cause of individual variations is
(1) the genetic code received by the individuals
from birth parents
(2) the inborn characteristics
(3) the environmental influences
(4) the complex interplay between the heredity
and the environment
30. Which of the following are examples of
secondary socialising agency?
(1) Family and neighbourhood
(2) Family and media
(3) School and media
(4) Media and neighbourhood
ANSWERS
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2019DECPAPERI (CLASS I-V)SOLVED PAPER CTET
1 (2) 2 (2) 3 (1) 4 (1) 5 (2) 6 (1) 7 (4) 8 (2) 9 (1) 10 (2)
11 (4) 12 (1) 13 (4) 14 (3) 15 (3) 16 (3) 17 (4) 18 (4) 19 (2) 20 (3)
21 (4) 22 (1) 23 (4) 24 (2) 25 (4) 26 (4) 27 (1) 28 (4) 29 (4) 30 (3)
1. (2) Early childhood stage is the foundation period of
life covering 2-6 years of our life.
It is a period of rapid-physical, mental, emotional, social
and language development of child. Early childhood also
said to be most critical period of acquisition and
development of language.
Specifically for a child, most of the development takes
place in three stages - Early childhood (birth to 8 years),
middle childhood (6 to 12 years) and adolescence.
2. (2) The social contract orientation is a stage of moral
development proposed by Lawrence Kohlberg.
According to him, moral development takes place
through a series of universal stage. In social contract
orientation stage, the child learns to respect the different
opinions, values and rights of others.
3. (1) Gender bias refers to a preference or prejudice
towards one gender over the other. Generally, gender
bias has been used in a discourse wherein males are
preferred over females. Accordingly, if during class
discussions, a teacher often pays more attention to boys
than girls, it is a clear case of gender bias.
4. (1) Discussion about gender bias is one of the most
effective strategies that helps in reducing children’s
gender stereotyping and gender-role conformity.
5. (2) Lev Vygotsky, a soviet psychologist, views children
as active seekers of knowledge and emphasise upon the
influence of social and cultural contents on their thinking.
According to his social development theory, an
individual/child’s development cannot be understood
without reference to the social and cultural context within
which he/she exists.
6. (1) Lev Vygotsky, a soviet psychologist introduced
private speech which is spoken to oneself for
communication, self guidance and self regulation of
behaviour. Accordingly, Najma says to herself, ‘‘where is
the blue piece? No, not this one, darker one that would
go here and make this shoe?’’ It is a private speech which
is spoken by her for self guidance.
7. (4) Scaffolding is a metaphorical term used in child
development and pedagogy to describe the types of
assistance offered by a teacher or peer to support
learning. In other words, giving clues or hints and
offering assistance/help the students the understand a
concept is considered as an act of scaffolding.
8. (2) In cognitive development theory, Jean Piaget, a
swiss psychologist, recognised concrete operational stage
as the third stage that is characterised by abilities of
conservation, reversibility, transitivity and class
inclusion. Herein, conservation is understood as the
ability to understand that something stays the same in
quantity even if its appearence changes. Class inclusion
refers to the ability to classify and identify things into
various different categories.
9. (1) In cognitive theory, Jean Piaget, recognised three
basic components i.e. schemas, adaptation process and
stages of cognitive development. Schemas is the basic
block of intelligent behaviour, a way of organising
knowledge.
In other words, schema is ‘units’ of knowledge in which
each unit relates to aspects of the world including
objects, actions and concepts.
10. (2) Understanding children’s clarity and confusions
about related concepts.
The primary objective of assessment should be to
improve students learning by understanding the students
clarity and confusions about a concept.
11. (4) Intelligence is multi-dimensional and a set of
complex abilities. Intelligence can be defined in many
aspects. It can be understood as a capacity of logic,
understanding, self awareness, learning, reasoning etc. It
is a complex phenomenon that constitute a set
of complex abilities. In addition, Intelligence has many
dimensions ranging from linguistic to logic.
12. (1) Creative thinking is the ability of an individual to
look at things in a new way or to find multiple solutions
to a problem resulting in new and unique solutions.
Accordingly, Ruhi, who always thinks of multiple
solutions to a problem to find original solutions, is a
creative thinker.
13. (4) According to the given situation, a teacher should
reflect on her own teaching and find ways to improve
student’s involvement. Participation in the
teaching-learning process involves an effective
teacher-student interaction. Accordingly in cases of less
participation of students belonging to a deprived group, a
teacher must reflect on her own teaching and find ways
to improve student’s involvement.
14. (3) In an inclusive classroom, teachers must reconcile
the individual differences within a class. They should
actively prepare teaching learning strategies to
accommodate the individual needs of students or prepare
Individualised Education Plans.
15. (3) Dyslexia is a learning disorder that affects ones
ability to read, spell, write and speak. Consequently,
people with dyslexia have trouble in reading fluently.
They often read slowly and make mistakes.
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2019DECPAPERI (CLASS I-V)SOLVED PAPER CTET
sOLVED PAPER 2019 Hints&Solutions
16. (3) A rights-based humanistic perspective Right to
Education Act, 2009 is one of the core fundamental
human rights of a child.
According to the RTE Act, all children irrespective of
race, class, colour, gender, disability etc between ages of 6
to 14 have the right to free and compulsory education.
As a right based on humanistic perspective, the RTE Act
then propounds the concept of ‘Inclusive Education’.
17. (4) In the constructivist framework, humans
construct knowledge and meaning from their
experiences. In the process of learning, this framework
believes that learning occurs as children are actively
involved in the process of meaning-making or
knowledge construction.
18. (4) As a child enters the learning process, he/she
starts creating his/her world that are based on their own
perceptions and experiences. Within this world they
create their own concepts or theories called the ‘Naive
theories’. These theories should be challenged by
presenting counter evidences and examples such that the
child enters the process of conceptual change.
19. (2) Child-centered pedagogy promotes to give
primacy to children’s experiences. Child centered
pedagogy or child- centered learning approach, places
child at the centre of the learning process. As a
consequence, child becomes an active participant in the
process of learning wherein knowledge or meaning is
derived from child’s experiences.
20. (3) Emotions refers to ones feeling and cognition
refers to thinking. According to many psychologists, Both
these mental processes, are interwoven with each other.
The interactions between the two are seen as
indispensable. As stated by various scholars, emotion and
cognition cojointly and equally contribute to the control
of thought and behaviour.
21. (4) ‘Learning is the process of construction of
knowledge by active engagement is the true statement
from a constructivist perspective. According to
constructivist perspective, learning involves active
engagement of humans to create or construct knowledge
or derive meanings.
22. (1) Presenting students with clear examples and
non-examples is an effective way to encourage
conceptual change.
It is a strategy used by teachers to further learning with
examples.
The teachers move forward to explain concepts and bring
conceptual change in a manner that ensures clarity and
reduce confusion.
23. (4) Repeatedly asking children to engage in learning
activities either to avoid punishment or to gain a reward
decreases children’s natural interest and curiosity
involved in learning.
Both reward and punishment are motivational factors in
learning. However repetitively asking children to engage
in learning activities either to avoid punishment or to
gain a reward, produces a negative affect. It decreases a
child’s natural interest and curiosity involved in learning.
Learning then becomes more inclined towards reward or
punishment.
24. (2) Co-operative learning environment along with
continuous and comprehensive evaluation together focus
on a proper and meaningful development or meaningful
learning of both scholastic and co-scholastic areas of
children’s learning.
25. (4) A teacher, by providing opportunities for
exploration and discussion, facilitates a clear
understanding of a complex concept.
Using the constructivist framework, the teachers
provides her students with problems (Heuristic method)
in which the students solve by exploring and discussing.
26. (4) A primary school teacher can encourage children
to become effective problem solvers by promoting their
creative thinking abilities. This involves encouraging
children to make as many intuitive guesses as they can
and then brainstorming on the same.
27. (1) Physical growth and development refers to an
increase in body size and size of the organs. It is in two
stages of human development i.e. Infancy (birth to 2
years) and early childhood (2 to 6 years) that the process
of growth and development is tremendous.
28. (4) Development is universal and cultural content do
not influence, it is not a principle of development.
Development is a continuous process that is influenced
by both heredity and environment. It is phenomenon
that differs for all humans and is affected by ones culture.
29. (4) Individual differences refers to variations
observed among members of any group of individuals in
a particular characteristic such as language, culture,
religion, gender, attitude etc. It results from a complex
interplay of heredity (i.e. traits inherited by parents) and
environment (i.e. what is acquired from and
communicated in different cultures, communities etc).
30. (3) Secondary socialising agency are those agencies of
society that promotes socialisation outside the home.
Therefore, school and media are examples of secondary
socialising agents.
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2019DECPAPERI (CLASS I-V)SOLVED PAPER CTET