TN TET Paper 2: Child Development and Pedagogy Test - 8 (Science and Mathematics) - TN TET MCQ

Bruner's theory is a general framework for instruction based upon the study of cognition. The main aim was that instruction should be designed to facilitate extrapolation and/or fill in the gaps.

Disadvantaged students are those belonging to the scheduled castes, scheduled tribes, and minority groups. The children from these categories come to school with a disadvantaged tag with them and as a result, they become easy prey to differential treatment by the teacher and their classmates.

• The disadvantaged section refers to not just low income but also encompasses lower educational achievement, poverty, poor health, financial insecurities, etc.

One of the basic principles of socializing individuals is education.
Socialization is a process by which an individual becomes a member of society through a mechanism of interaction. Its purpose is to prepare individuals for future roles.
Principles of Socialization:

• To make new members of society familiar with social traditions, manners, customs, etc.
• To prepare the members of the society to adapt to the constantly changing environment
• To lead to education through a process of social interaction
• To study the various types of social relationships and their impact on individual development.
• To control the teaching-learning process to achieve the personality development of every single child.

Self-study habit can be developed in children by citing examples of great people. Encouraging your children to develop good study habits from an early age is one of the most important things.

Student-centric approach, also known as the learner-centered approach, encompasses teaching methods that shift focus from teachers to students.

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students' development.

• CCE was introduced by the Central Board of Secondary Education (CBSE) in India to evaluate the student’s development in all aspects throughout the academic year on a continuous basis.
• The objective of CCE is to make evaluation an integral part of learning through diagnostic and remedial teaching.
• CCE helps improve student’s performance by identifying his/her learning difficulties at regular intervals right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning performance.

CCE describes two different types of evaluations which include summative and formative assessment/evaluation.

• "Summative Evaluation", commonly known as  "Assessment of Learning" is a type of evaluation which:
  • measures, certifies, and reports the level of students' learning by assessing them at the end of the term.
  • produces an accurate description of students' potential and achievement to promote them to the next grades.
• "Formative evaluation", commonly known as "Assessment for Learning" is a type of evaluation which: 
  • monitor the child's progress throughout the teaching-learning process and improve students' academic achievements.
  • diagnoses and removes the learning difficulties of students with appropriate strategies.

So, it becomes clear that Continuous and Comprehensive Evaluation includes both formative and summative assessments using a wide variety of strategies.

Schools should promote the personal/social development of students in a safe, inclusive learning environment. They also provide a foundation for students to understand their interests, abilities and challenges. This translates to developing as per their potential in the areas of their interests.

Education would be meaningful only then when it would be student/child-centred. Education is referred to as child-centred education when it gives preference to a child's needs, interests & aptitudes.

Heredity is the primary determinant of how far we can go this describes the extent of the effect of heredity upon development best.
Heredity provides a basis or potential for the development of any personality trait. Heredity influences physique, motor-sensory equipment and level of intelligence, certain diseases, and temperamental characteristics.

• Heredity is the primary determinant of how far we can go to develop the basis or potential of a child
• The bad environment can suppress good inheritance but the good environment is not a substitute for bad heredity
• Heredity sets the limit of the maximum development of a characteristic, which cannot be crossed by providing the best environment. 
• Heredity is represented by ‘genes’ and the environment is represented by any stimulation minus genes. Thus we find that our body size, the color of skin and the ceiling of our intellectual capacities are all genetically determined but the final shape of our personalities emerges through our interactions with varied physical, geographical, social, and cultural environments that envelope us. Thus the development of personality is a dynamic process.

Engrams are theorised to be means by which memories are stored as biophysical or biochemical changes in the brain.

Intelligence has been defined as the sum total of everything you know, as the ability to learn or profit from experience, as the ability to solve problems, or as the ability to cope with the demands of the environment. 

The adverse effect of insisting on the same answers from all children will hinder the growth of the child's own understanding and imagination. Cognitive powers of a child, like imagination power, intelligence, ability to make a decision, etc. are related to the child's 'mental development' as mental development refers to the development of the ability to understand, learn, reason, think, perceive, and solve a problem.
Hence, the correct option is (C).

The Cephalocaudal Principle states that development proceeds from top to bottom. According to this principle, a child will gain physical control of their head first. After this, physical control will move downward to the arms and lastly to the legs.

Language is a symbolic, rule-governed system, shared by a group of people to express their thoughts and feelings. It provides a bank of memories and symbols inherited from one's fellow speakers and created in one's own lifetime.​

According to Piaget's theory of cognitive development, our thoughts and logic are part of adaptation. Cognitive development takes place in a certain order of steps. Sensory motivational state is simulation. It is based on memory and mental representation.
Hence, the correct option is (B).

Focussing too much on the result will actually have an adverse effect and will add to the anxiety quotient. Focussing on process rather than outcome is a much better strategy.

Motivation refers to those factors which increase or decrease an individual's vigor for some activity. Motivation is something that energizes and directs behavior.

If a previously learned task impedes a new task, which is being learnt. This transfer of learning will be negative transfer.
Transfer of learning is the process of applying or carrying over the knowledge, skills, habits, attitudes or other responses from one learning situation, in which they were initially acquired, to a different learning situation. 
Negative Transfer-

• There are cases in which the previous learning interferes with subsequent learning.
• In such cases, the carryover of knowledge or experience in one task interferes with further learning.
• As a result of negative transfer, performance on one task may block performance on the subsequent task.
• For example, a child’s experience in learning the plural of ‘house’ may inhibit his/her learning the plural of the word ‘mouse’. He/She may spell the plural of the word ‘mouse’ as ‘mouses’, instead of ‘mice’.

Children's errors are a window into how they think. They commit mistakes and learn in the process. These errors when committed by children and rectified by teachers/parents pave new way of learning, thinking, and doing things.

The importance of individual differences in organizing educational programs effectively can vary depending on the specific context and goals of the program. However, socio-emotional and mental characteristics are often considered crucial in educational settings.

Naive Conceptions (also referred to as commonsense theory or folk theory) is a coherent set of knowledge and beliefs about a specific content domain (such as physics or psychology), which entails ontological commitments, attention to domain‐specific causal principles, and appeal to unobservable entities.

• Teaching and learning are complements of each other.
• Changes in teaching methods and techniques are required to make learning more effective.
• As a teacher, it is very important to understand children's needs, curiosities, and problems.

By knowing the naive conceptions, the teacher can plan to make his teaching work more meaningful.
For example, if the child is comfortable reading and learning in the mother tongue if his concept is taught, then teaching can be made more meaningful for the teacher.
So, knowing the naive conceptions that students bring to the classroom, helps the teacher to plan to teach more meaningfully.

Mental age ÷ Physical age × 100 = IQ
5/4 x 100 = 125
No matter what the child's chronological age is, if the mental age is the same as the chronological age, then the IQ will equal 100. Modern intelligence tests, including the current Stanford-Binet test, no longer compute scores using the IQ formula.

Critical Thinking: Critical thinking is a process that is way beyond mental exercise. It ensembles the various mechanisms of reasoning which enable us to, analyze, synthesize, process, and evaluate the information.

Fear is an emotion that creates high levels of anxiety in a person and causes the loss of courage in a person.

• Fear of failure makes a person scared of failing. It commonly happens to the students. The reason for such fear is due to peer pressure, focusing on the outcome rather than concentrating on the learning.
• It even damages the mental and emotional state. Sometimes the fear overpowers the students in such a manner that they even commit drastic measures.
• Children should be counseled and should be made to understand that failure and errors are natural in the process of learning and they should not focus on failure or success, rather they should put effort into developing their concepts.
• Understanding of errors is necessary in the learning process to give insight into children's thinking. It helps the teacher to be aware of learners' learning styles, to cater to them according to their needs.

​Thus, it is concluded that the 'fear of failure' needs to be discouraged in children within a classroom because failure and errors are a natural part of children's learning.

An inclusive school does not segregate special children from normal. On the contrary, it mixes them with other children. So, the premise of the question is itself contradictory.

​A teacher does not often have the opportunity to consider the very basic principles of his/her craft in the classroom. There are a few factors that contribute to effective and worthwhile learning and teaching environment. All teachers do good things some of the time, and all good teachers do bad things some of the time. The differences among teachers lie not only in the proportions of the good and the bad but also in their awareness of the effects of what they are doing and their readiness to share this awareness with their students.

A conative domain is not among the three domains of behavior that are covered by the evaluation. 
The cognitive domain is focused on intellectual skills such as critical thinking, problem solving, and creating a knowledge base. For evaluating cognitive development oral, written, essay type, objective type questions examinations are used.
The affective domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. For evaluating affective domain interest inventory, practical examinations, and observation techniques are used.
For evaluating psychomotor domain performance tests, practical examination, and observation techniques are used.

Self-study habit can be developed in children by citing examples of great people. Encouraging your children to develop good study habits from an early age is one of the most important things.

Student-centric approach, also known as the learner-centered approach, encompasses teaching methods that shift focus from teachers to students.

The hyperactive children need special attention in the classroom.
Attention Deficit Hyperactivity Disorder (ADHD) belongs to the group of externalising disorders of childhood. The term hyperactive is familiar to most people, especially parents and teachers. The child who is constantly in motion, tapping fingers, jiggling legs, poking others for no apparent reason, talking out of turn, and fidgeting is often called hyperactive. These children also have difficulty concentrating on the task at hand for an appropriate period of time.

• Children with ADHD seem to have particular difficulty controlling their activity in situations that call for sitting still, such as in the classroom or at mealtimes. When required to be quiet, they appear unable to stop moving or talking.
• They have poor attention to details and distractibility. Their activities are often disorganised. They are often forgetful and leave many activities incomplete, make many silly mistakes in school work.
• Due to poor attention, they fail to comprehend long instructions, even avoid activities that require sustained attention. Thus, they require special attention in the classroom.