CTET CDP Solved Question Paper - 2 (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 most appropriate
options.
1. Noor forgot to bring her tiffin to school and asked Tanya to share her tiffin saying ‘‘You should
share your tiffin with me today because I shared my tiffin with you yesterday.’’ According to
Lawrence Kohlberg’s theory of moral development, Noor’s statements represents ………
orientation typical at ………… stage.
(1) law and order ; post-conventional (2) obedience ; pre-conventional
(3) being nice ; conventional (4) exchange ; conventional
2. Widely held beliefs about typified characteristics deemed appropriate for different sexes in the
society are referred
to as
(1) gender discrimination (2) gender roles
(3) gender identity (4) gender stereotypes
3. Recently there have been conscious efforts to include stories in curriculum where father is
involved in household works and mother is doing adventure activities. This move is important
because
(1) it aims to strengthen gender bias (2) it aims to eliminate gender stereotyping
(3) it aims to encourage gender constancy (4) it aims to increase gender discrimination
4. According to Vygotsky, ‘‘when adults adjust the support to extend the child’s current level of
performance’’, it is called
(1) discovery learning (2) zone of proximal development
(3) scaffolding (4) inter-subjectivity
CTET SOLVED PAPERS
Paper - 2 (CDP)
8 December, 2019
Page 2


Directions (Q. Nos. 1-30) Answer the following questions by selecting the most appropriate
options.
1. Noor forgot to bring her tiffin to school and asked Tanya to share her tiffin saying ‘‘You should
share your tiffin with me today because I shared my tiffin with you yesterday.’’ According to
Lawrence Kohlberg’s theory of moral development, Noor’s statements represents ………
orientation typical at ………… stage.
(1) law and order ; post-conventional (2) obedience ; pre-conventional
(3) being nice ; conventional (4) exchange ; conventional
2. Widely held beliefs about typified characteristics deemed appropriate for different sexes in the
society are referred
to as
(1) gender discrimination (2) gender roles
(3) gender identity (4) gender stereotypes
3. Recently there have been conscious efforts to include stories in curriculum where father is
involved in household works and mother is doing adventure activities. This move is important
because
(1) it aims to strengthen gender bias (2) it aims to eliminate gender stereotyping
(3) it aims to encourage gender constancy (4) it aims to increase gender discrimination
4. According to Vygotsky, ‘‘when adults adjust the support to extend the child’s current level of
performance’’, it is called
(1) discovery learning (2) zone of proximal development
(3) scaffolding (4) inter-subjectivity
CTET SOLVED PAPERS
Paper - 2 (CDP)
8 December, 2019
5. According to Jean Piaget’s theory of
cognitive development,
‘‘hypothetic-deductive reasoning develops
during
(1) sensori-motor stage
(2) pre-operational stage
(3) concrete operational stage
(4) formal operational stage
6. According to ………, ‘‘it is important to
understand the social processes and
influence of the cultural context on
children’s thinking.’’
(1) Lawrence Kohlberg (2) Jean Piaget
(3) Lev Vygotsky (4) Albert Bandura
7. Drawing implications from Piaget’s theory
of cognitive development, a teacher of grade
6-8 in his classroom should
(1) discourage use of logical arguments.
(2) present problems that require reasoning based
solutions
(3) use only concrete materials to teach a concept
(4) rely solely on prescribed syllabus
8. As per Howard Gardner’s theory of multiple
intelligence, what would be the
characteristics of a person with
‘Logico-mathematical’ intelligence?
(1) Sensitivity to the sounds, rhythms and
meaning of words
(2) Ability to perceive visual-spatial world
accurately
(3) Ability to produce and appreciate pitch,
rhythm and aesthetic quality of musical
expressiveness
(4) Sensitivity to and capacity to detect patterns,
handle long chains of reasoning
9. The process by which children develop
habits, skills, values and motives that make
them responsible, productive members of
society is called
(1) socialization (2) inclusion
(3) mainstreaming (4) differentiation
10. Which of the following statements about the
role of heredity and environment in human
development is correct?
(1) The only reason for individual differences is
heredity
(2) Environmental influencs totally shape the
development of a human
(3) neither heredity nor environment influence
human development.
(4) Heredity and environment both influence
human development in a complex interplay
11. In a progressive classroom
(1) knowledge is constructed by the learner
(2) knowledge is received passively by the learner
(3) knowledge is reproduced by the learner as it is
(4) knowledge is recalled by the learner as per
instructions of the teacher
12. Continuous and comprehensive evaluation
includes
(1) only formative assessment
(2) only summative assessment
(3) neither formation nor summative assessment
(4) both formative and summative assessments
using a wide variety of strategies
13. A student in your class has been told again
and again from different sources that people
from his social group typically perform
poorly in academics. To reduce the impact of
this stereotype and resultant stereotype
threat, a teacher’s initial step can be
(1) ignoring such concerns
(2) organizing competition between students from
different social groups
(3) suggesting the student to leave academics and
join some other domain
(4) presenting stories and examples of role models
from different social groups
14. In an inclusive classroom, a teacher should
(1) believe that every child has a potential to learn
as per their abilities and strength
(2) show an attitude of pity and sympathy
towards disabled learners.
(3) use label such as ‘handicapped child’, ‘retarded
child’ to categorise children
(4) pay attention only to the gifted and talented
children
15. A student shows the following signs in the
classroom
– Anxiety around rending
– Difficulty in recognising words or letters
– Poor vocabulary skills
– Difficulty with understanding or
remembering what
was read
These are an indication of
(1) an autistic student
(2) a creative student
(3) a student with learning disability
(4) a student with ‘mental impairment’
2
CTET 2019DECPAPERII (CLASS VI-VIII)SOLVED PAPER
Page 3


Directions (Q. Nos. 1-30) Answer the following questions by selecting the most appropriate
options.
1. Noor forgot to bring her tiffin to school and asked Tanya to share her tiffin saying ‘‘You should
share your tiffin with me today because I shared my tiffin with you yesterday.’’ According to
Lawrence Kohlberg’s theory of moral development, Noor’s statements represents ………
orientation typical at ………… stage.
(1) law and order ; post-conventional (2) obedience ; pre-conventional
(3) being nice ; conventional (4) exchange ; conventional
2. Widely held beliefs about typified characteristics deemed appropriate for different sexes in the
society are referred
to as
(1) gender discrimination (2) gender roles
(3) gender identity (4) gender stereotypes
3. Recently there have been conscious efforts to include stories in curriculum where father is
involved in household works and mother is doing adventure activities. This move is important
because
(1) it aims to strengthen gender bias (2) it aims to eliminate gender stereotyping
(3) it aims to encourage gender constancy (4) it aims to increase gender discrimination
4. According to Vygotsky, ‘‘when adults adjust the support to extend the child’s current level of
performance’’, it is called
(1) discovery learning (2) zone of proximal development
(3) scaffolding (4) inter-subjectivity
CTET SOLVED PAPERS
Paper - 2 (CDP)
8 December, 2019
5. According to Jean Piaget’s theory of
cognitive development,
‘‘hypothetic-deductive reasoning develops
during
(1) sensori-motor stage
(2) pre-operational stage
(3) concrete operational stage
(4) formal operational stage
6. According to ………, ‘‘it is important to
understand the social processes and
influence of the cultural context on
children’s thinking.’’
(1) Lawrence Kohlberg (2) Jean Piaget
(3) Lev Vygotsky (4) Albert Bandura
7. Drawing implications from Piaget’s theory
of cognitive development, a teacher of grade
6-8 in his classroom should
(1) discourage use of logical arguments.
(2) present problems that require reasoning based
solutions
(3) use only concrete materials to teach a concept
(4) rely solely on prescribed syllabus
8. As per Howard Gardner’s theory of multiple
intelligence, what would be the
characteristics of a person with
‘Logico-mathematical’ intelligence?
(1) Sensitivity to the sounds, rhythms and
meaning of words
(2) Ability to perceive visual-spatial world
accurately
(3) Ability to produce and appreciate pitch,
rhythm and aesthetic quality of musical
expressiveness
(4) Sensitivity to and capacity to detect patterns,
handle long chains of reasoning
9. The process by which children develop
habits, skills, values and motives that make
them responsible, productive members of
society is called
(1) socialization (2) inclusion
(3) mainstreaming (4) differentiation
10. Which of the following statements about the
role of heredity and environment in human
development is correct?
(1) The only reason for individual differences is
heredity
(2) Environmental influencs totally shape the
development of a human
(3) neither heredity nor environment influence
human development.
(4) Heredity and environment both influence
human development in a complex interplay
11. In a progressive classroom
(1) knowledge is constructed by the learner
(2) knowledge is received passively by the learner
(3) knowledge is reproduced by the learner as it is
(4) knowledge is recalled by the learner as per
instructions of the teacher
12. Continuous and comprehensive evaluation
includes
(1) only formative assessment
(2) only summative assessment
(3) neither formation nor summative assessment
(4) both formative and summative assessments
using a wide variety of strategies
13. A student in your class has been told again
and again from different sources that people
from his social group typically perform
poorly in academics. To reduce the impact of
this stereotype and resultant stereotype
threat, a teacher’s initial step can be
(1) ignoring such concerns
(2) organizing competition between students from
different social groups
(3) suggesting the student to leave academics and
join some other domain
(4) presenting stories and examples of role models
from different social groups
14. In an inclusive classroom, a teacher should
(1) believe that every child has a potential to learn
as per their abilities and strength
(2) show an attitude of pity and sympathy
towards disabled learners.
(3) use label such as ‘handicapped child’, ‘retarded
child’ to categorise children
(4) pay attention only to the gifted and talented
children
15. A student shows the following signs in the
classroom
– Anxiety around rending
– Difficulty in recognising words or letters
– Poor vocabulary skills
– Difficulty with understanding or
remembering what
was read
These are an indication of
(1) an autistic student
(2) a creative student
(3) a student with learning disability
(4) a student with ‘mental impairment’
2
CTET 2019DECPAPERII (CLASS VI-VIII)SOLVED PAPER
16. A teacher can address needs of specially
abled learners in an inclusive classroom by
(1) emphasizing upon practice and drill and using
paper-pencil tests for assessment.
(2) following uniform ways of instructing the
students
(3) giving a lot of written homework and stressing
on copying of answer from other ‘bright
students’
(4) developing specific learning objectives based
on an analysis of each student’s learning
strengths and weaknesses.
17. A teacher can encourage creative learners
in her classroom by
(1) emphasizing convergent thinking
(2) discouraging divergent thinking
(3) encouraging multiple perspectives and
appreciating original ideas
(4) discouraging the students from taking risks
and undertaking challenges
18. Which of the following factors supports
meaningful learning in the classroom?
(1) Increasing number of tests to motivate children
to learn
(2) Increasing rewards to motivate children to
learn
(3) Following only the lecture mode of instruction
(4) Showing genuine interest in the content matter
and having concern for children’s overall
well-being and learning
19. An example of effective problem solving
strategy is
(1) Not paying any attention to evaluating the
solution
(2) Functional fixedness - focusing on only the
conventional function of an object
(3) Response set-getting stuck on one way of
representing a problem
(4) Means end analysis dividing the problem into
number of sub-goals.
20. Which of the following is NOT an effective
strategy for teaching-learning?
(1) Encouraging children to make intuitive guesses
(2) Experimentation and exploration
(3) Dialogue and discussion
(4) Focusing on reproduction of knowledge as
given
21. How can teachers deal with children who
are non-attentive in the classroom?
(1) Ask the children to go out of the class
(2) Scold them frequently in front of the entire
class
(3) Talk to them and find out reasons for their
disinterest
(4) Given them a lot of worksheets as homework
22. Constructivist approach suggests that
……… is crucial for constructing
knowledge.
(1) prior knowledge of the learner
(2) conditioning
(3) punishment (4) rote memorisation
23. Children construct ‘naive theories’ about
various phenomenon. In this background a
teacher should
(1) challenge these conceptions of the children
through dialogue
(2) dismiss these ideas that children have
(3) ignore children’s ideas and theories
(4) scold the children for having these ideas that
interfere with her teaching.
24. The relationship between cognition and
emotions is
(1) independent of each other
(2) uni-directional - emotions influence cognition
(3) uni-directional - cognition influences emotions
(4) bi-directional - a dynamic interplay between
both
25. Which of the following factors affect
learning?
(i) Interest of the student
(ii) Emotional health of the student
(iii) Pedagogical strategies
(iv) Social and cultural context of the
student
(1) (i), (ii) (2) (ii), (iii)
(3) (i), (ii), (iii) (4) (i), (ii), (iii), (iv)
26. ……… are an important aspect of the
process of meaningful construction of
knowledge.
(1) Social interactions
(2) Drill and repetitive recall
(3) Rewards and punishment
(4) Stimulus-response associations
27. When student repeatedly engage in an
activity (such as design and conduct an
experiment) to earn a reward that is not
directly related to that activity (such as
earn a ‘star’ or ‘badge’) they are
likely to
3
CTET 2019DECPAPERII (CLASS VI-VIII)SOLVED PAPER
Page 4


Directions (Q. Nos. 1-30) Answer the following questions by selecting the most appropriate
options.
1. Noor forgot to bring her tiffin to school and asked Tanya to share her tiffin saying ‘‘You should
share your tiffin with me today because I shared my tiffin with you yesterday.’’ According to
Lawrence Kohlberg’s theory of moral development, Noor’s statements represents ………
orientation typical at ………… stage.
(1) law and order ; post-conventional (2) obedience ; pre-conventional
(3) being nice ; conventional (4) exchange ; conventional
2. Widely held beliefs about typified characteristics deemed appropriate for different sexes in the
society are referred
to as
(1) gender discrimination (2) gender roles
(3) gender identity (4) gender stereotypes
3. Recently there have been conscious efforts to include stories in curriculum where father is
involved in household works and mother is doing adventure activities. This move is important
because
(1) it aims to strengthen gender bias (2) it aims to eliminate gender stereotyping
(3) it aims to encourage gender constancy (4) it aims to increase gender discrimination
4. According to Vygotsky, ‘‘when adults adjust the support to extend the child’s current level of
performance’’, it is called
(1) discovery learning (2) zone of proximal development
(3) scaffolding (4) inter-subjectivity
CTET SOLVED PAPERS
Paper - 2 (CDP)
8 December, 2019
5. According to Jean Piaget’s theory of
cognitive development,
‘‘hypothetic-deductive reasoning develops
during
(1) sensori-motor stage
(2) pre-operational stage
(3) concrete operational stage
(4) formal operational stage
6. According to ………, ‘‘it is important to
understand the social processes and
influence of the cultural context on
children’s thinking.’’
(1) Lawrence Kohlberg (2) Jean Piaget
(3) Lev Vygotsky (4) Albert Bandura
7. Drawing implications from Piaget’s theory
of cognitive development, a teacher of grade
6-8 in his classroom should
(1) discourage use of logical arguments.
(2) present problems that require reasoning based
solutions
(3) use only concrete materials to teach a concept
(4) rely solely on prescribed syllabus
8. As per Howard Gardner’s theory of multiple
intelligence, what would be the
characteristics of a person with
‘Logico-mathematical’ intelligence?
(1) Sensitivity to the sounds, rhythms and
meaning of words
(2) Ability to perceive visual-spatial world
accurately
(3) Ability to produce and appreciate pitch,
rhythm and aesthetic quality of musical
expressiveness
(4) Sensitivity to and capacity to detect patterns,
handle long chains of reasoning
9. The process by which children develop
habits, skills, values and motives that make
them responsible, productive members of
society is called
(1) socialization (2) inclusion
(3) mainstreaming (4) differentiation
10. Which of the following statements about the
role of heredity and environment in human
development is correct?
(1) The only reason for individual differences is
heredity
(2) Environmental influencs totally shape the
development of a human
(3) neither heredity nor environment influence
human development.
(4) Heredity and environment both influence
human development in a complex interplay
11. In a progressive classroom
(1) knowledge is constructed by the learner
(2) knowledge is received passively by the learner
(3) knowledge is reproduced by the learner as it is
(4) knowledge is recalled by the learner as per
instructions of the teacher
12. Continuous and comprehensive evaluation
includes
(1) only formative assessment
(2) only summative assessment
(3) neither formation nor summative assessment
(4) both formative and summative assessments
using a wide variety of strategies
13. A student in your class has been told again
and again from different sources that people
from his social group typically perform
poorly in academics. To reduce the impact of
this stereotype and resultant stereotype
threat, a teacher’s initial step can be
(1) ignoring such concerns
(2) organizing competition between students from
different social groups
(3) suggesting the student to leave academics and
join some other domain
(4) presenting stories and examples of role models
from different social groups
14. In an inclusive classroom, a teacher should
(1) believe that every child has a potential to learn
as per their abilities and strength
(2) show an attitude of pity and sympathy
towards disabled learners.
(3) use label such as ‘handicapped child’, ‘retarded
child’ to categorise children
(4) pay attention only to the gifted and talented
children
15. A student shows the following signs in the
classroom
– Anxiety around rending
– Difficulty in recognising words or letters
– Poor vocabulary skills
– Difficulty with understanding or
remembering what
was read
These are an indication of
(1) an autistic student
(2) a creative student
(3) a student with learning disability
(4) a student with ‘mental impairment’
2
CTET 2019DECPAPERII (CLASS VI-VIII)SOLVED PAPER
16. A teacher can address needs of specially
abled learners in an inclusive classroom by
(1) emphasizing upon practice and drill and using
paper-pencil tests for assessment.
(2) following uniform ways of instructing the
students
(3) giving a lot of written homework and stressing
on copying of answer from other ‘bright
students’
(4) developing specific learning objectives based
on an analysis of each student’s learning
strengths and weaknesses.
17. A teacher can encourage creative learners
in her classroom by
(1) emphasizing convergent thinking
(2) discouraging divergent thinking
(3) encouraging multiple perspectives and
appreciating original ideas
(4) discouraging the students from taking risks
and undertaking challenges
18. Which of the following factors supports
meaningful learning in the classroom?
(1) Increasing number of tests to motivate children
to learn
(2) Increasing rewards to motivate children to
learn
(3) Following only the lecture mode of instruction
(4) Showing genuine interest in the content matter
and having concern for children’s overall
well-being and learning
19. An example of effective problem solving
strategy is
(1) Not paying any attention to evaluating the
solution
(2) Functional fixedness - focusing on only the
conventional function of an object
(3) Response set-getting stuck on one way of
representing a problem
(4) Means end analysis dividing the problem into
number of sub-goals.
20. Which of the following is NOT an effective
strategy for teaching-learning?
(1) Encouraging children to make intuitive guesses
(2) Experimentation and exploration
(3) Dialogue and discussion
(4) Focusing on reproduction of knowledge as
given
21. How can teachers deal with children who
are non-attentive in the classroom?
(1) Ask the children to go out of the class
(2) Scold them frequently in front of the entire
class
(3) Talk to them and find out reasons for their
disinterest
(4) Given them a lot of worksheets as homework
22. Constructivist approach suggests that
……… is crucial for constructing
knowledge.
(1) prior knowledge of the learner
(2) conditioning
(3) punishment (4) rote memorisation
23. Children construct ‘naive theories’ about
various phenomenon. In this background a
teacher should
(1) challenge these conceptions of the children
through dialogue
(2) dismiss these ideas that children have
(3) ignore children’s ideas and theories
(4) scold the children for having these ideas that
interfere with her teaching.
24. The relationship between cognition and
emotions is
(1) independent of each other
(2) uni-directional - emotions influence cognition
(3) uni-directional - cognition influences emotions
(4) bi-directional - a dynamic interplay between
both
25. Which of the following factors affect
learning?
(i) Interest of the student
(ii) Emotional health of the student
(iii) Pedagogical strategies
(iv) Social and cultural context of the
student
(1) (i), (ii) (2) (ii), (iii)
(3) (i), (ii), (iii) (4) (i), (ii), (iii), (iv)
26. ……… are an important aspect of the
process of meaningful construction of
knowledge.
(1) Social interactions
(2) Drill and repetitive recall
(3) Rewards and punishment
(4) Stimulus-response associations
27. When student repeatedly engage in an
activity (such as design and conduct an
experiment) to earn a reward that is not
directly related to that activity (such as
earn a ‘star’ or ‘badge’) they are
likely to
3
CTET 2019DECPAPERII (CLASS VI-VIII)SOLVED PAPER
(1) develop materialistic attitude towards learning
(2) enjoy learning for the sake of understanding
(3) persist in doing the activity even without the
reward
(4) set mastery goals for themselves rather than
work to please others
28. The concept of childhood is
(1) universally the same across different cultural
contexts
(2) a social construction according to
contemporary socio-constructivist theories
(3) that children are born evil and have to be
civilised
(4) that children begin with nothing at all and their
characteristics are shaped entirely by
environment
29. Which of the following characterise the
period of ‘middle childhood’?
(1) Physical growth and development occur at a
very rapid pace.
(2) Ability to think abstractly and use of  scientific
reasoning develops
(3) Children begin to think logically but
concretely
(4) Learning occurs primarily through sensory
and motor activities
30. Family and neighbourhood are
(1) psychological agencies for children
(2) primary socialising agencies
(3) middle socialising agencies
(4) secondary socialising agencies
Answers
1. (4) According to Lawrence Kohlberg's theory of
moral development, Noor's statements represents
exchange orientation typical at conventional stage.
The conventional stage as per theory of moral
development, is tied to personal and societal
relationships. Children accept the rules as they now
believe that in necessary to ensure positive relationship
and societal order.
Noor’s statement represents exchange which shows an
individual sense of morality and acceptance of rules
learnt at pre-conventional stage.
2. (4) Widely held beliefs about typified characteristics
deemed appropriate for different sexes in the society are
referred
to as gender stereotypes.
Its refer to well defined gender norms that have taken the
shape of beliefs and characteristics. They are widely
accepted beliefs in our society for example, men should
not cry, women are good at house keeping etc.
3. (2) In order to eliminate gender stereotyping,
conscious efforts are made by giving opposite tasks.
Fathers are involved in house hold works and mothers
are considered adventure activities.
This develops greater working capacity and eliminates
the harmful effects of gender stereotyping.
4. (3) Vygotsky scaffolding refers to a teaching method
that helps students to learn more by collaborating with
others who have wider range of skills and knowledge
than the student currently does. It gives better results
than to learn independently.
According to this method, when adults extend support,
then the child’s current level of performance improves.
5. (4) According to Jean Piaget’s theory of cognitive
development, hypothetic-deductive reasoning develops
during formal operational stage.
In the formal operational stage, students acquire the
ability to think in an abstract way by manipulating ideas.
This state becomes operational from 12 years of age to
adulthood.
6. (3) According to Lev Vygotsky’s, Social Development
Theory stresses on the fundamental role of social
interaction in learning. He believed that learning is a
necessary and universal aspect of the process of
developing culturally organised, specific psychological
functions.
4
CTET 2019DECPAPERII (CLASS VI-VIII)SOLVED PAPER
1 (4) 2 (4) 3 (2) 4 (3) 5 (4) 6 (3) 7 (2) 8 (4) 9 (1) 10 (4)
11 (1) 12 (4) 13 (4) 14 (1) 15 (3) 16 (4) 17 (3) 18 (4) 19 (4) 20 (4)
21 (3) 22 (1) 23 (1) 24 (4) 25 (4) 26 (1) 27 (1) 28 (2) 29 (3) 30 (2)
sOLVED PAPER 2019 Hints&Solutions
Page 5


Directions (Q. Nos. 1-30) Answer the following questions by selecting the most appropriate
options.
1. Noor forgot to bring her tiffin to school and asked Tanya to share her tiffin saying ‘‘You should
share your tiffin with me today because I shared my tiffin with you yesterday.’’ According to
Lawrence Kohlberg’s theory of moral development, Noor’s statements represents ………
orientation typical at ………… stage.
(1) law and order ; post-conventional (2) obedience ; pre-conventional
(3) being nice ; conventional (4) exchange ; conventional
2. Widely held beliefs about typified characteristics deemed appropriate for different sexes in the
society are referred
to as
(1) gender discrimination (2) gender roles
(3) gender identity (4) gender stereotypes
3. Recently there have been conscious efforts to include stories in curriculum where father is
involved in household works and mother is doing adventure activities. This move is important
because
(1) it aims to strengthen gender bias (2) it aims to eliminate gender stereotyping
(3) it aims to encourage gender constancy (4) it aims to increase gender discrimination
4. According to Vygotsky, ‘‘when adults adjust the support to extend the child’s current level of
performance’’, it is called
(1) discovery learning (2) zone of proximal development
(3) scaffolding (4) inter-subjectivity
CTET SOLVED PAPERS
Paper - 2 (CDP)
8 December, 2019
5. According to Jean Piaget’s theory of
cognitive development,
‘‘hypothetic-deductive reasoning develops
during
(1) sensori-motor stage
(2) pre-operational stage
(3) concrete operational stage
(4) formal operational stage
6. According to ………, ‘‘it is important to
understand the social processes and
influence of the cultural context on
children’s thinking.’’
(1) Lawrence Kohlberg (2) Jean Piaget
(3) Lev Vygotsky (4) Albert Bandura
7. Drawing implications from Piaget’s theory
of cognitive development, a teacher of grade
6-8 in his classroom should
(1) discourage use of logical arguments.
(2) present problems that require reasoning based
solutions
(3) use only concrete materials to teach a concept
(4) rely solely on prescribed syllabus
8. As per Howard Gardner’s theory of multiple
intelligence, what would be the
characteristics of a person with
‘Logico-mathematical’ intelligence?
(1) Sensitivity to the sounds, rhythms and
meaning of words
(2) Ability to perceive visual-spatial world
accurately
(3) Ability to produce and appreciate pitch,
rhythm and aesthetic quality of musical
expressiveness
(4) Sensitivity to and capacity to detect patterns,
handle long chains of reasoning
9. The process by which children develop
habits, skills, values and motives that make
them responsible, productive members of
society is called
(1) socialization (2) inclusion
(3) mainstreaming (4) differentiation
10. Which of the following statements about the
role of heredity and environment in human
development is correct?
(1) The only reason for individual differences is
heredity
(2) Environmental influencs totally shape the
development of a human
(3) neither heredity nor environment influence
human development.
(4) Heredity and environment both influence
human development in a complex interplay
11. In a progressive classroom
(1) knowledge is constructed by the learner
(2) knowledge is received passively by the learner
(3) knowledge is reproduced by the learner as it is
(4) knowledge is recalled by the learner as per
instructions of the teacher
12. Continuous and comprehensive evaluation
includes
(1) only formative assessment
(2) only summative assessment
(3) neither formation nor summative assessment
(4) both formative and summative assessments
using a wide variety of strategies
13. A student in your class has been told again
and again from different sources that people
from his social group typically perform
poorly in academics. To reduce the impact of
this stereotype and resultant stereotype
threat, a teacher’s initial step can be
(1) ignoring such concerns
(2) organizing competition between students from
different social groups
(3) suggesting the student to leave academics and
join some other domain
(4) presenting stories and examples of role models
from different social groups
14. In an inclusive classroom, a teacher should
(1) believe that every child has a potential to learn
as per their abilities and strength
(2) show an attitude of pity and sympathy
towards disabled learners.
(3) use label such as ‘handicapped child’, ‘retarded
child’ to categorise children
(4) pay attention only to the gifted and talented
children
15. A student shows the following signs in the
classroom
– Anxiety around rending
– Difficulty in recognising words or letters
– Poor vocabulary skills
– Difficulty with understanding or
remembering what
was read
These are an indication of
(1) an autistic student
(2) a creative student
(3) a student with learning disability
(4) a student with ‘mental impairment’
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16. A teacher can address needs of specially
abled learners in an inclusive classroom by
(1) emphasizing upon practice and drill and using
paper-pencil tests for assessment.
(2) following uniform ways of instructing the
students
(3) giving a lot of written homework and stressing
on copying of answer from other ‘bright
students’
(4) developing specific learning objectives based
on an analysis of each student’s learning
strengths and weaknesses.
17. A teacher can encourage creative learners
in her classroom by
(1) emphasizing convergent thinking
(2) discouraging divergent thinking
(3) encouraging multiple perspectives and
appreciating original ideas
(4) discouraging the students from taking risks
and undertaking challenges
18. Which of the following factors supports
meaningful learning in the classroom?
(1) Increasing number of tests to motivate children
to learn
(2) Increasing rewards to motivate children to
learn
(3) Following only the lecture mode of instruction
(4) Showing genuine interest in the content matter
and having concern for children’s overall
well-being and learning
19. An example of effective problem solving
strategy is
(1) Not paying any attention to evaluating the
solution
(2) Functional fixedness - focusing on only the
conventional function of an object
(3) Response set-getting stuck on one way of
representing a problem
(4) Means end analysis dividing the problem into
number of sub-goals.
20. Which of the following is NOT an effective
strategy for teaching-learning?
(1) Encouraging children to make intuitive guesses
(2) Experimentation and exploration
(3) Dialogue and discussion
(4) Focusing on reproduction of knowledge as
given
21. How can teachers deal with children who
are non-attentive in the classroom?
(1) Ask the children to go out of the class
(2) Scold them frequently in front of the entire
class
(3) Talk to them and find out reasons for their
disinterest
(4) Given them a lot of worksheets as homework
22. Constructivist approach suggests that
……… is crucial for constructing
knowledge.
(1) prior knowledge of the learner
(2) conditioning
(3) punishment (4) rote memorisation
23. Children construct ‘naive theories’ about
various phenomenon. In this background a
teacher should
(1) challenge these conceptions of the children
through dialogue
(2) dismiss these ideas that children have
(3) ignore children’s ideas and theories
(4) scold the children for having these ideas that
interfere with her teaching.
24. The relationship between cognition and
emotions is
(1) independent of each other
(2) uni-directional - emotions influence cognition
(3) uni-directional - cognition influences emotions
(4) bi-directional - a dynamic interplay between
both
25. Which of the following factors affect
learning?
(i) Interest of the student
(ii) Emotional health of the student
(iii) Pedagogical strategies
(iv) Social and cultural context of the
student
(1) (i), (ii) (2) (ii), (iii)
(3) (i), (ii), (iii) (4) (i), (ii), (iii), (iv)
26. ……… are an important aspect of the
process of meaningful construction of
knowledge.
(1) Social interactions
(2) Drill and repetitive recall
(3) Rewards and punishment
(4) Stimulus-response associations
27. When student repeatedly engage in an
activity (such as design and conduct an
experiment) to earn a reward that is not
directly related to that activity (such as
earn a ‘star’ or ‘badge’) they are
likely to
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(1) develop materialistic attitude towards learning
(2) enjoy learning for the sake of understanding
(3) persist in doing the activity even without the
reward
(4) set mastery goals for themselves rather than
work to please others
28. The concept of childhood is
(1) universally the same across different cultural
contexts
(2) a social construction according to
contemporary socio-constructivist theories
(3) that children are born evil and have to be
civilised
(4) that children begin with nothing at all and their
characteristics are shaped entirely by
environment
29. Which of the following characterise the
period of ‘middle childhood’?
(1) Physical growth and development occur at a
very rapid pace.
(2) Ability to think abstractly and use of  scientific
reasoning develops
(3) Children begin to think logically but
concretely
(4) Learning occurs primarily through sensory
and motor activities
30. Family and neighbourhood are
(1) psychological agencies for children
(2) primary socialising agencies
(3) middle socialising agencies
(4) secondary socialising agencies
Answers
1. (4) According to Lawrence Kohlberg's theory of
moral development, Noor's statements represents
exchange orientation typical at conventional stage.
The conventional stage as per theory of moral
development, is tied to personal and societal
relationships. Children accept the rules as they now
believe that in necessary to ensure positive relationship
and societal order.
Noor’s statement represents exchange which shows an
individual sense of morality and acceptance of rules
learnt at pre-conventional stage.
2. (4) Widely held beliefs about typified characteristics
deemed appropriate for different sexes in the society are
referred
to as gender stereotypes.
Its refer to well defined gender norms that have taken the
shape of beliefs and characteristics. They are widely
accepted beliefs in our society for example, men should
not cry, women are good at house keeping etc.
3. (2) In order to eliminate gender stereotyping,
conscious efforts are made by giving opposite tasks.
Fathers are involved in house hold works and mothers
are considered adventure activities.
This develops greater working capacity and eliminates
the harmful effects of gender stereotyping.
4. (3) Vygotsky scaffolding refers to a teaching method
that helps students to learn more by collaborating with
others who have wider range of skills and knowledge
than the student currently does. It gives better results
than to learn independently.
According to this method, when adults extend support,
then the child’s current level of performance improves.
5. (4) According to Jean Piaget’s theory of cognitive
development, hypothetic-deductive reasoning develops
during formal operational stage.
In the formal operational stage, students acquire the
ability to think in an abstract way by manipulating ideas.
This state becomes operational from 12 years of age to
adulthood.
6. (3) According to Lev Vygotsky’s, Social Development
Theory stresses on the fundamental role of social
interaction in learning. He believed that learning is a
necessary and universal aspect of the process of
developing culturally organised, specific psychological
functions.
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1 (4) 2 (4) 3 (2) 4 (3) 5 (4) 6 (3) 7 (2) 8 (4) 9 (1) 10 (4)
11 (1) 12 (4) 13 (4) 14 (1) 15 (3) 16 (4) 17 (3) 18 (4) 19 (4) 20 (4)
21 (3) 22 (1) 23 (1) 24 (4) 25 (4) 26 (1) 27 (1) 28 (2) 29 (3) 30 (2)
sOLVED PAPER 2019 Hints&Solutions
Social learning preceeds development therefore it is
essential to understand the cultural context on children’s
thinking.
7. (2) As per Piaget’s theory of cognitive development,
students of grade 6-8 in his classroom should present
problems that require reasoning based solutions.
8. (4) As per Howard Gardener's Theory of Multiple
Intelligence, A person with Logico- mathematical
intelligence has the capacity to do logical reasoning,
abstractions, critical thinking and understand logic.
Such a person would be able to handle long chains of
reasoning and have a capacity to detect patterns.
9. (1) The process by which children develop habits,
skills, values and motives that make them responsible,
productive members of society is called socialisation.
Socialisation is a process whereby an individual learns to
adjust to a group and behave in a manner approved by
the group.
10. (4) Among the given statement, ‘Heredity and
environment both influence human development in a
complex interplay’, is the correct statement.
Heredity is responsible for the inborn traits in a child for
example, emotions, IQ, reflex actions, physical traits.
Environment is responsible for physical, psychological,
emotional and social development. Together they play an
important role in shaping up of an individual.
11. (1) In a progressive classroom knowledge is
constructed by the learner and teacher aims to provide
experiential learning by providing motivational learning
environment. This is done by linking education to social
responsibility, integration of learning projects into
curriculum. The aim is to nurture talent.
This classroom values experiences over learning facts so
the students construct knowledge through their
experiences.
12. (4) Continuous and comprehensive evaluation
includes both formative and summative assessments
using a wide variety of strategies.
It is a system of evaluation introduced by CBSE to assess
students’s development.
Formative means evaluation done through out the year
and comprises of class tests, homework, quiz, projects,
assignment etc.
Summative means measure of how much learning is done
by the students through the examinations conducted at
the end of a term.
13. (4) A teacher’s major objective is to provide good
learning environment to the students. By presenting
stories and examples of role models from different social
groups, teacher can motivate a student to be like the role
model.
This would definetely help in improving academic
performance rather than just accepting the resultant
stereotype threat.
14. (1) In an inclusive classroom, a teacher should believe
that every child has a potential to learn as per their
abilities and strength.
An inclusive classroom is used to describe a classroom in
which all the students are given equal importance,
opportunities irrespective of their abilities or skills.
It prepares students for life in a much better way. In this
type of classroom, disabled students learn along with
normal children and share the same resources.
15. (3) The given signs are an indication of a student
with learning disability.
Learning disability is an area of weakness in brain
function that causes difficulty in correctly receiving
information, correctly processing information,
satisfactorily responding to information etc. There is an
inability to read and write, memory problems, difficulty
in understanding what is heard or seen.
16. (4) A teacher can address needs of specially abled
learners in an inclusive classroom by developing specific
learning objectives based on an analysis of each student's
learning strengths and weaknesses.
In an inclusive classroom, a teacher has to deal with
childrens with special needs along with normal children.
In this situation, the task of the teacher is to identify the
specific needs of such children by close observation and
to develop such objectives that aims to improve the
learning outcomes of such students.
17. (3) A teacher can encourage creative learners in her
classroom by to encourage creative ideas, a teacher should
provide creative learning environment to the students. This
is done by encouraging students to present innovative ideas
to solve a problem.
18. (4) Meaningful learning helps students to achieve
success. This is done by having concern for children’s
overall well–being stress on understanding instead of
memorising, encouraging active learning techniques and
focusing on the outcome of the learning process.
The teacher should take a genuine interest in the content
matter instead of aiming to complete the curriculum.
19. (4) An example of effective problem solving strategy
is a means end analysis dividing the problem into number
of sub-goals.
Problem solving strategy refers to cognitive processing
directed to achieve a goal. It is a technique in which the
solution to a problem can be achieved by
dividing/breaking it into a sequence of actions that lead
to a desirable goal.
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