Practice Test: CDP - 4 - CTET & State TET MCQ

Together with the development of cognition and social skills, children develop along the dimension of moral values and reasoning. They learn the rules for right and wrong and understand other laws and rules.

Key Points

• In Piaget’s (1935/1965) views the child enters a new stage of moral development when he enters the stage of concrete operations at age 6 or 7.

Lev Vygotsky is a Soviet psychologist who did plenty of research on children and came up with the sociocultural theory of cognitive development. His theory was based on the effects of social interactions on a child's cognitive development.

Key Points

•  According to Vygotsky, children speak to themselves as they use their speech to guide their actions. 
• This concept is known as private speech. 
• The children between the age range of 2-7 years show private speech. 
• To develop the literacy skills of the child, along with boosting the performance of the child, private speech is used. 
• Children's private speech has a positive impact on a child's performance.

The constructive view of learning highlights the dynamic and interactive nature of the learning process, with learners actively constructing their understanding through exploration, reflection, and interaction with others.

Key Points

• Assertion (A) states that students actively construct their understanding of the world based on their experiences.
• This means that learners are not passive recipients of knowledge but rather actively participate in the learning process by interpreting, organizing, and integrating new information with their prior knowledge and experiences.
• This process of construction is dynamic and ongoing, as learners continually refine and adapt their understanding based on new experiences and information.
• Reason (R) provides further support for assertion (A).
• It states that this perspective acknowledges that learners play an active role in making sense of new information by relating it to their existing knowledge and experiences.
• In other words, learners do not passively absorb new information; instead, they actively engage with it by drawing connections to what they already know.
• By relating new information to their existing knowledge, learners can better understand and retain the information, as well as apply it in various contexts.

Hence, we can conclude that both (A) and (R) are true, and (R) is the correct explanation of (A).

Mental retardation, now referred to as Intellectual Disability (ID), is a condition characterized by significantly sub-average intellectual functioning and deficits in adaptive behavior.

Key Points

• Levels of Severity: Mild, Moderate, Severe, and Profound, based on IQ ranges and functional abilities.
• Adaptive Behavior Domains: Conceptual, Social, and Practical skills are assessed.
• Causes: Genetic factors, prenatal conditions, perinatal complications, and postnatal factors.
• Diagnosis: Involves intellectual testing and assessment of adaptive behaviors. Onset in childhood and persists throughout life.
• Support and Intervention: Individualized Education Plans (IEPs), therapies, and community integration. Legal frameworks such as IDEA provide support.
• Evolution of Terminology: "Intellectual Disability" replaces the term "Mental Retardation" for more respectful language.
• Autism Distinction: Autism and intellectual disability are distinct, although they can co-occur. Autism is characterized by social and communication challenges.

Hence, the correct answer is Mental retardation.

No two individuals are exactly the same. We all differ from one another not only in height, weight, color, appearance, and speed of reaction but also in behavior. Individual differences are characteristic of all living organisms. Differences run crisscross in all directions. The most easily observed differences are physical and developmental. 

• There could be infinite differences in the behavior of individuals, but the study of personality, intelligence, and attitudes have been the main focus of scientific study by psychologists.

Key Points

The following points should be noted while considering individual differences in a classroom - 

• Having a flexible, supportive and modern curriculum in the classroom.
• A shift from teacher-centric to student-centric methods. Learning in the classroom should be child-centered.
• Catering to the individual differences and needs of the students.
• Plan varied activities according to the abilities of the students. Modify classroom routine to enable the children to get up and move around the classroom periodically.
• Provide as much structure and routine as possible. Establish a routine and keep it the same from one day to another.
• Have a daily assignment notebook. The activity helps the children with special needs to organize their time to know what is to be done and designate when it is accomplished.
• Give extra time as needed for children with special needs; provide feedback on completed work at the earliest. Make use of learning aids like computers, calculators, projectors, etc.
•  Find something that the student does well and encourage that interest.
• Provide ample praise and rewards.
• Those who belong to different cultures are also a part of individual differences. Appreciating the cultural, moral, and linguistic diversity in the classroom.

Hence, it is concluded that teachers should teach by following standard curriculum is NOT correct about individual differences.

Human development involves change. This change occurs at various stages of development and the development pattern at each stage has predictable characteristics. You might have observed that development is a product of maturity and learning. Maturity is more or less automatic, unfolding biological potential. It is an irreversible sequence and entails biological changes. Such changes are relatively independent of environmental factors as long as environmental factors remain normal.

Key Points

Principles of development

• Principle of Sequentiality: Sequentiality Most psychologists agree that development is sequential or orderly. Every species, whether animal or human, follows a pattern of development peculiar to it. This pattern in general is the same for all individuals.
• In prenatal development, there is a genetic sequence, that appears at fixed intervals with certain characteristics.
• Social and behavioral scientists increasingly have come to see development as a relationship between an organism and the environment in a transaction or collaboration. Individuals work with and affect their environment, and in turn, the environment works with and affects them.

Growth basically refers to the quantitative changes in body proportion like changes in height, weight, internal organs, etc. Development, on the other hand, reflects the qualitative changes in the individual. It may be defined as a progressive series of orderly, coherent changes. The term progressive denotes that changes lead forward.

Key Points

Important points related to the human development are -

• Human development involves change. This change occurs at various stages of development and the development pattern at each stage has predictable characteristics.
• Development is a product of maturity and learning. Maturity is more or less automatic, unfolding biological potential.
• It is an irreversible sequence and entails biological and cognitive changes.
• Such changes are relatively independent of environmental factors as long as environmental factors remain normal.
• There is a more or less permanent change in human behavior from the individual's experience in the environment.
• Learning occurs almost the entire life span.
• It differs from maturity. However, learning depends on the process of maturing i.e. individual readiness (mental and physical) for certain activities.
• Aman has moved to the next level of cognitive development which is from the concrete to abstract stage, and therefore, based on the above points it is not possible to reverse back to the previous stages of development.

Thus, it is concluded that the above statement shows that development cannot reverse back.

Intelligence refers to the capacity to acquire and apply knowledge. It is the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations. The theory of Multiple Intelligence which consists of eight different kinds of intelligence is propounded by an American psychologist 'Howard Gardner'.

Key Points

Gardner's multiple intelligences theory emphasizes that:-

• Gardner views each individual as a unique combination of various intelligence, hence we cannot say that one is more intelligent and another is less intelligent.
• Intelligence is of several kinds rather than dominated by a general factor.
• Intelligence can't be tied to a single domain as each individual has his/her own abilities.
• Everyone is talented in unique ways. The utility and value of each type of intelligence are culturally determined in the sense that an individual’s intelligent performance is determined according to the high desirability, usefulness, and demands of society for particular types of intelligence.
• Each type of individual is having a unique combination of various types of intelligence altogether so we can say that each intellect is independent of one another.
• In order to find a solution to a problem, different types of intelligence interact and work together.

Thus, from the above-mentioned points, we can conclude that 'This theory was based on the statistical analysis method of factor analysis' is not related to Gardner's multiple intelligences theory.

CCE stands for Continuous and Comprehensive Evaluation. It has been introduced as a school-based system of evaluation by the CBSE in 2009 with the enactment of the Right to Education Act.

Key Points

• The term ‘continuous’ refers to regularity in assessment. The development of a child is a continuous process. Therefore, students’ development should be assessed continuously. Evaluation has to be completely integrated with the teaching and learning process. It is also considered an assessment as learning because it helps in evaluating the identified aspects of growth and development of students in a continuous process rather than an event. 
• The term comprehensive refers to the evaluation of the learner's performance in both scholastic and co-scholastic areas
• The performance of the students in scholastic and co-scholastic activities is assessed as it aims to reduce the stress of the curricular load so that students improve in their overall abilities through the process of the evaluation.
• It integrates assessment with the teaching and learning process; emphasizing assessment of learner abilities in scholastic areas along with the co-scholastic areas.

Thus, it is concluded that the system of school-based assessment of students, which includes all aspects of student development, is to keep away from the evaluation of the child is not correct regarding the continuous and comprehensive evaluation.

Displacement is the process in which we let out our feelings and frustrations on a substitute target that is not the actual target of our emotions.
Identification is when we identify ourselves with an image that we see as ideal to our ego. We associate ourselves with groups, movements, and people we see as who we wish to be.

Regression is the act of retreating to infantile defenses. We do this because as a child, life is less threatening. Retreating back to these defenses may make the situation feel less threatening than it really is.

Repression may be the most unknown, yet interesting defense mechanism. Repression occurs unconsciously, and sometimes unknowingly. It is when our mind has perceived something as too painful for our own being, thus pushing it out of our conscious awareness. Repression may be a choice, but keeping it in our unconscious is done entirely by our mind without our saying so. When things are repressed, we have absolutely no awareness of it.

National Curriculum Framework (NCF) 2005, The National Curriculum Framework is one of four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT in India. The document provides the framework for making syllabi, textbooks and teaching practices within the school education programmes in India.

SNO Chapter

• Perspective
• Learning and Knowledge
• Curriculum Areas, School Stages and Assessment
• School and Classroom Environment
• Institutional /Systemic Reforms

Instructional theory aims to describe how to help people learn and develop, create conditions that boost the chance of learning and improve instructio. There are three kinds: behaviorist, cognitive and constructivist. Behaviorist theories state how behaviors change in response to various stimuli.

Both collaborative and cooperative learning are student centred

The meaning of the word Gestalt is Configuration

Ramesh listened to the description given by his teacher in the class about goat. Then he saw a black dog on his way and presumed it as a goat. This is due to Assimilation

The things that are changing in an experiment are called variables. A variable is any factor, trait, or condition that can exist in differing amounts or types.

DEPENDENT VARIABLES show the effect of manipulating or introducing the independent variables. For example, if the independent variable is the use or non-use of a new language teaching procedure, then the dependent variable might be students' scores on a test of the content taught using that procedure. In other words, the variation in the dependent variable depends on the variation in the independent variable.

INDEPENDENT VARIABLES are those that the researcher has control over. This "control" may involve manipulating existing variables (e.g., modifying existing methods of instruction) or introducing new variables (e.g., adopting a totally new method for some sections of a class) in the research setting.

Whatever the case may be, the researcher expects that the independent variable(s) will have some effect on (or relationship with) the dependent variables.

INTERVENING VARIABLES refer to abstract processes that are not directly observable but that link the independent and dependent variables. In language learning and teaching, they are usually inside the subjects' heads, including various language learning processes which the researcher cannot observe. For example, if the use of a particular teaching technique is the independent variable and mastery of the objectives is the dependent variable, then the language learning processes used by the subjects are the intervening variables.

Stage 6: Universal-Ethical-Principal Orientation - Generally, the chosen principles are abstract rather than concrete and focus on ideas such as equality, dignity, or respect. Laws are valid only insofar as they are grounded in justice, and a commitment to justice carries with it an obligation to disobey unjust laws.

The Wechsler Intelligence Scale for Children (WISC) is an individually administered intelligence test for children between the ages of 6 and 16.It generates a Full Scale IQ (formerly known as an intelligence quotient or IQ score) that represents a child's general intellectual ability.

There are several aptitude tests on the market, and the one chosen is called the Differential Aptitude Test. This test covers several areas including, Verbal Reasoning, Numerical Ability, Abstract reasoning, Perceptual Speed and Accuracy, Mechanical Reasoning, Space Relations, Spelling, and Language Use.

Inhibition, which can be either retroactive or proactive. In retroactive inhibition, new learning interferes with the retention of old memories; in proactive inhibition, old memories interfere with the retention of new learning. Both phenomena have great implications for all kinds of human learning.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

Language is the basis of Vygotsky's ideas on social interaction. The development of speech occurs in three stages: external, egocentric, and inner speech. External or social speech occurs from birth until the age of three.

As per RTE Act - 2009, the number of teachers required for a primary school of strength 98 is 4.The Right of Children to Free and Compulsory Education (RTE) Act, 2009 in its Schedule lays down Pupil Teacher Ratio (PTR) for both primary and upper primary schools. At primary level the PTR should be 30:1 and at the upper primary level it should be 35:1.

In participatory leadership leader will give importance to the opinions of members in taking decisions

Emotions involve different components, such as subjective component, physiological component, behavioural component. Increasing heartbeat of a child before an exam is an example of physiological component of emotion.

Shame is a feeling which leaves a negative impact on a child's mental health and hampers his study. It is important for both the parents and teachers to motivate students and to make their learning environment joyful and happy.