Child Develipment

& PEDAGOGY
CTET & TETs
Paper I & II
 Child Develipment
& PEDAGOGY
CTET & TETs
Paper I & II

Compiled & Edited by

Arihant 'Expert Team'

Arihant Publications (India) Ltd.

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PREFACE
Teaching is considered as one of the most honoured and noble jobs. A good
teacher not only shows the right path that the students should follow but also
prepares the human resource for the betterment and development of the
nation. In recent years’ number of private and government educational
institutions has increased considerably in India and the world. Various exams
are held for recruitment of teachers due to increased demand for professionally
competent teachers.

As per the norms of Right of Children to Free and Compulsory Education

(RTE) Act 2009, the Ministry of Human Resource Development, Government.
of India has made it compulsory to qualify State Level TET (Teacher’s
Eligibility Test ) even to qualify as teacher at elementary level. Considering the
significance of all eligibility tests at State level or Central level, we have brought
this unique book for all the aspirants which will help them to perform well and
(achieve success) succeed.

This unique book has been prepared by experienced experts keeping in mind
the innovative concepts. Subject matter has been compiled strictly according
to the latest syllabus.

The book consists of plenty of Multiple Choice Type Questions covering all the
topics of Child Development syllabus. A large number of reference questions
from Previous Years’ TET’s and CTET’s have been included to provide ideas
about latest trends and patterns of questions.

The Practice Sets are crucial to check out an aspirants’ performance growth and
they will certainly help to excel in the examinations.

Authors
CONTENTS
Solved Paper I 2019 (December) 1-6
Solved Paper II 2019 (December) 1-6
Solved Paper 2019 (July) 1-10
Solved Paper 2018 (Dec) 1-9
Solved Paper 2016 (Sept) 1-6
Solved Paper 2016 (Sept) 7-12

CHILD DEVELOPMENT AND PEDAGOGY

1. Concept of Development and its Relationship with Learning 1-10
Concept of Development, Characteristics and Types of Development,
Learning, Relationship between Development and Learning

2. Principles of Child Development 11-18

Concepts of Child Development, Principles of Child Development, Child
Psychology, Importance of Child Psychology

3. Influence of Heredity and Environment 19-26

Heredity: Meaning and Definition, Environment: Meaning and
Definition, Nature v/s Nurture

4. Socialisation Process 27-35

Concept of Socialisation, Theories of Socialisation, Stages of Socialisation,
Agents of Socialisation

5. Piaget, Kohlberg and Vygotsky 36-51

Theories of Development, Piaget’s Theory of Cognitive Development,
Kohlberg's Theory of Moral Development, Vygotsky's Theory of
Socio-Cultural Development

6. Concept of Child-Centred and Progressive Education 52-60

Child-Centred Learning and its Characteristics, Progressive Education:
Meaning and History

7. Construct of Intelligence and Multi-Dimensional Intelligence 61-71

Construct of Intelligence, Multiple Intelligence Theory, Construct of
Intelligence and Multi-Dimensional Intelligence
8. Language and Thought 72-79
Language, Stages of Language Development, Thought, Development of
Thought

9. Gender Issues in Social Construct 80-86

Evolution of Gender as a Social Construct, Gender, Socialisation and
Education, Gender Roles, Stereo Types and Discrimination, Education as
a Method for Reducing Gender Bias

10. Individual Difference Among Learners 87-92

Meaning of Individual Differences, Understanding Differences,
Importance of Understanding Individual Differences in Education

11. Evaluation of Learning 93-102

Evaluation, School-Based Assessment (SBA), Continuous and
Comprehensive Evaluation (CCE)

12. Evaluation of Achievement and Formation of Questions 103-109

Meaning of Achievement of a Learner, Designing Assessments
(Diagnostic Tests), Types of Assessment Tasks, Assessing Learner
Achievement

13. Inclusive Education and Addressing Children

from Diverse Backgrounds 110-118
Inclusive Education, Methods of Inclusion, Improvement in Pedagogy and
in Language of Instruction

14. Identifying and Addressing Disabled and

Learning Disability Children 119-131
Disabilities and Impairments, Different Degrees of Intellectually Disabled

15. Identifying and Addressing the Talented,

Creative and Specially Abled Learners 132-140
Specially Abled Learners, Addressing Specially Abled Learners in a
Inclusive Classroom

16. Thinking and Learning in Children 141-148

How Children Think and Learn, Theories of Learning in Children,
Children's Failure in School
17. Basic Process of Teaching and Learning 149-162
Teaching, Teaching Learning Process, Methods of Teaching-Learning,
Strategy of Teaching, Micro Teaching

18. Child as a Problem-Solver and as a Scientific Investigator 163-168

Problem-Solving, Steps to be Followed in Problem-Solving, Child as a
Problem-Solver

19. Alternative Conceptions of Learning in Children 169-178

Meaning of Learning, Alternative Conceptions of Learning, Lewin’s Field
Theory of Learning

20. Cognition and Emotion 179-185

Cognition, Cognitive Development in Children, Emotion, Nature of
Emotion, Types of Emotion, Importance of Emotions in Education

21. Motivation and Learning 186-194

Motivation, Maslow's Hierarchy of Needs, Motivation and Learning,
Importance of Motivation for Teachers

22. National Curriculum Framework 2005 195-205

What and How to Teach Children ?, Approaches to Planning, Discipline
and Participatory Management, Aims of Education

Ÿ Practice Sets (1-5) 209-218

CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER 1

SOLVED
PAPER
8 DECEMBER, 2019

CTET
Central Teacher’s Eligibility Test

PAPER I (CLASS I-V)

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

9. Which of the following is a Piagetian 16. The concept of ‘Inclusive Education’ as

construct in the context of cognitive advocated in the Right to Education Act,
development of children? 2009 is based on
(1) Schemas (1) the behaviouristic principles
(2) Observational learning (2) a sympathetic attitude towards disabled
(3) Conditioning (3) a rights-based humanistic perspective.
(4) Reinforcement (4) mainstreaming of the disabled by offering
them primarily vocational education.
10. Primary objective of Assessment should be
(1) assigning rank to students 17. In the constructivist framework, learning is
(2) understanding children’s clarity and primarily
confusions about related concepts (1) based on rote-memorisation
(3) labelling students as per their score (2) centered around reinforcement
(4) marking pass or fail in the report cards (3) acquired through conditioning
(4) focused on the process of meaning making
11. Which of the following statements about
intelligence is correct? 18. ‘Naive theories’ that children construct
(1) Intelligence is a fixed ability determined at the about various phenomenon
time of birth only (1) should be ignored by the teacher
(2) Intelligence can be accurately measured and (2) should be punished by the teacher
determined by using standardised tests (3) should be ‘replaced’ by correct one through
(3) Intelligence is a unitary factor and a single trait repetitive memorisation
(4) Intelligence is multi-dimensional and a set of (4) should be challenged by presenting counter
complex abilities evidence and examples
12. Ruhi always thinks of multiple solutions to 19. Child-centered pedagogy promotes
a problem many of which are original (1) exclusive reliance on text books
solutions. Ruhi is displaying characteristics (2) giving primacy to children’s experiences
of a/an (3) rote memorisation
(1) creative thinker (4) labelling and categorisation of students base on
(2) convergent thinker ability
(3) rigid thinker
20. Emotions and cognition are …… each other.
(4) egocentric thinker
(1) completely separate from
13. In a situation of less participation of (2) independent of
students belonging to a deprived group in (3) inter-woven with
teaching learning process, a teacher should (4) not related to
(1) ask the children to withdraw from school 21. Which of the following statements about
(2) accept this situation as it is learning is correct from a constructivist
(3) lower her expectations from such students
perspective?
(4) reflect on her own teaching and find ways to
(1) Learning is the process of reproduction and recall
improve student’s involvement
(2) Learning is the process of rote memorisation
14. In an inclusive classroom, a teacher ……… (3) Learning is conditioning of behaviours by
Individualised Education Plans. repetitive association
(1) should not prepare (4) Learning is the process of construction of
(2) should occasionally prepare knowledge by active engagement
(3) should actively prepare 22. Presenting students with clear examples
(4) should discourage the preparation of
and non-examples
15. The primary characteristic of children with (1) is an effective way to encourage conceptual
‘dyslexia’ includes change
(1) attention deficit disorders (2) leads to confusion in the minds of students
(2) divergent thinking; fluency in reading (3) causes gaps in their understanding of concepts
(3) inability to read fluently (4) focuses on procedural knowledge rather than
(4) engaging in repetitive locomotor actions conceptual understanding
CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER 3
23. Repeatedly asking children to engage in (3) dismissing and penalising ‘incorrect answers’
learning activities either to avoid (4) encouraging children to make intuitive guesses
punishment or to gain a reward and then brainstorming on the same
(1) decreases extrinsic motivation 27. In which of the following periods does
(2) increase intrinsic motivation physical growth and development occur at a
(3) would encourage children to focus on mastery rapid pace?
rather than performance goals
(1) Infancy and early childhood
(4) decreases children’s natural interest and
(2) Early childhood and middle childhood
curiosity involved in learning
(3) Middle childhood and adolescence
24. Which of the following practices promote (4) Adolescence and adulthood
meaningful learning? 28. Which of the following is not a principle of
(i) Corporal punishment development?
(ii) Co-operative learning environment (1) Development is lifelong
(iii) Continuous and comprehensive (2) Development is modifiable
evaluation (3) Development is influenced by both heredity and
(iv) Constant comparative evaluation environment
(1) (i), (ii) (2) (ii), (iii)
(4) Development is universal and cultural contents
(3) (i), (ii), (iii) (4) (ii), (iii), (iv)
do not influence it
25. How can teachers facilitate understanding 29. The primary cause of individual variations is
of complex concepts in children? (1) the genetic code received by the individuals
(1) By delivering a lecture from birth parents
(2) By organising competitive events (2) the inborn characteristics
(3) By repetitive mechanical drill (3) the environmental influences
(4) By providing opportunities for exploration (4) the complex interplay between the heredity
and discussion and the environment
26. A primary school teacher can encourage 30. Which of the following are examples of
children to become effective problem solvers secondary socialising agency?
by (1) Family and neighbourhood
(1) offering materialistic rewards for every small (2) Family and media
tasks (3) School and media
(2) emphasising only on procedural knowledge (4) Media and neighbourhood

ANSWERS
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)
4 CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER
sOLVED PAPER 2019
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
Hints & Solutions
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.
CTET 2019 DEC PAPER I (CLASS I-V) SOLVED PAPER
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.
5
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.
CTET 2019 DEC PAPER II (CLASS VI-VIII) SOLVED PAPER

SOLVED
PAPER
8 DECEMBER, 2019

CTET
Central Teacher’s Eligibility Test

PAPER II (CLASS VI-VIII)

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
2 CTET 2019 DEC PAPER II (CLASS VI-VIII) SOLVED PAPER
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’
CTET 2019 DEC PAPER II (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
3
(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
4 CTET 2019 DEC PAPER II (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) 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

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.
CTET 2019 DEC PAPER II (CLASS VI-VIII) SOLVED PAPER
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.
5
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.
6 CTET 2019 DEC PAPER II (CLASS VI-VIII) SOLVED PAPER
20. (4) Focusing on reproduction of knowledge is
ineffective as it promotes memorising. Learning do not
takes place there.
Encouraging children to make intuitive guesses is a kind of
inquiry based learning. Experimentation and exploration is
a type of experimental learning while dialogue and
discussion is a kind of inductive learning.
21. (3) If the teacher asks the non-attentive children to go
out the class then there will be no learning opportunity. If
they scolded in front of the entire class, then it will affect
their self esteem. If lot of worksheets are given as
homework then they will be demotivated.
Therefore, the best way is to talk to those students so that
the particular reason for their disinterest can be identified.
22. (1) Constructivist approach suggests that, prior
knowledge of the learner is crucial for constructing
knowledge.
Constructivist approach is an approach to learning which
believes that people actively construct or make their own
knowledge based on the experiences gained by the learner.
In this situation, prior knowledge of the learner is essential
so that new knowledge could be constructed on its basis.
23. (1) Children construct ‘naive theories' about various
phenomenon. In this background, a teacher should
challenge these conceptions of the children through
dialogue.
Naive theories are common explanations given by children
about various phenomenon like growing up, birth, death
etc.
A teacher’s task is to talk to the children about how do
they acquired such beliefs and try to challege their
conceptions through conversation.
Dismissing, ignoring or scolding the children will not be
helpful in this case.
24. (4) Cognition and emotion are dependant variables,
they are cause and effect of each other. Emotion is a
response of a cognitive activity. Cognition in emotion is
both a necessary and a sufficient condition.
For example, thoughts are capable of producing emotion
and vice versa. Therefore they are bi-directional means
affect both ways.
25. (4) Learning is a process that is influenced by various
processes. Social factors include social interaction which
develop the tendency to learn.
Pedagogical strategies include exercises, drills to
promote learning and memorising.
Emotional health such as instincts, desire to know,
excitement, appreciation etc. also motivates learning.
Arousing the interest of the students towards learning
new concepts is also a factor of learning.
26. (1) Social interactions are an important aspect of
the process of meaningful construction of knowledge.
Social interaction enhanced their critical thinking and
problem solving skills.
27. (1) Here material means getting a star. This in turn
promotes materialism and may not be healthy in the
long run. Students should develop a healthy attitude
and positive outlook towards learning.
Students attitude on learning determine their ability
and willingess to learn. If they learn for the reason to
earn a star or a badge, then it promotes materialistic
attitude towards learning.
28. (2) The concept of childhood is a social
construction according to contemporary
socio-constructivist theories. Social constructivism is a
sociological theory.
According to which, it is believed that human
development is socially situated and knowledge is
constructed through interaction with others.
The concept of childhood is broadly defined by social
construction where children learn with the help of
interaction of social factors.
29. (3) Middle childhood is a period from 6 to 12
years. During this stage, children begin to thin
logically about concrete events. Their thinking become
more logical and organised but still very concrete.
In this stage, children begin to experience more of the
world around them and try to develop their own
identity. In this stage, children learn to adjust to
school, with peers, learn the culture and acquire new
academic skills.
30. (2) Primary socialising agencies are the most
influential agents of socialization. They include the
family, childhood friends, neighbourhood, school,
mass media etc.
The primary socialization practice starts at home in
which one learns what is or is not accepted in society,
social norms and cultural practices that one is likely to
take up.
CTET 2019 July (CLASS VI-VIII) Solved Paper 1

SOLVED
PAPER
07 JULY, 2019

CTET
Central Teacher’s Eligibility Test

PAPER II (CLASS VI-VIII)

Directions (Q. Nos. 1-30) Answer the following questions by selecting the correct most
appropriate options.
1. Children’s errors and misconceptions
(1) signify that children’s capabilities are far inferior
than that of adults.
(2) are a significant step in the teaching learning
process.
(3) are a hindrance and obstacle to the teaching
learning process.
(4) should be ignored in the teaching learning
process.
2. In the constructivist frame child is viewed as
(1) a ‘problem solver’ and a ‘scientific investigator’
(2) miniature adult who less than adult in all aspects
such as size, cognition, emotions
(3) ‘tabula rasa’ or ‘blank slate’ whose life is shaped
entirely by experience
(4) a ‘passive being’ who can be shaped and molded
into any form through conditioning
3. A teacher’s role while using co-operative
learning in her class
(1) is to support the group which has the ‘bright’
and ‘talented’ children.
(2) is to be a silent spectator and let children do
what they want.
(3) is to leave the class and let children work on
their own.
(4) is to be supportive and monitor each group.
4. According to Lev Vygotsky, basic mental
capacities are transformed into higher
cognitive processes primarily through
(1) adaptation and organisation
(2) rewards and punishment
(3) social interaction
(4) stimulus-response association
5. Which of the following statements denotes
the relationship between development and
learning correctly?
(1) Development and learning are inter-related and
inter-dependent
(2) Development and learning are not related
(3) Learning takes place irrespective of development
(4) Rate of learning far exceeds the rate of
development
6. According to Piaget, specific psychological
structures (organised ways of making sense
of experience) are called
(1) mental maps (2) mental tools
(3) schemas (4) images
2 CTET 2019 July (CLASS VI-VIII) Solved Paper
7. ‘‘With an appropriate question/suggestion,
the child’s understanding can be extended
far beyond the point which she could have
reached alone.’’ Which construct does the
above statement highlight?
(1) Intelligence
(2) Zone of proximal development
(3) Equilibration (4) Conservation
8. Selecting and presenting stories and
clippings from newspaper that portray both
men and women in non-traditional roles is
an effective strategy to
(1) counter gender stereotypes
(2) promote gender bias
(3) promote gender constancy
(4) encourage stereotypical gender roles
9. Read the following description and identify
the stage of moral reasoning of Kohlberg.
Description
Right action is defined by self-chosen ethical
principles of conscience that are valid for all
humanity, regardless of law and social
agreement.
(1) The universal ethical principle orientation
(2) The instrumental purpose orientation
(3) The social-contract orientation
(4) The social-order maintaining orientation
10. One of the major accomplishments of
concrete operational stage is
(1) secondary circular reactions
(2) animistic thinking
(3) ability to conserve
(4) hypothetic deductive reasoning
11. Constructivists such as Jean Piaget and Lev
Vygotsky view learning as
(1) process of meaning making by active engagement
(2) acquisition of skills
(3) conditioning of responses
(4) passive repetitive process
12. Which of the following play an important
role in a child’s socialisation?
(i) Media (ii) School
(iii) Family (iv) Neighbourhood
(1) (i), (ii), (iii), (iv) (2) (iii), (i)
(3) (ii), (iii) (4) (i), (iii), (iv)
13. As per Howard Gardner’s theory of multiple
intelligence, how would the intelligence of a
person with the following characteristics be
categorised?
Characteristics :
‘‘Ability to detect and respond appropriately
to the moods, temperaments, motivations
and intentions of others.’’
(1) Therapeutic (2) Naturalistic
(3) Intrapersonal (4) Interpersonal
14. Which of the following should be the reasons
for assessment of children?
(i) To separate and label children into
non-achievers, ‘low achievers, ‘average’
and high achievers.
(ii) To improve teaching and learning
processes in the classroom.
(iii) To find out what changes and progress
in learning that takes place in the child
over a period of time.
(iv) To discuss the capabilities, potential,
strengths and challenging areas of the
child with the parents.
(1) (ii), (iv) (2) (i), (ii), (iii), (iv)
(3) (i), (ii), (iii) (4) (ii), (iii), (iv)
15. Several research studies show that teachers
have more overall interaction with boys than
girls. What is the correct explanation for
this?
(1) Boys are easier to manage than girls in the
classroom.
(2) Boys have much more academic capabilities
than girls.
(3) Boys need more attention than girls.
(4) This is an example of gender bias in teaching.
16. Which of the following is central to the
concept of progressive education?
(1) Extrinsic motivation and uniform assessment
parameters
(2) Textbook centric learning
(3) Belief in the capability and potential of every
child
(4) Standard instruction and assessment
17. To understand individual differences in
development it is important
(1) to consider both inherited characteristics as well
as environmental factors and their interplay.
(2) to look at the inherited characteristics that give
each person a special start in life.
(3) to look at the environmental factors that affect
individuals.
(4) to consider maturation of the body and the
brain.
CTET 2019 July (CLASS VI-VIII) Solved Paper
18. Which of the following is not a principle of
development?
(1) Exact course and nature of development is
determined at the time of birth itself.
(2) Individuals develop at different rates.
(3) Development is relatively orderly.
(4) Development takes place gradually over a
period of time.
19. Which of the following is most important in
an inclusive classroom?
(1) Individualised education plan
(2) Uniform instruction
(3) Standardised testing
(4) Promoting competitive learning
20. Which of the following is a correctly matched
pair of learners and their primary
characteristics?
(1) Attention deficit learners – High motivation;
can sustain attention for long periods of time
(2) Hearing impaired learners – Cannot
comprehend visual information
(3) ‘Dyslexic’ learners – Lack reading and writing
fluency
(4) Creative leaners – Hyperactive; slow in
completing work
21. The ability to come up with original and
divergent solutions to a problem is a
primary characteristics of
(1) children with learning disability
(2) egocentric children
(3) impaired children
(4) creative children
22. What instructional adaptations should a
teacher make while working with students
who are ‘Visually Challenged’?
(1) Focus on a variety of written tasks especially
worksheets
(2) Speak clearly and use a lot of touch and feel
materials
(3) Use a variety of visual presentations
(4) Orient herself so that the students can watch her
closely
23. Co-operative learning and peer-tutoring
……… in an inclusive classroom.
(1) should not be used
(2) should be actively promoted
(3) should be actively discouraged
(4) should be occasionally used
3
24. Which of the following does not result in
meaningful facilitation of learning?
(1) Encouraging multiple ways of looking at a
problem
(2) Connecting new knowledge to pre-existing
knowledge
(3) Promoting repetition and recall
(4) Use of examples and non-examples
25. Which of the following would not be
consistent with a constructivist environment?
(1) Teachers employ specific end of the term
assessment strategies and give feedback on
products rather than processes.
(2) Students are given frequent opportunities to
engage in complex, meaningful, problem based
activities.
(3) Students work collaboratively and are given
support to engage in task-oriented dialogue
with each other
(4) Teachers elicit student's ideas and experiences
in relationship to key topics and plant teaching
learning to elaborate or restructure their current
knowledge.
26. A teacher should encourage students to set
……… rather than ………
(1) marks seeking goals; failure avoiding goals
(2) learning goals; performance goals
(3) performance goals; learning goals
(4) failure avoiding goals; marks seeking goals
27. Which of the following strategies would
promote meaning-making in children?
(1) Uniform and standardised testing
(2) Exploration and discussion
(3) Transmission of information
(4) Using punitive measures
28. Which of the following are examples of
effective learning strategies?
(i) Setting goals and time tables
(ii) Making organisational charts and
concept maps
(iii) Thinking of examples and non-examples
(iv) Explaining to a peer
(v) Self-questioning
(1) (i), (ii), (iii), (iv), (v) (2) (i), (ii), (iii)
(3) (i), (iv), (v) (4) (i), (ii), (iii), (iv)
29. Which of these is an example of extrinsic
motivation?
(1) I complete my homework because the teacher
gives us marks for each assignment.
4 CTET 2019 July (CLASS VI-VIII) Solved Paper

(2) I enjoy doing my homework because it is so
much fun.
(3) I learn so much when I do my homework.
(4) Doing homework makes me understand my
concepts better
30. In a primary classroom a teacher should
(1) not give any example and non-example
(2) give only examples
(3) give only non-examples
(4) give both examples and non-examples

Answers
1 (2) 2 (1) 3 (4) 4 (3) 5 (1) 6 (3) 7 (2) 8 (1) 9 (1) 10 (3)
11 (1) 12 (1) 13 (4) 14 (4) 15 (4) 16 (3) 17 (1) 18 (1) 19 (1) 20 (3)
21 (4) 22 (2) 23 (2) 24 (3) 25 (1) 26 (2) 27 (2) 28 (1) 29 (1) 30 (4)

sOLVED PAPER 2019 Hints & Solutions

1. (2) Children’s errors and believed in cognitive apprenticeship counter gender stereotypes and
misconceptions are the integral part of where according to him, the thinking society free from gender hierarchical.
learning.Teacher in class tries to give process of the child is governed by 9. (1) Kohlberg presented three stages
best of her efforts to make student three major faculties i.e. Language, of moral development. i.e.
understand the topic. But, despite culture and society. Thus, it is true to preconventional, conventional and
being presenting best of the say that the mental cognitive postconventional.
knowledge, students lack the development of the child is the result
fundamental concept. This leads to the of social interaction. He believed that the development of
failure and misconception. the child tend to place in different
5. (1) Development refers to both levels. When it is about the abstract
Thus, the role of the teacher is not only quantitative as well as qualitative principles rather than concrete to
to present the concept, but have to do an changes. Learning is the on going follow the universal ethical principle
effort to make it clear to the student. process throughout the life span. Both orientation.
This makes it clear that children’s errors the terms are inter-related and
and misconceptions are significant step inter-dependent. 10. (3) One of the major
in teaching learning process. accomplishments of concrete
6. (3) According to Piaget, specific operational stage is ability to conserve.
2. (1) The theory of cognitivist deals psychological structures (organised Concrete operational stage is one
with the nature of knowledge and ways of making sense of experience) where student is moving towards the
how humans gradually come to are called schemas. He believed that adolescent stage i.e. 7-14 years. On
acquire, construct and use it. In schemas are the basic building blocks this stage he tries to understand
constructivist frame or approach, child of such cognitive models and enable us various issues like mass, weight,
is viewed as a ‘problem solver’ and a to form a mental representation of the volume and other basic terms.
‘scientific investigator’. world.
11. (1) Constructivists such as Jean
3. (4) Co-operative learning is an 7. (2) The statement given in question Piaget and Lev Vygotsky view
educational approach which aims to highlight about the zone of proximal learning as process of meaning making
organise classroom activities into development was given by Vygotsky. by active engagement.
academic and social learning 8. (1) Our society is formulated on Constructivists deal with the
experiences. the basis of gender stereotype, which development in learning processes
A teacher’s role while using says that the role of men and women through knowledge.
co-operative learning in her class is to is fixed and they cannot intermingle
be supportive and monitor each group. with others. But in school education 12. (1) Media, Neighbourhood,
Due to this, students get the habit to School and family play an important
through stories or potrays or clipping role in child’s socialisation.
work in groups to complete tasks and we try to showcase that both men
collectively achieve academic goals. and women are equal. There is a 13. (4) Gardner categories that people
4. (3) Lev Vygotsky was psychologist break in traditional role hierarchy do not just having intellectual capacity
who founded the theory of among the both genders. Thus, the but have many other kinds of
socio-cultural development. He ultimate aim is to eradicate and intelligence. One among them is
interpersonal intelligence. It is
CTET 2019 July (CLASS VI-VIII) Solved Paper 5
interpersonal intelligence are able to having difficulties with specific than performance goals. While only
pick up on the mood, characteristics, language skills, particularly reading. focussing on performance goals
emotions and intentions of those Dyslexic students in education have students may distract from achieving
around them. learning differences. Their brain their learning goals.
14. (4) Assessment is the major part of cannot hold information as 27. (2) Meaning-making is a process
teaching curriculum. Various reasons efficiently as non-dyslexics, often of people understand or make sense
for assessment of children are making their learning a slow, difficult of life events, relationships and the
and at times impossible process. self. When we talk about
(ii) To improve teaching and learning
Thus, it is clear that the person facing meaning-making in children,
processes in the classroom.
dyslexia have language based learning exploration and discussion are the best
(iii) To find out what changes and
disability. strategies to promote in children.
progress in learning that takes
place in the child over a period of 21. (4) Creative children are one that 28. (1) There are many strategies of
time. have the ability or capacity to createeffective learning, but the best one
(iv) To discuss the capabilities, and produce something new from which a teacher should inculcate in
potential, strengths and challenging the existing resources. students are the following such as:
areas of the child with the parents.The ability to come up with original (i) Setting goals and time-tables :
15. (4) If the research says that in the and divergent solutions to a problem These help students to be
classroom interaction teacher is more is a primary characteristics of creative organised and do their task on
interactive towards boy than girl then children. time without any delay.
it shows that it is nothing other than 22. (2) Students with disability like (ii) Making organisational charts
the gender bias where more favour is ‘visually challenged’ face many and concept maps : These help
towards boys than girls. This kind of problems in educational process. So, students to be on the right track
attitude is not appreciable in the it is important for a teacher to be while achieving their aims.
teaching curriculum since both girl and speak clear and use a lot of touch and (iii) Thinking of examples and
boy are equal for teacher. feel material. non-examples : These help
16. (3) Progressive education is a 23. (2) Co-operative learning and students to further extend their
reaction to the traditional style of peer-tutoring should be actively study.
teaching. Belief in the capability and promoted in an inclusive classroom. (iv) Explaining to a peer : It helps
potential of every child is central to the The most efficient way to do students to recall and make
concept of progressive education. concept clear.
inclusive classroom learning is to
(v) Self-questioning : It helps
17. (1) In the development of an promote co-operative and
students to clear their doubts.
individual, the two major factors are peer-oriented learning.
hereditary effect and environment. 29. (1) Extrinsic motivation refers to
24. (3) Learning is the continuous
To understand individual differences in process and it tends to provide new behaviour that is driven by external
development it is important to consider knowledge. rewards such as money, fame, grades
both inherited characteristics as well as Among the given options except and praise. Some examples of Extrinsic
environmental factors and their motivation are
option (3) i.e. promoting repetition — Learning a new language because
interplay. and recall all shows meaningful you like experiencing new things,
18. (1) Development is evolving and facilitation of learning. not because your job requires it.
ongoing process that creates growth, 25. (1) Constructive environment — Playing cards because you enjoy
progress, positive change or the theory provides a comprehensive set the challenge instead of playing to
addition of physical, economic, of methods to promote constructivist win money.
environmental, social and demographic learning environment. The theory
— I complete my homework because
components. Thus, it is incorrect to say focuses on problem solving and
the teacher gives us marks for each
that nature of development is conceptual development in assignment.
determined at the time of birth. ill-defined and ill-structured domain.
19. (1) Individualised education plan is They don’t believe in the end result 30. (4) In the primary classroom
of the learner. So, in such a case i.e. the class of students from age
most important in an inclusive
5 to 9 years tries to learn At this age it
classroom An inclusive classroom is to teacher employ specific end of the
term assessment strategies and give is important to perform the both
promote co-operative and
feedback or rather than process. learning in the form of example and
peer-oriented learning.
non-example because it will make
20. (3) Dyslexia refers to a cluster of 26. (2) A teacher should encourage things retained in mind.
symptoms, which result in people students to set learning goals rather
6 CTET 2019 July (CLASS I-V) Solved Paper

SOLVED
PAPER
7 JULY, 2019

CTET
Central Teacher’s Eligibility Test

PAPER I (CLASS I-V)

Directions (Q. Nos. 1-30) Answer the following questions by selecting the correct/most
appropriate options.
1. Gender is a/an 4. Which of the following is the primary
(1) economic concept (2) biological determinant socialising agency?
(3) Psychological entity (4) social construct (1) Media (2) Family
(3) School (4) Government
2. Which of the following correctly identifies
the broad domains of development? 5. The major proposition of Jean Piaget’s
(1) Social; physical; personality; self theory is that
(2) Physical; cognitive; social; emotional (1) Children’s thinking is qualitatively different
(3) Emotional; intellectual; spiritual; self from adults
(4) Physical; personality; spiritual; emotional (2) Children’s thinking is inferior to adults
(3) Children’s thinking is superior to adults
3. Which of the following statements about
(4) Children’s thinking is quantitatively different
intelligence is correct?
from adults
(1) Intelligence is multi-dimensional involving
several abilities 6. Which of the following characterises a child
(2) Intelligence is the ability to think convergently in the pre-operational stage?
(3) Intelligence is a relatively permanent change in (1) Irreversibility of thought
behaviour as a result of experiences (2) Circular reactions
(4) Intelligence is hereditary trait that involves (3) Goal-directed behaviour
mental activities such as memory and reasoning (4) Deferred imitation
CTET 2019 July (CLASS I-V) Solved Paper 7

7. Which of the following statements regarding 14. A child argues that Heinz shouldn’t steal the
children and their learning is correct? drug (medicine that can save his-wife)
(1) Children have to be rewarded and punished to because he will be caught and sent to jail if
make them motivated for learning he does so. According to Kohlberg, which
(2) All children are naturally motivated to learn and stage of moral understanding does the child
are capable of learning fall under?
(3) Children’s motivation to learn and their (1) The universal ethical principle orientation
capability to learn is pre-determined by (2) The instrumental purpose orientation
heredity only (3) The social-order maintaining orientation
(4) Children’s socio-economic background (4) The punishment and obedience orientation
determines and limits their motivation and
learning capability 15. Lev Vygotsky refers to the verbal dialogues
that children have with themselves as
8. In progressive education children are seen as (1) problematic speech
(1) blank slates (2) miniature adults (2) egocentric speech
(3) passive imitators (4) active explores (3) private speech
9. According to Lev Vygotsky, learning is (4) distorted speech
(1) a conditioned activity (2) a social activity 16. Associating toys, articles of clothing,
(3) an individual activity (4) a passive activity household items, occupations and colours
10. According to Jean Piaget, children with specific sex, is a demonstration of
(1) can be taught to behave and learn in specific (1) gender relevance
manner using principles of rewards and (2) evolved gender identity
punishment (3) gender stereotyping
(2) actively construct knowledge as they (4) gender theory
manipulate and explore the world 17. A teacher should
(3) learn by observing others following a process of (1) communicate that she respects and values all
observational learning cultures in the classroom.
(4) can be conditioned to behave in particular ways (2) maximise comparison amongst students
by carefully controlled stimulus response (3) promote students belonging to certain cultures
associations (4) ignore cultural differences and diversity
11. There are individual variations in the rate of amongst students
motor development, yet the sequence of 18. Which of the following constructs does Right
motor development is from ……… to ……… to Education Act, 2009 advocate?
(1) fine motor development; gross motor (1) Mainstreaming
development (2) Integrated education
(2) cephalocaudal; proximodistal (3) Inclusive education
(3) proximodistal; cephalocaudal (4) Segregation
(4) gross motor development; fined motor
development 19. ……… is the philosophy that all children
have a right to get equal education in a
12. The period that initiates the transition to regular school system.
adulthood is (1) Multi-culture education
(1) End childhood (2) Inclusion
(2) Adolescence (3) Mainstreaming
(3) Middle childhood (4) Special education
(4) Pre-operational period
20. Which of the following is NOT a key process
13. In an elementary classroom it is important to through which meaningful learning occurs?
……… the experiences that a child bring with (1) Exploration and interaction
her. (2) Memorisation and recall
(1) build on (2) deny (3) Repetition and practice
(3) neglect (4) ignore (4) Instruction and direction
8 CTET 2019 July (CLASS I-V) Solved Paper

21. Which of the following represents the correct 26. Children’s errors
matching of children in Column-A with their (1) are insignificant in the teaching learning
primary characteristic in Column-B? process
(2) reflect how careless children are
Column-A Column-B
(3) should be immediately corrected by asking
A Gifted 1. Lacks reading them to do repeated practice
fluency
(4) are a part of learning and give an insight into
B Learning disabled 2. Can think of their thinking
original solutions
C Creative 3. Tendency to get
27. Assessment
distracted easily (1) should be based on objective type written tasks
(2) should be undertaken as a separate activity
D Attention Deficit 4. Ability to learn
Hyperactivity quickly and (3) should be a part of the teaching learning
Disorder (ADHD) independency process
(4) should be done only in terms of marks
Codes
A B C D A B C D 28. What principle does the following
(1) 1 2 4 3 (2) 4 3 2 1 highlight?
(3) 4 1 2 3 (4) 4 3 1 2 ‘‘Students who do not perform well, feel
22. Children learn effectively when that they are not ‘good enough’ and feel
(1) they actively participate in different activities and demotivated.
tasks They are then likely to give up easily
(2) the teacher fully controls everything that without trying or persisting in doing tasks.’’
happens in the class including the children (1) Heredity and environment are not related
(3) they memorise facts given in the textbook (2) Cognition and emotions are not separable
(4) they copy answers written by the teacher on the (3) Cognition and emotions are not related
blackboard (4) Heredity and environment are not separable
23. Children should ……… questions in the class. 29. A teacher can encourage children to become
(1) be stopped from asking effective problem solver by
(2) be encouraged to ask (1) encouraging children to make guesses and to
(3) be discouraged to ask look at multiple solutions to the problem
(4) not be allowed to ask
(2) writing step-by-step solution to all the
24. In a constructivist frame, learning is questions in the textbook
(1) a change in behaviour as a result of experience (3) giving them plenty of opportunities to answer
(2) active and social in its character similar kinds of questions from the textbook
(3) passive and individualistic (4) emphasising on rote memorisation of the
(4) the process of acquisition of knowledge information given in the textbook
25. When teachers have positive beliefs about 30. Use of methods where learner’s own
students and their abilities, the students initiative and efforts are involved is an
(1) are not affected in any way example of
(2) are eager and motivated to learn (1) Traditional method
(3) become relaxed and stop putting in any efforts to (2) Inter-personal intelligence
learn (3) Deductive method
(4) become demotivated and stressed (4) Learner centered method

Answers
1 (4) 2 (2) 3 (1) 4 (2) 5 (1) 6 (1) 7 (2) 8 (4) 9 (2) 10 (2)
11 (4) 12 (2) 13 (1) 14 (4) 15 (3) 16 (3) 17 (1) 18 (3) 19 (2) 20 (2)
21 (3) 22 (1) 23 (2) 24 (2) 25 (2) 26 (4) 27 (3) 28 (2) 29 (1) 30 (4)
CTET 2019 July (CLASS I-V) Solved Paper
sOLVED PAPER 2019
1. (4) Gender is a social construct.
Gender roles are decided by the
society for both men and women
according to their relationships,
personality traits, attitudes and
behaviours, values. Gender gives
more importance and power to
males over females which gives birth
to gender stereotypes.
2. (2) Development is an inclusive
term that incorporates changes in
several areas. These areas or domains
deals with 4 broad catagories :
1. Physical and Motor Development
2. Cognitive Development
3. Social Development
4. Emotional Development
3. (1) Intelligence is
multi-dimensional as it involves
several abilities. Howard Gardner
believed that every student has a
unique style of learning and has
different abilities.
Thus, he proposed a theory named
as multi-dimensional intelligence or
multiple intelligence theory.
4. (2) Family is the primary
socialising agency of a child. Family
is a fundamental social institution in
society. Everyone is born into some
form of family, with the family
taking the responsibility of
nurturing, teaching the norms or
accepted behaviours within the
family structure and within society.
5. (1) Piaget’s theory of cognitive
development is a comprehensive
theory about the nature and
development of human
development.
Piaget’s theory is mainly known as a
development stage theory. The
major proposition of Jean Piaget’s
theory is that children’s thinking is
qualitatively different from adults.
6. (1) The pre-operational stage is
the second stage in Piaget’s theory of
Cognitive Development. This stage
Hints & Solutions
begins around age 2, as children start
to talk and last until age 7.
Irreversibility of thought
characterises a child in the
pre-operational stage.
7. (2) All children are naturally
motivated to learn and are capable of
learning. They are natural learners
and knowledge is the outcome of
their own activity. Children learn
through interactions with the
environment around nature, things
and people through actions and
languages.
8. (4) Progressive education is a
reaction to the traditional style of
teaching. Children, in this system,
are active learners/explorers and
teachers act as a supporter or guide.
9. (2) Lev Vygotsky (1962), a
Russian teacher and Psychologist,
first stated that we learn through our
interactions and communications
with others. According to Vygotsky,
learning is a social activity.
10. (2) Jean Piaget believed that as
children grow and their brains
develop, they move through four
distinct stages i.e. Sensorimotor,
Pre-operational, Concrete
operational and formal operational
that are characterised by differences
in thought processing in his research.
According to Piaget, children
actively construct knowledge as they
manipulate and explore the world.
11. (4) There are individual
variations in the rate of motor
development, yet the sequence of
motor development is from gross
motor development to fined motor
development.
12. (2) Adolescence is the period of
transition between childhood and
adulthood. Children who are
entering adolescence are going
through many changes like, physical,
intellectual, personality and social
development.
9
13. (1) In an elementary classroom,
it is important to build on the
experiences that a child brings with
her. It is a characteristic of
constructive classroom where
children are free to share their
experiences.
14. (4) Kohlberg presented the
theory of moral development in
which he states that cognitive moral
development of human behaviour
tends to occur in three stages i.e.
pre-conventional, conventional and
post conventional. The above
mentioned example is the part of
pre-conventional stage where child’s
sense of morality is externally
controlled. By saying that Heinz
should not steal the medicinal drug,
this means that one is trying to
develop the obedience and
punishment orientation in behaviour
of child.
15. (3) Lev Vygotsky refers to the
verbal dialogues that children have
with themselves as private speech.
Vygotsky differentiates among three
forms of language: social speech,
private speech and public speech.
16. (3) Gender stereotyping is
harmful when it limits women’s and
men’s capacity to develop their
personal abilities, pursue their
professional careers and make
choices about their lives.
So, if we make a pre conceived
statement regarding the clothes, toys
or occupation regarding the gender
then it comes under gender
stereotyping.
17. (1) A teacher should
communicate that she respects and
values all cultures in the classroom.
The role of a classroom teacher is to
educate about different religions
without supporting one religion over
another as teacher must stay neutral
regarding individual belief about
religion.
10 CTET 2019 July (CLASS I-V) Solved Paper

18. (3) Inclusive education advocated the
Right to Education Act, 2009. This act
was enacted for describing the modalities
of the importance of free and compulsory
education for children between 6 and 14
yrs in India under Article 21A of the
Indian Constitution. In this, government
schools shall provide free education to all
the children and the schools will be
managed by school management
committees.
19. (2) Inclusion is the philosophy that all
children have a right to get equal
education in a regular school system.
20. (2) A meaningful learning is the
outcome of many processes such as
exploration, interaction, repetition,
practice and instructions and directions
given by teachers/guides. These processes
provide long-term effective learning
whereas memorisation and recall are not
effective processes of learning because
these provide short-term learning which
diminishes with time.
21. (3) Correct the matching is given
below
Column-A Column-B
A Gifted 4. Ability to learn
quickly and
independency
B Learning 1. Lacks reading
disabled fluency
C Creative 2. Can think of
original solutions
D Attention 3. Tendency to get
Deficit distracted easily
Hyperactivity
Disorder
(ADHD)
22. (1) When children activity
participate in different activities and
tasks, their learning becomes
effective. These activities create a
permanent change in their
personality and prepare them for life
long learning. All these activities take
place in an inclusive classroom
environment.
23. (2) In a class students should be
encouraged to ask questions because
the student’s ability to express their
views and thoughts is generated
through questions. Questioning also
review learning and also stimulate
students to pursue knowledge on
their own.
24. (2) Constructive teaching is
based on constructivist learning
theory. In this type of learning,
learners are actively involved in a
process of meaning and knowledge.
Learners are the makers of meaning
and knowledge. Due to this, in a
constructivist frame, learning is
active and social in its character.
25. (2) If teacher have positive
beliefs about students and their
abilities, the students will be eager
and motivated to learn. This not
only helps students but also shows
the learning and teaching approach
of a teacher.
26. (4) Children’s errors are the
major part of learning process. It not
only enhances and improves their
thinking but also gives a quality
check to understanding. If a student
makes an error then it is possible
that he will get new knowledge from
this and secondly it also makes
things clear which were falsely
understood.
27. (3) Assessment should be a
part of the teaching learning
process.
There are three types of
assessment
(a) Formative
(b) Summative
(c) Comparative
28. (2) If students who do not
perform well feel that they are
not ‘good enough’ and feel
demotivated everytime, then
their cognition and emotions
are not separable.
Even though students are
intellectual and cognitively high
yet their decisions at time are
the result of their emotions
which makes it clear that
cognition and emotion are not
separable.
29. (1) Problem solving is the
efficient technique which a
teacher tries to put in the
students. A teacher can
encourage children to become
effective problem solver by
encouraging children to make
guesses and to look at multiple
solutions to the problem.
30. (4) Use of methods where
learner’s own initiative and
efforts are involved, is an
example of learner centered
method.
CTET SOLVED PAPER (DEC 2018) PAPER II (CLASS VI-VIII) 1

SOLVED
PAPER
9 DECEMBER, 2018

CTET
Central Teacher’s Eligibility Test
PAPER II (CLASS VI-VIII)

Child Development and Pedagogy

Directions (Q.Nos. 1-30) Answer the following questions by selecting the correct/most
appropriate options.
1. Creativity is thought to be related to the concept of
(1) crystallised intelligence (2) convergent thinking
(3) divergent thinking (4) fluid intelligence
2. The acceptable sound combinations of a language are specified in its ……… rules.
(1) grammatical (2) syntactic (3) inflection (4) phonological
3. The position where thought patterns are influenced by language is called
(1) linguistic determination (2) cognitive bias
(3) sociolinguistic genesis (4) cultural tendency
4. Ravi repairs appliances by testing hypothesis about the cause of the malfunction based on his
experiences with the symptoms. He uses
(1) algorithms (2) mental set (3) heuristics (4) insight
5. Divya often divides the assigned job into small tasks which she can handle easily. She is using
(1) secondary elaboration (2) subgoal analysis (3) functional fixedness (4) reductionism
6. ‘‘Society determines the roles of male and female.’’ This statement articulates
(1) gender as a hereditary endowment (2) gender as an intuitive construct
(3) gender as a social construct (4) gender as an inherent construct
7. Grading, coding, marking and credit accumulation systems are some of the examples of
(1) symbolising position of children in the class
(2) depicting the academic progress in report card
(3) scoring procedure of assessment of learner’s achievement
(4) evaluation procedure of answer sheets of the examination
2 CTET SOLVED PAPER (DEC 2018) PAPER II (CLASS VI-VIII)

8. Assessment of learner’s achievement helps the 16. Teaching learners at varying levels of
teachers to difficulty based on the ability of individual
(1) evaluate the effectiveness of pedagogy learner is known as
(2) make ability grouping of learners in the classrooms (1) selective instruction
(3) prepare activity log for teaching (2) precision teaching
(4) maintain the performance record of learners (3) errorless instruction
(4) differentiated instruction
9. Inclusive education is based on the
principle of 17. Maintenance is the specific stage of
(1) equity and equal opportunities learning which is antecedent to ………
(2) social existence and globalisation stage of learning.
(3) world brotherhood (1) motivation (2) independent
(4) social equilibrium (3) generalisation (4) acquisition
10. The Rights of Persons with Disabilities Act 18. Zajonc believes that cognition and emotion
has been enacted in the year are
(1) 1995 (2) 1999 (3) 2016 (4) 1992 (1) independent (2) interrelated
11. Children with individual differences should (3) integrated (4) interdependent
be taught in a school having teachers 19. A teacher is teaching children by
(1) trained to use different pedagogy to meet their demonstration of a task to correct the
diverse learning needs performances of an already learned task.
(2) trained to teach children with specific individual He is using ………… method of teaching.
differences (1) observation (2) correction
(3) trained to make them homogeneous learners (3) modelling (4) imitation
(4) to teach in different sections of classrooms based
on their individual differences 20. According to Mann and Janis, decision
maker children analyse the problem, list
12. The Right of Children to Free and the alternatives and weigh each option for
Compulsory Education Act, 2009 ensures the its advantages and disadvantages. His
Rights of Children with disabilities to free behaviour reflects
education from (1) vigilant (2) outgoing
(1) 3 years to 18 years (2) 6 years to 14 years (3) autocratic (4) surveillance
(3) 6 years to 22 years (4) 6 years to 18 years
21. In ………… thinking, a child as a problem
13. Providing teaching-learning materials in
solver evaluates the truth or likelihood of
accessible formats to the diverse learners
statements.
implies
(1) aesthetic (2) abstract
(1) Universal Code of Teaching Practices
(3) logical (4) creative
(2) Universal Humanistic Approach of Teaching
(3) Universal Design of Learning 22. The task in which the children get
(4) Universal Inclusive Education Ethical experience while enjoying themselves is
Considerate known as
14. ………… involves self-awareness and control (1) consumer type task
of cognitive abilities, e.g. planning, reviewing (2) producer type task
(3) problem type task
and revising, etc.
(4) drill and practice task
(1) Metacognition (2) Cognition
(3) Accommodation (4) Centration 23. Multisensory approach in
15. When children think to interpret the received teaching-learning is the simultaneous use
information according to their experiences, it of visual, auditory, tactile and …… senses
is called to enhance learning.
(1) creative thinking (2) abstract thinking (1) vestibular (2) perceptual
(3) concrete thinking (4) reflective thinking (3) observational (4) kinesthetic
CTET SOLVED PAPER (DEC 2018) PAPER II (CLASS VI-VIII) 3

24. The development from central part of the 27. The concept of object permanence is
body towards peripheries or extremities attained during Piaget’s ………… stage of
denotes the development.
(1) principles of decentralised development (1) preoperational (2) concrete operational
(2) principles of proximodistal development (3) formal operational (4) sensorimotor
(3) principles of cascade development
28. Individualised Education Programme is
(4) principles of radiated development
planned from the perspective of
25. School is an institution of socialisation of (1) Child-Centered Education Programme
children, where (2) Open School Education Programme
(1) school routines occupy the central position (3) e-Learning Education Programme
(2) school activities occupy the central position (4) Special Education Programme
(3) school teachers occupy the central position
29. Between ………… months of age, most
(4) school children occupy the central position
children begin to combine words into short
26. If you join a teacher fraternity and choose to sentences while speaking.
dress like most of the others in your group, (1) 18 and 24 (2) 24 and 30
you are exhibiting (3) 30 and 36 (4) 12 and 18
(1) obedience
30. The concept of Intelligence Quotient or IQ
(2) compliance
(3) conformity
was developed by
(4) group identity (1) Binet (2) Stern (3) Terman (4) Galton

ANSWERS
1 (3) 2 (4) 3 (1) 4 (1) 5 (2) 6 (3) 7 (3) 8 (4) 9 (1) 10 (3)
11 (2) 12 (2) 13 (3) 14 (1) 15 (1) 16 (4) 17 (3) 18 (1) 19 (1) 20 (1)
21 (3) 22 (4) 23 (4) 24 (1) 25 (4) 26 (4) 27 (4) 28 (1) 29 (1) 30 (1)

sOLVED PAPER 2018 Hints & Solutions

1. (3) Divergent thinking is a thought process where new
ideas are generated by exploring many possible solutions.
Creativity means generating new ideas and ways of
approaching a thing. Therefore, creativity is related to the
concept of divergent thinking.
2. (4) The acceptable sound combinations of a language
are specified in its phonological rules. A phonological
rule is a formal way of expressing a systematic
phonological process or diachronic sound change in
language.
3. (1) The position where thought patterns are influenced
by language is called linguistic determination. Linguistic
determination is the idea that language and its structures
limit and determine human thought, knowledge and
perception.
4. (1) Algorithms are procedures for computing or
reaching to a conclusion by performing calculations,
analysis, and reasoning that are based on past
experiences. Therefore, option (1) algorithms is the
correct option.
5. (2) Subgoal analysis means step by step description of
a process to achieve a related goal. So, dividing the
assigned jobs into small tasks to handle it easily is called
subgoal analysis.
6. (3) Society creates specific gender roles which are
prescribed as ideal or appropriate behaviour for females
and males. The specific gender roles are constructed in
the society. They are not hereditary, intuitive or inherent.
So, option (3) is correct.
7. (3) Grading, coding, marking and credit accumulation
system are scoring procedure of assessment of Learner’s
performance. These are part of assessment which helps
the teachers and parents to know about the learner’s
achievements.
4 CTET SOLVED PAPER (DEC 2018) PAPER II (CLASS VI-VIII)
8. (4) Assessment of learner’s achievement helps the
teachers to maintain the performance record of learners.
This helps in indicating each learner’s performance and
plan effective ways of their improvement.
9. (1) Inclusive education refers to a learning
environment that promotes the complete development of
all learners irrespective of race, class, colour, gender,
disability and language. It provides equity and equal
opportunities for all. So option (1) is correct.
10. (3) The Rights of Persons with Disabilities Act have
been enacted in the year 2016 by the Indian Parliament.
The Act replaced persons with Disabilities Act of 1995.
The 2016 Act is in line with the United Nations
Convention on the rights of persons with disabilities.
11. (2) Children with individual differences should be
taught in a school having teachers who have been trained
to teach children with specific individual differences.
Trained teachers can better understand the needs of
individual child and thus help in child’s development.
12. (2) Right of Children to Free and Compulsory
Education Act or Right to Education Act (RTE) was
enacted by the Indian Parliament on 4th August, 2009.
The Act describes the importance of free and
compulsory education for children between the age
group 6 to 14 years under Article 21A of the Indian
Constitution.
13. (3) Universal Design of Learning refers to
developing flexible learning environments that can
accommodate individual learning differences. So,
providing appropriate teaching-learning materials to
diverse learners in universal design of learning.
14. (1) Metacognition is the understanding of one’s own
thought process. It involves self-awareness and control
of cognitive abilities like planning, reviewing and
revising. It is a process of higher order thinking.
15. (1) In creative thinking new ideas, ways or thoughts are
developed to approach a particular task. The ways to
approach is based on individual thinking pattern,
experiences and interpretation. Therefore, option (1) is
correct.
16. (4) Differentiated instruction means modifying
instructions to meet individual needs of the learners.
Teachers provide differentiated instruction by generating
different content, process, materials, learning
environment and flexible grouping.
17. (3) While teaching the children with intellectual
disability, an intellectual hierarchy is followed which is
divided into four stages: Acquisition, Fluency,
Maintenance and Generalisation. So, the correct answer
is generalisation as it comes after maintenance.
18. (1) American Social Psychologist Robert Zajonc
believed that emotion is independent from cognition. He
focussed on processes involved in social behaviour with
emphasis on the relationship between affect, emotion and
cognition.
19. (1) When the teacher is demonstrating the way of
doing a task again then it means that the students are not
doing the task properly. Here, the teacher has used the
method of observing the students carefully, so option (1)
is correct.
20. (1) Mann and Janis have propound a specific decision
making pattern known as vigilance, where individuals
seek information, analyse the problems, list the
alternatives and then make careful decisions.
21. (3) Logical thinking refers to the process where a
person uses reasoning consistently to come to a
conclusion. So, when a child starts evaluating and
analysing a problem then it is logical thinking.
22. (4) The drill and practice task is a way of instruction
characterised by systematic repetition of concepts,
examples and practice problems. It is used as an active
means of teaching and children also get enjoying
themselves.
23. (4) Kinesthetic movements require whole body
movements such as hands, legs and finger. This helps in
learning effectively. The multisensory approach is used in
kindergarten classes where children learn various actions
and rhymes.
24. (1) Principles of decentralised development is the
correct choice. According to this principle, development
takes place from the central part of the body and moves
towards the peripheries or extremities.
25. (4) In a school, the children occupy the central or the
most important position. A school functions well if its
children get a stress free and happy learning environment.
School routine, school activities and school teachers
always focus on creating a good learning environment.
26. (4) Group identity refers to a sense of belonging of a
person towards a particular group. Therefore, if a teacher
dresses like most of the other teachers, then he/she shows a
sense of belonging towards the teacher fraternity.
27. (4) The concept of object permanence is attained
during sensorimotor stage of development as formulated
by Jean Piaget. This stage is from 0 to 2 years. Babies gain
knowledge through their senses and motor developments
in this stage.
28. (1) Child- Centered Education Programme focuses on
individualised education programme that is centered
around the child. It adopts various teaching strategies and
techniques which suits the specific needs of the child.
29. (1) Child growth is divided into different stages. In
the age of 18 and 24 months child is no more limited to
one-word sentence. Children in this age group start
combining words to form a short sentence.
30. (1) Psychologist Alfred Binet developed the concept
of Intelligence Quotient (IQ) which is a psychometric
CTET SOLVED PAPER (DEC 2018) PAPER I (CLASS I-V) 5

SOLVED
PAPER
9 DECEMBER, 2018

CTET
Central Teacher’s Eligibility Test

PAPER I (CLASS I-V)

Child Development and Pedagogy

Directions (Q. Nos. 1-30) Answer the following questions by selecting the correct/most
appropriate options.
1. Which one of the following best describes a teacher’s role?
(1) Creating a relaxed space where children learn through dialogue and inquiry
(2) Teacher’s most important role in the classroom is to maintain discipline
(3) A teacher should adhere to the prescribed textbook
(4) Completing the syllabus on time leaving enough time for revision is important
2. Which one of the following classrooms encourages rich learning?
(1) A classroom with structured and planned learning driven by textbook content
(2) A classroom with a variety of material displayed in the class beyond the reach of children so that the material
lasts longer
(3) A classroom with open activity corners and a variety of children’s literature in open shelves accessible any
time of the day
(4) A classroom with neatly organised material in cupboards brought out once a week for free play
3. Which one of the following best describes the role of textbooks in the classroom?
(1) They form the most essential learning resource in a resource-starved context.
(2) They are one of the resource and reference materials available in the class.
(3) They maintain homogeneity in learning across a State of the Nation.
(4) They provide guidance to teachers and parents about the course of study.
6 CTET SOLVED PAPER (DEC 2018) PAPER I (CLASS I-V)
4. The National Curriculum Framework,
2005 derives its understanding from
(1) cognitive theories (2) humanism
(3) behaviourism (4) constructivism
5. The children in a class can be considered to
be motivated if
(1) they ask questions seeking clarification from
the teacher
(2) they come to school neatly dressed in uniform
(3) they maintain discipline in the class
(4) all are regular in attendance
6. Which one of the following is the most
suitable to improve children’s learning?
(1) Teacher should facilitate children to interact
with each other on real-life situations.
(2) Regular assessment test should be conducted.
(3) Teacher should explain the content using
different example and illustrations.
(4) All types of learning material should be there
in the class.
7. The discipline which has a significant role in
a learning environment is of the kind which
helps
(1) children rote memorise their lessons
(2) children to regulate and monitor their own
learning
(3) to create silence
(4) teachers to give instructions
8. Which one of the following statements is
true about the role of heredity and
environment?
(1) Environment plays a significant role only in
the child’s language development.
(2) Certain aspects of development are influenced
more by heredity and others more by
environment.
(3) A child’s ability to learn and perform is
completely decided by the genes.
(4) Good care and a nutritious diet can fight off
any disorder a child is born with.
9. Which one of the following statements
cannot be attributed to Piaget’s theory?
(1) Children act on their environment.
(2) Development occurs in qualitative stages.
(3) Children construct and use knowledge about
their world.
(4) Learning takes place through constant practice.
10. Which one of the following is not a limitation
of the preoperational thought?
(1) Irreversibility
(2) Tendency to concentrate
(3) Development of the symbolic thought
(4) Egocentrism
11. Play has a significant role in development of
young children for the following reasons,
except
(1) they acquire new skills and learn when to use
them
(2) they gain mastery over their body
(3) it stimulates their senses
(4) it is just a pleasant way to spend time
12. Which one of the following questions invites
children to think critically?
(1) What are the different ways in which we can
solve this?
(2) Do you know the answer to this?
(3) What is the right answer?
(4) Can you think of a similar situation?
13. Which one of the following options best
describes progressive education?
(1) Project method, ability grouping, ranking
(2) Learning by doing, project method, cooperative
learning
(3) Thematic units, regular unit tests, ranking
(4) Personalised learning, ability grouping, labeling
students
14. Which one of the following statements about
progressive education explains ‘Education is
life itself ’?
(1) Life is the true educator.
(2) School education should continue as long as
possible.
(3) Schools are not required, children can learn
from their life experiences.
(4) Education in schools should reflect the social and
natural world.
15. Which one of the following can be considered
as a contribution of Kohlberg’s theory?
(1) His belief is that children are moral philosophers.
(2) His theory has supported an association between
cognitive maturity and moral maturity.
(3) The theory has elaborate testing procedures.
(4) It establishes a clear relationship between moral
reasoning and action.
CTET SOLVED PAPER (DEC 2018) PAPER I (CLASS I-V)
16. The Zone of Proximal Development refers to
(1) the point in learning when support can be
withdrawn
(2) the phase when maximum development is
possible
(3) the developmental phase when child takes
complete responsibility for learning
(4) a context in which children can almost perform a
task on their own with the right level of support
17. An androgynous personality
(1) adheres to stereotypical gender roles prevalent in
the society
(2) refers to men with feminine traits
(3) has a balance of what are generally considered
masculine and feminine traits
(4) tends to be assertive and arrogant
18. Children acquire gender roles through all of the
following, except
(1) tutoring (2) media
(3) socialisation (4) culture
19. One of the critiques of standardised tests has
been that
(1) they do not give a clear picture of a child’s ability
(2) they represent largely the mainstream culture and
are therefore biased
(3) their language is difficult to understand
(4) the tests cannot be administered on large
populations
20. The theory of multiple intelligence says that
(1) intelligence can be multiplied with effective
pedagogy
(2) intelligence can be rapidly accelerated
(3) intelligence can be of several kinds
(4) paper-pencil tests are not helpful
21. Teacher can utilise both assessment for
learning and assessment of learning to
(1) monitor children’s progress and set appropriate
goals to fill their learning gaps
(2) know children’s progress and achievement level
(3) know learning needs of child and select teaching
strategy accordingly
(4) assess child’s performance at periodic intervals
and certify his/her performance
7
22. Which one of the following is related to
Continuous and Comprehensive
Evaluation?
(1) It is useful to label children as slow, poor or
intelligent.
(2) It has been mandated by the Right to
Education Act of India.
(3) It is an integral part of teaching-learning
process.
(4) It focuses on child’s achievement in different
learning areas.
23. Giftedness in children can be attributed
to
(1) a disciplined routine
(2) an interplay between heredity and
environment
(3) a resource-rich environment
(4) successful parents
24. Children coming from socio-economically
disadvantaged backgrounds need a
classroom environment which
(1) categorises children based on their abilities
(2) teaches them good behaviour
(3) values and uses their cultural and linguistic
knowledge
(4) discourages the use of their language so that
they learn the mainstream language
25. The intervention needed for creative and
talented children in the classroom rests on
(1) giving them the responsibility of teaching
other children
(2) use of customised and stimulating
instructional methods by the teacher
(3) giving extra time to them
(4) being affectionate towards them
26. Which one of the following ways is not a
suitable way to help hyperactive children
learn?
(1) Reprimanding them often for being restless
(2) Breaking up a task into small, manageable
segments
(3) Offering alternative ways of learning
(4) Including physical activity in their daily
schedule
8 CTET SOLVED PAPER (DEC 2018) PAPER I (CLASS I-V)

27. Patterns of divergent thinking identify 29. Which one of the following is an emotion?
children, who are (1) Stimulus (2) Memory
(1) resilient (2) disabled (3) Fear (4) Attention
(3) dyslexia (4) creative 30. A three-year-old child explains that milk is
28. Which one of the following does not describe produced by a machine at the milk booth.
the ways in which a teacher can model Which one of the following offers the best
problem solving for children in the classroom? explanation of the child’s understanding?
(1) Ask questions with convergent answers (1) The child’s family does not offer a stimulating
environment to the child.
(2) Discuss your thought processes about solving
(2) The child has very limited exposures of the
a particular problem world.
(3) Be honest about making mistakes while solving (3) The child’s answer is based on his/her
the problem experience of buying milk from the milk booth.
(4) Use vocabulary like think, ideas, trial and (4) The child has never seen cows.
different answers

ANSWERS
1 (1) 2 (3) 3 (1) 4 (4) 5 (1) 6 (1) 7 (2) 8 (2) 9 (2) 10 (2)
11 (4) 12 (1) 13 (2) 14 (4) 15 (4) 16 (4) 17 (3) 18 (1) 19 (2) 20 (3)
21 (2) 22 (2) 23 (2) 24 (3) 25 (2) 26 (1) 27 (4) 28 (1) 29 (3) 30 (3)

sOLVED PAPER 2018 Hints & Solutions

1. (1) When a teacher provides such an environment
where all students are free to ask their queries to the
teacher, it motivates children to learn in a better way. Thus,
it is the responsibility of a teacher to create a relaxed space
where children can learn through dialogue and inquiry.
2. (3) Studies show that students learn best when learning
is active, when they are provided such open activity
corners in classrooms where they are engaged in hands-on
classroom games and activities and involved in what they
are learning. If schools provide a variety of children’s
literature within their reach, it is also helpful for children to
use all their senses. Thus, it helps the brain create pathways
that make it easier and quicker to retain information.
3. (1) The best role of textbooks in the classroom is that
they form the most essential learning resource in a
resource starved context. As for primary classes these
form the main part to provide information to the
children. These textbooks consist of a number of
interesting activities and almost each chapter starts with a
story along with colorful pictures which attracts children
to read these with pleasure and reduce boredom of the
classroom environment.
4. (4) The National Curriculum Framework, 2005
derives its understanding from constructivism.
Constructivism is an observation and scientific theory
which explains how do children learn. It highlights that
how people construct their own understanding and
knowledge of the world, through experiencing things
and reflecting on those experiences.
5. (1) The children in a class can be considered to be
motivated if they ask questions seeking clarification from
the teacher. To ask questions by students to their teacher
is a sign of child- centered teaching-learning.
6. (1) If a teacher wants to improve his/her children’s
learning, it is most important that he/she should facilitate
children to interact with each other on real-life situations.
This type of classroom activity creates the cooperative
learning environment.
7. (2) The discipline which has a role in a significant
learning environment is of the kind which helps children
to regulate and monitor their own learning. When
students do their self-assessment it helps them to know
about their mistakes and progress which is helpful to
improve learning in a best possible way.
8. (2) The role of both heredity and environment are
equally important for the development of a child. Thus,
certain aspects of development are influenced more by
heredity and others more by environment.
CTET SOLVED PAPER (DEC 2018) PAPER I (CLASS I-V)
9. (2) Jean Piaget was a psychological constructivist.
According to Piaget’s theory of ‘cognitive development’,
development not only occurs through qualitative stages but
also quantitative ones.
10. (2) The preoperational stage is the second stage in Jean
Piaget’s theory of cognitive development. This is the stage
which covers the children of two to seven years.
At this stage children think at a symbolic level but are not yet
using cognitive operations. Their thoughts and
communications are typically egocentric i.e. about
themselves and their thinking is ‘irreversible’ at this stage in
which a child cannot appreciate that a reverse transformation
would return the material to its original state. Thus, due to
lack of logical thought, children of this stage do not have
tendency to concentrate.
11. (4) Play has a significant role in development of young
children for the reasons given in the questions, except it is
just a pleasant way to spend time.
12. (1) If a teacher asks such a question like, ‘What are the
different ways in which we can solve this?,’ It provides
impetus to students to think over various ways which may be
best fitted to solve the given problem.
13. (2) The progressive education movement was started by
John Dewey, who was an American philosopher and educator.
He believed that school activities and the real life experiences of
the students should be connected or else real learning would be
impossible. This can be possible by the progressive education,
which gives emphasis that educators should teach children how
to think rather than relying on rote memorisation. This
education promotes different activities like learning by doing,
project method and cooperative learning which gives chance to
students to learn in a better and effective way.
14. (4) The school is of vital importance in the socialisation of
the child. It is the place where children confront a new world
and society. It provides education about different aspects of
life. Thus, it is important that education in schools should
reflect the social and natural world.
15. (4) Kohlberg’s Theory of Moral Development explains that
there is a clear relationship between moral reasoning and action.
Most people have strong moral beliefs about what is right and
wrong, thus they mostly act according to their moral reasoning.
16. (4) The Zone of Proximal Development was developed
by Soviet psychologist and social constructivist
Lev Vygotsky. This concept refers to a context in which
children can almost perform a task on their own with the
right level of support.
17. (3) Androgynous is a Psychological term. It describes a
person whose personality traits fall somewhere in between
the traits that are typically associated with males and females.
18. (1) Except ‘tutoring’, children acquire gender roles
through socialisation, culture and media.
9
19. (2) The standardised tests are unavoidably biased
by social-class, ethnic, regional and other cultural
differences.
20. (3) The theory suggests that intelligence can be of
several kinds which can be used at different situations.
21. (2) During teaching- learning process, a teacher
can utilise both assessment for learning and
assessment of learning to know children’s progress
and achievement level.
22. (2) Continuous and comprehesive has been
mandated by the right to education act of India.
23. (2) Giftedness in children can be attributed to
interplay between heredity and environment.
24. (3) Children coming from socio-economically
disadvantaged backgrounds need a classroom
environment which values and uses their cultural and
linguistic knowledge. This type of environment
encourages social harmony and develops mutual
understanding among students.
25. (2) The intervention needed for creative and
talented children in the classroom rests on use of
customised and stimulating instructional methods by
the teacher. A stimulated classroom environment is a
combination of many things like Hands-on activities,
Multi-modal means of learning each new concept,
Opportunities for higher-order thinking skill
questions etc.
26. (1) To help the hyperactive children learn, a
teacher needs to offer alternative ways of learning. e.g.
physical activity in their daily schedule and break up a
task into small, manageable segments.
27. (4) Through patterns of divergent thinking, a
teacher can identify children who are creative or not.
Thus, if a teacher wants to identify who is a creative
student, he/she may give such tasks to students like,
identify the different ways to solve this problem.
28. (1) If a teacher wants to solve a problem for
his/her students, thus he/she needs to discuss his/her
thought processes about solving that particular
problem. The teacher should also use such
vocabulary like, think, ideas, trial, and he/she should
be honest about making mistakes while solving the
problem.
29. (3) Fear is an emotion of human being. It is a
reaction to something immediate that threatens a
person’s security or safety.
30. (3) When a three-year-old child explains that
milk is produced by a machine at the milk booth. It
shows that the child’s answer is based on his/her
experience of buying milk from the milk booth.
Solved Paper 2016
SOLVED
PAPER
18 SEPTEMBER, 2016
CTET
Central Teacher’s Eligibility Test
PAPER I (CLASS I-V)
Child Development and Pedagogy
Directions (Q. Nos. 1-30) Answer the
following questions by selecting the correct/ most
appropriate option.
1. Which of the following is a characteristic of a
gifted learner?
(1) He can feel understimulated and bored if the class
activities are not challenging enough
(2) He is highly temperamental
(3) He engages in ritualistic behaviour like hand
flapping, rocking etc.
(4) He gets aggressive and frustrated
2. A teacher can enhance effective learning in her
elementary classroom by
(1) drill and practice
(2) encouraging competition amongst her students
(3) connecting the content to the lives of the students
(4) offering rewards for small steps in learning
3. Which of the following statements about children
are correct?
A. Children are passive recipients of knowledge.
B. Children are problem solvers.
C. Children are scientific investigators.
01
D. Children are active explorers of the
environment.
(1) B, C and D
(2) A, B, C and D
(3) A, B and C
(4) A, B and D
4. Which of the following is the most
effective method to encourage
conceptual development in students?
(1) Replace the student’s incorrect ideas with
correct ones by asking them to memorise
(2) Give students multiple examples and
encourage them to use reasoning
(3) Use punishment till students have made
the required conceptual changes
(4) New concepts need to be understood on
their own without any reference to the old
ones
5. Primary school children will learn most
effectively in an atmosphere
(1) where the teacher is authoritative and
clearly dictates what should be done
02 CTET & TETs ~ Child Development & Pedagogy

(2) where the focus and stress are only on (3) Competitive classroom
mastering primarily cognitive skills of reading, (4) Constant comparative evaluation
writing and Mathematics
11. The cephalocaudal principle development
(3) where the teacher leads all the learning and
explains how development proceeds from
expects students to play a passive role
(1) differentiated to integrated functions
(4) where their emotional needs are met and they
(2) head to toe
feel that they are valued
(3) rural to urban areas
6. A child sees a crow flying past the window (4) general to specific functions
and says, ‘‘A bird.’’ What does this suggest
12. Which of the following is a sensitive period
about the child’s thinking?
pertaining to language development?
A. The child has previously stored (1) Middle childhood period
memories. (2) Adulthood
B. The child has developed the concept of a (3) Early childhood period
‘bird’.
(4) Prenatal period
C. The child has developed some tools of
language to communicate her 13. A 6 year old girl shows exceptional sporting
experience. ability. Both of her parents are sports
(1) B and C (2) A, B and C persons, send her for coaching everyday and
(3) Only B (4) A and B train her on weekends. Her capabilities are
7. What should a teacher tell her students to most likely to be the result of an interaction
encourage them to do tasks with intrinsic between
motivation? (1) growth and development
(2) health and training
(1) ‘‘Why can’t you be like him? See, he has done it
(3) discipline and nutrition
perfectly’’
(4) heredity and environment
(2) ‘‘Complete the task fast and get a toffee’’
(3) ‘‘Try to do it, you will learn’’ 14. Which of the following are secondary agents
(4) ‘‘Come on, finish it before she does’’ of socialisation?
(1) School and neighbourhood
8. How can a teacher encourage her students to
(2) School and immediate family members
be intrinsically motivated towards learning
(3) Family and relatives
for the sake of learning?
(4) Family and neighbourhood
(1) By giving competitive tests
(2) By supporting them in setting individual goals 15. According to Lev Vygotsky, the primary
and their mastery cause of cognitive development is
(3) By offering tangible rewards such as toffees (1) social interaction
(4) By inducing anxiety and fear (2) adjustment of mental schemas
(3) stimulus-response pairing
9. In an elementary classroom, an effective (4) equilibration
teacher should aim at the students to be
motivated 16. In the context of Kohlberg’s stages of moral
(1) to rote memorise so that they become good at reasoning, under which stage would the
recall given typical response of a child fall?
(2) by using punitive measures so that they respect ‘‘Your parents will be proud of you if you
the teacher are honest. So you should be honest.’’
(3) to perform so that they get good marks in the (1) Social contract orientation
end of the year examination (2) Good girl-good boy orientation
(4) to learn so that they become curious and love (3) Law and order orientation
learning for its own sake (4) Punishment-obedience orientation
10. Which of the following is an example of 17. According to Jean Piaget, which of the
effective school practice? following is necessary for learning?
(1) Corporal punishment (1) Observing the behaviour of adults
(2) Individualised learning
Solved Paper 2016 03

(2) Belief in immanent justice 22. ‘Gender’ is a/an

(3) Reinforcement by teachers and parents (1) physiological construct (2) innate quality
(4) Active exploration of the environment by the (3) social construct (4) biological entity
learner
23. As a teacher, who firmly believes in social
18. According to Jean Piaget, schema building constructivist theory of Lev Vygotsky,
occurs as a result of modifying new which of the following methods would you
information to fit existing schemes and by prefer for assessing your students?
modifying old schemes as per new (1) Standardised tests
information. (2) Fact-based recall questions
These two processes are known as (3) Objective multiple-choice type questions
(1) assimilation and adaptation (4) Collaborative projects
(2) equilibration and modification
(3) assimilation and accommodation
24. To cater to individual differences in his
(4) accommodation and adaptation classroom, a teacher should
(1) segregate and label children based on their
19. In a progressive classroom setup, the teacher marks
facilitates learning by providing an (2) engage in a dialogue with students and value
environment that their perspectives
(1) is restrictive (3) impose strict rules upon his students
(2) discourages inclusion (4) have uniform and standard ways of teaching and
(3) encourages repetition assessment
(4) promotes discovery
25. Assessment is purposeful if
20. Howard Gardner’s theory of Multiple (1) it serves as a feedback for the students as well
Intelligence (MI) suggests that as the teachers
(1) intelligence is solely determined by IQ tests (2) it is done only once at the end of the year
(2) teachers should use MI as a framework for (3) comparative evaluations are made to
devising alternative ways to teach the subject differentiate between the student’s
matter achievements
(3) ability is destiny and does not change over a (4) it induces fear and stress among the students
period of time
26. According to NCF, 2005, the role of a
(4) every child should be taught every subject in
teacher has to be
eight different ways in order to develop all of the
intelligences (1) dictatorial (2) permissive
(3) facilitative (4) authoritative
21. A 5 year old girl talks to herself while trying
to fold a T-shirt. Which of the following 27. Research suggests that in a diverse
statements is correct in the context of the classroom, a teacher’s expectations from
behaviour displayed by the girl? her students ……… their learning.
(1) Jean Piaget would explain this as egocentric (1) are the sole determinant of
(2) should not be correlated with
speech, while Lev Vygotsky would explain this
(3) do not have any effect on
as the child’s attempt to regulate her actions
(4) have a significant impact on
through private speech
(2) Jean Piaget would explain this as social 28. Inclusion of children with special needs
interaction, while Lev Vygotsky would explain (1) is detrimental to children without disabilities
this as an exploration (2) will increase the burden on schools
(3) Jean Piaget and Lev Vygotsky would explain this (3) requires a change in attitude, content and
as the child’s attempt to imitate her mother approach to teaching
(4) Jean Piaget and Lev Vygotsky would explain this (4) is an unrealistic goal
as egocentric nature of the child’s thoughts
 04 CTET & TETs ~ Child Development & Pedagogy

29. ‘‘Having a diverse classroom with children
from varied social, economic and cultural
backgrounds enriches the learning
experiences of all students.’’
This statement is
(1) correct, because children learn many skills from
their peers
(2) correct, because it makes the classroom more
hierarchical
(3) incorrect, because it leads to unnecessary
competition
(4) incorrect, because it can confuse the children
and they may feel lost
30. A child with hearing impairment
(1) will not benefit from academic education only
and should be given vocational training instead
(2) can do very well in a regular school if suitable
facilitation and resources are provided
(3) will never be able to perform on a par with
classmates in a regular school
(4) should be sent only to a school for the hearing
impaired and not to a regular school

Answers
1 (1) 2 (3) 3 (1) 4 (2) 5 (4) 6 (2) 7 (3) 8 (2) 9 (4) 10 (2)
11 (2) 12 (3) 13 (4) 14 (1) 15 (1) 16 (2) 17 (4) 18 (3) 19 (4) 20 (2)
21 (1) 22 (3) 23 (4) 24 (2) 25 (1) 26 (3) 27 (2) 28 (3) 29 (1) 30 (2)

sOLVED PAPER 2016 Hints & Solutions

1. (1) Gifted children are those
children who give evidence of high
achievement capability in such areas
as intellectual, creative, artistic,
leadership capacity, or in specific
academic fields. They need services
or activities not ordinarily provided
by the school. They wanted to have
new challenges else they can become
bored or unruly.
2. (3) According to Nussbaum,
teacher effectiveness is largely
dependent upon such dimensions as
timing, context, content and student
ability. Effective teachers must have
the ability to adapt each particular
context they encounter. Thus, a
teacher can enhance effective learning
in the elementary classroom by
connecting to the content to the lives
of the students.
3. (1) Constructivism theory of
learning is developed from the
principle of children’s thinking.
According to this theory, children
learn through adaptation. It means
children are not passive
in knowledge, but active at making
meaning, testing out theories and
trying to make sense out of the world
and themselves.
4. (2) Winter and Hoese says that the
most effective method to encourage
conceptual development in students is
to give a multiple examples and
encourage them to use reasoning. A
case study is organised by MERLOT
and founded that the students
develop logical problem solving skills
and define problems, analyse possible
alternative actions and provide
solutions with a rationale for their
choices.
5. (4) Emotional environment is the
atmosphere created by the teacher
that can either encourage or
discourage. Students to be successful.
This covers things such as creating
lesson plans, the students will find
more engaging, motivating students
to use their skills or providing
positive feedback.
6. (2) Concepts provide an efficient
way of organising experience
especially in early childhood and at
primary stage. When a child sees a
dog or crow and recognises it as an
animal or a bird it shows that he/she
may develop his/her concept about
animal kingdom. His/her memory
and tools of language also have
been developed.
7. (3) Intrinsic motivation refers to
behaviour that is driven by internal
rewards. In other words, the
motivation to engage in a
behaviour arises from within the
individual because it is intrinsically
rewarding. Therefore the correct
answer is “Try to do it, you will
learn”.
8. (2) A teacher can encourage her
students to be intrinsically
motivated towards learning for the
sake of learning by supporting
them in setting individual goals and
their mastery. As Malone and
Lepper define activities as
intrinsically motivating if “people
engage in it for its own sake, rather
than in order to receive some
external reward or avoid some
external punishment. We use the
words fun, interesting, captivating,
enjoyable and intrinsically
motivating all more or less
Solved Paper 2016
interchangeably to describe such
activities”.
9. (4) An effective teacher should
aim at the students to be motivated
to learn so that they become curious
and love to learn new things for its
own sake.
10. (2) Effective school practice is
done most appropriately when
teacher gives attention on the
abilities and weaknesses of every
individual child. In this way,
individualised learning is one of the
best methods in which content,
instructional technology and pace of
learning are based upon the abilities
and interest of each learner.
11. (2) Cephalocaudal means head to
toe. As such, the cephalocaudal
principle refers to the general
pattern of development seen in the
earliest years of postnatal
development specifically ranging
from infancy into toddlerhood. The
cephalocaudal principle applies to
both physical and functional
development.
12. (3) The sensitive periods
represent critical points of a child’s
development. The sensitive period
for language occurs from birth to
about age six i.e. early childhood
period. It is at this time that the
child learns the primary language
spoken in the home.
13. (4) Heredity determines what an
organism may become, not what it
will become and environment may
affect the degree to which a
hereditary trait develops.
14. (1) Socialisation is the process
through which people learn how to
behave and relate with others.
Secondary socialisation involves
learning what is considered as fitting
behaviour as a member of a
particular group within society. In
schools, apart from acquiring
knowledge and skills, children learn
how to follow instructions and obey
those in authority. Individuals also
learn about social skills from their
peers.
15. (1) Lev Vygotsky’s theories
stress the fundamental role of social
interaction in the development of
cognition, as he believed strongly
that community plays a central role
in the process of making meaning.
16. (2) Kohlberg suggested six stage
of moral reasoning. These are.
Stage 1 Punishment and obedience
orientation.
Stage 2 Instrumental relativist
orientation.
Stage 3 Good boy-good girl
orientation: Good behaviour is what
pleases others and is approved by
them.
Stage 4 Law and order orientation.
Stage 5 Social contract orientation.
Stage 6 Universal ethical principle
orientation.
17. (4) Piaget’s theory impacts the
learning process. According to his
theory, teachers must emphasise the
critical role that experiences-or
interactions with the surrounding
environment play in student
learning.
18. (3) Through his study of the
field of education, Piaget focused on
two processes, which he named
assimilation and accommodation.
According to Piaget, the process of
taking in new information into our
previously existing schemas is
known as assimilation. Another part
of adaptation involves changing or
altering our existing schemas in light
of new information, a process
known as accommodation.
19. (4) In a progressive classroom set
up the teacher facilitates learning by
providing an environment that
— create a stimulating and interesting
environment.
— guide and encourage students on
an individual basis.
— welcome new ideas from students
and promotes discovery.
— help students develop life skills to
benefit themselves in society.
— use positive reinforcement.
05
20. (2) Gardner maintains his theory
of Multiple Intelligences (MI)
should “empower learners”, not
restrict them to one modality of
learning. According to Gardner,
intelligence is “a bio-psychological
potential to process information that
can be activated in a cultural setting
to solve problems or create products
that are of value in a culture”. He
further says, teachers should use MI
as a framework for devising
alternative ways to teach the subject
matter.
21. (1) According to the
development psychologist Jean
Piaget, children between the ages of
three to five go through a stage
called egocentrism. According to
Vygotsky, another aspect of
language development involves
private speech. Private speech is
self-talk children may use to guide
actions and aid in thinking.
22. (3) Gender, like all social
identities, is socially constructed.
Social constructionism is one of the
key theories sociologists use to put
gender into historical and cultural
focus. Social constructionism is a
social theory about how meaning is
created through social interaction -
through the things we do and say
with other people.
23. (4) All classrooms in which
teacher strategies compatible with
Vygotsky’s social constructivist
approach are used do not necessarily
look alike. The activities and the
format can vary considerably.
However, four principles are applied
in any Vygotskian classroom.
— Learning and development is a
social, collaborative activity.
— The Zone of Proximal
Development can serve as a guide
for curricular and lesson planning.
— School learning should occur in a
meaningful context and not be
separated from learning and
knowledge children develop in the
“real world”.
 06
— Out of school experiences should
be related to the child’s school
experience.
Hence, from the above explanation
the most appropriate answer is
collaborative projects.
24. (2) Individual differences in a
classroom make the class full of
diversity. Therefore, we need to
provide students with different ways
of seeing language and a teacher
should engage in a dialogue with
students and value their perspective.
25. (1) Assessment is an integral part
of instruction, as it determines
whether or not the goals of
education are being met.
26. (3) According to National
Curriculum Framework (NCF
2005), a teacher is primarily
recognised as the facilitator of
learning rather than dictating. The
facilitative teacher tends to act as a
CTET & TETs ~ Child Development & Pedagogy
guide, providing resources for
learners and enabling them to decide
how to learn and why to learn.
27. (2) The correct answer should be
option (2) which says ‘‘should not
be correlated with’’.
28. (3) Inclusion is a simple principle
that states children with special
needs should take part in regular
classes and activities, just like
children of their age without special
needs. Many advocates of full
inclusion believe that special needs
children who attend regular classes
will be better equipped to handle the
world in their teen and adult years
due to their exposure to children
without special needs. Therefore,
there is a need to change in attitude,
content and approach to teaching.
29. (1) Children’s classroom
engagement is important for
their learning and academic
achievement. Extending
Kindermann’s (2007) study, the
children learn many skills from their
peers.
30. (2) Students with hearing
impairments may do well in a
regular school to
— wear hearing aids, have cochlear
implants, or use FM systems,
which include a
microphone/transmitter worn by
the teacher and a receiver worn by
the student.
— need to use real-time captioning
for any audio-visual videos used in
the classroom.
— need voice-recognition software
on their computers, which can
help with note-taking.
— understand speech by watching
the speaker’s mouth movements,
facial expressions and gestures,
within context. This skill is called
speech-reading or lip-reading.
Solved Paper 2016
SOLVED
PAPER
18 SEPTEMBER, 2016
CTET
Central Teacher’s Eligibility Test
PAPER II (CLASS VI-VIII)
Child Development and Pedagogy
Directions (Q. Nos. 1-30) Answer
the following questions by selecting the
most appropriate option.
1. Which of the following highlights
assessment for learning?
(1) The teacher assesses the students by
comparing their responses to
‘standard’ responses
(2) The teacher assesses conceptual
understanding of the students besides
focussing on the processes of thinking
(3) The teacher assesses the students
based on the information given in the
textbooks
(4) The teacher assesses a student based
on his/her performance in comparison
to others
2. ‘Child-centred’ pedagogy means
(1) giving primacy to children’s
experiences and their voices
(2) the teacher dictating the children what
should be done
07
(3) enabling the children to follow prescribed information
(4) the teacher leading all the learning in the classroom
3. Which of the following statements describes
Piaget and Vygotsky’s views on language and
thought correctly?
(1) According to Piaget, thought emerges first and
according to Vygotsky, language has a profound
effect on thought
(2) According to Vygotsky, thought emerges first and
according to Piaget, language has a profound effect
on thought
(3) Both view thought as emerging from the child’s
language
(4) Both view language as emerging from the child’s
thought
4. Watching her granddaughter arguing with her
father for going on a school trip, the
grandmother says, ‘‘Why can’t you be obedient
like a good girl? Who will marry you if you
behave like a boy?’’ This statement reflects
which of the following?
08 CTET & TETs ~ Child Development & Pedagogy
(1) Gender stereotypes about attributes of girls
and boys
(2) Gender constancy
(3) Improper gender identification of the girl
(4) Difficulties faced by families in child
-rearing
5. Which of the following statements about
assessment are correct?
A. Assessment should help students see
their strengths and gaps and help the
teacher fine-tune her teaching
accordingly.
B. Assessment is meaningful only if
comparative evaluations of students
are made.
C. Assessment should assess not only
memory but also understanding and
application.
D. Assessment cannot be purposeful if it
does not induce fear and anxiety.
(1) A and B (2) B and C
(3) B and D (4) A and C
6. According to the Right to Education Act,
2009, children with special needs should
study
(1) in special schools created exclusively for them
(2) at home with their parents and caregivers
providing necessary support
(3) in inclusive education setups with
provisions to cater to their individual needs
(4) in vocational training centres which would
prepare them for life skills
7. Match the following principles of
development with their correct
descriptions.
Principle Description
A. Proximodistal (i) Different children
trend develop at different rates
B. Cephalocaudal (ii) Head to toe sequence
trend
C. Inter-individua (iii) In a single child, the rate
l differences of development can vary
from one domain of
development to the other
D. Intra-individua (iv) From the centre of body
l differences to outwards
(v) Progression from simple
to complex
Codes
A B C D
(1) (ii) (iv) (i) (iii)
(2) (v) (ii) (i) (iii)
(3) (ii) (iv) (iii) (i)
(4) (iv) (ii) (i) (iii)
8. An effective teacher in a classroom,
where students come from diverse
backgrounds, would
(1) focus on their cultural knowledge to address
individual differences among the group
(2) push students from deprived backgrounds
to work hard, so that they can match up
with their peers
(3) ignore cultural knowledge and treat all his
students in a uniform manner
(4) create groups of students with those from
the same economic background put
together
9. Which of the following statements about
cognition and emotions is correct?
(1) Cognition and emotions are processes
independent of each other
(2) Cognition and emotions are intertwined
and affect each other
(3) Cognition affects emotions but emotions do
not affect cognition
(4) Emotions affect cognition but cognition
does not affect emotions
10. In an inclusive classroom with diverse
learners, cooperative learning and
peer-tutoring
(1) should be actively discouraged and
competition should be promoted
(2) should be used only sometimes, since it
promotes comparison with classmates
(3) should be actively promoted to facilitate
peer-acceptance
(4) should not be practised and students should
be segregated based on their abilities
11. A teacher can address diversity in her
class by
A. accepting and valuing differences .
B. using socio-cultural background of
children as a pedagogic resource.
C. accommodating different learning
styles.
Solved Paper 2016
D. giving standard instruction and
setting uniform benchmarks for
performance.
Select the correct answer using the codes
given below.
(1) A, B and D (2) A, B, C and D
(3) B, C and D (4) A, B and C
12. A teacher asks her class to cover sharp
edges of furniture with cotton and use
‘Touch and Feel’ notice boards and books.
The needs of which category of special
learners is she attempting to cater to?
(1) Hearing-impaired learners
(2) Visually-impaired learners
(3) Learning-impaired learners
(4) Socially disadvantaged learners
13. Gifted children are best catered to by
educational programmes that
(1) emphasise mastery of knowledge by recall
(2) make use of gifts and rewards to motivate
them to perform according to minimum
standards of learning
(3) stimulate their thinking and give them
opportunities to engage in divergent thinking
(4) control their aggressive behaviour
14. Which of the following statements about
student’s failure in schools are correct?
A. Students belonging to certain castes
and communities fail, since they do
not have ability.
B. Students fail in schools because
appropriate rewards are not offered
for their learning.
C. Students fail because teaching is not
done in a manner in which it is
meaningful to them.
D. Students fail because school system
does not cater to individual child’s
needs and interests.
(1) A and B (2) C and D
(3) B and C (4) B and D
15. Two students read the same passage yet
construct entirely different
interpretations of its meaning. Which of
the following is true about them?
09
(1) It is possible because the teacher has not
explained the passage
(2) It is not possible and the students need to
re-read the passage
(3) It is possible because different factors affect
learning of individuals in varied ways
(4) It is not possible because learning is not
meaning-making
16. According to the National Curriculum
Framework, 2005, learning is …………
and ………… in its character.
(1) passive, simple (2) active, social
(3) passive, social (4) active, simple
17. To enable students to think
independently and become effective
learners, it is important for a teacher to
(1) teach students how to monitor their own
learning
(2) offer rewards for each success achieved by
the students
(3) give information in small units or chunks
(4) present information in an organised manner
to make it easier to recall
18. If a teacher wants her students to
acquire problem-solving skills, the
students should be engaged in activities
that involve
(1) recall, memorisation and comprehension
(2) structured worksheets containing
multiplechoice questions
(3) drill and practice
(4) inquiring, reasoning and decision making
19. Knowing the naive conceptions that
students bring to the classroom
(1) does not serve any purpose of the teacher
(2) pulls down the teacher’s morale, since it
increases his work
(3) helps the teacher to plan teaching more
meaningfully
(4) hampers the teacher’s planning and teaching
20. Which of the following factors affect
learning?
A. Motivation of the learner
B. Maturation of the learner
C. Teaching strategies
10 CTET & TETs ~ Child Development & Pedagogy

D. Physical and emotional health of the 26. Which of the following statements is
learner correct about Jean Piaget’s theory of
(1) A and B (2) A, B, C and D cognitive development?
(3) A and C (4) A, B and C (1) Piaget has proposed five distinct stages of
cognitive development
21. Meaningful learning is (2) Piaget argues that instead of progressing
(1) imitation of adults and more able peers through stages, cognitive development is
(2) pairing and association between the stimulus and continuous
the response (3) The stages are invariant which means that
(3) passive receiving of the given information no stage can be skipped
(4) active creation of knowledge structures from (4) The sequence of the stages can vary
personal experience according to the cultural context of
children
22. Which of the following is not one of the
primary tasks of a teacher for effective 27. The concept of conservation as proposed
student learning? by Jean Piaget means that
(1) Knowing the concepts that students bring to (1) certain physical properties remain the
the classroom same even when outward appearances
change
(2) Transmitting information to the students in a
didactic manner (2) it is important to protect wildlife and
forests
(3) Requiring students to respond to higher-order
questioning (3) one can arrive at the correct conclusion by
systematically testing hypothesis
(4) Teaching students how to monitor and
improve their own learning by effort (4) taking the perspective of others into
consideration is an important cognitive
23. Which of the following statements about ability
principles of development is incorrect?
28. Match the following in the light of
(1) Development takes place due to a constant
Howard Gardner’s theory of Multiple
interaction between heredity and environment
Intelligence.
(2) Development depends on maturation and
learning Type of Intelligence End State
(3) Every child goes through stages of A. Musical (i) Therapist
development, yet there are wide individual B. Linguistic (ii) Poet
differences among children C. Interpersonal (iii) Athlete
D. Spatial (iv) Violinist
(4) Development is a quantitative process which
can be measured precisely (v) Sculptor

24. The unique interaction of ………… and Codes

………… can result in different paths and A B C D
outcomes of development. (1) (ii) (iv) (i) (v)
(1) heredity, environment (2) (v) (ii) (iv) (i)
(3) (iv) (ii) (i) (v)
(2) challenges, limitations
(4) (iv) (ii) (v) (iii)
(3) stability, change
(4) exploration, nutrition 29. According to Lev Vygotsky
25. Which of the following is true of school and (1) language development changes the nature
of human thought
socialisation?
(2) interaction with adults and peers does not
(1) School does not play any role in socialisation
influence language development
(2) School is an important agent of socialisation
(3) culture plays a very small role in language
(3) School plays very little role in socialisation
development
(4) School is the first primary agent of
(4) children learn language through a
socialisation
language acquisition device
Solved Paper 2016 11

30. Lawrence Kohlberg’s theory of moral (2) Kohlberg has not given typical responses to
reasoning has been criticised on several each stage of moral reasoning
counts. (3) Kohlberg’s theory does not focus on
Which of the following statements is children’s responses
correct in the context of this criticism? (4) Kohlberg has based his study primarily
(1) Kohlberg has duplicated Piaget’s methods on a male sample
of arriving at his theoretical framework

ANSWERS
1 (2) 2 (1) 3 (1) 4 (1) 5 (4) 6 (3) 7 (2) 8 (1) 9 (2) 10 (3)
11 (4) 12 (2) 13 (3) 14 (3) 15 (3) 16 (2) 17 (1) 18 (4) 19 (3) 20 (2)
21 (4) 22 (2) 23 (4) 24 (1) 25 (2) 26 (2) 27 (1) 28 (3) 29 (1) 30 (4)

sOLVED PAPER 2016 Hints & Solutions

1. (2) The teacher assesses
conceptual understanding of the
students besides focussing on the
processes of thinking highlights
assessment for learning.
2. (1) ‘Child-centred’ pedagogy
means giving primacy to
children’s experiences and their
voices.
3. (1) According to Piaget,
thought emerges first and
according to Vygotsky, language
has a profound effect on
thought.
4. (1) The statement shows the
father and grandmother nature of
gender stereotypes about
attributes of girls and boys.
5. (4) Assessment should help
students see their strengths and
gaps and help the teacher
fine-tune her teaching
accordingly and assessment
should assess not only memory
but also understanding and
application.
6. (3) According to the Right to
Education Act, 2009, children
with special needs should study
in inclusive education setups
with provisions to cater to their promoted to facilitate
individual needs. peer-acceptance.
7. (2) The correct matching should be 11. (4) A teacher can address
diversity in her class by accepting
Principle Description
and valuing differences, using
(A) Proximo (v) Progression
distal from simple to
socio-cultural background of
trend complex children as a pedagogic resource and
(B) Cephaloc (ii) Head to toe accommodating different learning
audal sequence styles.
trend 12. (2) Student with visual
(C) Inter-ind (i) Different impairment need a range of
ividual children develop
accommodation that may include
differenc at different rates
es visual tactual and auditory
(D) Intra-ind (iii) In a single child accommodation.
ividual the rate 13. (3) Gifted children are best
differenc of development catered to by educational
es can vary from programmes that stimulate their
one domain of
development to
thinking and give them
the other opportunities to engage in divergent
thinking.
8. (1) An effective teacher in a
classroom, where students come from
14. (3) Students fail in school
because appropriate rewards are not
diverse backgrounds, would focus on
offered for their learning and
their cultural knowledge to address
teaching is not done in a manner in
individual differences among the group.
which it is meaningful to them.
9. (2) Cognition and emotions are
intertwined and affect each other. They
15. (3) Two students read the same
passage yet construct entirely
are interdependent on each other.
different interpretation of its
10. (3) In an inclusive classroom with meaning. It is possible because
diverse learners, cooperative learning different factors affect learning of
and peer-tutoring should be actively individuals in varied ways.
 12
16. (2) According to the National
Curriculum Framework, 2005
learning is active and social in its
character.
17. (1) To enable students to think
independently and become effective
learners, it is important for a teacher
to teach students how to moniter
their own learning.
18. (4) If a teacher wants her
students to acquire problem-solving
skills, the students should be
engaged in activities that involve
inquiring, reasoning and decision
making.
19. (3) Knowing the naive
conceptions that students bring to
the classroom helps the teacher to
plan teaching more meaningfully.
20. (2) Motivation, maturation,
teaching strategies and physical and
emotional health of the learner affect
learning.
CTET & TETs ~ Child Development & Pedagogy
21. (4) Meaningful learning is active stages, cognitive development is
creation of knowledge structures continuous.
from personal experience. 27. (1) The concept of conservation
22. (2) Transmitting information to as proposed by Jean Piaget means
the students in a didactic that certain physical properties
manner is not one of the primary remain the same even when outward
tasks of a teacher for effective appearances change.
student. 28. (3) Correct matching is as
23. (4) Development is a follows
quantitative process which can be Type of In telligence End State
measured precisely and this is used
(A) Musical (iv) Violinist
as the principle of development.
(B) Linguistic (ii) Poet
24. (1) The unique interaction of (C) Interpersonal (i) Therapist
heredity and environment can result (D) Spatial (v) Sculptor
in different paths and outcomes of
development. 29. (1) According to Lev Vygotsky,
25. (2) School helps child learn language development changes the
skills to relate to different nature of human thought.
personality types. School is an 30. (4) Lawrence Kohlberg’s
important agent of socialisation. theory of moral reasoning has been
26. (2) Jean Piaget’s theory of criticised because Kohlberg has
cognitive development argues that based his study primarily on a male
instead of progressing through sample.
CHAPTER 1 : Concept of Development and its Relationship with Learning 01

Chapter 1

Concept of Development and

its Relationship with Learning
Child development is an essential attribute from the pedalogical point of view. This deals with
prenatal period, infancy, childhood and extends upto adolescence and old age. Development
has certain principles to think upon and its correlation needs to be studied with keeping
different aspects in mind.

1.1 Concept of Development

The word development indicates changes related to growth and moves towards maturity.
In other words, development can be described as growth in the physical, mental and emotional state of
an individual.
In the process of development, new abilities and characteristics manifest themselves and there is a
progressive change in the behaviour.
Some definitions of development given by various thinkers are given below
˜ According to Jersild, Telford and Sawrey, “Development refers to the complex set of process

involved in the emergence of a mature functioning organism from a fertilized ovum”.

˜ According to E Hurlock, “Development is not limited to only the growing layer. Instead, it consists of

a progressive series of changes towards the goal of maturity”. ‘‘Further, he said that due to
development, new abilities grow in a man.’’
˜ According to JE Anderson, “Development is concerned with growth as well as those changes in

behaviour which result from environmental situations”.

1.1.1 Characteristics of Development

The important characteristics of development are as follows
˜ The process of development continues from the moment of conception till as long as the individual

lives.
˜ Development occurs in an orderly manner and follows a certain sequence. Therefore, infancy, early

childhood, later childhood, adolescence and maturity is the sequence of development in human
beings.
˜ Development is both qualitative and quantitative. As the child grows physically, it also develops

regarding the qualitative aspects of its personality. Thus, these two aspects are inseparable.
˜ Human growth and development is a very complex phenomenon. It is affected by a number of

factors, e.g. physical intelligence, sex etc.

 02 CTET & TETs ~ Child Development & Pedagogy
˜ It is possible to predict the rate of development
by observing a slow learner and a superior child,
but it cannot be predicted accurately.
˜ Individuals differ from each other in their pattern
and rate of development. Individual differences
are caused by differences in heredity and
environmental influences.
1.1.2 Types of Development
The types of development are as follows
1. Physical Development
˜ It is the most recognised and observable change
in the life of a child. It includes gross motor skills,
such as walking, jumping, catching etc and fine
motor skills for painting, writing, drawing etc.
˜ This development is largely dependent upon the
child’s health and nutritional status. This
development is also called as maturation.
2. Cognitive Development
˜ It focuses on how children learn and process
information.
˜ As the children grow in age, they can understand
their environment by using their senses (such as
seeing, listening, touching, smelling and tasting),
registering information in their minds and
efficiently retrieving it from their memory. This
development indicates the development of
intelligence.
3. Social and Emotional Development
˜ There are indicators of sound social development
among children. The seeds of this social
behaviour are sown during infancy itself.
˜ Young children enjoy company of their friends.
They develop social skills like sharing,
cooperation, patience etc in their interaction with
peers and others.
˜ According to Hurlock, “social development
means acquisition of the ability to behave in
accordance with social expectations”.
˜ Emotions are the stimulated or moved state of
mind and are the excitement or disturbance in
feeling of an individual in response to a stimulus.
Emotional development is the ability to control
and manage one’s emotions. It is important that
children in their early childhood are surrounded
by people who are emotionally mature and stable
and are able to manage their emotions.
˜ Thus, the social and emotional development of an
individual will occur properly when he/she is
considered as important and his/her feelings are
respected.
4. Language Development
˜ Language is interaction with each other through
various methods of communication i.e. writing,
speaking, sign language etc, but above all, language
is an important medium of communication.
˜ Language is a form of communication that uses
words and symbols to express thoughts, desires
and feelings.
5. Moral Development
˜ Moral development deals with the development of
ethics or ethical norms, values the conscience and
the ability to judge an act morally.
˜ Children cannot make moral judgements until they
achieve a certain level of cognitive maturity.
1.1.3 Stages of Child Development
Stages of child development can be classified into
following stages
1. Infants/Babies (0–2 years)
˜ This is a time for developing the bonds that will
last a lifetime providing the child with the inner
resources to develop self-esteem and the ability to
relate positively with others.
˜ It is also the time for parents to begin to discover
who this new person really is. Each child is unique
and it is imperative that parents learn to
understand, respect, support and encourage the
unique characteristics and abilities of each child.
2. Toddlers/Preschoolers (2–5 years)
˜ At this stage, children are now free to roam
around their world. It is a time for active
exploration of their environment.
˜ Language development takes major leaps which
leads to learning the names of objects of interest,
the ability to ask for things and as they discover
their independent nature, yes, they develop the
ability to say ‘NO!’.
˜ This is also a stage of rapid physical and intellectual
development preparing these children for starting
school which includes interacting cooperatively
with peers while at the same time being able to
compete physically and intellectually.
CHAPTER 1 : Concept of Development and its Relationship with Learning 03

3. School Age Children (6 – 12 years) 1.1.5 Difference between Growth

˜ While toddlers and preschoolers need
constant supervision, school age children
and Development
become gradually ready for more The differences are as follows
independence. However, learning to make Growth Development
good choices and exercise self-discipline does
(i) This term is used in the Development implies
not come easily for many. purely physical sense. It overall changes in shape,
˜ Parents need to impart a moral code that the generally refers to an form or structure resulting
child gradually internalises. increase in size, length, in improved working or
height and weight. Changes functioning. It indicates
˜ As children struggle with these important
in the quantitative aspects the changes in the quality
tasks parents must be able to provide praise fall in the domain of growth. or character rather than in
and encouragement for achievement but its quantitative aspects.
parents must also be able to allow them to
(ii) The changes produced by Development implies
sometimes experience the natural growth are the subject of environment in
consequences for their behaviour or provide measurement. They may be functioning and behaviour
logical consequences to help them learn from quantified and are and hence, brings
mistakes. observable. qualitative changes which
are difficult to measured
4. Adolescents/Teenagers directly.

(13–18 years) (iii) Growth is a part of the Development is a wide and

development process. comprehensive term. It
˜ It is a time to really begin defining one’s self Actually the development in refers to overall changes
and realistically contemplating the future. its quantitative aspect is in the individual. Growth is
Skill development is accelerated to prepare termed as growth. one of its parts.
for college or job training programs. (iv) Growth may or not bring Development is also
˜ Talents are perfected. Social skills are honed development. A child may possible growth as,
and relationships take on more of a serious grow by becoming fat, but without physical when
this growth may not bring some children do not gain
nature. Peer pressure is at its max and in any functional improvement in terms of height, size etc,
today’s teen society there are more tempting or development. but they do experience
sidetracks than ever. functional improvement
˜ During adolescence, kids need their parents (qualitative change) or
development.
more than ever. Research shows that a
positive family environment including fun (v) Growth does not continue Development is a
family activities, open parent-child throughout life. It stops when continuous process. It
maturity has been attained. does not end with the
communication and the encouragement to
attainment of maturity.
participate in positive extracurricular and
community activities, teens are able to
navigate these years with relative ease. 1.1.6 Factors Responsible for
1.1.4 Growth
Growth and Development
The following are some important factors that directly
Growth means the growth of different parts of or indirectly influence development and growth
the human body and the ability of those parts to
1. Heredity It is a biological process through which the
work. Physical growth affects our behaviour and
transmission of physical and social characteristics
vice-versa. Thus, growth means growth in shape
takes place from parents to an offspring. It generally
and weight, which includes growth of muscles.
influences the different aspects of growth and
In other words, growth refers to increase in development i.e. height, weight and structure of the
weight, height and changes in body proportions. body, colour of hair and eyes, intelligence, aptitudes
Growth takes place in the physical aspect only. and instincts.
Growth also refers to quantitative changes e.g. it
2. Environment It plays an important role in growth
is possible to measure how tall a child has grown
and development of an individual. It consists of the
over a specific period of time.
sum total of physical and psychological of a person
 04 CTET & TETs ~ Child Development & Pedagogy
which he receives from his conception. The
environment can be controlled to make it more
favourable for an individual’s growth and
development.
3. Nutrition It is essential for the healthy
development of an individual in terms of physical
and mental attributes. Growth and development
of an individual mainly depends on his food
habits and nutrition. Malnutrition has adverse
effects on the structural and functional
development of an individual or child.
4. Child Gender Sex gender of a child acts as an
important factor of growth and development.
There is difference in growth and development
between boys and girls. The boys are generally
taller than the girls but girls show rapid physical
growth in adolescence. In general, the body
constitution and structural growth are different
between girls and boys. The function of boys and
girls in life are different in nature.
5. Early Stimulation Environment encourages the
development of the child’s heredity potential. e.g.
talking to a baby or showing a pre-schooler
pictures in story books, encourages his/ her
interest in learning words and a desire to learn
to read.
A stimulating environment encourages good
physical and mental development, while an
unstimulating environment causes the child’s
development to fall below its potential.
6. Child Rearing Practice Children brought up by
excessively permissive parents tend to lack a
sense of responsibility, to have poor emotional
control and to become under achievers in
whatever they undertake.
Those brought up by democratic or even firm
parents are likely to make better personal and
social adjustments.
1.2 Learning
Learning is the act of acquiring new, or
modifying and reinforcing existing, knowledge,
behaviours, skills, values or preferences, which
may lead to a potential change in synthesising
information, depth of knowledge, attitude or
behaviour relative to the type and range of
experience.
Humans, animals, plants and even some
machines possess the ability to learn. Progress
over time tends to follow a learning curve.
Learning does not happen all at once, but it
builds upon, and is shaped by, previous
knowledge. Thus, learning may be viewed as a
process, rather than a collection of factual and
procedural knowledge. Learning produces
changes in the organism and the changes
produced are relatively permanent.
1.2.1 Definitions of Learning
Some definitions of learning by educational
psychologists are given below
˜ “Learning is a gradual process where the
individual will make many attempts to learn.”
— EL Thorndike
˜ “Learning is the acquisition of habits, knowledge
and attitudes. It involves new ways of doing things
and it operates in an individual’s attempts to
overcome obstacles or to adjust to new situations.
It represents progressive changes in behaviour. It
enables him to satisfy interests to attain goals.”
— Crow and Crow
˜ “Learning is a change in human disposition or
capability that persists over a period of time and is
not simply ascribable to processes of growth.”
— Robert Gagne
˜ “The term learning covers every modification in
behaviour to meet environmental requirements.”
— Gardener Murphy
˜ “Learning is a relatively settled change in
behaviour that occurs as a result of training or
experience.” — Morgan
˜ “Learning is the acquisition of new behaviour or
the strengthening or weakening of old behaviour
as the result of experience.” — HP Smith
˜ “Learning is a change in personality self-described
as a new pattern of reactions in the form of skills,
attitudes, habits, intelligence or an understanding.”
— Wetherington
1.2.2 Relationship between
Development & Learning
˜ Usually, developmental processes do not coincide
with learning processes. In most cases, the
developmental process lags behind the learning
process.
˜ This sequence alters the traditional view that at
the moment a child assimilates the meaning of a
word, or masters an operation such as addition or
the written language, its developmental processes
are basically completed. Actually, the
developmental processes have only just begun.
CHAPTER 1 : Concept of Development and its Relationship with Learning
˜ The major consequence of this is that the initial
mastery of, for instance, the four arithmetic
operations (addition, subtraction, multiplication
and division), provides the basis for the
subsequent development of a variety of highly
complex internal processes in children’s thinking.
Thus, learning processes and internal
developmental processes are related but not
identical.
˜ This basically means that learning is converted
into development. Therefore, it becomes an
important concern of psychological research to
show how external knowledge and abilities in
children become internalised. An aim of the
psychological analysis of development is to
describe the internal relations of the intellectual
processes awakened by school learning.
˜ If learning is successful, it should reveal to the
teacher how developmental processes stimulated
during the course of school learning are carried
through inside the head of each individual child.
CHAPTER EXERCISE
1. Which of the following is not the aspects of
child development?
(1) Physical development
(2) Social development
(3) Cognitive development
(4) Maturity
2. Development can be described as growth in
(1) cognitive state
(2) physical state
(3) social state
(4) All of the above
3. Which of the following is not correct about
meaning of development?
(1) It is a series of changes as a result of maturity
(2) It is a series of changes as a result of
experience
(3) It is a mere progressive series of changes
(4) None of the above
4. Development sequence starts with ...... and
ends with ..... .
(1) ovum- sperm, zygote
(2) ovum - sperm, blastocyst
(3) blastocyst, zygote
(4) ovum - sperm, fertilisation
05
˜ The revelation of this internal developmental
network of school subjects is a task of primary
importance for psychological and educational
analysis.
˜ Further, although learning is directly related to
the course of child development, the two are
never accomplished equally or in parallel.
Development in children never follows school
learning in the same way that a shadow follows
the object that casts it.
˜ Actually, there are highly complex dynamic
relations between developmental and learning
processes. Each school subject has its own
specific relation to the course of child
development, a relation that varies as the child
goes from one stage of development to another.
˜ This leads us directly to a re-examination of the
problem of formal discipline, that is, to the
significance of each particular subject from the
viewpoint of overall mental development.
5. The feeling of shame and pride develops in
........ stage.
(1) infancy (2) childhood
(3) adolescence (4) adulthood
6. The major difference about the concept of
development between JE Anderson and E
Hurlock is that Anderson considers it as
......... and Hurlock considers it as ......... .
(1) growth and behavioural changes, processes for
maturing an organism
(2) growth and behavioural changes, growth and
changes relating to maturity
(3) growth and changes relating to maturity,
processes for maturing an organism
(4) None of the above
7. Which of the given statement is partially
correct about the characteristics of
development?
(1) Each phase of development has its own variable
(2) Development is a process that is continuous,
predictable and has individual differences
(3) Each phase of development is with its own
characteristic behaviour
(4) Development is affected by cultural changes to
a certain extent
06 CTET & TETs ~ Child Development & Pedagogy

8. Consider the statement about development in

human beings
Previous Years’ Questions
I. Upto adolescence. 14. In which of the following stages do children
II. Upto adulthood. become active members of their peer group?
(CTET June 2011)
III. Throughout life.
(1) Adolescence (2) Adulthood
Which of the statement(s) given above is (3) Early childhood (4) Childhood
correct?
15. Which of the following statements cannot be
(1) Only I (2) Only II
considered as a feature of ‘learning’?
(3) Only III (4) None of these
(CTET June 2011)
9. Consider the given statement(s) (1) Learning is something that occurs as a result of
I. Mental development states that sensation is certain experiences
a gateway of knowledge. (2) Study of behaviour is learning
II. Motor development accounts for the (3) Unlearning is also a part of learning
strength and speed. (4) Learning is a process that mediates behaviour
III. Change in the individual behaviour due to 16. Which of the following statements is not
maturation is learning. correct about development? (RTET Feb 2011)
Which of the statement(s) given above is/are (1) Each phase of the development has hazards
correct? (2) Development is not aided by stimulation
(1) Only I (2) Only II (3) Development is affected by cultural changes
(3) Only III (4) All of these (4) Each phase of the development has
characteristic behaviour
10. Choose the incorrect matching with the help
of given codes 17. Which of the following development tasks is
I. Physical : nervous system and not appropriate to the late childhood?
development endocrine glands. (RTET Feb 2011)
II. Adolescence : love for exploration. (1) Learning physical skills necessary for ordinary
games
III. Early childhood : sensitive language
(2) Achieving a masculine or feminine social role
development period.
(3) Achieving personal independence
Codes (4) Learning to get along with age-mates
(1) I is incorrect matching
(2) Both I, II are incorrect matching 18. Which of the following statements is not true
(3) Both II, III are incorrect matching about development? (RTET Feb 2011)
(4) None of the above (1) Development is the product of interaction
(2) Development follows an orderly sequence
11. Early childhood period is
(3) Development is individualised process
(1) sensitive to language development
(4) Development proceeds from specific to general
(2) crucial for maturity level
(3) meant for learning through the forced behaviour 19. The meaning of development is
(4) is complex in terms of growth and development (RTET Feb 2011)
cognitively (1) progressive series of changes
12. The age group 6 to 11 years falls under (2) progressive series of changes as a result of
motivation
(1) early childhood (2) pre-natal age
(3) progressive series of changes as a result of
(3) later childhood (4) None of these motivation and experience
13. Consider the following statement(s) (4) series of changes as a result of maturation and
I. Physical health and mental abilities are experience
influencer of emotional development. 20. The best method to study growth
II. Fulfilling social expectations comes under and development of the child is
social development. (PTET Nov 2011)
Which of the statement(s) given above is/are (1) psychoanalytic method
correct? (2) comparative method
(1) Only I (2) Only II (3) development method
(3) Neither I nor II (4) Both I and II (4) statistical method
CHAPTER 1 : Concept of Development and its Relationship with Learning 07

21. What are the factors related to learner that (3) Principle of individuality
affects the learning? (PTET Nov 2011) (4) Principle of uniform pattern
(1) Physical and mental health of the learner 30. Development occurs in human being
(2) Level of aspiration and achievement motivation (HTET June 2013)
(3) Readiness and will power (1) upto the end of adolescence period
(4) All of the above (2) upto the end of childhood
22. Cognitive development means (PTET Nov 2011) (3) upto the starting of adulthood
(1) development of intelligence (4) throughout the life
(2) development of child 31. Which of the following principle of
(3) development of physical skills development is incorrect one?
(4) development of individual (HTET June 2013)
23. Which of the following is most essential for (1) There are individual differences in development
(2) Development is the result of coincidences
learning? (CGTET Jan 2011)
(3) It is a continuous process
(1) Good percentage child relationship
(4) It is predictable
(2) High intelligence
(3) Good school 32. For the language development of child it is
(4) Desire to learn important to (UTET Sept 2013)
24. Which of the following is not good for quality (1) give them opportunities to express their thoughts
learning ? (CGTET Jan 2011) (2) activities should be organised for developing
language skills
(1) Making notes (2) Extra reading
(3) give practice to writing, reading, speaking and
(3) Using guide books (4) Self study
listening
25. Human development is divided into domains (4) All of the above
such as (CTET Jan 2012)
33. Human development is (CTET Sept 2014)
(1) physical, spiritual, cognitive and social
(2) physical, cognitive, emotional and social (1) quantitative
(3) emotional, cognitive, spiritual and (2) qualitative
social-psychological (3) unmeasurable to a certain extent
(4) psychological, cognitive, emotional and (4) Both (1) and (2)
physical
34. Learning is (UPET Feb 2014)
26. Development starts from (CTET Jan 2012) (1) a change in behaviour
(1) post-childhood stage (2) pre-natal stage (2) the result of experience or practice
(3) the stage of infancy (4) pre-childhood stage (3) relatively permanent change in behaviour
27. Adolescents may experience (CTET Nov 2012) (4) All of the above
(1) feeling of fear about sins committed in 35. Physical growth and development is called
childhood (1) readiness (UPET Feb 2014)
(2) feeling of self-actualisation (2) maturation
(3) feeling of satiation about life (3) mobility
(4) anxiety and concern about themselves (4) heredity
28. Which is the incorrect way to support the 36. In child development (UPET Feb 2014)
language development? (CTET July 2013) (1) emphasis is on process
(1) Letting the child talk uninterruptedly on a topic (2) emphasis is on the role of environment and
(2) Disapproving the use of their own language experience
(3) Supporting initiation taken by children (3) it is study from conception to adolescence
(4) Providing opportunities for using language (4) All of the above
29. Naresh and Mukesh have same age group. 37. Scope of study of child development is
They show quite difference in social and (UPET Feb 2014)
mental development. It is due to the (1) study of different stages of child development
following principle of development. (2) study of effects of environment on child
(HTET June 2013) development
(1) Principle of modifiability (3) study of individual differences
(2) Principle of definite and predictable pattern (4) All of the above
08 CTET & TETs ~ Child Development & Pedagogy

38. Factors influencing the emotional 46. Which one of the following statements best
development are (UPET Feb 2014) sums up the relationship between
(1) physical health (2) mental abilities development and learning? (CTET Sept 2015)
(3) fatigue (4) All of these (1) Development is independent of learning
39. “Social development means acquisition of the (2) Learning trails behind development
(3) Learning and development are synonymous
ability to have in accordance with social terms
exceptions”. This statement is of (4) Learning and development are inter-related in a
(UPET Feb 2014)
complex manner
(1) Hurlock (2) TP Nunn
(3) Mcdougall (4) Ross 47. In middle childhood, speech is more .......
rather than ......... . (CTET Sept 2015)
40. For the development or formation of concept
(1) socialised, egocentric
in the student, the teacher should
(UPET Feb 2014)
(2) animistic, socialised
(1) follow simple to complex method of teaching (3) mature, immature
(2) provide opportunity to the student for ample (4) egocentric, socialised
experience 48. The period of infancy is from (CTET Sept 2015)
(3) provide opportunity to the student for transfer of (1) 0 to 2 years (2) 0 to 3 years
formed concepts (3) 2 to 3 years (4) 0 to 1 years
(4) follow all the above activities
49. Which of the following is a principle of
41. For the development of imagination development? (UTET April 2015)
(UPET Feb 2014)
(1) It is a discontinuous process
(1) sense organs should be trained
(2) All processes of development are not
(2) story should be narrated
inter-connected
(3) attention should be paid on the development of
(3) It does not proceed at the same pace for all
creative tendencies
(4) Development is always linear
(4) All the above activities should be carried out
50. Understanding the principles of development
42. The most appropriate meaning of learning is
of a child helps a teacher in (UTET April 2015)
(1) acquisition of skills (UPET Feb 2014)
(1) effectively catering to the different learning
(2) inculcation of knowledge
styles of learners
(3) modification of behaviour
(2) identifying the social status of learners
(4) personal adjustment
(3) identifying the economic background of the
43. Which of the following is a correct sequence learners
of human development? (HTET Feb 2014) (4) rationalising why the learners ought to be taught
(1) Infancy, adolescence, childhood, adulthood 51. In which of the following conditions the
(2) Infancy, childhood, adolescence, adulthood social and emotional development of the child
(3) Childhood, adolescence, adulthood, infancy will occur in good manner? (UTET April 2015)
(4) Childhood, infancy, adolescence, adulthood
(1) When the child is considered important and his
44. Which one of the following provides feelings are respected
information about the roles and behaviours (2) When the child is told to learn more and more
which are acceptable in a group, during early (3) When the child gets good marks in the class
childhood period? (CTET Feb 2015) (4) When the child is taught according to his
(1) Siblings and teachers intellectual level
(2) Teachers and peers 52. Which of the following situations will help in
(3) Peers and parents the development of creativity?
(4) Parents and siblings (UTET April 2015)
45. Which of the following age groups falls under (1) When there will be limited opportunities for
learning
later childhood category? (CTET Feb 2015)
(2) When children are asked to learn answers
(1) 11 to 18 years (3) When the solution of a problem is told to the
(2) 18 to 24 years student
(3) 0 to 6 years (4) When children are given opportunities to learn
(4) 6 to 11 years on their own
CHAPTER 1 : Concept of Development and its Relationship with Learning 09

53. Early childhood is ........ period for language 59. In this stage, the children develop great love
development. (CTET Feb 2016) of exploring and wandering. (REET Feb 2016)
(1) a not-so-significant (2) an unimportant (1) Infancy (2) Later childhood
(3) a sensitive (4) a natural (3) Adolescence (4) Maturity
54. The pace of development varies from one 60. “Sensation is a gateway of knowledge.”
individual to another, but it follows ...... The statement is (REET Feb 2016)
pattern. (CTET Feb 2016) (1) Mental Development
(1) a toe-to-head (2) Physical Development
(2) a haphazard (3) Attention Development
(3) an unpredictable (4) Language Development
(4) a sequential and orderly
61. By motor development we mean the
55. Which one of the following is correct about development of ...... in the use of arms and
development? (CTET Feb 2016) legs. (REET Feb 2016)
(1) Development begins and ends at birth (1) mind and spirit
(2) ‘Sociocultural context’ plays an important role in (2) learning and education
development (3) training and learning
(3) Development is unidimensional (4) strength and speed
(4) Development is discrete
62. Change in behaviour due to maturation etc is
56. Which one of the following statements about also called learning. (REET Feb 2016)
development is correct? (CTET Feb 2016) (1) No (2) Yes
(1) Development occurs at a different rate among (3) Undecided (4) Sometimes
different individuals
(2) Development occurs at a very fast pace from 63. Which of the following is a sensitive period
birth till adolescence and then it stops pertaining to language development?
(3) Development proceeds from birth to (1) Middle childhood period (CTET Sept 2016)
adolescence in a forward manner and then it (2) Adulthood
goes backwards (3) Early childhood period
(4) Developmental changes go forward in a straight (4) Pre-natal period
line 64. Which of the following statements about
57. Which of the following is not related to principles of development is incorrect?
principles of growth and development? (CTET Sept 2016)
(1) Principle of continuity (UPTET Feb 2016) (1) Development takes place due to a constant
(2) Principle of classification interaction between heredity and environment
(3) Principle of integration (2) Development depends on maturation and
(4) Principle of individuality learning
(3) Every child goes through stages of
58. Area of physical development is ............ . development, yet there are wide individual
(1) nervous system (REET Feb 2016) differences among children
(2) growth of muscles (4) Development is a quantitative process which
(3) endocrine glands can be measured precisely
(4) All of the above

ANSWERS
1. (4) 2. (4) 3. (3) 4. (2) 5. (2) 6. (2) 7. (4) 8. (3) 9. (3) 10. (4)
11. (1) 12. (3) 13. (4) 14. (1) 15. (2) 16. (2) 17. (2) 18. (1) 19. (3) 20. (1)
21. (4) 22. (1) 23. (4) 24. (3) 25. (4) 26. (2) 27. (4) 28. (2) 29. (3) 30. (4)
31. (2) 32. (4) 33. (4) 34. (4) 35. (2) 36. (4) 37. (4) 38. (4) 39. (1) 40. (4)
41. (4) 42. (3) 43. (2) 44. (4) 45. (4) 46. (4) 47. (1) 48. (1) 49. (3) 50. (1)
51. (1) 52. (4) 53. (3) 54. (4) 55. (2) 56. (1) 57. (2) 58. (4) 59. (3) 60. (1)
61. (4) 62. (1) 63. (3) 64. (4)
 10
6. (2) The major difference between
the concept of development given by
JE Anderson and E Hurlock is that
Anderson considers it as growth and
behavioural changes and Hurlock
considers it as growth and changes
relating to maturity.
7. (4) Development is affected by
cultural changes to a certain extent is
partially correct about the
characteristics of development.
16. (2) The statement “development
is not aided by stimulation” is not
correct in context of development.
17. (2) Achieving a masculine or
feminine social role is not an
appropriate task for the late
childhood.
25. (4) Human development is
divided into domains such as
psychological, cognitive, emotional
and physical.
31. (2) It is incorrect to say that
development is the result of
Explanations
coincidences and it is not any
principle of development.
40. (4) For the development or
formation of concept in the student,
the teacher should follow simple to
complex method of teaching,
provides opportunity to the student
for experience and formed concept
transferring.
41. (4) For the development of
imagination sense organs should be
trained, story should be narrated,
attention should be paid on
development of creative tendencies.
43. (2) The correct sequence of
human development is infancy
→ childhood → adolescence
→ adulthood.
49. (3) Principle of development
states that it does not proceed at the
same pace for all. It is different in
each individual.
50. (1) Understanding the principles
of development of a child helps a
s o
teacher in effectively catering to the
different learning styles of learners.
As each individual is unique in
learning.
51. (1) When the child is considered
important and his feelings are
respected then his social and
emotional development will occur in a
good manner.
52. (4) When children are given
opportunities to learn on their
own then creativity can be
developed.
61. (4) By motor development, we
mean physical development. So, the
development in the use of arms and
legs strength and speed is a part
of motor development.
64. (4) It is incorrect about principle
of development that it is a
quantitative process which can be
measured precisely. Rather it is a
qualitative process.
Chapter 2

Principles of Child
Development
The principles of child development show how a child develops in the first few years
of life! Generally, all the children pass through the same stages of development.
However, the rate and the pace varies for each child.

2.1 Concepts of Child Development

Child development involves the scientific study of the patterns of growth, change and
stability that occurs from conception through to adolescence.
There are many concept of what a child is. Some of these are given below
1. A Child is Unique and Special A child is unique as there are no two children that are
completely the same. Even though twins have the same physical features, they are
different in terms of development, characteristics, personality, behaviour etc.
2. Childhood This is a very important stage, as it is the time when the child builds up its
foundation for its life later on. At the same time, its cognitive development also takes
place, where its memory, understanding, experience and knowledge gets accumulated.
3. Measured Qualitatively Development is said to be a qualitative process that happens as
progressive in human beings from the time of conception to the newborn baby, toddler,
young child, teenager, adult and death.

2.1.1 Principles of Child Development

A set of principles characterises the pattern and process of growth and development. These
principles describe typical development as a predictable and orderly process.
The principles of child development are listed below
1. Development Follows a Pattern or a Sequence Each child has a different rate of
development. However, the development of all human beings follows a similar pattern,
similar sequence or direction. Sequential pattern of development can be seen in two
directions, as given below
(i) Cephalocaudal (Head to Toe) Sequence According to this principle, the child first gains
control of the head, then the arms, then the legs. The infant gains control of head and
face movements within the first two months after birth. In the next few months,
infants are able to lift themselves up using their arms. By 6 to 12 months of age, infants
start to gain leg control and may be able to crawl, stand or walk.
12 CTET & TETs ~ Child Development & Pedagogy
(ii) Proximodistal Sequence This means that
development proceeds from the centre of
the body towards the outer parts of the
body. Thus, the spinal cord develops before
the outer parts of the body. The child’s arms
develop before the hands and the hands and
feet develop before the fingers and toes.
Finger and toe muscles (used in fine motor
dexterity) are the last to develop in physical
development.
2. Development Involves Change A human being
is never static. From the moment of
conception to the time of death, a person
undergoes changes. The major changes include
changes in size and proportions, acquisition of
new mental, motor and behavioural skills. e.g. a
child shows language development and better
ability to reason and remember.
3. Development Proceeds from General to Specific
In all the phases of pre-natal development and
post-natal life, the child’s responses are from
general to specific.
˜ General activity proceeds to specific activity
means that the infant is able to grasp an
object with the whole hand just after the
birth before using only the thumb and
forefinger to grasp the same object.
˜ The infant’s motor movements are very
generalised, undirected and reflexive,
waving arms or kicking before being able to
reach or creep towards an object.
4. Development is Correlated or Integrated All
types of development i.e. physical, mental,
social and emotional are related to one
another, e.g. a child who is physically healthy is
likely to have superior sociability and
emotional stability. The child develops as a
unified whole. Each area of development is
dependent on the other and thus, influences
the other developments.
5. Development is a Continuous Process
Development does not occur in spurts, it
continues from the moment of conception
until the individual dies.
It takes place at a regular pace rather than by
leaps and bounds. Although, development is a
continuous process, the tempo of growth is
not even; during infancy and the early years,
growth takes place swiftly and later it slackens.
6. Development of Individuality Interaction
between heredity and environment leads to
individual differences in the social and mental
development of a child. These differences are
caused by the genes one inherits and the
environmental conditions like food, medical
facilities, psychological conditions and learning
opportunities.
7. Development Occurs at Different Rate for Different
Parts of the Body The development of different
physical and mental traits is continuous but all
parts of the body do not grow at the same rate
during the same time interval.
In some areas of the body, growth may be rapid
while in others, growth will be slow, e.g. the brain
attains its full maturity around the age of 6 to 8
years; feet, hands and nose reach their maximum
size in early adolescence, whereas heart, liver and
digestive system grow during adolescence also.
8. Development Proceeds Stage by Stage The
development of the child occurs in different
stages. Each stage has certain unique
characteristics.
There are individual differences in the rate of
growth and development. Therefore, the age limit
for different stages should be regarded as just
approximate.
9. Early Development is More Important than Later
Development Early childhood experiences, have
more impact on the development of the child.
These include nutritional, emotional, social and
cultural experience.
10. Development is Predictable It is possible for us to
predict at an early age the range within which the
mature development of the child is likely to fall.
However, mental development cannot be
predicted with the same degree of accuracy.
11. Social Cognitive Theory This theory was
formulated by NE Miller and J Dollard in 1941.
According to this theory, people learn by
watching what others do. By initiating the
observed actions, the individual learns the action.
Positive reinforcement is provided to children so
that they repeat the expected behaviour.
Reinforcement and punishment have effects on
both behaviour and learning.
12. Development does not Proceed at the Same Pace for
All (Theory of Maturation) This theory was formed
by Gesell. According to this theory, children go
through similar stages of growth, although each
child may move through these stages at its own
rate, e.g. all children learn to walk at
approximately the same time, but some may learn
quicker the others.
CHAPTER 2 : Principles of Child Development
2.1.2 Educational Importance
of Principles of Child
Development
Children can fully demonstrate their ability for
development and this improves when they do it
voluntarily. Good educational aims will be achieved
more easily if they are based on clear principles and
are linked to children’s daily activities.
Educational importance of the principles of child
development are as follows
˜ One of the educational aims is to develop
independence and self-reliance. In this context,
independence refers to the ability to think without
the need of following instructions.
(i) The task of the teacher is to see whether
children can achieve self-realisation.
(ii) Teachers have to discuss and drop hints to
help children when they are stuck or when
they lose interest in their play.
˜ Education aims to respect the pace of
development of each child. It is fundamental that
teachers prepare for a variety of possible
activities so that children can get started on what
they are most interested in doing and can
develop with that activity.
˜ Education evaluates the development level of
each child and decides how to aid and
understand what he/she desires or thinks
immediately.
˜ Education helps children widen their activities
and their ideas to think and also provides a
physical and psychological environment
appropriate for child development.
2.1.3 Factors Influencing Child
Development
Child development is an ongoing process from birth
until reaching adulthood and typically follows a
pattern and a sequence which means that each step
takes place at a certain age and in a usual order that
is similar in most cases. There are two broad factors
influencing the development of children. They are as
follows
Internal Factors These include heredity, physical,
intelligence and emotional factors.
1. Heredity The height, weight and body-build of
a child largely depends on genetical factors. It
means that the genetic materials operate
13
throughout the entire period of growth.
Heredity influences the growth rate of early
maturers or late maturers. Genetic factors
probably play the leading part in the differences
between male and female patterns of growth.
2. Physical Physical factors can influence different
aspects of child development in different ways.
Sometimes, physical influences on child
development are possible to control. Good
nutrition helps a child’s development in an
adequate manner because it affects the bones,
muscles and internal organs. Consistent
physical activities can do more for minimising
the risk of obesity and enhance muscle growth.
3. Intelligence It has been seen that intelligence
affects physical development. Children, who are
intelligent, grow fast physically and children
with low intelligence achieve their development
task at a slower speed. Intelligence affects the
thought process, creative thinking and
retention of information, thereby affecting the
academic achievement of a child.
4. Emotional Emotional factors affect the child’s
social, mental, physical and moral level of
development. It also affects language
development. Balanced emotional development
in a child helps to reciprocate feelings that are
appropriate for one’s age. Children having a
more easy- going nature tend to have an easier
time learning to regulate their emotions as well
as responding to other people’s emotions more
positively.
External Factors
The external factors influencing child development
include family, physical environment and
socio-economic conditions.
1. Family It plays a very important role in shaping
children. An affectionate bond between the
parents and children helps in proper
development.
˜ A bigger family tends to give moral values and
education as well as support to the child. A
small family makes the child independent.
˜ Children going through stressful family
environment and broken families experience
learning disabilities. Their emotional and
social development is also affected negatively.
2. Physical Environment The environment in
which a child grows up, affects its mental,
emotional and physical development.
 14 CTET & TETs ~ Child Development & Pedagogy
˜ Physical environment such as pollution, noise
level, overcrowding, poor quality housing and
neighbourhood quality are significant in
children’s development.
˜ Pollution affects the health of children.
Parents in crowded homes are less responsive
to the needs of the children. Housing quality
and the neighbourhoods in which a child
grows up shape the behaviour of a child.
3. Socio-Economic Conditions This is the social
and economic condition in which the child
grows up.
˜ A well- to do family is able to send its children
to good schools, inculcate hobbies and go to
vacation where the children gather new
experiences.
˜ This further increases their cognitive,
physical and social skills. Children coming
from less fortunate backgrounds face
ill-health, depression, stress and lack of
motivation, leading to improper physical,
cognitive and social development.
2.2 Child Psychology
Child psychology is a broad area that covers
children growth from birth to adolescence. It
attempts to make sense of every aspect of child
development including how children learn, think,
interact, respond to people around them, make
friends and understand emotions.
˜ According to Mosby’s medical dictionary, ‘‘Child
psychology is the study of mental, emotional and
behavioural development of infants and
children”. It focuses on the cognitive and
intellectual development of a child.
˜ Child psychologists focus on understanding the
mind and behaviour of children from prenatal
development through adolescence. Therefore,
child psychology deals not only with how
children grow physically, but with their mental,
emotional and social development as well.
2.2.1 Importance of Child
Psychology
As a parent, teacher or a caregiver, it is very
important to understand a child’s behaviour in order
to help it adapt to various situations in life. Child
psychology is important for the following reasons
˜ To understand the child better and to
understand the development of a child.
˜ To know and understand the problems faced by a
child that have a psychological origin.
˜ To establish an effective communication with
the child.
˜ To produce a comfortable environment for the
teaching and learning process to take place
efficiently and effectively.
˜ To gain confidence of the child and the parents
so that the environment in which the child is
growing, can be understood.
˜ To help teachers recognise how to deliver the
contents to students in a way that identifies
individual learning differences. Through
understanding child psychology, one can provide
right direction so as to develop proper skills in
the child.
˜ Child psychology tells about the specific
behaviour of the children and its particular
causes which helps deal with the conditions
accordingly.
˜ Child psychology is the study of a child’s
personality traits. This helps in understanding
what the child is likely to be in future and helps
moulding the child.
CHAPTER 2 : Principles of Child Development 15

CHAPTER EXERCISE
1. Which among the following would weaken the 7. Consider the following statement(s)
argument of principle of growth and I. Intelligence, physical ability and heredity
development? factor are internal factor of child
(1) Principle of classification development.
(2) Principle of continuity II. Appearance, physique and hair-colour are
(3) Principle of integration the external factor of child development.
(4) Principle of individuality
Which of the statement(s) given above is/are
2. Understanding the principles of development correct?
of a child helps a teacher in (1) Only I
(1) identifying the social status of the learner (2) Only II
(2) identifying the economic background of the learner (3) Both I and II
(3) rationalising why the learner ought to be taught (4) Neither I nor II
(4) effectively catering to the different learning styles 8. Which of the following pairs is incorrectly
of learning
matched?
3. Out of the given statements which one can’t be (1) Economic condition : Internal factor
termed as the principle of development? (2) Social condition : External factor
(1) It is a discontinuous process (3) Life experiences : External factor
(2) The processes of development are not (4) Heredity factor : Internal factor
inter-connected to one another 9. Consider the given statement(s) about child
(3) It goes with same pace for all the concerned development
(4) All of the above
I. Emphasis is on the process and on the
4. ‘‘Development is a sequential and slow role of environment and experience.
process’’. Which among the following thinkers II. It is the study from conception to
is associated with this thought? adolescence.
(1) Maslow (2) Skinner Which of the statement(s) given above is/are
(3) Aristotle (4) Lovosky correct?
5. Which of the given conditions signifies the (1) Only I
principle of individuality? (2) Only II
(1) A and B are similar in their ages but they show a (3) Neither I nor II
variance in their social and mental development (4) Both I and II
(2) P and Q are of same age and both of them show
same level of interest in games and sports
10. Why is it important for the teachers to
(3) X and Y are two girls studying in same class and
know about the various stages of child
one shows interest in algebra and other shows development?
interest in geometry I. To produce a comfortable environment
(4) None of the above for teaching and learning process.
II. To know and understand the problems
6. How can the understanding of the principles of
faced by a child.
child development helps a teacher?
III. To establish an effective communication
(1) It tells the teacher the need of teaching for the
with the child.
students
(2) It helps the teacher to get himself equipped with Which of the statement(s) given above is/are
different styles of learning for the learners correct?
(3) It suggests the teacher to get to know the social (1) Only I
status of his wards (2) Only II
(4) It brings out the economic background of the (3) Both I and III
parents of the students (4) All of the above
 16 CTET & TETs ~ Child Development & Pedagogy

11. Consider the statement(s) about principle of (2) Is true because physical development occupies
child development the topmost place in the sequence of
I. Development follows a sequence and all development
areas of development are important. (3) Is true because physical development is
II. Development is an interaction of inter-related with other domains of development
maturation and experience. (4) Is untrue as physical development does not affect
other domains of development in any way
III. Development and learning both have an
equal proceeding rate. 18. Which of the following are the external factors
Which is an incorrect assumption? affecting the interest of student in classroom?
(1) Both I and II (2) Both II and III (1) Emotions and sentiments (PTET Nov 2011)
(3) Only II (4) Only III (2) Culture and training
(3) Attitudes of students
Previous Years’ Questions (4) Goals and motives
12. “Development is a never ending process”. 19. Which one of the following is the true
This idea is associated with (CTET June 2011) statement corresponding to Cephalocaudal
(1) principle of inter-relation Principle of child’s development?
(2) principle of continuity (PTET Nov 2011)
(3) principle of integration (1) Development is from head to foot
(4) principle of interaction (2) Development is from foot to head
13. Human development is based on certain (3) Development is from middle to periphery
principles. Which of the following is not a (4) None of the above
principle of human development? 20. A developmental perspective involves concern
(CTET June 2011) with changes occurring over time in
(1) Sequentially (2) General to specific (PTET Nov 2011)
(3) Reversible (4) Continuity (1) form (2) rate
14. At lower classes, play-way method of teaching (3) sequence (4) All of these
is based on (CTET June 2011) 21. Proximodistal trend of development is directed
(1) theory of physical education programmes from (CGTET Nov 2011)
(2) principles of methods of teaching (1) from head to toe and from outside the body to
(3) psychological principles of development and centre
growth (2) from head to toe and from centre of the body to
(4) sociological principles of teaching outside
15. Understanding the principles of development (3) from toe to head and from outside the body to
centre
of a child helps a teacher in (CTET June 2011)
(4) from toe to head and from centre of the body to
(1) identifying the economic background of learner outside
(2) rationalising why the learner ought to be taught
(3) effectively catering to the different learning 22. Systematic presentation of concepts may be
styles of learners related with which of the following principles
(4) identifying the social status of the learner of development? (CTET Nov 2012)
16. Development of concepts is primarily a part (1) Development leads to growth
of (CTET June 2011) (2) Development proceeds from heteronomy to
(1) intellectual development autonomy
(2) physical development (3) Students develop at different rates
(3) social development (4) Development is relatively orderly
(4) emotional development 23. Which of the following is a principle of
17. The statement: “An important pre-condition development? (CTET Jan 2012)
for the proper development of a child is (1) All processes of development are not
ensuring her/his healthy physical inter-connected
development.” (CTET June 2011) (2) It does not proceed at the same pace for all
(1) May be incorrect as development varies from (3) Development is always linear
individual to individual (4) It is a discontinuous process
CHAPTER 2 : Principles of Child Development 17

24. During particular period, development is 30. Which one of these is a principle of child
advanced but takes rest in the following development? (CTET Feb 2015)
period to consolidate his development. It (1) Development occurs due to interaction between
follows the following law of development. maturation and experience
(1) Principle of integration (HTET June 2013) (2) Development can accurately predict the pace
(2) Principle of continuity of each individual child
(3) Principle of spiral advancement (3) Experience is the sole determinant of
(4) Principle of uniform pattern development
25. A child coming to pre-school for the first time (4) Development is determined by reinforcement
cries profusely. After 2 years, when the same and punishment
child goes to the primary school for the first 31. On the basis of Child Psychology, which
time, he does not express his tension by statement is appropriate? (UTET April 2015)
crying, rather his shoulder and neck muscles (1) All the children are homogeneous
become tense. This change in his behaviour (2) Some children are homogenous
can be explained on the basis of which of the (3) Some children are unique
following principles? (CTET Feb 2014) (4) Every child is unique
(1) Development proceeds in a sequential manner
32. The central focus of Child Psychology is
(2) Development is gradual
(UTET April 2015)
(3) Development is different, in different people
(1) good teacher (2) child
(4) Development is characterised by differentiation
(3) teaching process (4) school
and integration
26. A teacher finds that a student is facing 33. Development proceeds from ....... to ........ .
difficulty in drawing a square. He/She (1) complex, hard (CTET Sept 2015)
assumes that this student would also find it (2) specific, general
difficult to draw a diamond. He/She applies (3) simple, easy
(4) general, specific
which of the following principles to arrive at
his/her assumption? (CTET Feb 2014) 34. Which one of the following is not the
(1) Development is gradual principle of child development?
(2) Development is different for different people (CTET Sept 2015)
(3) Development tends to follow and orderly (1) All areas of development are important
sequence (2) All development results from an interaction of
(4) Development is saltatory maturation and experience
(3) All development and learning proceed at an
27. Who has central place in education according equal rate
to Child Psychology? (UPTET Feb 2014)
(4) All development follows a sequence
(1) The Child (2) The Teacher
(3) The Guardian (4) The Administrator 35. Scope of child psychology is (UPTET Feb 2016)

28. What is the principal psychological
characteristic of childhood? (UPTET Feb 2014)
(1) Dependence on others
(2) Feeling of gregariousness
(3) Religious feeling
(4) Lack of tendency of imitation
(1) study the characteristics of infancy stage only
(2) study the characteristics of conception period
only
(3) study the characteristics of childhood only
(4) study the characteristics from conception to
adolescence

29. “Psychology first lost its soul, then its mind 36. The greatest contribution of psychology to
and then it lost its consciousness, it still has education is (UPTET Feb 2016)
behaviour of a kind” was stated by (1) subject oriented education
(UPTET Feb 2014) (2) teacher centred education
(1) Tichner (2) Wundt (3) activity based education
(3) Woodsworth (4) McDougall (4) child-centred education
 18 CTET & TETs ~ Child Development & Pedagogy

37. The cephalocaudal principle of development Principle Description

explains how development proceeds from B. Cephalocaudal 2. Head to toe sequence
(CTET Sept 2016) trend
(1) differentiated to integrated functions C. Inter-individual 3. In a single child, the
(2) head to toe differences rate of development
(3) rural to urban areas can vary from one
(4) general to specific functions domain of development
to other
38. Match the following principles of D. Intra-individual 4. From the centre of the
development with their correct descriptions. differences body to outwards
(CTET Sept 2016) 5. Progression from
simple to complex
Principle Description
A. Proximodistal 1. Different children
Codes
trend develop at different A B C D A B C D
rates (1) 2 4 1 3 (2) 4 2 1 3
(3) 2 4 3 1 (4) 4 2 1 3

ANSWERS
1. (1) 2. (4) 3. (4) 4. (2) 5. (1) 6. (2) 7. (2) 8. (1) 9. (4) 10. (4)
11. (4) 12. (2) 13. (3) 14. (3) 15. (3) 16. (1) 17. (3) 18. (2) 19. (1) 20. (4)
21. (2) 22. (2) 23. (2) 24. (3) 25. (4) 26. (3) 27. (1) 28. (2) 29. (3) 30. (1)
31. (4) 32. (2) 33. (4) 34. (3) 35. (4) 36. (4) 37. (2) 38. (1)

Explanations
5. (1) Principle of individuality is
signified by the statement where A
and B are similar in their ages, but
they show a variance in their social
and mental development.
6. (2) The understanding of the
principles of child development
helps a teacher to get himself
equipped with different styles of
learning.
9. (4) In child development, the
emphasis is on the process and on
the role of environment and
experience. Also, it is the study
from conception to adolescence.
10. (4) It is important for the
teachers to know about the various
stages of child development to
facilitate comfort for teaching
learning process, to understand the
problem of child and to communicate
with children effectively.
11. (4) Principle of child
development states that
development and learning both have
an equal proceeding rate.
14. (3) At lower classes, play-way
method of teaching is based on
psychological principles of
development and growth.
17. (3) An important pre-condition for
the proper development of a child is
ensuring his/her healthy physical
development is true because physical
development is inter-related with
other domains of development.
22. (2) Systematic presentation of
concepts may be related with the
principle of development that it
proceeds from heteronomy to
autonomy.
24. (3) Principle of spiral
advancement is that during particular
period, development is advanced but
takes rest to consolidate.
Chapter 3

Influence of Heredity and

Environment
A child receives a great impression of heredity and environment upon him. The
learning and the behavioural tendencies are dependent on heredity and environment.
Not only this, but intelligence and character are also dependent on environment.
Heredity and environment put impact upon dissimilarities and personalities of the
children. Also, mental growth is a crucial correlative to heredity and environment.

3.1 Heredity : Meaning and Definition

Human beings have a common genetic structure but all humans carry different sets of
genetic traits that they get from their parents. This includes eye colour, hair colour, body
type, height, skin colour etc. Therefore, heredity can be defined as the transmission of
genetic traits from parents to their children.
As per Peterson, heredity may be defined as what one gets from his ancestral stock through
his parents. This includes nature, character traits, looks, intelligence and cognitive skills.

3.1.1 Principle of Heredity

All traits depend upon both genetic and environmental factors. Heredity and environment
interact to produce their effects. This means that the way genes act depends on the
environment in which they act.
˜ In the same way, the effects of environment depend on the genes with which they work.

Heredity provides the basis for the development of human personality.

˜ Heredity is what a person is born with. It is a specific combination of genes we inherit

and is shown in characteristics like height and certain habits.

˜ Environment includes all aspects of the surroundings i.e. human and non- human such as

parents, family, friends, school, neighbourhood, work place and socio-economic

conditions to which the individual is exposed since birth.
˜ These factors influence the development of an individual. The child’s

capabilities/potential is determined by heredity. But, the extent to which an individual

develops these capabilities depends upon the opportunities in the environment.

3.1.2 Role of Heredity and Environment in Development

Two most important factors in children development are ‘Heredity’ and ‘Environment’
where the child spends most of the time majorly being in pre-school and otherwise at
home with family and friends. These two are very important considerations playing vital
 20 CTET & TETs ~ Child Development & Pedagogy
role in childhood development. Heredity is the
transfer of traits from one generation to another
with the help of chromosomes. Physical and mental
(emotional) are two traits together play a
significant role in the transfer of total personality
from parents to off springs. These are
Physical Traits
Instances of physical traits are height, body
structure, shapes of different parts of body,
heart-trouble, diabetes, baldness, asthma etc.
Mental Traits
Mental and emotional traits are intelligence,
memory power, interests and talent in music, art,
literature, dancing etc even cruel nature,
cool-headed nature, etc come under these traits.
˜ By environment, we mean all those physical and
social factors that affect and influence the
development of the child like the home, the
family, the neighbourhood, the companions, the
school, the teachers, the political and religious
agencies and the society in general.
˜ No individual is the same at maturity as he was
born. Any or all of the environmental
components can affect the health of the person.
˜ Everything that influences the child apart from
himself from what he inherited from his parents
is his environment.
˜ Both, heredity and environment together, play
equally important role in the formation of human
nature. However, in some cases it has been
proved that heredity plays more significant role
in children development being in pre-school or
at home.
˜ At the same time, there have been evidences
showing that in some other cases environment has
played a significant role in formation of human
nature. Thus, as parents, we have both the factors
in our hands and both the parents can together
make the best efforts to improve the child.
˜ As pre-primary teachers, we have no control on
the child’s heredity. Yet, the environment which
would promote the healthy development of the
child, can be controlled.
3.1.3 Laws of Heredity
Three important laws of heredity, are as follows
1. Like Produces Like According to this law, human
being will produce human beings, just as a cat
will produce a cat.
2. Only Certain Traits are Transformed According to
this law, the dominant traits get transferred more
easily than the recessive traits.
3. Convergence of Two Lives According to this law,
both the parents play an equally important role in
converging their traits to their offsprings.
3.1.4 Effects of Heredity
Heredity plays an important role in the
development of child. It also affects various aspect
of child. They are given below
1. On Physical Characteristics
˜ This refers to the looks or physical features. A
child inherits biological heredity that is
transferred through genes and chromosomes. For
instance, parents with a good height and healthy
physique generally have tall and strong children.
Thus, offsprings will resemble their parents.
˜ A gene is a primary basis of heredity. It is a
section of DNA that comprises coded
instructions. Therefore, child development is
largely affected by heredity factors. Twins and
siblings will have similar genetic formations, but
the coded instructions will have modifications.
˜ The offspring may not resemble its parents and
thus, there are variations. Therefore, every
individual is unique in some way or the other. For
instance, colour of eyes may be different or
children may not be as tall as their parents are.
2. On Intelligence
˜ Specific genetic traits are responsible for the
intelligence of a child and they associate IQ levels
of parents and siblings. The ability of effective
learning, analysis and decision-making capacity
develops from the level of intelligence that a
child inherits. According to HH Goddard,
intelligent parents will have intelligent children
while dull parents will have dull children.
˜ The mental abilities inherited by a child
determines how the child develops emotionally.
The kind of emotional development in a child
then affects the way a child develops his social,
moral and linguistic skills.
3. On Character
˜ A child inherits the character traits from its
parents. According to Dugwell, how a person’s
character/nature develops is also dependent on
what the child inherits from its parents.
CHAPTER 3 : Influence of Heredity and Environment
˜ The moral development of a child is a part of
development and is deep rooted in human nature.
Therefore, parents pass on some moral values to
their offspring.
3.1.5 Significance/Importance
of Heredity for Education
Important significane or importance of heredity or
of education are as follows
˜ Heredity lays the foundation for the intellectual
potential or ability of a child, thus showing its
inborn talents. Every child inherits different types
of intelligences from its parents.
˜ Some inherit analytical intelligence, others are
highly creative, while some others may have more
of practical intelligence. Parents and teachers
should therefore, observe and identify their
children’s potential domains and then nurture and
develop these areas in such children.
˜ Heredity determines maturation, which is a factor
affecting learning. Unfolding of genetically
directed changes as the child develops basic
motor skills like walking, running and jumping
emerge primarily as a result of neurological (brain)
development, increased strength and increased
muscular control-changes that are largely
determined by inherited biological instructions.
˜ Heredity determines personality i.e. temperament.
Children seem to have distinct temperaments
almost from birth.
˜ Temperament of an individual dictates general
activity level, adaptability, persistence,
adventurousness, shyness, inhibition level,
irritability and distractibility. Temperament
greatly affects learning.
3.2 Environment :
Meaning & Definition
Environment is a sum total of our surroundings. The
word environment has been derived from a French
word ‘Environia’ meaning ‘to surround’. It refers to
the environment in which organisms live.
Human beings interact with their environment more
vigorously than other living beings. Human beings
are surrounded by air, water, vegetation, mountains,
plateaus, rivers and other objects. All these together
make up the environment.
˜ In other words, environment refers to those
surroundings that surround living beings from all
sides and affect their life in total.
21
˜ Environment plays an important role in the
development of human life. Contribution of
environment is equally important to the
development of human life, as is the
contribution of heredity. So, some psychologists
call psychological environment as social
heredity.
˜ Behavioural psychologists have laid more
emphasis on environment as compared to
heredity.
Definitions of environment given by various
thinkers are explained below
— According to Ann Nastase, ‘‘Environment is
that factor which affects a human being
besides his life’’.
— According to Holland and Douglas, ‘‘The term
environment is used to describe in aggregate
all the external forces, influences and
conditions which affect the life, nature,
behaviour and the growth, development and
maturity of living organism”.
— According to Gisbert, ‘‘Environment is
anything immediately surrounding an object
and exerting a direct influence on it’’.
3.2.1 Effects of Environment
Environment affects the development of a child in
various ways. These are listed below
1. Physical Dissimilarities
˜ Though physical attributes are mostly
hereditary, but effect of environment can be
clearly seen. For instance, people living in
mountainous areas are short structured
whereas people living in plains are generally tall
and strong.
˜ For many generations, it has been observed that
change of location affects a person’s physical
structure.
2. Effect on Superiority of Races
˜ Some races are intellectually superior to others
not because of heredity but because of
environment. These races are able to score
better on tests as they are equipped with a
better intellectual, cultural and social
environment.
˜ If a son of a great leader is left in an
incompatible environment devoid of good
intellectual and cultural atmosphere, he will not
be able to become great like his father.
 22 CTET & TETs ~ Child Development & Pedagogy
3. Effect on Personality
˜ Personality development or modulation depends
more on environment than heredity factors. Any
person can evolve into a better human being if he
gets a proper environment. It is a fact that
personalities change due to difference in
environment.
˜ We come across many examples near us where
people, who are born in low income or poor
families, have been able to rise due to better
environment which enabled their capabilities to
work to the full potential.
˜ Newman, Freeman and Holzinger studied 20 pairs
of twins who were kept in different environments
to prove this. They kept one child of pair of twins
in a rural area on a farm and the other of the pair
was nurtured in an urban area full of social and
cultural facilities. When both children of these
pairs grew up, a considerable difference was
found in their personality traits.
˜ The child of the pair, who was brought up in a
rural background, was found to be discourteous,
full of anxiety and less intelligent. On the
contrary, the child of the same pair, who was
brought up in an urban environment, was found to
be more sophisticated, carefree and more
intelligent.
4. Effect on Mental Growth
˜ The psychologist Gardon is of the view that mental
growth slows down in human beings in the absence
of a proper social and cultural atmosphere. He
conducted a study on children living in riverine
areas.
˜ The environment of these children was bad and
away from good effects of society. The study
revealed that these children’s mental development
was also hampered due to their environment.
5. Environment’s Multiple Effects on
Growing Children
˜ Environment plays a crucial role in the
development of physical, mental, social and
emotional aspects of any human being.
˜ The study of a child, who was reared in deep
forests, shows that he was reared among wild
animals. Some hunters caught hold of this child
in 1979. At that time, he was 11 or 12 years.
˜ His physical structure became like that of
animals. He used to walk with his hands and legs
and eat raw meat.
˜ He was not able to think and speak like humans.
All the efforts to educate and make him civilised
failed.
Nature v/s Nurture
l Nature refers to the genetic influence or the
traits inherited by a child from its parents.
Nurture is all about the upbringing of a child or
the environment in which a child grows.
l Philosophers like Plato and Socrates suggest that
a child is born with intelligence, talents and skills
that is regardless of environmental influences.
l Thinkers like John Locke believed that the mind
starts like a blank state and knowledge is
determined by experiences. However, the impact
of nature (heredity) and environment (nurture) on
child development is equally essential.
l Heredity begins the moment an ovum is
fertilised while the role of environment begins
with the birth of the child, but both play their
roles throughout the life of a child.
For example, a wrestler has a strong body type
due to genetic influences but his fitness and
stamina depend upon the food and surroundings
in which he lives and practises.
CHAPTER 3 : Influence of Heredity and Environment
CHAPTER EXERCISE
1. Which one of the followings is the closest
relation to the individual differences in
human beings?
(1) Interaction between heredity and environment
(2) Difference in the environmental factors
(3) Difference in the pattern of heredity
(4) Interaction of heredity and environment on a
separate basis
2. “Environment is an external force which
influences us”. Who said this?
(1) Woodworth
(2) EJ Ross
(3) Anastasi
(4) None of the above
3. Schools are social institution because they
(1) preserve and instill in future generations the
knowledge, ideas and customs of our culture
(2) suggest solutions to social problems
(3) suggest ways and means of social progress
(4) are established by the society
4. Which thinker defined environment as
“anything immediately surrounding an object
and exerting a direct influence on it?’’
(1) Ann Nastase
(2) Holland and Douglas
(3) P Gisbert
(4) EJ Ross
5. Maya says that variation is an inborn factor
while Ruchi believes that it is acquired from
the surroundings. The discussion is regarding
(1) biological and social factors
(2) biological and cultural factors
(3) social and cultural factors
(4) nature-nurture debate
6. To which of the following statements can the
role of heredity and environment be linked?
(1) Role of environment is static while heredity
changes
(2) Behavioural theories and related to heredity
(3) Comparative effects of heredity and
environment differ in many areas of human
development
(4) None of the above
7. Heredity and development have influence
over
I. Social and emotional development.
II. Physical and mental development.
23
III. Cultural development.
Which of the statement(s) given above are
correct?
(1) Both I and II
(2) Both II and III
(3) Both I and III
(4) All of the above
8. For a child, learning can be facilitated in the
best way by
(1) providing freedom to make friends as the child
wishes
(2) giving consideration and weightage to the
emotion and opinion of the child
(3) subjecting the child to strict discipline and rules
(4) allowing leisure time to play and to recreate
9. Which one of the following is correctly
matched?
(1) Physical attributes : Environment
(2) Development of personality : Heredity
(3) Intellectual superiority of a : Environment
particular race
(4) Mental growth of children : Heredity
10. Consider the following statements in the
context of heredity
I. Motivation can’t be termed under the law of
heredity.
II. Appearance is a hereditary factor.
Which of the statement(s) given above is/are
correct?
(1) Only I
(2) Only II
(3) Both I and II
(4) Neither I nor II
11. Which of the following (A or B) is an example
of a quality, which can be categorised under
‘nature’ and which can be categorised under
‘nurture’?
A. A child has excellent general knowledge.
B. A champion wrestler has excellent fitness
and good stamina.
(1) A can be categorised under ‘nurture’ and B can
be categorised under ‘nurture’
(2) A can be categorised under ‘nurture’ and B can
be categorised under ‘nurture’
(3) Both A and B can be categorised under
‘nurture’
(4) Both A and B can be categorised under ‘nature’
 24 CTET & TETs ~ Child Development & Pedagogy

18. Which one of the following is true about the

Previous Years’ Questions role of heredity and environment in the
12. Heredity is considered as a .......... social development of a child? (CTET July 2013)
structure. (CTET June 2011) (1) Both heredity and environment contribute 50%
(1) secondary -50% in the development of a child
(2) dynamic (2) The relative contributions of adults and genes
(3) static are not additive
(4) primary (3) Heredity and environment do not operate
13. Which of the following is predominantly a together
heredity related factor? (CTET Jan 2012) (4) None of the above
(1) Colour of the eyes 19. The effect of relation of heredity and
(2) Participation in social activities environment on the individual’s growth,
(3) Attitude towards peer group occurs in one of the following way.
(4) Thinking pattern (HTET June 2013)
14. Environmental factors that shape (1) Heredity affects the individual
development include all of the following (2) Environment affects the individual
except (CTET Jan 2012) (3) Heredity and environment affect the individual
(1) quality of nutrition (4) None of the above
(2) culture 20. The classroom environment should be
(3) quality of education
(UTET Sept 2013)
(4) physique
(1) quiet (2) full of noise
15. Human personality is the result of (3) disciplined (4) friendly
(CTET Jan 2012)
(1) only heredity
21. Which one of the following statements is true
regarding role of heredity and environment
(2) upbringing and education
in human development?
(3) interaction between heredity and environment
(CTET Feb 2014)
(4) only environment
(1) The relative effects of heredity and environment
16. One of the identical twin brothers is adopted vary in different areas of development
by a socio-economically rich family and the (2) The policy of compensatory discrimination of
other by a poor family. After one year, which the Government of India is based on the role of
one of the following may be most likely ‘nature’ in human development
observed about their IQ scores? (3) The role of environment is almost fixed, whereas
(CTET Nov 2012) the impact of heredity can be altered
(1) The boy with poor family will score greater than (4) The theories based on the ‘behaviourism’ are
the boy with rich socio- economic family largely based on the role of ‘nature’ in human
(2) Socio-economic level does not affect the IQ development
score 22. Which of the following statements is true?
(3) The boy with rich socio-economic family will
(CTET Feb 2014)
score greater than the boy with poor family
(1) Genetic makeup impacts responsiveness of an
(4) Both of them will score equally
individual to qualities of the environment
17. Which of the following statements supports (2) Adoptive children possess same IQs as their
the role of environments in the development adoptive siblings
of a child? (CTET July 2013) (3) Experience does not influence brain
(1) Some students quickly process information development
while others in the same class do not (4) Intelligence remains unaffected by the
(2) There has been a steady increase in students’ schooling
average performance on IQ tests in last few 23. The nature-nature debate refers to
decades (1) genetics and environment (CTET Feb 2014)
(3) Correlation between IQs of identical twins raised (2) behaviour and environment
in different homes is as high as 0.75
(3) environment and biology
(4) Physically fit children are often found to be
(4) environment and upbringing
morally good
CHAPTER 2 : Influence of Heredity and Environment
24. Which of the following statements is not
true? (UPTET Feb 2014)
(1) “Heredity is the transmission of traits from
parents to offsprings”
(2) “Development is the product of the interaction
of the organism and its environment”
(3) “Heredity is the sublimation of inborn individual
traits”
(4) “Heredity is the transmission from parents to
offsprings of physical and mental
characteristics”
25. Survival of the fittest is the principle of
(1) Lamarck (UPTET Feb 2014)
(2) Harrison
(3) Darwin
(4) Mc Dougall
26. What is wrong about heredity in following
statements? (HTET Feb 2014)
(1) Heredity determines the sex of the child
(2) It contributes significantly towards physical
constitution
(3) It contributes towards the birth of twins
(4) It includes interests, attitudes, likes, dislikes and
emotional state of mind
27. In the context of ‘nature-nurture’ debate,
which one of the following statements seem
appropriate to you? (CTET Feb 2015)
(1) A child is like a blank slate whose character can
be moulded by the environment into any shape
(2) Children are genetically pre-disposed to what
they would be like irrespective of whatever
environment they grow up in
(3) Environmental influences only have a little value
in shaping up a child’s behaviour which is
primarily genetically determined
(4) Heredity and environment are inseparably
interwoven and both influence development
28. Do children acquire language because they
are genetically predisposed to do so or
because parents intensively teach them from
an early age? This question essentially
highlights (CTET Sept 2015)
(1) whether development is a continuous process
or discontinuous one
(2) the influence of cognition on development of
language
(3) the nature-nurture debate
(4) the discussion on development is a multi-factor
ability
25
29. What is meant by ‘nature’ in ‘nature-
nurture’ controversy? (CTET Sept 2015)
(1) Biological givens or the hereditary information
(2) Temperament of an individual
(3) Complex forces of the physical and social world
(4) The environment around us
30. Human personality is a result of
(UTET April 2015)
(1) only heredity
(2) upbringing and education
(3) interaction between heredity and environment
(4) only environment
31. Children will be able to learn in such an
environment where (UTET April 2015)
(1) they will get proper space for their experiences
and feelings
(2) they get an opportunity to play
(3) they get an opportunity to make friends
(4) there is strict discipline
32. Which of the following best describes the
extent of effect of heredity upon
development? (UTET April 2015)
(1) Heredity determines how far an individual will
develop
(2) Heredity determines how far an individual can
develop
(3) Both (1) and (2)
(4) Neither (1) nor (2)
33. “Environmental factors do not play any role
in shaping an individual, since growth of each
individual is determined by his genetic
makeup.” This statement is (CTET Feb 2016)
(1) correct, since there have been several
researches to prove that genetic material alone
predicts an individual’s development
(2) incorrect, since environmental factors contribute
little in an individual’s growth and development
(3) incorrect, since there have been several
researches to prove that environment can have
a major influence on development
(4) correct, since genetic makeup of an individual is
very strong
34. “The dynamic organisation within the
individual of those psycho-physical systems
that determine the unique adjustment to his
environment ”, is called (UPTET Feb 2016)
(1) personality (2) adjustment
(3) sensation (4) character
 26 CTET & TETs ~ Child Development & Pedagogy

35. Normal males have XY chromosomes 39. “Environment is an external force which
whereas normal females have influences us.” Who said this? (REET Feb 2016)
(1) XX chromosomes (UPTET Feb 2016) (1) Woodworth (2) EJ Ross
(2) XYY chromosomes (3) Anastasi (4) None of these
(3) XXX chromosomes
40. The unique interaction of ...... and ...... can
(4) X chromosomes
result in different paths and outcomes of
36. According to ......., “Development of the child development. (CTET Sept 2016)
is the product of heredity and environment.” (1) heredity; environment
(UPTET Feb 2016) (2) challenges; limitations
(1) Woodworth (2) Garrett (3) stability; change
(3) Holland (4) Thorndike (4) exploration; nutrition
37. Which of the following is not the law of 41. A 6 years old girl shows exceptional sporting
Heredity? (REET Feb 2016) ability. Both of her parents are sports persons,
(1) Similarity (2) Variation send her for coaching everyday and train her
(3) Regression (4) Motivation on weekends. Her capabilities are most likely
38. The object in the environment which an to be the result of an interaction between
organism tries to attain is called (1) growth and development (CTET Sept 2016)
(REET Feb 2016)
(2) health and training
(1) reinforcement (2) motive (3) discipline and nutrition
(3) stimulus (4) incentive (4) heredity and environment

ANSWERS
1. (1) 2. (2) 3. (1) 4. (3) 5. (4) 6. (3) 7. (1) 8. (2) 9. (3) 10. (3)
11. (3) 12. (2) 13. (1) 14. (4) 15. (3) 16. (2) 17. (3) 18. (2) 19. (3) 20. (4)
21. (1) 22. (1) 23. (1) 24. (4) 25. (3) 26. (3) 27. (4) 28. (3) 29. (1) 30. (3)
31. (1) 32. (2) 33. (3) 34. (1) 35. (1) 36. (1) 37. (4) 38. (2) 39. (2) 40. (1)
41. (4)

Explanations
1. (1) Individual differences in human
beings are due to interaction between
heredity and environment.
5. (4) Biological factors are hereditary
while factors related to surrounding are
environmental. Hence, the debate is
nature-nurture debate.
6. (3) Role of heredity and environment
can be linked with comparative effects
of heredity and environment differing in
many areas of human development.
7. (1) Heredity and development have
influence over social and emotional
development and physical and mental
development.
8. (2) For a child, learning can be
facilitated in the best way by giving
consideration and weightage to the
emotion and opinions of the child.
16. (2) If two children have different socio-
economic conditions then it won’t put an
effect on their IQ score.
17. (3) Role of environment in the
development of a child is that the
correlation between IQ of identical twins
raised in different homes is as high as
0.75.
18. (2) It is true that the relative
contributions of adult and genes are not
additive in the development of a child.
21. (1) The relative effect of
heredity and environment vary in
different areas of development of
human beings.
27. (4) In the context of ‘nature-
nurture’ debate, it is appropriate
that heredity and environment are
inseparably interwoven and both
influence development.
33. (3) It is incorrect that
environmental factors do not play
any role in shaping an individual,
since growth of each individual is
determined by his make-up.
Chapter 4

Socialisation Process
Learning is never an isolated process but an integration and interaction of different
processes. Socialisation is one such process that plays an important part in learning.
If learning can’t be facilitated in an environment properly, then it may never
produce the best of the results. Socialisation generates the output in a manner
accepted to both-the teacher and the taught.

4.1 Concept of Socialisation

Socialisation is a term used by scholars to refer to the lifelong process of inheriting and
passing on norms, customs, values and ideologies by providing an individual with the skills
and habits necessary for participating within its own society. It is the process by which
children and adults learn from others. Learning from others starts from the earliest days of
life and the majority of people continue social learning throughout their lives. However, some
of the most important socialisation occurs in infanthood and childhood. The child performs
its unique and effective role in society when it is appropriately socialised.
Various sociologists have defined socialisation as follows
˜ According to JJ Macionis, “The lifelong process by which an individual becomes a proper

member of society and develops human characterisitics.”

˜ According to PB Horton and CL Hunt, “It is a learning process in which groups interact

and learn social norms, also developing themselves.”

˜ According to WF Ogburn, “It is the process of learning the norms of the group and society.”

˜ According to RM Mclver, “It is the process through which social beings develop

relationships and association with each other.”

˜ According to ES Bogardus, “A process of learning to live and work together is called

socialisation.”

4.1.1 Theories of Socialisation

Some of the famous thinkers propounded various theories of socialisation. These are
discussed below

Looking Glass Self Theory

˜ Charles Horton Cooley’s Social psychological concept ‘Looking-Glass Self ’ in 1902
(Mclntyre 2006) describes the development of one’s self and of one’s identity through
one’s interpersonal interactions within the context of society.
˜ Cooley clarified that society is an interweaving and inter-working of mental selves. The
term ‘Looking-Glass Self ’ was coined by Cooley in his work, Human Nature and the
Social Order in 1902.
 28 CTET & TETs ~ Child Development & Pedagogy
The looking-glass self begins at an early age, continuing
˜
throughout the entirely of one’s life as one will never
stop modifying their self unless all social interactions are
ceased.
Social Self Theory
˜ According to George Herbert Mead, the ‘I’ and the ‘me’
are terms central to the social philosophy.
˜ One of the key influences on the development of the
branch of sociology called symbolic interactionism. The
terms refer to the psychology of the individual, where in
Mead’s understanding, the ‘me’ is the socialised aspect
of the person, and the ‘I’ is the active aspect of the
person. One might usefully compare Mead’s ‘I’ and ‘me’,
respectively, with Sartre’s ‘choice’ and ‘the situation’.
But, Mead himself matched up the ‘me’ with Freud’s
‘censor’, and the ‘I’ with his ‘ego’, and this is
psychologically aptitude test.
Ecological Systems Theory
˜ Bronfenbrenner’s Ecological Systems theory looks at a
child's development within the context of the system of
relationships that form his or her environment.
Bronfenbrenner's theory defines complex ‘layers’ of
environment, each having on a child's development. This
theory has recently been renamed ‘bioecological
systems theory’ to emphasise that a child’s own biology
is a primary environment fueling her development.
˜ The interaction between factors in the child’s maturing
biology, his immediate family/ community environment,
and the societal landscape fuels and steers has
development.
˜ The various terms in this graphic are links that lead to
pages explaining their implications in this theory.
˜ On the basis of the above definitions and theories, we
can understand that socialisation is a learning process
through which an individual adjusts himself in society
and fine tunes his role and position in society.
Theory of Mind
˜ Theory of Mind (Often abbreviated ToM ) is the ability to
attribute mental states beliefs, intents, desires
pretending, knowledge etc-to oneself and others and to
understand that others have beliefs, desires, intentions
and perspectives that are different from one's own.
˜ Deficits can occur in people with autism spectrum
disorders, schizophrenia, attention deficit hyperactivity
disorder, as well as alcoholics who have suffered brain
damage due to alcohol's neurotoxicity.
˜ Although philosophical approaches to this exist, the
theory of minds such is distinct from the philosophy of
mind.
4.1.2 Socialisation and
Education
Both education and socialisation are
processes of learning. At one time in the past
the difference between the two was very
distinct, but as time passes that boundary
becomes more blurred.
Furthermore, as we shift to a ‘Gardening’
approach to education (as advocated in our
community), we will pay more attention to
the values we teach and the kinds of things
that were historically left so socialisation
rather than included in the educational
curriculum.
˜ Socialisation is the process of learning to
become human. It is the way that
society-culture perpetuates itself.
˜ It was originally distinguished from
education in that it was specific, informal
and unplanned. It focused more on values
and acceptable behaviour than on
information and knowledge.
˜ Then schools began spending more time
on teaching little children basic life skills,
like how to put on rain wear, paying
attention in class when and where to go
to toilet, being nice to other.
˜ As time passes, topics once left only to
informal methods are being taught as part
of the educational curriculum, for
increasingly older students.
4.1.3 Types of Socialisation
Socialisation can be divided into two major
types. These are given below
Primary
˜ This is important for a child because it sets
the groundwork for all future socialisation.
It occurs when a child learns the attitudes,
values and actions appropriate for a
member of a particular culture.
˜ It is influenced most by the immediate
family and friends.
Secondary
˜ Secondary socialisation is usually
associated with teenagers and adults. It
takes place outside the home.
CHAPTER 4 : Socialisation Process 29

˜ For instance, schools and colleges require very
different behaviour from the home and
children must act according to the rules of
school when they are there.
4.1.4 Factors Influencing
Socialisation
Factors which are responsible for influencing
socialisation are given below
1. Social Interaction Interacting socially in the
family, neighbourhood and schools, as well as
with friends, classmates and the community is
an organised psychological process
characterised by
(i) Imitation of Others This means copying
someone else’s behaviour in our own style
which develops a unique aspect of our
personality.
(ii) Suggestion by Others Suggestions may be
conveyed through language, pictures or some
similar medium to the child. They influence the
child’s behaviour with others as well as its own
private and individual behaviour.
(iii) Sympathy This helps the child to empathise
with other and helps it to initiate conversation.
2. Identification In its early age, most of the child’s
actions are random, natural and unconscious. As
the child grows, it realises the nature of things
which satisfy its needs. Such things become the
object of its identification like the mother, a toy or a
picture book. Through identification, the child
becomes sociable.
3. Language It is the means of cultural transmission
and social interaction. At first, the child utters some
random syllables which have no meaning, but
gradually it comes to learn its mother-tongue.

4.1.5 Stages of Socialisation

Eric Erickson mentioned eight stages of life (including adulthood), in each of which the individual faces a
specific crisis on challenge and moves from one stage to the next when the crisis is resolved. These stages
are given below

Crisis/
Range of Important Outcomes of Success/
Stage Conflict/ Activities
Ages Events Failure
Challenge
Infancy Birth to Trust vs Feeding, love The parents’ nurturing ability and The child will develop
18 months Mistrust and care care for the child, due to visual optimism, trust, confidence
contact and touch, is emphasised. and security if properly cared
for and handled. If a child does
not experience trust, it may
develop insecurity,
worthlessness and general
mistrust to the world.
Early 18 months Autonomy Control, The child learns to control and The child will develop
Childhood to 3 years vs Shame coordination coordinate its muscles, walk, talk, autonomy and sense of
and toilet appreciate and understand independence, if successful.
training different gestures and also learns But, it feels ashamed if
to control its natural processes. condemned by its parents for
doing something wrong.

Preschool 3 to 6 Initiative vs Obedience The child becomes a member of The child will develop a sense
years Guilt and the family as a whole and enters of purpose if successful, but
exploration school. It develops a sense of failure will lead to a feeling of
equality with peers, plays games, guilt.
handles equipment. Language
developments starts at this stage.
 30 CTET & TETs ~ Child Development & Pedagogy

Crisis/
Range of Important Outcomes of Success/
Stage Conflict/ Activities
Ages Events Failure
Challenge
School Age 6 to 11 Industry vs Autonomy The child changes from a If successful, achievement
/ Later years Inferiority and skill dependent person to full values develop due to parental
Childhood acquisition autonomous status. Here, it begins emphasis on competence and
to acquire skills through education autonomy for the child to solve
that will prepare it for adult roles. problems and succeed on its
own. Failure will make the child
feel inferior and incompetent.
Adolescence 11 to 18 Identity vs Development This marks the transition from The individual develops
years Role of values childhood to adulthood. The most conventional values of society
intense and crucial socialisation and identifies with it, if
takes place in this stage. The successful. Failure leads to role
person experiences many confusion.
biological changes. Peer groups
enormously influence socialisation.
Young 18 to 35 Intimacy vs Development Individuals seek companionship The individual develops
Adulthood years Isolation of and love. Some also begin to “settle intimacy and satisfying
relationships down” and start families. They seek relationships, if successful.
deep intimacy and satisfying Loneliness and isolation may
relationships. They may help occur if the individual is
others in socialisation at this stage. unsuccessful.
Middle 35 to 65 Generativity Work and Career and work are the most Success leads to a sense of
Adulthood years vs family important things at this stage, achievement and of having
Stagnation responsibiliti along with family. At this time, made a difference to society.
es people can take on greater Failure will result in a feeling of
responsibilities and control and stagnation and a feeling of the
work to establish stability. meaninglessness of life.
Maturity 65 years Integrity vs Reflection on The physical and psychological Successful people feel a sense
to death Despair life problems associated with of achievement. Failure leads
menopause in women get coupled to regret, bitterness and
with the sad feeling of departure of despair.
the children from home, resulting
in discontinuity of roles. Among
men, the transition from active
adult status to retirement is often
more traumatic, especially if the
transition involves a drastic loss in
economic status.

Thus, the stages of socialisation show that socialisation is a never-ending process, starting with the birth of
the child and continues till death.

4.1.6 Agents of Socialisation

Socialisation of an individual occurs through its interaction with various agents during its lifetime and these
include the family, the peer group, the school, the mass media, among others.

1. The Family
˜ This is the primary agent of socialisation for most people, especially in the first five years of their lives.
The family provides the child with its first social contact with the world and through it the correct
patterns of behaviour are internalised and learnt.
˜ Learning occurs informally and the right/wrong behaviour is approved rejected through reward and
punishment.
CHAPTER 4 : Socialisation Process
2. The School
˜ When a child reaches school age, it starts to
widen its socialisation cycle. The learning is
more formal in school. Talents are evaluated on
the basis of standards and requirements.
˜ The school helps the child to adapt to the social
order, functioning to prepare the child for a
stable adult life. The school imparts certain
technical and intellectual skills as well as the
cultural heritage of society so that the individual
is able to integrate into society.
3. The Peer Group
˜ Peer group members are usually children of the
same age and have similar status. For instance, a
child who enters standard one in school and
finds itself in a class of children of the same age,
might become friendly with only some of them.
Yet, the whole class constitutes its peer group.
˜ However, as a child grows up, it starts to choose
its own peer group based on common interests,
activities, similar income level and status.
˜ The peer group affects the individual in such
issues like appearance, lifestyles, fads and
fashion, social activities and dating, drugs,
attitude to sex and technology etc.
4. Mass Media
˜ Mass media transmit information in an
impersonal manner which is all the time
conducted in a one-way flow.
˜ Mass media also harms its audience and
receivers because, by concentrating and
stressing on certain topics, the media can create,
manage and control impressions of what should
be seen as real, important and as per norms.
4.1.7 Role of Play in
Socialisation
If children do not play, they cannot develop
creativity, which is very important in education.
Play is a key element in the process of socialisation
of children. As Bruner (1975) stated, “Play is…the
principal business of childhood.”
Education must take into account modern problems
of children and their understanding of the play
process. Currently, the types of play and games are
changing. As generations are changing, play is
changing too.
31
Historical Aspects of Play in Socialisation
Historical artifacts and documents prove that
children have been playing since ancient times. Toys
have been found in the ruins of ancient China, Egypt,
Babylonian and other civilisations. The aspect of play
and its value in the socialisation process has been of
interest to child psychologists, educators and
scientists for generations.
Parten (1932) identifies the following levels of play as
part of the maturation process of children
1. Solitary Play This means playing without
regarding involvement of other children in the
room or playground. A child may build a tower
with blocks, yet be oblivious to other nearby
children.
2. Character Play As the child plays, it observes
other children in the same area. Often this child
will begin to model its play on another child. After
watching another child, it may alter its own play.
Even though a child may appear to show little
interest, it is observing others playing.
3. Parallel Play This form of play consists of several
children playing with the same materials, but
each is playing separately. An example is using
puzzles. The child may converse with others, but
works independently. If one child leaves the
group, the play continues.
4. Associative Play This is play in which a loosely
organised game is decided upon. For instance,
children may run around the room pretending to
be aeroplanes or cars. There are no definite rules
or roles. Even if one child decides not to play, the
others continue.
5. Cooperative Play This is the form of play in
which children assume assigned roles and
depend on others for achieving the goals of play.
For instance, if children want to play ‘House’,
they need others to participate in the roles of one
or more parents and several children. If one of
the key players decided to drop out, the play
episode will most probably end.
Today, scholars of theories about early childhood
education see play as developing well-being, creative
thinking skills and cognitive development. As the
child plays, all facets of development are developed.
Motor, cognitive and socio-emotional development
is increased as the child participates in play
experiences. As the children engage in play, the need
for variety and competence all come into focus.
32 CTET & TETs ~ Child Development & Pedagogy
CHAPTER EXERCISE
1. Which of the given option is not the right
assumption for socialisation in terms of
education?
(1) Adapting and adjusting to
the social environment
(2) Creating own social norms
and following them
(3) Both (1) and (2)
(4) Neither (1) nor (2)
2. Which factor doesn't contribute to the
process of socialisation?
(1) Social integration
(2) Providing emotional support
(3) Culture transmission
(4) Bringing a development in one's personality
3. Consider the given statements and choose the
incorrect one.
(1) Peer group is friends, buddies etc
(2) Peer group is never the members of one’s
family
(3) Peer group is the persons of same age group
(4) None of the above
4. In the progressive model of education as
implemented by CBSE, socialisation of
children is done in such a way so as to expect
them to
(1) give up time-consuming social habits and learn
how to score good grades
(2) be an active participant in the group work and
learn social skills
(3) prepare themselves to conform to the rules and
regulations of society without questioning
(4) accept what they are offered by the school
irrespective of their social background
5. What does the historical artifacts and
documents tell us
(1) kings used to focus on the games and sports
for the Prince
(2) there was not much evidence of games and
sports being popular for the children
(3) games like bull fight and cards were popular
among the adults
(4) children’s play was known even in ancient times
6. The feeling of shame and pride develops in
stage of
(1) infancy (2) early childhood
(3) adolescence (4) adulthood
7. Consider the statements about the different
stages of human development and choose the
correct one.
(1) Trust vs mistrust is symbolic during middle
adulthood
(2) Identity disorders are common in pre-school
stage
(3) Adolescence is the stage where the case of
intimacy and isolation are shown
(4) Autonomy, shame and doubt are prevalent
during early childhood
8. Which nature of classroom is supportive of
the process of socialisation?
(1) Strict and rigid (2) Loving and sympathetic
(3) Normal and lenient (4) None of these
9. The meaning of cooperative play, when
referred to socialisation of children, is
(1) playing without regarding involvement of other
children
(2) several children playing with the same
materials, but each is playing separately
(3) playing loosely organised games
(4) assuming assigned roles and depending on
others for achieving the goals of play
10. According to Erikson, in which of the
following stages in life is an individual able
to start assisting in the socialisation of
others?
(1) Stage of industry vs inferiority
(2) Stage of identity vs role
(3) Stage of intimacy vs isolation
(4) Stage of generativity vs stagnation
11. Mohit, a student of class IX, always quarrels
with his classmates and try to dominate all of
them with his argument. Out of the given
choices, which one is the suitable stage of
development he can be said to be in
(1) childhood (2) early childhood
(3) adolescence (4) youth
12. Which of the following are the agencies of
social development of a child?
I. Family II. Peers
III. Teacher IV. School
Select the correct answer using the codes
given below.
(1) III and IV (2) I, III and IV
(3) I, II and III (4) All of these
CHAPTER 4 : Socialisation Process 33

22. A school will become a true second home for

Previous Years’ Questions the child if (CGTET Feb 2011)
13. The most intense and crucial socialisation (1) its environment resembles that of home
takes place (CTET June 2011) environment
(1) during adolescence (2) meals are also provided in school
(2) during early childhood (3) it helps in overall development of the child
(3) during adulthood (4) it generates the desire to learn
(4) throughout the life of a person
23. Radha is extremely unwilling to share and
14. In which of the following stages do children prefers solitary activity. This indicates that
become active members of their peer group? she is (CGTET Feb 2011)
(CTET June 2011) (1) a popular child (2) a rejected child
(1) Adolescence (2) Adulthood (3) a jealous child (4) a happy child
(3) Early childhood (4) Childhood
24. The children of 6-11 years become
15. ‘Toy age’ refers to (RTET Feb 2011) proportionately thinner because they
(1) early childhood (2) late childhood (CGTET Feb 2011)
(3) babyhood (4) All of these (1) do a lot of exercise
16. Which of the following is not a characteristic (2) gain height during this period
of early childhood? (RTET Feb 2011) (3) eat junk food
(1) Pre-gang age (2) Imitative age (4) watch a lot of television
(3) Questioning age (4) Play age 25. Which of the following behaviours is not
17. In late childhood period children understand expected of a 6 years old child?
the conversion of which physical entity(ies)? (CGTET Feb 2011)
(1) Mass (RTET Feb 2011)
(1) Clay modelling without soiling the clothes
(2) Mass and number (2) Colouring the pictures
(3) Number (3) Cleaning up the table without being told
(4) Mass, number and area (4) Singing and dancing

18. During 6 to 10 years children start taking 26. In the context of education, socialisation
interest in (RTET Feb 2011) means (CTET Jan 2012)
(1) religion (2) human body (1) always following social norms
(3) sex (4) school (2) creating one's own social norms
(3) respecting elders in society
19. Socialisation is a process by which children
(4) adapting and adjusting to social environment
and adults learn from (PTET Nov 2011)
(1) family (2) school 27. Which would be the best first theme to start
(3) peers (4) All of these within a nursery class? (CTET Nov 2012)
(1) My family (2) My best friend
20. Students in classes VII-VIII face problems
(3) My neighbouhood (4) My school
mostly related to (CGTET Jan 2011)
(1) identity crisis 28. Students observe fashion shows and try to
(2) emotional sensitivity imitate models. This kind of imitation may be
(3) low interest in academics called (CTET July 2013)
(4) hyperactivity (1) primary simulation (2) secondary simulation
(3) social learning (4) generalisation
21. Shivangi, a student of Class IV usually takes
away things belonging to her classmates 29. Which one of the following is correctly
quietly. The teacher should (CGTET Jan 2011) matched? (CTET July 2013)
(1) punish her (1) Physical development: Environment
(2) try to understand the reasons (2) Cognitive development: Maturation
(3) ignore considering it as a child like behaviour (3) Social development: Environment
(4) complain to the parents (4) Emotional development: Maturation
34 CTET & TETs ~ Child Development & Pedagogy

30. Socialisation includes cultural transmission 38. Which of the following is a passive agency of
and (CTET July 2013) socialisation? (CTET Sept 2014)
(1) discourages rebellion (1) Health club (2) Family
(2) development of individual personality (3) Eco club (4) Public library
(3) fits children into labels 39. How is intensity of emotions expressed
(4) provides emotional support during adolescence period? (UPTET Feb 2014)
31. Socialisation is (CTET July 2013) (1) Adverse family relations
(1) change in social norms (2) Problem of occupation
(2) rapport between teacher and taught (3) Adjustment with new situation
(3) process of modernisation of society (4) All of the above
(4) adaptation of social norms
40. A child of class IV is always suffers with
32. Which is regarded as a unique age of anxiety and frustration, you will
socialisation in school? (HTET June 2013) (UPTET Feb 2014)
(1) Infancy (2) Childhood (1) complain to his guardian
(3) Adulthood (4) Adolescence (2) bring him to psychiatrist
(3) do the role of a counsellor
33. Child socialisation does not refer to (4) leave him on his fortune
(HTET June 2013)
(1) mould basic values 41. In a lively classroom situation is likely to be
(2) a process that occurs at once (HTET Feb 2014)
(3) highlight the formal aspects (1) occasional roars of laughter
(4) take ideal expectations seriously (2) complete silence
(3) frequent teacher-student dialogue
34. If a child of your class remains quiet often
(4) loud discussion among students
then what will you do? (UTET Sept 2013)
(1) Do not pay any attention to him 42. Socialisation is a process of (CTET Feb 2015)
(2) Take him to a psychologist (1) acquiring values, beliefs and expectations
(3) Try to find out the reason of his quietness (2) socialising with friends
(4) Talk to his parents (3) assimilation and accommodation
35. What type of problems are faced by children (4) learning to criticise a society
in adolescent stage? (UTET Sept 2013) 43. Which one out of the following provides
(1) Adjustment with physical and mental changes information about the roles and behaviours
(2) Adjustment with peer groups which are acceptable in a group during early
(3) Adjustment with parents childhood period? (CTET Feb 2015)
(4) Study related adjustment (1) Siblings and teachers
36. While teaching in a class you feel that (2) Teachers and peers
(3) Peers and parents
suddenly students have started taking
(4) Parents and siblings
disinterest, then what will you do?
(UTET Sept 2013) 44. Which one of the following is the primary
(1) Do not pay attention and continue teaching agent of socialisation? (CTET Sept 2015)
(2) Stop teaching (1) Computer (2) Heredity
(3) Ask students to concentrate (3) Political parties (4) Family
(4) Try to find out the reason
45. Process of socialisation does not include
37. In the context of socialisation, schools often (CTET Sept 2015)
have a hidden curriculum which consists of (1) acquiring values and beliefs
(CTET Feb 2014) (2) genetic transmission
(1) negotiating and resisting socialisation of (3) learning the customs and norms of a culture
students through their families (4) acquisition of skills
(2) teaching and assessment of values and attitudes
(3) forcible learning, thinking and behaving in
46. Family plays ..... role in socialisation of the
particular ways by imitating peers and teachers child. (CTET Feb 2016)
(4) the informal cues about social roles presented (1) a not- so-important (2) an exciting
in schools through interaction and matter (3) a primary (4) a secondary
CHAPTER 4 : Socialisation Process 35

47. ...... is a process through which a human infant 50. Which of the following are secondary
begins to acquire the necessary skills to agents of socialisation? (CTET Sept 2016)
perform as a functioning member of the society. (1) School and neighbourhood
(CTET Feb 2016) (2) School and immediate family member
(1) Learning (2) Maturation (3) Family and relatives
(3) Development (4) Socialisation (4) Family and neighbourhood
48. Middle childhood is the period from 51. Which of the following is true of school and
(CTET Feb 2016)
socialisation? (CTET Sept 2016)
(1) 2 to 6 years (2) 6 to 11 years
(3) 10 years onwards (4) birth to 2 years (1) School does not play role in socialisation
(2) School is an important agent of
49. At the age of ...... the visual and auditory sense socialisation
development is almost complete.(REET Feb 2016) (3) School plays very little role in socialisation
(1) 3 or 4 years (2) 6 or 7 years (4) School is the first primary agent in
(3) 8 or 9 years (4) None of these socialisation

ANSWERS
1. (1) 2. (2) 3. (3) 4. (2) 5. (4) 6. (2) 7. (4) 8. (2) 9. (4) 10. (3)
11. (3) 12. (4) 13. (1) 14. (1) 15. (1) 16. (4) 17. (4) 18. (4) 19. (4) 20. (1)
21. (2) 22. (1) 23. (2) 24. (2) 25. (3) 26. (4) 27. (1) 28. (3) 29. (3) 30. (2)
31. (4) 32. (2) 33. (2) 34. (3) 35. (1) 36. (4) 37. (4) 38. (4) 39. (4) 40. (3)
41. (3) 42. (1) 43. (4) 44. (4) 45. (2) 46. (3) 47. (4) 48. (2) 49. (1) 50. (1)
51. (2)

4. (2) In the progressive model of
education, socialisation of
children is done in such a way so
as to expect them to be an active
participant in the group work and
learn social skills.
5. (4) The historical artifacts and
documents tell us that children's
play was known even in ancient
times.
9. (4) The meaning of
cooperative play, when referred
to socialisation of children, is
assuming assigned roles and
depending on others for
achieving the goals of play.
10. (3) According to Erikson,
stage of intimacy vs isolation,
Explanations
shows assistance in the socialisation
of others for an individual.
24. (2) The children of 6-11 years
become proportionately thinner
because they gain height during this
period.
25. (3) The cleaning up of the table
without being told is not expected of a
6 years old child.
26. (4) In the context of education,
socialisation means adapting and
adjusting to the social environment.
28. (3) Observing fashion shows and
trying to imitate models comes under
social learning.
30. (2) Socialisation includes cultural
transmission and development of
individual personality.
34. (3) If a child in the class remains quiet
often then it is to be tried to find out the
reason of his quietness.
37. (4) In the context of socialisation,
schools often have a hidden curriculum
which consists of the informal cues about
the social roles presented in schools through
interaction and matter.
39. (4) Intensity of emotions expressed
during adolescence period by adverse family
relations, problems of occupation,
adjustment with new situations etc.
42. (1) Socialisation is a process of
acquiring values, beliefs and expectations.
51. (2) It is true of school and socialisation
that school is an important agent of the
socialisation process.
Chapter 5

Piaget, Kohlberg and Vygotsky :

Constructs and Critical Perspectives
All persons go through various stages of development and learning during their lives.
The major areas of development are cognitive (obtaining knowledge through thoughts,
experience and the senses), moral (concerned with principles of right and wrong
behaviour) and socio-cultural (relating to the arts, customs and institutions of society).
To understand these developments, psychologists and educationists have described the
various stages of development in their theories.

5.1 Theories of Development

Three such psychologists have given the most well-known theories, which are explained below
˜ This Swiss psychologist stated his cognitive theory of development of children in 1936.

– Jean Piaget
˜ This American developmental psychologist stated his theory of moral development of

children in 1958. – Lawrence Kohlberg

˜ This Russian psychologist gave his theory of human cultural and bio-social development.

– Lev Vygotsky

5.1.1 Piaget’s Theory of Cognitive Development

The term ‘cognitive’ is related to a person’s consciousness of his mind, which makes him
active. Cognition includes activities like reasoning and thinking. Piaget observed the
intellectual abilities of children and adolescents, finding that children think in a different way
from adults. The three components of Piaget’s theory are as follows

Schemas
˜ A schema is a systematic pattern of thought or behaviour. For instance, while solving a
puzzle or problem involving logical reasoning, a child will organise its knowledge and past
experience with its thinking to solve it. The ideas that occur to the child during the process
of solving the problem are known as schemas.
˜ Piaget defined a schema as a “cohesive, repeatable action sequence possessing component
actions that are tightly interconnected and governed by a core meaning”. He said that a
schema helps the child understand any situation and respond to it.
CHAPTER 5 : Piaget, Kohlberg and Vygotsky
Stages of Adaptation
Adaptation is a process of getting familiarised with
the world. The stages of adaptation are the stages
of intellectual development which occur due to this
adaptation process. These stages are as follows
1. Assimilation This means absorbing something
into the present schemas.
2. Accommodation This means changing the ways
of thinking and actions for managing objects.
3. Equilibration/Disequilibration Equilibration takes
place when a child’s schemas can deal
successfully with the present information given
through assimilation.
This provides motivation for the child’s
development. However, a disequilibration occurs
if new information cannot be dealt with
successfully with the existing schemas. Such a
new situation will cause disequilibrium.
Stages of Development
Piaget suggested that children understand the
world around them by adjusting their ideas when
they find differences between what they know and
what they discover. This means that cognitive
development of the child comes before learning
takes place. He stated that children go through the
following four stages of cognitive development
1. Sensori-Motor Stage (birth –2 years)
˜ Infants and toddlers acquire knowledge through
sensory experiences and manipulation of objects,
not through thinking. At this point in
development, a child’s intelligence consists of its
basic motor (i.e. due to movement) and sensory
(i.e. through eyes, ears, mouth, nose and touch)
explorations of the world.
˜ Piaget said that developing the understanding
that objects continue to exist even when they
cannot be seen, was an important element at this
point of development of a child. This concept is
called ‘object permanence’.
˜ By learning that objects are separate and distinct
entities and that they have an existence of their
own outside of individual perception, children
are then able to begin to attach names and words
to objects.
2. Pre-Operational Stage (2–7 years)
˜ Children learn through pretence and play but are
still not logical thinkers. For instance, an adult
might take a lump of clay, divide it into two equal
pieces with different shapes and then give a child
37
at this stage of cognitive development a choice
between which piece to play with.
˜ The adult has rolled one piece of clay into a
compact ball while the other is flattened into the
shape of a chapati. Since, the chapati shape looks
larger, the child will most likely choose that
piece, even though the two pieces are exactly the
same overall size.
˜ In this stage, children remember objects and
happenings and their thinking becomes more
imaginative and centred on themselves. Concepts
formed are crude, but not easily changed
afterwards.
˜ Their vocabulary increases from about 200 words
at 2 years to about 2000 words at 7 years. They
also believe that inanimate objects like toys
(dolls, for instance) have feelings and emotions.
3. Concrete Operational Stage (7–11 years)
˜ Children begin to think more logically, but their
thinking may be very rigid. They tend to struggle
with abstract and hypothetical concepts.
˜ At this point, children also become less centred
on themselves and begin to think about how
other people might think and feel. They also start
exploring and wandering now.
˜ They also begin to understand that their
thoughts are unique to them and that others
need to share their thoughts, feelings and
opinions.
˜ They start solving mathematical problems by
using, for instance, building blocks, their fingers
etc.
˜ They solve visual problems better than verbal
ones. They realise that objects remain the same
even when they are turned around or their
appearance is changed.
˜ This concept is known as ‘conservation’.
Imagination of the previous stage is replaced
with actual facts. Experimentation for learning in
the previous stage is replaced by wanting to use
rules for learning.
4. Formal Operational Stage
(11–15 years and above)
˜ This final stage of development involves an
increase in logic, the ability to use deductive
reasoning and an understanding of abstract ideas.
˜ At this point, children become capable of seeing
more than one potential solution to the same
problem and think more scientifically and
logically about the world around them.
 38 CTET & TETs ~ Child Development & Pedagogy
˜ They can do mathematical calculations and think
creatively. They start introspecting (i.e.
examining their own thoughts and feelings) and
thinking about their roles in society.
˜ Piaget considered that children’s intellectual
development is a process in which they do not
just add more information and knowledge to
their existing knowledge as they get older.
˜ But, that there is a qualitative change in how
children think as they gradually progress through
these four stages. Thus, a child at age seven
doesn’t just have more information about the
world than he did at age two; there is also a
fundamental change in how he thinks about the
world.
5.1.2 Kohlberg’s Theory of
Moral Development
Lawrence Kohlberg expanded on the earlier work
of cognitive theorist Jean Piaget to explain the
moral development of children.
Moral Development in Children
Children go through stages of moral development,
yet unlike physical growth, moral growth doesn't
happen without some input from parents. To
develop into a morally solid person, a child must be
given a solid foundation at each stage, which are
given below
Stage 1. Infancy
˜ An infant does not have the capacity to moralise,
other having a sense of rightness or wrongness
as those feelings apply to himself.
˜ After nine months of being nurtured in the
womb, a baby enters the world expecting that
nurturing will continue.
˜ Never having been hungry, baby concludes that
hunger is wrong; it hurts. Never having been
unattended to, baby finds aloneness to be wrong;
it’s scary.
˜ Never out of touch, baby knows that
unresponsiveness is wrong. Baby feels he is the
center of the world and he develops a feeling of
rightness that becomes his ‘norm’.
Stage 2. Early Childhood
˜ By eighteen months a sense of ‘otherness’ begins.
Toddlers learn that others share their world;
others have needs and rights, too.
˜ The child does not yet have the ability to judge
something as ‘right’, or ‘wrong’, he is only
directed by what others tell him, which competes
with his internal drive to do what he wants.
˜ A child doesn’t yet have the ability to realise he
hurts someone when he hits. Hitting is ‘wrong’
because parents tell him so or because he gets
punished for it. Depending or how parents
convey the behaviour they expect, the toddler
learns obedience to adults is the norm.
Stage 3. Pre-Schoolers (3 to 6 years)
˜ A major turning point in moral development
occurs: the child begins to internalise family
values. What's important to the parents becomes
important to him.
˜ In this stage, children begin to understand the
concept of the Golden Rule and to consider how
and what they do affect other people, that others
have rights and viewpoints too and how to be
considerate.
˜ Children from three to seven years of age expect
wiser people to take charge. They understand the
roles of ‘child’ and ‘adult’ and need maturity from
the adult. They perceive consequences and can
grasp the when-then connection: when I
misbehave this happens.
˜ The connected child behaves well because he has
several years of positive parental direction. The
unconnected child may operate from the basis of
‘‘whatever I do is okay as long as I don’t get
caught.’’
Stage 4. School Age or Later Childhood
(7 to 10 years)
˜ Children begin to question whether parents and
teachers are infallible. Perhaps these people in
charge don't know it all. They have the most
respect for those adults who are fair and know
how to be in charge.
˜ Authority is not threatening to the child, but
necessary for social living. They believe that
children should obey parents. And, school-age
children believe that if they break a rule they
should be corrected.
˜ Seven to ten year olds have a strong sense of
fairness, understand the necessity of rules and
want to participate in making the rules. They
begin to believe that children have opinions too,
and they begin to sort out which values profit
them most- a sort of ‘what’s in it for me’ stage.
CHAPTER 5 : Piaget, Kohlberg and Vygotsky
˜ Parents can use this sense of fairness and drive
for equality to their advantage. ‘‘Yes, I’ll drive
your friends to the movie if you agree to help me
with the housework.’’ These negotiations make
sense to his age child.
Stage 5. Pre-teens and Teens
(11 to 18 years)
˜ These children strive to be popular.
˜ They are vulnerable to pressure and peer values.
As they continue to sort out which values will
become part of themselves and which they will
discard, they may fluctuate and try on different
value systems to see which ones fit.
˜ This child is more capable of abstract reasoning
about moral values and becomes interested in
what’s good for society. Children may view
parents more as consultants than as powerful
authority figures.
˜ From infancy to adulthood the developing moral
person progresses from self (‘‘It’s right because it
feels right to me’’) to others ( ‘‘It’s right because
it’s what we do in our family’’) to abstract moral
reasoning (‘‘It’s right because it is right’’).
5.2 Moral Behaviour
Now, we are aware about morality, but what is a
moral behaviour ? Moral behaviour includes many
concepts such as attitude of a person, values a
person believes in activities a person do. It means a
person learns morality from society and its
members. One can learn it from others and
internalise it through reflection. Self-control is
another important aspect of moral behaviour.
Self-control helps one to adjust and understand
other’s perspective. Many a time, a child has to
control his or her impulses to understand others’
view.
5.2.1 Effects on Moral
Behaviour of a Child
˜ A child’s self-consciousness also affects moral
behaviour. Self-consciousness develops based on
the environment a child lives in.
˜ The family culture, their way of living, how they
perceive things and incidents happening around
them, their sensitivity level and so on play a very
important role in the development of moral
behaviour.
39
˜ Children learn to justify their behaviour by
observing others. Parenting and teaching styles
significantly contribute to the moral
development of a child.
˜ Kohlberg worked further on Piaget’s theory by
explaining the development of moral reasoning in
children as well as adults. He identified six stages
of moral development grouped into three levels,
which are as follows
(i) Pre-Conventional Level Stages I and II are
combined to form this level, during which
morality is externally controlled. This is
usually at the primary and elementary levels
in school.
(ii) Conventional Level Stages III and IV are
combined to form this level, during which
morality is characterised by an acceptance of
society’s conventions concerning right and
wrong. This is at the ages of adolescence and
young adulthood.
(iii) Post-Conventional Level Stages V and VI are
combined to form this level (sometimes also
called the principled level), during which
morality is controlled by the individual’s own
perspective, which may be preferred over
society’s view. Thus, individuals may even
sometimes disobey rules which do not match
their own principles.
The six stages are as follows
(i) Obedience and Punishment Orientation
Children at this stage of moral development
will follow rules to avoid punishment by
adults. The worse the punishment for the act
is, more ‘bad’ the act is understood to be. An
instance of such behaviour is that if a child’s
classmate asks the child to avoid going to
school and go playing with him. The child
asked to do this refuses to skip school
because he knows that he would get
punished.
(ii) Self-Interest and Reward Orientation In this
stage, correct behaviour is understood as
whatever the child believes to be in its best
interest, but does not consider its reputation
or relationships to groups of people. Thus,
children follow rules to get the rewards they
are expecting for obedience to rules. An
instance is when a child is asked by its
parents to go from home to a nearby shop to
buy something and offer the child an
incentive by giving it some additional money
40 CTET & TETs ~ Child Development & Pedagogy
(e.g. for buying toffees for itself) to
compensate. Thus, the child is motivated by
self-interest to do this work.
(iii) Good Boy or Good Girl Orientation Persons at
this stage try to conform to social standards.
They are receptive to approval or disapproval
from others, as it reflects society’s views. They
try to be a ‘good boy’ or ‘good girl’ to live up to
these expectations because they have learned
that being regarded as ‘good’ benefits them.
They may judge the morality of an action by
evaluating its consequences on their
relationships with others, which now begin to
include qualities like respect, gratitude etc.
(iv) Law and Order Morality At this stage, persons
understand that it is important to obey laws
and social conventions because they are
important in proper functioning of society.
Thus, this goes beyond the need for individual
approval exhibited in stage three.
A central ideal or ideals often prescribe what
is right and wrong. Accountability is thus a
significant factor at this stage, as it separates
the ‘bad’ from the ‘good’ persons. Most active
members of society remain at stage four,
where morality is still predominantly dictated
by an outside force.
(v) Social Contract Orientation The world is
viewed as holding different opinions, rights
and values by persons who reach this stage of
moral development. Laws are regarded as
social contracts rather than rigid rules.
The thinking at this level is that those laws
which are not welfare oriented should be
changed when necessary to meet the greatest
good for the greatest number of people. This
is achieved through majority decisions and,
usually, reaching a compromise. Democratic
government is based on such reasoning.
(vi) Universal Ethical Principle Orientation At this
stage, moral reasoning becomes based on
abstract reasoning using universal ethical
principles. Laws are valid only if they are
justified and may be disobeyed if they are
unjust. Legal rights are unnecessary, as social
contracts are not essential for moral action.
Decisions are reached by the person
imagining what he would do in another
person’s place if he believed what that other
person believed.
5.3 Vygotsky’s Theory
of Socio-Cultural
Development
Socio-cultural theory, as stated by Cole,
John-Steiner, Scribner and Souberman, is the
belief that every function in the child’s cultural
development appears twice: first, on the social
level, and later, on the individual level. This means
that the skills children learn first are related to
interactions with others and they then take that
information and use it within themselves.
˜ The main idea of Vygotsky’s theory is that the
ways people interact with others and the
culture they live in shape their mental abilities.
˜ Vygotsky believed that parents, relatives, peers
and society all have an important role in forming
higher levels of functioning. By saying, “Learning
is a necessary and universal aspect of the
process of developing culturally organised,
specifically human psychological function.”
˜ Vygotsky contradicted Piaget’s theory that
development comes before learning.
˜ Vygotsky’s theory states, “An essential feature of
learning is that it creates the zone of proximal
development; i.e. learning awakens a variety of
internal developmental processes that are able
to operate only when the child is interacting
with people in his environment and in
cooperation with his peers. Once these
processes are internalised, they become part of
the child’s independent developmental
achievement.”
Three key areas of this theory are as follows
1. Zone of Proximal Development
˜ This is the gap between the actual
developmental level of a person, as determined
by independent problem solving, and the level of
potential development as determined through
problem solving under adult guidance or in
collaboration with more capable peers.
˜ The zone of proximal development defines those
functions that have not yet matured but are in
the process of maturation.
˜ During the 1970s, the psychologists Bruner,
Wood and Ross created the term ‘scaffolding’ to
add to Vygotsky’s socio-cultural theory.
CHAPTER 5 : Piaget, Kohlberg and Vygotsky
˜ Scaffolding describes the interaction between a
child and an adult who helps the child finish a
task that it could not do alone. Thus, it
recognises the role of social interaction on
learning and how other people affect the
development of children.
2. Private Speech
˜ This takes place when children talk to
themselves. By using private speech, a child’s
biological instincts are made into culturally
acceptable ways of acting.
˜ Vygotsky suggested that children spoke to
themselves as a way of guiding themselves
through an action.
˜ He said that private speech changes as children
age, beginning as external (speaking out loud)
when they are younger, but later on becoming
more internal (speaking within themselves) as
they age.
˜ Through relationships with more capable people,
children get information and use that
understanding in their private speech. Vygotsky
thought that private speech showed how
children use the support given to them by others
to assist their own way of thinking and how they
act.
3. Make-Believe Play
˜ This is one of the main ways of development
during the pre-school years. Children use
make-believe play (like playing ‘House’) to test
multiple skills and achieve important cultural
abilities. Vygotsky suggested that, as children
take part in made up situations, they learn how
to act in agreement with their internal ideas,
not just external ones.
41
˜ During the play, children put themselves into the
adult roles of their culture and practise how they
will act in the future. Play takes place before
development so that children can start to gain the
motivation, abilities and attitudes needed for
social participation, which can be done only with
the help of peers and adults.
˜ This allows children to practise how they would
act in the real world. It provides them with a way
to gain the basic skills needed to function in their
society before they become adults. However,
learning these roles and skills is only done with
the help from others in their culture.
Similarities and Differences Between
Piaget, Kohlberg and Vygotsky Theories
Some important similarities and differences between
these theories are as follows
˜ Piaget and Kohlberg Both of them understood
that personal development is influenced by
heredity and the social environment. Though
Piaget suggested four stages of cognitive
development of children, Kohlberg suggested a six
stage moral development of an individual
throughout his lifespan. While Piaget related
cognitive development to biological development,
Kohlberg related moral development to
socialisation with family, teachers etc.
˜ Piaget and Vygotsky Both of them said that
children build knowledge through experiences in
life. However, while Piaget said that children learn
from their own adaptive and organising abilities,
Vygotsky stated that children learn from social
interactions with others through language and
culture. Also, while Piaget said that biological
development comes before learning starts,
Vygotsky stated that socio-cultural learning
causes development.
42
CHAPTER EXERCISE
1. Adapting one’s current understanding
incorporate schemes is called as
(1) accommodation (2) assimilation
(3) schema (4) script
2. Piaget called the period of infancy as the
(1) Formal operational stage
(2) Pre-operational stage
(3) Concrete operational stage
(4) Sensorimotor stage
3. Considering Piaget’s cognitive development
theory, accommodation can best be described
as
(1) establishing a match between the present
cognitive structures and the arising needs of
environment
(2) establishing a balance between the previous
and new cognition
(3) arranging the perceptual and cognitive
knowledge into meaningful patterns
(4) bringing the required adjustments to the new
ways of behaving and thinking by modifying
present cognitive structure
4. Kohlberg’s pre-moral level is
(1) controlling of child’s morality by the fear of
punishment
(2) controlling of child’s morality with a view to
synchronising the previous cognition with the
current cognition
(3) enabling the child understand the different
aspects of morality
(4) None of the above
5. The optimal definition of conservation
according to Piaget is
(1) to save the natural resources that are readily
available to be used
(2) to save the intangible resources like emotion,
psyche in its natural form
(3) to realise objects to be same even when they
are turned around or made to look different
(4) None of the above
6. Which of the following is not stated in
Piaget’s theory of cognitive development?
(1) Children go through a series of stages of
development
CTET & TETs ~ Child Development & Pedagogy
(2) Children acquire new skills in these development
stages that are without limits to what they can
learn
(3) All of the above
(4) None of the above
7. Learning in the zone of proximal development
is possible when
(1) the learner doesn't require any help from
anybody
(2) the task is difficult to be done by the learner
alone
(3) the learner has attained the necessary skills
(4) teachers and parents don't interfere in the
learning process
8. Which one of the following is not a part of a
stage proposed by Kohlberg in his theory of
Moral Development?
(1) Self-interest and reward
(2) Relationships with others
(3) Social contract and social rights
(4) Following universal ethical principles
9. Consider the given statement(s) about
Kohlberg’s moral development level
I. The fear of being punished for a wrong
deed and trying to reverse it secretly is
pre-conventional level.
II. Following the established code of conduct
or norms by the children is
post-conventional level.
Which one is a wrong assumption?
(1) Only I
(2) Only II
(3) Both I and II are wrong
(4) Neither I nor II is wrong
10. Which of the given statements supports the
best way a teacher can instill moral values in
children?
(1) Involve children in the discussions on moral
issues
(2) Subject children to religious teaching and
preaching
(3) Leave the children to learn on their own about
moral behaviour
(4) Impose strict rules and regulations for moral
teaching
CHAPTER 5 : Piaget, Kohlberg and Vygotsky 43

11. Which one of the given graphs describes the 15. Which of the following pairs is not correctly
schema in the most appropriate way, matched?
according to Piaget? (1) Pre-operational period : Decentration
(2) Pre-conventional level : External control of
morality
Schema

Schema
(1) (2) (3) Moral development theory : Relationship with
others
(4) None of the above
Factors Factors 16. Shishir Mehta does not pay income tax
despite legal procedures and expenses. He
thinks that he cannot support a corrupt
Schema

Schema

(3) (4) government which wastes millions of rupees

in unnecessary expenditure on welfare
measures to garner votes. He is probably in
which state of Kohlberg’s stages of moral
Factors Factors
development?
_____ part experience (1) Law and order morality
.......... knowledge (2) Social contract orientation
12. The graphs below are indicative of the (3) Universal ethical principle orientation
cognitive development of children. Choose (4) None of the above
the one that is in proper corollary to Piaget’s
theory. Previous Years’ Questions
17. ‘‘Children actively construct their
understanding of the world’’ is a statement
Knowledge

Knowledge

(1) (2) attributed to (CTET Jan 2011)

(1) Piaget
(2) Pavlov
(3) Kohlberg
Sensory experience Sensory experience
(4) Skinner
18. According to Piaget, at which of the following
Knowledge

Knowledge

stages does a child begin to think logically

(3) (4)
Sensory experience
13. Mayank, a student of class four, can play
games on cell phone without anybody’s help
but he is able to open a word file on computer
with the help of his father only.This
difference is
(1) area of optimal development
(2) zone of proximal development
(3) region of cognitive development
(4) concept of trivial development
about abstract prepositions? (CTET Jan 2011)
(1) Concrete operational stage (07- 11 years)
(2) Formal operational stage (11 years and up)
Sensory experience
(3) Sensorimotor stage (birth - 02 years)
(4) Pre-operational stage (02 - 07 years)
19. In which stage of cognitive development a
child is able to work out problems logically
and can do multiple classification?
(CGTET Jan 2011)
(1) Pre-operational stage
(2) Formal operational stage
(3) Concrete operational stage
(4) Sensorimotor stage

14. With reference to Piaget’s key ideas, the 20. Which of the following is not among the four
process by which persons take material into determinants of intellectual growth stated by
their minds form the environment, which Piaget? (RTET Feb 2011)
may mean changing the evidence of their (1) Social transmission
senses to make it fit, is called (2) Experience
(1) fixation (2) assimilation (3) Equilibration
(3) accommodation (4) adaptation (4) None of the above
44 CTET & TETs ~ Child Development & Pedagogy

21. The stage in which a child begin to think
logically about objects and events is known as
(1) sensorimotor stage (CTET June 2011)
(2) formal operational stage
(3) pre-operational stage
(4) concrete operational stage
22. Four distinct stages of children’s intellectual
development are identified by
(CTET June 2011)
(1) Kohlberg (2) Erikson
(3) Skinner (4) Piaget
23. According to Piaget, during the first stage of
development (birth to about 2 years age), a
child learns best (CTET June 2011)
(1) by comprehending neutral words
(2) by thinking in an abstract fashion
(3) by applying newly acquired knowledge of
language
(4) by using the senses
24. Which of the following theories identifies four
stages of child’s intellectual development
(sensorimotor, pre-operational, concrete
operational and formal operational)?
(PTET Nov 2011)
(1) Erickson’s theory of Psycho-social development
(2) Freud’s theory of Psycho-sexual development
(3) Jean Piaget’s theory of cognitive development
(4) Kohlberg’s theory of moral development
25. ‘‘A child can think logically about objects and
events”. This is the characteristic given by
Piaget of stage (PTET Nov 2011)
(1) sensorimotor (2) pre-operational
(3) concrete operational (4) formal operational
29. The stage of cognitive development,
according to Piaget, in which a child displays
‘object permanence’ is (CTET Jan 2012)
(1) Concrete operational stage
(2) Formal operational stage
(3) Sensorimotor stage
(4) Pre-operational stage
30. Vygotsky emphasised the significance of the
role played by which of the following factors
in the learning of children? (CTET Jan 2012)
(1) Social (2) Hereditary
(3) Moral (4) Physical
31. According to Piaget’s stages of cognitive
development, the sensorimotor stage is
associated with (CTET Jan 2012)
(1) concerns about social issues
(2) imitation, memory and mental representation
(3) ability to solve problems in logical fashion
(4) ability to interpret and analyse options
32. According to Kohlberg, a teacher can instil
moral values in children by (CTET Jan 2012)
(1) giving strict instructions on ‘how to behave’
(2) giving importance to religious teachings
(3) laying clear rules of behaviour
(4) involving them in discussions on moral issues
33. Vygotsky’s theory implies (CTET Nov 2012)
(1) after initial explanation, do not support a child in
solving difficult questions
(2) child will learn best in the company of children
having IQ lesser than his/her own
(3) collaborative problem solving
(4) individual assignments to each student

26. Vygotsky proposed that child development is 34. Scaffolding in the context of learning theories
(PTET Nov 2011) refers to (CTET Nov 2012)
(1) due to genetic components of a culture (1) temporary support in learning by adults
(2) a product of social interaction (2) ascertaining the causes of mistakes done by
(3) a product of formal education students
(4) a product of assimilation and accommodation (3) simulation teaching
(4) recapitulation of previous learning
27. According to Piaget’s cognitive theory of
learning, the process by which the cognitive 35. Children in primary schools follow which of
structure is modified is called (CTET Jan 2012) the following stages as proposed by Lawrence
(1) Perception (2) Accommodation Kohlberg? (CTET Nov 2012)
(3) Assimilation (4) Schema I. Obedience and punishment orientation.
28. According to Kohlberg, thinking process II. Individualism and exchange.
involved in judgements about questions of III. Good interpersonal relationships.
right and wrong is called (CTET Jan 2012) IV. Social contract and individual rights.
(1) morality co-operation Select the correct answer using the codes
(2) moral reasoning given below.
(3) moral realism (1) I and II (2) II and IV
(4) moral dilemma (3) I and IV (4) I and III
CHAPTER 5 : Piaget, Kohlberg and Vygotsky 45

36. Knowledge of ...... will be most significant for and wishes of other people in the following
a teacher dealing with a class comprising stage. [HTET June 2013]
students of mixed age groups. (CTET Nov 2012) (1) Stage-1 (2) Stage - 2
(1) occupation of their parents (3) Stage- 3 (4) Stage - 4
(2) socio-economic background 43. A teacher wishes to help her students to
(3) cultural background appreciate multiple views of a situation. She
(4) developmental stages
provides her students multiple opportunities
37. According to Kohlberg, the level in which the to debate on this situation in different
child’s morality is controlled by the fear of groups. According to Vygotsky’s perspective,
punishment is called (HTET June 2013) her students will.... various views and develop
(1) pre-moral level multiple perspectives of the situation on their
(2) conventional morality level own (CTET July 2013)
(3) self-accepted moral principle level (1) rationalise (2) internalise
(4) morality level (3) construct (4) operationalise
38. Rohit returned the pencil, he took from 44. Sita has learned to eat rice and dal with her
Ajay’s desk because he was afraid of the hand. When she is given dal and rice, she
punishment, if he got caught. This illustrates mixes rice and dal and starts eating. She has
Kohlberg’s (HTET June 2013) ..... eating rice and dal into her schema for
(1) pre-conventional level (2) conventional level doing things. (CTET July 2013)
(3) post-conventional level (4) pre-operational level (1) Initiated (2) Accommodated
39. According to Piaget’s Cognitive Development (3) Assimilated (4) Appropriated
Theory, accommodation is referred to 45. Karnail Singh does not pay income tax
(HTET June 2013) despite legal procedures and expenses. He
(1) a find of matching between the already existing thinks that he cannot support a corrupt
cognitive structures and the environmental government which spends millions of rupees
needs as they arise in building unnecessary dams. He is probably
(2) adjust to new ways of thinking and behaving by in which state of Kohlberg’s stages of moral
making modifications in one’s existing
development? (CTET July 2013)
cognitive structures
(1) Conventional (2) Post-conventional
(3) equilibrium between previous knowledge and
(3) Pre-conventional (4) Para- conventional
new knowledge
(4) arrangement of perceptual and cognitive in 46. Piaget’s which stage is related abstract and
formations in meaningful patterns logical thinking? (UTET Sept 2013)
(1) Sensorimotor stage
40. Concrete operational stage of Piaget’s
(2) Pre-operational stage
Cognitive Development Theory is not (3) Formal operational stage
characterised by the following abilities. (4) Concrete operational stage
(1) Reversibility of thoughts (HTET June 2013)
(2) Mental conflict 47. Which of the following figures correctly
(3) Conservation represents the development according to
(4) Use of serial ordering and part whole concepts Piaget’s developmental theory?
(CTET Feb 2014)
41. According to Kohlberg’s theory of moral
Development

Development

development and his various stages, which

one of the following is not a level proposed (1) (3)
by him? (HTET June 2013)
(1) Ego-centric judgement Age Age
(2) Interpersonal concordance orientation
(3) Individualism and exchange or orientation
Development

Development

(4) Social contract legalistic orientation

(2) (4)
42. According to Kohlberg’s stages of moral
development, the individual regards right or
wrong, in terms of complying with the hopes Age Age
46 CTET & TETs ~ Child Development & Pedagogy

48. Which of the following implications cannot (3) pre-operational period, sensorimotor period,
be derived from Piaget’s theory of cognitive concrete operational period, formal operational
development? (CTET Feb 2014) period
(1) Discovery learning (4) pre-operational period, sensorimotor period,
(2) Need of verbal teaching formal operational period, concrete operational
(3) Sensitivity to children’s readiness to learn period
(4) Acceptance of individual differences 54. The stages of cognitive development according
49. Which of the following is a characteristic of to Jean Piaget known as pre-conceptual period
Kohlberg’s stages of moral development? is related to
(CTET Feb 2014) (1) sensorimotor stage (HTET Feb 2014)
(1) Universal sequences of stages across all (2) concrete operational stage
cultures (3) pre-operational stage
(2) Stages proceed in a non-hierarchic manner (4) formal operational stage
(3) Variable sequence of stages 55. The concept of ‘Zone of Proximal
(4) Stages are isolated responses and not general Development’ (ZPD) was given by
pattern (HTET Feb 2014)
50. In the context of language development, (1) Bandura (2) Piaget
which of the following areas was (3) Skinner (4) Vygotsky
underestimated by Piaget? (CTET Feb 2014) 56. The fact that children require culturally
(1) Ego-centric speech relevant knowledge and skills is attributed to
(2) Active construction by the child (CTET Sept 2014)
(3) Heredity (1) Charles Darwin (2) BF Skinner
(4) Social interaction (3) Urie Bronfenbrenner (4) Lev Vygotsky
51. Which of the following is based on 57. As a teacher you firmly believe in‘‘saying no
Vygotsky’s socio-cultural theory? to ragging and bullying’’ and put up posters
(CTET Feb 2014) and form committees in schools. The young
(1) Operant conditioning adolescents who join you with strong beliefs,
(2) Reciprocal teaching are at which of the following stages?
(3) Culture-neutral cognitive development (1) The conventional level (CTET Sept 2014)
(4) Insight learning (2) The pre-conventional level
(3) The post-conventional level
52. A teacher says to her class,‘‘As individual (4) Social order maintaining level
assignments are designed to help individual
students learn more effectively, all students 58. Retrieving hidden objects is evidence that
should complete assignments prescribed infants have begun to master which of the
without any assistance.’’ She is referring to following cognitive functions?
which of the following stages of Kohlberg’s (CTET Sept 2014)
moral development? (CTET Feb 2014)
(1) Intentional behaviour (2) Object- permanence
(3) Problem-solving (4) Experimentation
(1) Conventional stage 4-Law and order
(2) Post-conventional stage 5- Social contract 59. According to Socio-Cultural theory of
(3) Pre-conventional stage1-Punishment Vygotsky (CTET Sept 2014)
avoidance (1) culture and language play a crucial role in
(4) Pre-conventional stage 2- Individualism and development
exchange (2) the child thinks in different domains and does
not take a complete perspective
53. The stages of cognitive development
(3) children think in abstract terms if presented
according to Piaget is followed by
(HTET Feb 2014) abstract material at a lower age
(1) sensorimotor period, concrete operational (4) self directed speech is the lowest stage of the
period, pre-operational period, formal scaffold
operational period 60. Theory of social learning emphasises on which
(2) sensorimotor period, pre-operational period, of the following factors? (CTET Sept 2014)
concrete operational period, formal operational (1) Nature (2) Nurture
period (3) Adaption (4) Amendation
CHAPTER 5 : Piaget, Kohlberg and Vygotsky 47

61. Cognitive development is supported by (1) Inability of hypothetico-deductive reasoning

(CTET Sept 2014) (2) Lack of high-level abstract reasoning
(1) conducting relevant and well defined tests as (3) Personal fable
frequently as possible (4) Irreversibility of thought
(2) preserving activities that reinforce traditional
methods
68. What is a major criticism of Kohlberg’s
(3) providing a rich and varied environment
theory? (CTET Feb 2015)
(4) focusing more on individual activities in (1) Kohlberg proposed a theory without any
comparison to collaboration empirical basis
(2) Kohlberg did not give clear cut stages of moral
62. In Vygotsky’s theory, which aspect of development
development gets neglected? (CTET Sept 2014) (3) Kohlberg proposed that moral reasoning is
(1) Social (2) Cultural developmental
(3) Biological (4) Linguistic (4) Kohlberg did not account for cultural
63. Ria does not agree with Rishabh about differences in moral reasoning of men and
setting up a class picnic. She thinks that the women
rules can be revised to suit the majority.This 69. Which one of the following statements best
kind of peer disagreement according to Piaget summarises the relationship between
refers to (CTET Sept 2014) development and learning as proposed by
(1) heteronomous morality Vygotsky? (CTET Feb 2015)
(2) cognitive immaturity (1) Development is independent of learning
(3) reaction (2) Learning and development are parallel
(4) morality of cooperation processes
64. Which of the following stages are involved (3) Development process lags behind the learning
when infants ‘THINK’ with their eyes, ears process
and hands? (CTET Sept 2014) (4) Development is synonymous with learning
(1) Concrete operational stage 70. A major difference between the perspectives
(2) Pre-operational stage of Vygotsky and Piaget pertains to
(3) Sensorimotor stage (CTET Feb 2015)
(4) Formal operational stage (1) their critique of behaviouristic principle
65. According to Vygotsky, zone of proximal (2) their conception of children as active
development is (CTET Feb 2015) constructors of knowledge
(1) zone demarcating the support offered by the (3) the role of providing a nurturing environment to
teacher children
(2) what the child can do on her own which cannot (4) their views about language and thought
be assessed 71. The amount and type of scaffolding to a child
(3) the gap between what the child can do would change depending on the
independently and with assistance (1) mood of the teacher (CTET Feb 2015)
(4) the amount and nature of support provided to (2) child’s innate abilities
the child to achieve her potential (3) rewards offered for the task
66. According to Piaget’s theory, children learn (4) level of the child’s performance
by (CTET Feb 2015) 72. The teacher noticed that Pushpa cannot solve
(1) memorising information by paying due attention a problem on her own. However, she does so
(2) changing their behaviour when offered in the presence of adult or peer guidance.
appropriate rewards This guidance is called (CTET Feb 2015)
(3) scaffolding providing by more able members of (1) lateralisation
the society (2) pre-operational thinking
(4) processes of adaptation (3) zone of proximal development
(4) scaffolding
67. Piaget proposes that pre-operational children
are unable to conserve. He attributes this 73. Fitting new information into existing
inability to which one of the following schemas is known as (CTET Feb 2015)
factors? (CTET Feb 2015) (1) accommodation (2) equilibration
(3) assimilation (4) organisation
48 CTET & TETs ~ Child Development & Pedagogy

74. According to Piaget’s theory which one out 81. According to Piaget, a child between 2 to 7
of the following will not influence cognitive years in the ..... stage of cognitive development.
development? (CTET Feb 2015) (CTET Sept 2015)
(1) Language (1) formal operational (2) concrete operational
(2) Social experiences (3) sensorimotor (4) pre-operational
(3) Maturation 82. The process of changing the existing schemas
(4) Activity to include new information is called
75. In Lawrence Kohlberg’s theory which level (CTET Sept 2015)
signifies the absence of morality in the true (1) Assimilation (2) Accommodation
sense? (CTET Feb 2015)
(3) Egocentrism (4) Adaptation
(1) Level III (2) Level IV 83. What term/ phrase does Piaget use for ‘‘mental
(3) Level I (4) Level II structures which are the building blocks of
76. The stage of cognitive development, thinking’’? (CTET Sept 2015)
according to Piaget, in which child displays (1) Gene (2) Maturation blocks
‘object permanence’ is (UTET April 2015)
(3) Schemas (4) Zones of development
(1) sensorimotor stage 84. According to Vygotsky, why do children speak
(2) pre-operational stage to themselves? (CTET Sept 2015)
(3) concrete operational stage (1) Children use their speech to attract the attention
(4) formal operational stage of adults to them
77. ‘‘Thought not only determines language, but (2) Children are very talkative by nature
also precedes it’’ was an idea put forward by (3) Children are egocentric
(4) Children use speech to guide their actions
(UTET April 2015)
(1) Vygotsky (2) Pavlov 85. Development of the capacity for abstract
(3) Jean Piaget (4) Kohlberg scientific thinking is a characteristic of
78. According to the pre-conventional level of (1) concrete operational stage (CTET Sept 2015)
(2) formal operational stage
Kohlberg’s theory, to which of the following
(3) sensorimotor stage
would an individual turn when making a
(4) pre-operational stage
moral decision? (CTET Sept 2015)
(1) Personal needs and desires 86. A child reasons ‘‘You do this for me and I, II do
(2) Individual values that for you.’’ In which stage of Kohlberg’s
(3) Family expectations moral reasoning would this child fall?
(4) Potential punishment involved (CTET Sept 2015)
(1) The ‘good boy-good girl’ orientation
79. Which one of the following statements about (2) The social-contract orientation
children would Vygotsky agree with? (3) The instrumental purpose orientation
(CTET Sept 2015)
(4) The punishment and obedience orientation
(1) Children learn when they are offered lucrative
rewards 87. According to Vygotsky, children learn
(2) Children’s thinking can be understood by (1) when reinforcement is offered (CTET Feb 2016)
conducting laboratory experiments on animals (2) by maturation
(3) Children are born evil and need to be (3) by imitation
controlled through punishment (4) by interacting with adults and peers
(4) Children learn though interaction with peers 88. Kohlberg has given (CTET Feb 2016)
and adults (1) the stages of cognitive development
80. When adults adjust to the assistance they (2) the stages of physical development
provide to facilitate progression of the child (3) the stages of emotional development
from current level of performance to (4) the stages of moral development
potential level of performance, it is called 89. ...... views children as active builders of
(1) Scaffolding (CTET Sept 2015) knowledge and little scientists who construct
(2) Participatory learning their own theories of the world. (CTET Feb 2016)
(3) Collaborative learning (1) Skinner (2) Pavlov
(4) Proximal development (3) Jung (4) Piaget
CHAPTER 5 : Piaget, Kohlberg and Vygotsky 49

90. Which one of the following is a 96. Which one of the following is a correctly matched
correctly matched pair? (CTET Feb 2016) pair? (CTET Feb 2016)
(1) Concrete operational child: Is able to (1) Good boy and : One earns approval by being
conserve and classify good girl nice
(2) Formal operational child: Imitation orientation
begins, imaginary play (2) Law and order : Ethical principles are
(3) Infancy: Applies logic and is able to infer orientation self-chosen on the basis of the
(4) Pre-operational child: Deductive value of human rights
thought (3) Social contract : Physical consequences of an
91. According to Piaget, children’s orientation action determine whether it is
good or bad
thinking differs in .... from adults than
in .... . (CTET Feb 2016)
(4) Punishment : Laws are not fixed, but can be
and obedience changed for the good of society
(1) amount, kind
orientation
(2) size, correctness
(3) kind, amount 97. The concept of ‘private speech’ of children as
(4) size, type proposed by Vygotsky (CTET Feb 2016)
92. Which one of the following is an (1) shows that children love themselves
example of scaffolding? (CTET Feb 2016) (2) illustrates that children use speech to guide their own
(1) Giving prompts and cues and asking actions
questions at critical junctures (3) shows that children are stupid and thus need guidance
(2) Giving motivational lectures to students of adults
(3) Offering explanations without (4) illustrates that children are egocentric
encouraging questioning 98. According to Vygotsky, learning cannot be separated
(4) Offering both material and non-material from (CTET Feb 2016)
rewards (1) reinforcement
93. Which one of the following is a good (2) a measurable change in behaviour
example of ‘scaffolding’ (learning of a (3) perception and attentional processes
problem-solving task till the student is (4) its social context
able to do it by herself)? (CTET Feb 2016) 99. Which stage of Piget’s theory of cognitive
(1) Providing a half-solved example development is characterised by abstract logic and
(2) Telling her she cannot go home till she mature moral reasoning?
solves the problem (1) Sensorimotor stage (UPTET Feb 2016)
(3) Offering a reward for solving the (2) Pre-operational stage
problem quickly (3) Formal operational stage
(4) Telling her that she can do it by trying (4) Concrete operational stage
again and again
100. According to Kohlberg, at which level morality is
94. According to Piaget, which one of the externally controlled?
following factors plays an important (1) Pre-conventional level (UPTET Feb 2016)
role in influencing development? (2) Conventional level
(CTET Feb 2016) (3) Post-conventional level
(1) Experience with physical world (4) None of the above
(2) Imitation
101. The concept of ‘conservation’ as proposed by Jean
(3) Reinforcement (4) Language
Piaget means that (CTET Sept 2016)
95. The cognitive ability that comes in (1) certain physical properties the same even when
pre-operational period is appearances change
(CTET Feb 2016) (2) it is important to protect and forests
(1) ability of goal-directed behaviour (3) one can arrive at the correct conclusion by
(2) ability to take other’s perspective systematically testing hypothesis
(3) hypothetico-deductive thinking (4) taking the perspective into consideration is a cognitive
(4) ability for abstract thinking ability
 50 CTET & TETs ~ Child Development & Pedagogy

102. Lawrence Kohlberg’s theory of moral
reasoning has been criticised on several
counts. Which of the following statements is
correct in the context of this criticism?
(CTET Sept 2016)
(1) Kohlberg has duplicated Piaget’s methods of
arriving at his theoretical framework
(2) Kohlberg has not given typical responses to
each stage of moral reasoning
(3) Kohlberg’s theory does not focus on children’s
responses
(4) Kohlberg has based his study primarily on
male sample
103. According to Lev Vygotsky, the primary
cause of cognitive developments is
(1) social interaction (CTET Sept 2016)
(2) adjustment of mental schemas
(3) stimulus-response pairing
(4) equilibration
104. In the context of Kohlberg’s stages of moral
reasoning, under which stage would the
given typical response of a child fall?
‘‘Your parents will be proud of you if you are
honest. So you should be honest.’’
(1) Social contract orientation (CTET Sept 2016)
(2) Good girl- good boy orientation
(3) Law and order orientation
(4) Punishment-obedience orientation
105. According to Jean Piaget, which of the
following is necessary for learning?
(CTET Sept 2016)
(1) Observing the behaviour of adults
(2) Belief in imminent justice
(3) Reinforcement by teachers and parents
(4) Active exploration of the environment by learner
106. According to Jean Piaget, schema building
occurs as a result of modifying new
information to fit existing schemas and by
modifying old schemas as per new
information. These two processes are known
as (CTET Sept 2016)
(1) assimilation and adaptation
(2) equilibration and modification
(3) assimilation and accommodation
(4) accommodation and adaptation
107. A 5 years old girl talks to herself while trying
to fold a T-shirt. Which of the following
statements is correct in the context of the
behaviour displayed by the girl?
(CTET Sept 2016)
(1) Jean Piaget would explain this as egocentric
speech, while Lev Vygotsky would explain this
as the child’s attempt to regulate her actions
through private speech
(2) Jean Piaget would explain this as social
interaction, while Lev Vygotsky would explain
this as an exploration
(3) Jean Piaget and Lev Vygotsky would explain this
as the child’s attempt to imitate her mother
(4) Jean Piaget and Lev Vygotsky would explain
this as egocentric nature of the child’s
thoughts
108. As a teacher who firmly believes in the social
constructivist theory of Lev Vygotsky, which
of the following methods would you prefer for
assessing your students? (CTET Sept 2016)
(1) Standardised tests
(2) Fact-based recall question
(3) Objective multiple-choice type questions
(4) Collaborative projects

ANSWERS
1. (1) 2. (4) 3. (4) 4. (1) 5. (3) 6. (4) 7. (2) 8. (3) 9. (4) 10. (1)
11. (1) 12. (3) 13. (2) 14. (2) 15. (3) 16. (3) 17. (1) 18. (2) 19. (3) 20. (4)
21. (4) 22. (4) 23. (4) 24. (3) 25. (3) 26. (4) 27. (2) 28. (2) 29. (3) 30. (1)
31. (2) 32. (4) 33. (3) 34. (1) 35. (1) 36. (4) 37. (1) 38. (1) 39. (3) 40. (1)
41. (1) 42. (3) 43. (2) 44. (3) 45. (2) 46. (3) 47. (4) 48. (2) 49. (1) 50. (4)
51. (2) 52. (2) 53. (2) 54. (3) 55. (4) 56. (4) 57. (1) 58. (2) 59. (1) 60. (2)
61. (3) 62. (3) 63. (4) 64. (3) 65. (3) 66. (4) 67. (4) 68. (4) 69. (3) 70. (4)
71. (4) 72. (4) 73. (3) 74. (2) 75. (3) 76. (1) 77. (3) 78. (4) 79. (4) 80. (1)
81. (4) 82. (1) 83. (3 84. (4) 85. (2) 86. (1) 87. (4) 88. (4) 89. (4) 90. (1)
91. (3) 92. (1) 93. (1) 94. (1) 95. (1) 96. (1) 97. (2) 98. (4) 99. (3) 100. (1)
101. (1) 102. (4) 103. (1) 104. (2) 105. (4) 106. (3) 107. (1) 108. (4)
CHAPTER 5 : Piaget, Kohlberg and Vygotsky 51

Explanations
3. (4) Considering Piaget’s cognitive 23. (4) According to Piaget, during the operational period, formal operational
development theory, accommodation first stage of development, a child period.
can best be described as bringing the learns best by using all his senses. 67. (4) Piaget proposes that
required adjustments to the new ways 27. (2) According to Piaget’s cognitive pre-operational children are unable to
of behaving and thinking by modifying theory of learning, accommodation is converse. This inability is irreversibility of
present cognitive structures. the process by which the cognitive thought. Criticism of Kohlberg’s theory
5. (3) The optimal definition of structure is modified. is that he did not account for cultural
conservation as per Piaget’s is to realise 31. (2) According to Piaget’s stages of differences in moral reasoning of men
objects to be same even when they are cognitive development, the and women.
turned around or made to look different. sensorimotor stage is associated with 69. (3) The statement that summarises
7. (2) Learning in the zone of proximal imitation, memory and mental best the relationship between
representation. development and learning as proposed
development is possible when the task
34. (1) Scaffolding in the context of by Vygotsky is development process
is difficult to be done by the learner
learning theories refers to temporary lags behind the learning process.
alone and he/she takes help of his/her
elder. support in learning by adults. 78. (4) According to the
pre-conventional level of Kohlberg’s
11. (1) Schema is a systematic pattern 36. (4) Knowledge of developmental
stages will be most significant for a theory, an individual would turn to
of thought or behaviour which will
teacher dealing with a class comprising potential punishment involved when
increase with the corresponding making a moral decision.
increase in knowledge and past students of mixed age groups.
39. (4) According to Piaget’s cognitive 85. (2) Development of the capacity for
experience. Hence,(1) is the correct
development theory accommodation is abstract scientific thinking is a
representation.
referred to equilibrium between previous characteristics of formal operational
12. (3) The graph has dimensions of stage.
knowledge and new knowledge.
knowledge and sensory experiences.
41. (1) According to Kohlberg’s theory 101. (1) The concept of ‘conservation’
Hence, this is representive of as proposed by Piaget means that
sensori-motor stage (0-2) and during of moral development and his various
stages, egocentric judgement is not a certain physical properties are same
this stage of development, knowledge even when appearance changes.
increases with the sensory experience. level proposed by him.
49. (1) Universal sequence of stages 105. (4) According to Piaget, active
Hence, (3) is the correct answer. exploration of the environment by the
across all cultures is a characteristics of
13. (2) When a child can’t do a task learner is necessary for learning.
Kohlberg’s stages of moral
without the help of an adult, then he is in 106. (3) Assimilation and
development.
the zone of proximal development. accommodation occurs as a result of
53. (2) The stages of cognitive modifying new information to fit existing
21. (4) Concrete operational stage is
development according to Piaget, is
the stage in which a child begins to schemas and by modifying old
followed by sensorimotor period, schemas as per new information.
think logically about objects and events. pre-operational period, concrete
Chapter 6

Concept of Child-Centred
and Progressive Education
Progressive education is a pedagogical movement that has persisted in various forms
to the present. Progressive education puts emphasis on learning by doing like the
hands-on projects etc. It also focus on the integrated curriculum. Problem solving
and critical thinking are given strong emphasis. Hence, the modern pedagogy has its
revolution along progressive education.

6.1 Child-Centred Learning and its

Characteristics
Child-centred learning is one aspect of progressive education because it considers learning
as a natural process for a child in which it learns from carrying out day-to-day activities.
Here, the teacher focuses on a child’s learning, not on what the teacher teaches. The
teacher must act as a guide who encourages, instructs and stimulates a child as per its
needs, because every child has different capabilities and needs.
The characteristics of child-centred education are listed below
˜ It considers the growth of a child as a priority.

˜ It makes the child’s learning interesting and meaningful.

˜ It recognises the child’s potential and utilises it effectively.

˜ It leads to overall development of the child in physical, moral and spiritual areas.

˜ It enables the child to learn through experiences.

˜ It provides for the child’s full freedom for natural growth.

6.1.1 Principles of Child-Centred Learning

The basic principles of child-centred learning can be best understood through its various
aspects given below
1. Understanding of Child Psychology The teacher/educator must understand that the
children’s behaviour is governed by their requirements, social conditions, abilities etc,
thus shifting the focus of instruction from the teacher to the student. Thus, for
instance, the teacher will need to adopt different strategies for educating the high
intelligence, average intelligence and poor intelligence children.
2. Evaluation and Testing Evaluation of learning is important to understand that it has
been effective. Traditional testing techniques are replaced in child-centred learning by
Continuous and Comprehensive Evaluation (followed by CBSE since 2010). This ensures
CHAPTER 6 : Concept of Child-Centred and Progressive Education
that the development of the child proceeds as
planned and allows corrections to be made
where a child is not learning as required. This
evaluation is carried out through multiple
means like projects, discussions, activities,
class tests etc.
3. Syllabus This needs to be upgraded
periodically, but must be based on a
psychological analysis of the children’s needs,
values and variety required. It should be
flexible to take care of all types of learners.
4. Managing Discipline Child psychology is used
to manage discipline in a child-centred
classroom. The teacher will need to have a
flexible response to various kinds of
indiscipline indulged in by the learners. He
must understand the real reasons behind this
behaviour and act accordingly to maintain
discipline.
5. Practical Orientation Learners should be
oriented towards practical aspects of the topic
being taught. They must learn the value of
experimentation to solve problems. As research
in child psychology gives new knowledge of the
psychology of children, the teacher should try
to implement this knowledge in the classroom.
6. Diagnosis and Dismantling of Problems Various
kinds of problems occur in the classroom. The
teacher must understand how to categorise
each problem and find a solution to it by using
his knowledge of child psychology.
6.2 Progressive Education:
Meaning and History
Progressive education is a reaction against the
traditional style of teaching. It is a pedagogical
movement which values experience over learning
facts at the expense of understanding what is
being taught. It is based on the idea that we should
teach children how to think and that a test cannot
measure whether or not a child is an
educated person.
The process of ‘learning by doing’ is at the heart of
this style of learning. It uses ‘hands-on’ projects as
a means of learning. The concept of experiential
learning (i.e. learning by experiencing) enhances
the student’s experience the most. By actively
engaging in an activity that puts a student’s
knowledge to use, it develops a stronger
understanding of the task at hand.
53
Theorists who developed the concept of progressive
education were
Locke
˜ He believed that “truth and knowledge… arise out
of observation and experience rather than
manipulation of accepted or given ideas.”
˜ He further mentioned that children need to have
concrete experiences in order to learn.
Rousseau
˜ Jean-Jacques Rousseau (28th June, 1712-2nd July,
1778) was a philosopher, writer, and composer of
the 18th century.
˜ He continued in Locke’s line of thinking by saying
that subordination of students to teachers and
only memorisation of facts would not lead to an
education.
˜ His political philosophy influenced the
Enlightenment in France and across Europe, as
well as aspects of the French Revolution and the
overall development of modern political and
educational thought.
Frobel
˜ He laid the foundation for modern education
based on his understanding that children have
unique needs and capabilities.
˜ He believed in ‘self-activity’ and play as essential
in child education. According to him, the teacher’s
role was to encourage self-expression through
play, both individually and in group activities. He
created the concept of the ‘kindergarten’.
John Dewey
˜ His ideas and approaches to schooling were
revolutionary ideas during his lifetime and remain
fundamentally important to modein schooling
today. He was a principal figure in the
‘Progressive Education Movement’ from the 1880s
to 1904, and developed the philosophy of
education as well as concrete school reforms.
˜ His reactions to the prevailing theories and
practices in education, corrections made to these
philosophies, and recommendations to teachers
and administrators to embrace the new style of
education, were a major part of the history of the
development of educational thinking in late 19th
and early 20th century.
˜ Beginning in 1897, Dewey published a summary of
his theory on progressive education. This is
outlined below
 54 CTET & TETs
6.2.1 Jean-Jacques Rousseau’s
Theory of Progressive
Education
˜ Jean-Jacques Rousseau has been called the father
of the child-study movement. His principal work
on education, Emile, laid out an educational
program for a hypothetical newborn from birth to
adulthood.
˜ Rousseau provided a dual critique of both the
vision of education set forth in Plato’s Republic and
also of the society of his contemporary Europe
and the educational methods he regarded as
contributing to it.
˜ Rousseau held that a person can either be a man
or a citizen, and that while Plato’s plan could have
brought the latter at the expense of the former,
contemporary education failed at both tasks.
˜ He advocated a radical withdrawal of the child
from society and an educational process that
utilised the natural potential of the child and its
curiosity, teaching by confronting the child with
simulated real-life obstacles and conditioning by
experience rather than teaching intellectually.
˜ Although Rousseau’s ideas were rarely
implemented directly, they were influential on
later thinkers, particularly Johann Heinrich
Pestalozzi and Friedrich Wilhelm August Froebel,
the inventor of the kindergarten.
6.2.2 Dewey’s Theory of
Progressive Education
According to Dewey, progressive education consists of
the following five aspects
1. Education It is “participation of the individual in
the social consciousness of the race”. The
educational process has two sides, the
psychological and the sociological, with the
psychological forming the basis. A child’s own
instincts will help develop the material that is
presented to it. This forms the basis of Dewey’s
assumption that one cannot learn without
motivation.
2. School It must represent the current life; thus,
parts of the student’s home life (such as moral
and ethical education) should take part in the
schooling process. The teacher is a part of this,
not as an authoritative figure, but as a member of
the community who is there to assist the student.
~ Child Development & Pedagogy
3. Curriculum The curriculum in schools should
reflect the development of humans in society.
The study of the core subjects like languages,
science, history etc should be coupled with the
study of practical skills like cooking, sewing
and manual training. Dewey also felt that
progress is not in a succession of studies but in
the development of new attitudes towards, and
new interests in, actual experiences.
4. Method of Education This must be focused on
the child’s powers and interests. Information
presented to the student will be transformed
into new forms, images and symbols by it so
that the information fits with its development
and interests. The development of this is
natural.
5. Social Progress as Related to the School
Education is the most fundamental method of
social reconstruction for progress and reform.
Thus, Dewey understood that schools were a
means to reconstruct society and so,
educationists must be given the proper
equipment to help perform this task and guide
their students.
6.2.3 Importance of Progressive
Education
Learners have different capabilities and interests,
so they develop in different ways. Thus,
progressive education is important, because it
takes care of this variation by
˜ giving children full opportunity to develop by
providing an environment for development.
˜ not allowing any discrimination between
learners.
˜ educating learners by cooperative learning.
˜ developing democratic values in the students.
˜ making education more practical with emphasis
on self-learning.
˜ asking teachers to permit learners to design
their own learning experiences according to
their interests and capabilities.
˜ making children work on projects, so that they
develop self-confidence, maturity and
independence.
˜ making children learn how to work together
with others, which instils discipline in their
personalities.
˜ developing their moral character.
CHAPTER 6 : Concept of Child-Centred and Progressive Education 55

˜ The educators understand the mental models that

6.2.4 Characteristics and Types students use to perceive the world and the
of Progressive Education assumptions they make to support those models.
The teachers tailor their teaching strategies to
From the above discussion, we can deduce the
student responses and encourage students to
characteristics of progressive education given below
analyse, interpret and predict information. They
˜ Curriculum is designed according to the
do this through open-ended questions and
interests of children. promoting extensive dialogue among students.
˜ The approach to education is developmental,
˜ The only effective way to measure learning is to
meaning that each child has unique needs for its make the assessment a part of the learning
own development. process, so that it provides students with
˜ Collaborative learning is used for developing
information on the quality of their learning.
social values and skills.
˜ The teacher works as a facilitator. Montessori
˜ Rote learning is discouraged and there is less ˜ The Montessori philosophy is a child-directed
emphasis on text books. approach for primary level school children that is
based on scientific observation of individuals from
Progressive education can be humanistic (focusing
birth to adulthood. It is focused on allowing
on arts and social sciences), constructivist
children to make their own choices in learning,
(focusing on the child’s creativity) or Montessori
with a teacher guiding the process rather than
(teachers act as facilitators of learning in this type
leading it.
developed by the Italian doctor and educationist
Maria Montessori). These are discussed below
˜ Much of this education method relies on
hands-on learning, self-directed activity and
Humanistic collaborative play. One of the differences between
˜ This is also called person-centred education. It is Dr Montessori’s approach to early childhood
an approach to education based on the work of education and the approach found in many
humanistic psychologists like Abraham Maslow primary schools is the adoption of elements of the
and Carl Rogers. It focuses on the arts and social multiple intelligences theory.
sciences.
˜ Here empathy, caring about students and 6.2.5 Differences Between
genuineness on the part of the learning Traditional Education
facilitator (i.e. teacher) were found to be the key
traits of the most effective teachers. Important & Progressive Education
objectives include developing children’s Traditional education is vastly different from
self-esteem, their ability to set and achieve progressive education, as given below
appropriate goals and their development towards
full autonomy. Parameter Traditional Progressive
School Institution for preparing A part of life
Constructivist children for life
This is a philosophy of learning founded on the Learners Absorb information and Actively
premise that, by reflecting on our experiences, we obey rules participate in
construct our own understanding of the world we problem-solving
live in. Its guiding principles are as follows Parents Treated as outsiders Considered as
˜ Learning starts with the issues around which the primary
students are actively trying to construct (first) teachers
meaning. Thus, it eliminates a standardised Society Separate from school Extension of the
curriculum. classroom
˜ The learning process focuses on primary
Knowledge Given by lectures and Constructed
concepts, not only isolated facts. Thus, the assignments through direct
educators focus on making connections between experience and
facts and fostering new understanding in social
interaction
students.
56 CTET & TETs ~ Child Development & Pedagogy

CHAPTER EXERCISE
1. Who created the concept of the kindergarten? 7. In which way students can have effective
(1) Montessori (2) Dewey learning opportunity?
(3) Rosseau (4) Froebel (1) Topics to be taught must be brief and concise
2. More effective learning opportunities can be (2) Training the teachers to teach with the focus on
provided to students by interests of students
(3) Teaching should be based on the real life
(1) giving detailed explanation of all topics
situations
(2) using more teaching aids
(3) conducting periodical tests (4) Frequent tests and examinations
(4) basing the teaching on real-life situations 8. Which of the characteristic(s) given below
3. An institution based on progressive ideology is/are correct in context of basic principle of
has the trait child development?
(1) of accepting the facts as they are taught and I. Cooperating and discussing scholastic
believe in rote learning topics with others.
(2) of securing maximum marks in the exams II. Model to conduct respectful
throughout the year argumentation and conflict resolution.
(3) of constructing knowledge through participation III. Having a say in the planning and design
and collaboration of the topics/unit of instruction
(4) of believing teacher to be the only source of Select the correct answer using the codes
transfer of learning given below.
4. A teacher having progressive mindset will (1) Only I (2) Only II
always try to (3) Both II and III (4) All of these
(1) be democratic in some situations and allow 9. Which of the given statements is a feature of
cohesion only then social- constructivist classroom?
(2) allow students for an interaction actively in the
(1) Real world problems are worked on in the best
classroom
way using each other’s expertise by teachers
(3) sort all their queries by himself
and students
(4) None of the above
(2) An anticipation is established between teacher
5. Consider the statement(s) about basic feature and students for the teaching - learning process
of progressive education (3) Teachers try to guide the students, but in a
I. Use of integrated curriculum. restrictive way, aiming at discipline inside the
II. Textbooks are not given much classroom
importance. (4) Teachers consider the economic and cultural
III. Child-centred curriculum. background of the pupil and guide their
teaching methodology as per that
Which of the statement(s) given above is/are
correct? 10. Which are the kinds of progressive
(1) Only I (2) Only II education?
(3) Only III (4) All of these (1) Montessori, traditional and constructivist
(2) Montessori, humanistic and child-centred
6. Which of the following pairs is not correctly
(3) Montessori, humanistic and constructivist
match?
(4) Child-centred, humanistic and constructivist
(1) Concept of Kindergarten : Frobel
(2) Concept of Progressive : John Locke 11. John Dewey advocated ‘Lab Schools’. These
Education schools are an example of
(3) John Dewey : Learner is an active (1) factory schools
participant and a (2) private schools
problem solver (3) government schools
(4) Democratic classrooms : Jean Piaget (4) progressive schools
CHAPTER 6 : Concept of Child-Centred and Progressive Education 57

12. Which of the given situations is conducive to (3) Competence in methods of teaching and
creative answers to the questions that are knowledge of subjects
asked by the teacher? (4) Competence to teach in highly standardised
(1) Nature of the questions should be open-ended language
which will lead to answers beyond a definite 17. Frobel’s most important contribution to
framework education was his development of the
(2) Teacher should actively involve in dealing with (PTET Nov 2011)
the topic in a elaborative manner (1) vocational school (2) kindergarten
(3) Teacher should tell the students that the (3) public school (4) latin school
questions will be asked from a definite
segment and they must be ready to that
18. Child-centred education was advocated by
(4) Strong discipline should be maintained in the
which of the following thinkers?
(CGTET Jan 2011)
classroom that results into better participation
(1) Eric Erikson (2) Charles Darwin
of the students
(3) BF Skinner (4) John Dewey
13. Humanistic education focuses on 19. Which of the following is a feature of
(1) arts and social sciences progressive education? (CTET Jan 2012)
(2) only science
(1) Flexible time-table and seating arrangement
(3) only art
(4) social and political science (2) Instruction based solely on prescribed text-
books
14. A teacher, because of his/her democratic (3) Emphasis on scoring good marks in
nature, allows students to sit all over the examinations
class. Some sit together and discuss or do (4) Frequent tests and examinations
group reading. Some sit quietly and read by
20. The emphasis from teaching to learning can
themselves. A parents does not like it.
be shifted by (CTET Jan 2012)
Which of the following may be the best way
(1) focusing on examination results
to handle the situation?
(2) adopting child-centred pedagogy
(1) Parents should complain against the teacher
(3) encouraging rote learning
to the principal
(4) adopting frontal teaching
(2) Parents should request the principal to change
the section of their ward 21. In a child-centred classroom, children
(3) Parents should show trust in the teacher and generally learn (CTET Jan 2012)
discuss the problem with the teacher (1) individually and in groups
(4) Parents should take away the child from that (2) mainly from the teacher
school (3) individually
(4) in group
Previous Years’ Questions 22. The ‘Lab Schools’ advocated by John Dewey
15. Which of the following will foster were examples of (CTET Nov 2012)
creativity among learners? (1) public schools
(CTET June 2011) (2) common schools
(1) Teaching the students the practical value of (3) factory schools
good education (4) progressive schools
(2) Providing opportunities to question and to 23. Child-centred education was advocated by
nurture the innate talents of every learner which of the following thinkers?
(3) Emphasising achievement goals from the (CTET Nov 2012)
beginning of school life (1) Eric Erickson (2) Charles Darwin
(4) Coaching students for good marks in (3) BF Skinner (4) John Dewey
examination
24. What is not included in child-centred
16. Which of the following should be considered education? (UTET Sept 2013)
the most important quality of a teacher at (1) Assigning homework
primary level? (CTET June 2011) (2) Motivate child to ask question
(1) Eagerness to teach (3) Giving priority to child’s experience
(2) Patience and perseverance (4) Appreciate the creativity of the child
58 CTET & TETs
25. In constructivism (UTET Sept 2013)
(1) children participate in the process of learning
passively
(2) education is teacher-centred
(3) education is child-centred
(4) education is behaviourist
26. Attaching importance to the home setting of
students for understanding children’s
behaviour and using this information for
building effective pedagogy is related to
which of the following theories of learning?
(CTET Feb 2014)
(1) Constructivist (2) Social-constructivist
(3) Behaviourist (4) Ecological
27. In context of progressive education, which of
the following statements is true, according to
John Dewey? (CTET Feb 2014)
(1) There should not be a place for democracy in a
classroom
(2) Students should be able to solve social
problems themselves
(3) Curiosity does not belong to the inherent nature
of students rather it is to be cultivated
(4) Students should be observed and not heard in
the classroom
28. In the progressive model of education as
implemented by CBSE, socialisation of
children is done in such a way, so as to expect
them to (CTET Feb 2014)
(1) give up time -consuming social habits and learn
how to score good grades
(2) be an active participant in the group work and
learn social skills
(3) prepare themselves to conform to the rules and
regulations of society without questioning
(4) accept what they are offered by the school
irrespective of their social background
29. In the context of progressive education, the
term ‘equal educational opportunity’ implies
that all students should (CTET Feb 2014)
(1) be provided an education by using the same
methods and materials without any distinction
(2) be provided an education which is most
appropriate to them and their future life at work
(3) receive equal education, irrespective of their
caste, creed, colour, region and religion
(4) be allowed to prove their capability after
receiving an equal education
30. “Child is a book which the teacher has to
learn from page to page”. Who has stated the
above? (UPTET Feb 2014)
(1) Plato (2) Aristotle (3) Rousseau (4) Ross
~ Child Development & Pedagogy
31. “Thinking is a mental activity in its cognitive
aspect”.
This statement is given by (UPTET Feb 2014)
(1) Dewey (2) Guilford
(3) Cruze (4) Ross
32. Constructivism as a theory (HTET Feb 2014)
(1) focuses on the role of imitation
(2) emphasises the role of the learner in
constructing his own view of the world
(3) emphasises on memorising information and
testing through recall
(4) emphasises on the dominant role of the teacher
33. Frobel emphasises which of these games?
(HTET Feb 2014)
(1) Ball game (2) Block game
(3) Figure game (4) All of the above
34. Progressive education is associated with
which of the following statements?
(CTET Sept 2014)
(1) Teachers are the originators of information and
authority
(2) Knowledge is generated through direct
experience and collaboration
(3) Learning proceeds in a straight way with factual
gathering and skill mastery
(4) Examination is norm- referenced and external
35. A Class VII student makes errors in
Mathematics. As a teacher you would
(CTET Sept 2014)
(1) provide the student the correct answer
(2) allow the student to use calculator
(3) ask the student to use alternative method or
redo it to find out errors on his/her own
(4) show the student where the errors were made
and ask the student to redo it
36. Teachers, in order to help learners construct
knowledge, need to focus on (CTET Feb 2015)
(1) making sure the learner memorises everything
(2) scores/marks obtained by the learner
(3) involving the learner for active participation
(4) mastering learning of concepts by the learner
37. Which one of the following statements best
describes why children should be encouraged
to ask questions in the class? (CTET Feb 2015)
(1) Questions increase the curiosity of the children
(2) Children can be made to realise that they lack
intelligence by making them think of all the
things they don’t know about
(3) Questions take learning forward by interactions
and lead to conceptual clarity
(4) Children need to practise their language skills
CHAPTER 6 : Concept of Child-Centred and Progressive Education
38. In a learner- centred classroom, the teacher
would (CTET Feb 2015)
(1) encourage children to compete with each other
for marks to facilitate learning
(2) use lecture method to explain key facts and then
assess the learners for their attentiveness
(3) demonstrate what she expects her students to do
and then gives them guidelines to do the same
(4) employ such methods in which the learners are
encouraged to take initiative for their own
learning
39. A teacher never gives answers to questions
herself. She encourages her students to
suggest answers, have group discussions and
adopt collaborative learning. This approach is
based on the principle of (UTET April 2015)
(1) readiness to learn
(2) active participation
(3) proper organisation of instructional material
(4) setting a good example and being a role-model
40. The new progressive pedagogy professes
(1) assessment in learning (UTET April 2015)
(2) assessment of learning
(3) assessment for learning
(4) assessment along learning
41. Children have the potential to create
knowledge and make meaning. From this
perspective the role of a teacher is that of a
(1) communicator and lecturer (CTET Sept 2015)
(2) facilitator
(3) director
(4) negotiator
42. Child- centred education involves
(1) children sitting in a corner (CTET Sept 2015)
(2) learning in restricted environment
(3) activities that do not include play
(4) hands on activities for kids
43. Progressive education (CTET Sept 2015)
(1) is based on the principles of conditioning and
reinforcement
(2) is centred around textbooks since they are the
only valid source of knowledge
(3) reaffirms the belief that the teacher has to be firm
in her approach and in today’s world children
cannot be taught without using punishment
(4) lays strong emphasis on problem solving and
critical thinking
44. A key feature of a child- centred classroom is
that in which (CTET Sept 2015)
(1) the teacher’s role is to present the knowledge to
be learned and to assess the students on
standard parameters
59
(2) the students, with the teacher’s guidance are
made responsible for constructing their own
understanding
(3) there’s coercive and psychological control of
the teacher who determines the learning
trajectory and the behaviour of the children
(4) the teacher lays down uniform ways of
behaviour for children and gives them
appropriate rewards when they do the same
45. Learner-centred approach means
(CTET Feb 2016)
(1) that teachers draw conclusions for the learners
(2) traditional expository methods
(3) use of methods in which teacher is the main
actor
(4) methods where learners’ own initiative and
efforts are involved in learning
46. Progressive education entails that the
classroom is (CTET Feb 2016)
(1) authoritarian, where the teacher dictates and
the students follow meekly
(2) free for all with the teacher absent from it
(3) in full control of the teacher, who is dictatorial
(4) democratic and there is a space given to
children for understanding
47. Which one of the following situations is
illustrative of a child-centred classroom?
(CTET Feb 2016)
(1) A class in which the teacher dictates and the
students are asked to memorise the notes
(2) A class in which the textbook is the only
resource the teacher refers to
(3) A class in which the students are sitting in group
and the teacher takes turns to go to each group
(4) A class in which the behaviour of students is
governed by the rewards and punishments the
teacher would give them
48. In a progressive classroom set-up, the
teacher facilitates learning by providing an
environment that (CTET Sept 2016)
(1) is restrictive (2) discourages inclusion
(3) encourages repetition
(4) promotes discovery
49. ‘Child-centred’ pedagogy means
(CTET Sept 2016)
(1) giving primacy to children’s experiences and
their voices
(2) the teacher dictating the children what should
be done
(3) enabling the children to follow prescribed
information
(4) the teacher leading all the learning in the
classroom
 60 CTET & TETs ~ Child Development & Pedagogy

ANSWERS
1. (4) 2. (4) 3. (3) 4. (2) 5. (4) 6. (4) 7. (3) 8. (4) 9. (1) 10. (3)
11. (4) 12. (1) 13. (1) 14. (3) 15. (2) 16. (3) 17. (2) 18. (4) 19. (1) 20. (2)
21. (1) 22. (4) 23. (4) 24. (1) 25. (3) 26. (2) 27. (2) 28. (2) 29. (2) 30. (3)
31. (4) 32. (2) 33. (1) 34. (2) 35. (3) 36. (3) 37. (3) 38. (4) 39. (2) 40. (3)
41. (2) 42. (4) 43. (4) 44. (2) 45. (4) 46. (4) 47. (3) 48. (4) 49. (1)

2. (4) Students can have effective
learning opportunity if teaching
should be based on the real-life
situations.
3. (3) An institution based on
progressive ideology has the trait
of constructing knowledge
through participation and
collaboration.
4. (2) A teacher having
progressive mindset will allow
students for an interaction actively
in the classroom.
12. (1) The situation, which is
conducive to creative answers to
the questions that are asked by
the teacher, is that the nature of
the questions should be
open-ended which will lead to
answers beyond a definite
framework.
15. (2) Providing opportunities to
question and to nurture the innate
talents of every learner will foster
creativity among learners.
16. (3) Competence in the
methods of teaching and
Explanations
knowledge of subjects should be
considered the most important quality
of a teacher at primary level.
20. (2) The emphasis from teaching to
learning can be shifted by adopting
child- centred pedagogy.
27. (2) In context of progressive
education, it is true that students
should be able to solve social
problems themselves.
28. (2) In the progressive model of
education socialisation of children is
done in such a way, so as to expect
them to be an active participant in the
group work and learn social skills.
29. (2) In the context of progressive
education, ‘equal educational
opportunity’ implies that all students
should be provided an education
which is most appropriate to them and
their future life at work.
32. (2) Constructivism as a theory
emphasises the role of the learner in
constructing his own view of the world.
34. (2) Progressive education is
associated with the statement that
knowledge is generated through
direct experience and collaboration.
36. (3) Teachers, in order to help
learners construct knowledge, need
to focus on involving the learner for
active participation.
37. (3) Children should be
encouraged to ask questions in the
class because questions take
learning forward by interactions and
lead to the understanding of
concepts.
38. (4) In a learner- centred
classroom, the teacher would
employ such methods in which the
learners are encouraged to make
initiative for their own learning.
44. (2) A key feature of a child -
centred classroom is that in which
the students, with the teacher’s
guidance are made responsible for
constructing their own
understanding.
45. (4) Learner- centred approach
means methods where learner’s
own initiative and efforts are
involved in learning.
Chapter 7

Construct of Intelligence &

Multi-Dimensional Intelligence
Researches on intelligence states that there exists a broad form of mental ability called
intelligence which is specifically abilities. This idea was further taken to a new concept
called multiple intelligence. He advocated that there are several domains of
intelligence that decide the learning attributes of the children at large.

7.1 Construct of Intelligence

The general ability of intelligence consists of the following specific abilities and capacities
˜ Adaptability to a new environment or to changes in the current environment.

˜ Capacity for knowledge and the ability to acquire it.

˜ Capacity for reasoning and abstract thought.

˜ Ability to comprehend relationships.

˜ Ability to evaluate and judge.

˜ Capacity for original and productive thought.

˜ Ability to learn from and about the external environment and to interact effectively with it.

All the above abilities and capacities can be combined into the three basic functions given
below
1. Learning Acquiring, retaining and using knowledge is an important component of
intelligence.
2. Recognising Problems With the help of knowledge, people must first be able to identify
possible problems in the environment that need to be addressed.
3. Solving Problems People must then be able to use what they have learned to come up
with a useful solution to a problem they have noticed in the world around them.

7.1.1 Definitions and Theories of Intelligence

There is no standard definition of what exactly constitutes intelligence. Some scholars have
suggested that intelligence is a single, general ability while others believe that intelligence
encompasses a range of aptitudes, skills and talents. Some of the major theories of
intelligence that have emerged during the last hundred years are as follows
 62 CTET & TETs ~ Child Development & Pedagogy
Alfred Binet and Terman
(Uni-Factor Theory)
˜ According to this theory, intelligence is regarded
as an activeness which enables a creature to
adjust itself to the changing environment. People
holding this view believe in inborn all-round
mental efficiency as a sign of intelligence.
˜ This theory holds that intelligence consists of
all-pervasive capacities. Binet, Terman and some
other classical psychologists supported this view.
˜ According to this theory, if one has a fund of
intelligence he can utilise it in any area of his life.
The intelligence of a person gets stamped in all
what he thinks and his actions.
˜ But in our practical life we observe something
different. A brilliant professor of Mathematics
may be absent minded or socially ill-adjusted.
˜ Further analysis of scores in an intelligence test
battery shows that different tests in the battery
are not highly correlated. Hence, the uni-factor
approach is too simple and a complex model is
needed to explain intelligence satisfactorily.
Charles Spearman (Two Factor Theory)
In 1904, Spearman proposed the idea that
˜
intelligent behaviour is generated by a quality
within the human mind which he termed as the
‘general factor’ in human intelligence, calling it ‘g’.
He said that this ‘g’ factor is innate and cannot be
developed. Further, he said that another factor in
intelligence was special intelligence.
˜ The special intelligence factor was more
significant for individuals who accomplished high
success results in tests. This factor, termed as ‘s’,
could be developed with education and
experience.
Louis Thurstone
(Primary Mental Abilities Theory)
His theory focused on seven different abilities which
he called as ‘primary mental abilities’. The abilities
that he described were
˜ Verbal comprehension
˜ Inductive reasoning
˜ Perceptual speed
˜ Numerical or arithmetic ability
˜ Word fluency
˜ Associative memory
˜ Spatial visualisation
Thurstone identified the above abilities after
creating a set of 56 tests which were administered
on 240 college students. From his analysis of the
results, he developed his Primary Mental Abilities
Theory.
Raymond Cattell and John Horn
(Three Stratum Theory)
In 1966, they developed the Fluid and Crystallised
Intelligence theory. They said that intelligence
consists of two parts, fluid intelligence and
crystallised intelligence.
˜ The fluid part is the biological aspect of
intelligence and it is measured by calculating the
speed of reasoning and memory capacity. Also, it
increases into adulthood but decreases as a
person grows old.
˜ The crystallised part of intelligence is the
expansion of skill through learning and
experience. The sources of new knowledge and
new experiences are unlimited, so this type
increases throughout life.
7.2 Multiple Intelligence
Theory
In 1983, Howard Gardner proposed the
Multi-dimensional or Multiple Intelligence theory.
He stated that there were seven different types of
intelligence. In the late 1990s, Gardner added one
new type of intelligence, calling it ‘naturalist
intelligence’. Thus, the different types of
intelligence, according to Gardner, are as follows
1. Linguistic It involves sensitivity to spoken and
written language, the ability to learn languages
and the capacity to use language to accomplish
certain goals. Writers, poets, lawyers and
speakers are among those that have high
linguistic intelligence.
2. Musical It involves skill in the performance,
composition and appreciation of musical
patterns. Musicians and composers have this
intelligence in abundance.
3. Logical-Mathematical It consists of the
capacity to analyse problems logically, carry
out mathematical operations and investigate
issues scientifically. This dimension of
intelligence is associated with scientific and
mathematical thinking.
CHAPTER 7 : Construct of Intelligence and Multi-Dimensional Intelligence
4. Spatial It is the potential to recognise and use
the patterns of wide spaces and more confined
areas. Artists and designers have more of this
dimension of intelligence.
5. Bodily-Kinesthetic It is the ability to use
mental abilities to coordinate body movements.
Mental and physical activity are related, so the
potential of using one’s whole body or parts of
the body to solve problems is covered by this
form of intelligence. Athletes and
sportspersons have this form of intelligence in
high measure.
6. Intrapersonal This is the capacity to
understand oneself, to appreciate one’s own
feelings, fears and motivations and to be able
to use such information to regulate our lives.
7. Interpersonal This is concerned with the
capacity to understand the intentions,
motivations and desires of other people. It
allows people to work effectively with others.
Educators, salespeople, religious and political
leaders and counsellors all need a
well-developed interpersonal intelligence.
8. Naturalist This is the ability of recognising
plants, animals and minerals.
Gardner based his research on his studies of
strange cases like
˜ people who had lost a mental ability and
improved another
˜ people who excelled in one skill but not in
others, and
˜ people who developed their skills in the absence
of others.
He concluded that there must be multiple
independent bits of intelligence that explain the
strange cases that he studied.
Some other psychologists propounded other
theories of intelligence. These are given below
Robert Sternberg (Process-Oriented
Theory) (Triarchic Theory of Intelligence)
He formulated the Triarchic Theory of Intelligence
in 1985. This theory was among the first to go
against the psychometric approach to intelligence
and take a more cognitive approach. He said that
intelligence is how well an individual deals with
environmental changes throughout one’s lifespan.
Sternberg’s theory comprises three parts, which
are as follows
63
1. Componential This is associated with analytical
giftedness, which is helpful in being able to take
a part problems and being able to see solutions
not seen by those less gifted.
2. Experiential This deals with how well a task is
performed with regard to how familiar it is, i.e.
whether it is a novelty (not done before) or
automated (done many times earlier and can be
performed without much thinking).
4. Practical or Contextual This deals with the
mental activity involved in reaching ‘fitting to
context’. Through the three processes of
adaptation, shaping and selection, individuals
create an ideal fit between themselves and their
environment. This type of ability is often
referred to as being ‘street smart’.
7.2.1 Construct of Intelligence
and Multi-Dimensional
Intelligence
Thurston’s Group Factor Theory
Psychologist Louis L Thurston (1887- 1955) offered a
differing theory of intelligence instead of viewing
intelligence as a single, general ability, Thurston’s
theory focused on nine different ‘primary factors’.
These primary factors are independent of each
other.
The abilities that he identified are as follows
1. Spatial Factor It is involved in visualising shapes.
2. Verbal Factor It is concerned with
comprehension of verbal ideas.
3. Word Fluency Factor It is involved whenever the
subject is asked to think of isolated words at a
rapid rate.
4. Numerical Factor It is the ability to do numerical
calculations.
5. Memory Factor It is the ability to memorise
quickly.
6. Inductive Reasoning Factor It is the ability to
draw inferences.
7. Perceptual Factor It is the ability to perceive
objects accurately.
8. Deductive Reasoning Factor It is the ability to
make use of generalised results.
9. Problem-Solving Ability Factor It is the ability to
solve problems independently.
 64 CTET & TETs ~ Child Development & Pedagogy
˜ The weakest aspect of the group factor theory
was that it discarded the concept of the common
factor.
Guilford’s Tri-Dimensional Theory
˜ JP Guilford (1961) developed a model of
intelligence in which he explained that every
intellectual activity can be described in terms of
three different basic dimensions, viz, operations-
the act of thinking, contents-the terms in which
we think like words, symbols etc and products-
the ideas we develop.
˜ He has proposed his tri- dimensional theory of
intelligence represented by cubical model. This
model is provided with 120 primary abilities, and
is a combination of 4 contents, 5 operations and
6 products (4×5×6 = 120).
Behavioural
Semantic
Symbolic
Contents
Figural
Units
Classes
Relations
Systems Products
Transformations
Implications
Cognition
Memory
Divergent
production Operations
Convergent
production
Evaluation
˜ The figure gives us the comprehensive idea of the
primary mental abilities included in intelligence.
However, Guilford (1967) has expanded his cube-
shaped model of intellect to include 150 factors,
which includes 5 contents, 6 products and 5
operations (5×6×5 = 150).
˜ This may be understood by studying this
example: A child is asked to determine the day of
the week on a particular date with the help of a
calendar. The task involves operations like
convergent thinking, memory and cognition.
˜ In carrying out these operations, he has to make
use of the contents. In this particular case, he
will make use of semantics, i.e. reading and
understanding of the printed words and figures
indicating days and dates of a particular month in
the calendar.
By carrying out mental operations with the help of
the contents he will finally arrive at the products.
The day of the week to which the date in question
refers represents the factor known as ‘relations’.
Edward Thorndike (Multiple Factor Theory)
He identified four key factors to measure
intelligence. These were
˜ Level of difficulty of a task.
˜ Range of the different tasks of the same difficulty
that a person can perform with consistency.
˜ Area of the various dissimilar situations at each
difficulty level to which a person can respond
effectively.
˜ Speed of response of a person to carry out an
activity.
Thorndike suggested that all tests to measure
intelligence must test these four attributes.
George Kelley
(Five Mental Abilities Theory)
˜ He is more well-known for his work on cognitive
psychology, personality and personal constructs.
˜ He suggested that intelligence comprises the
following five mental abilities
(i) Comprehension
(ii) Memorising ability
(iii) Spatial ability
(iv) Numerical ability
(v) Perceptual ability
˜ This is somewhat similar to the theories of
Thurstone and Gardner.
Characteristics of Intelligence
Some typical characteristics of intelligence are as
follows
˜ It varies from person to person.
˜ It is a process that develops throughout the life
of a person.
˜ It helps a learner to improve learning from the
‘concrete’ to the ‘abstract’.
˜ It enables people to differentiate between wrong
and right.
˜ It enables learning and plays a major role in an
individual’s success in life.
˜ It enables people to learn from past experiences.
˜ It is affected by heredity, the environment,
education and experiences, but does not vary
due to gender difference.
CHAPTER 7 : Construct of Intelligence and Multi-Dimensional Intelligence
Measurement of Intelligence
Various individual tests have been used to test the
intelligence of individuals. The main individual
intelligence tests are the Stanford-Binet
Intelligence Test, the Wechsler Intelligence Test
for Children. (WITC) and the Wechsler Adult
Intelligence Scale (WAIS) for adults.
Stanford-Binet Intelligence Test
˜ This was originally developed in 1905 as the
Binet-Simon intelligence scale by French
psychologists Alfred Binet and Theodore Simon.
It was administered to children to evaluate their
performance (mental age) at a given
chronological age.
˜ Its features and history of development are as
follows
(i) The mental age/chronological age ratio, called
a mental quotient, was used to evaluate a
child’s learning potential.
(ii) Lewis Terman of Stanford University revised
the Binet-Simon scale in 1916. The revised
scale, called the Stanford-Binet intelligence
scale, retained the concept of mental and
chronological ages but introduced the concept
of the Intelligence Quotient (IQ) arrived at by
the formula
Mental Age
IQ = × 100
Chronological Age
which allowed comparison between children of
different ages.
65
(iii) It is a cognitive ability and intelligence test
used to diagnose developmental or intellectual
deficiencies in young children.
(iv) The test measures five weighted factors:
knowledge, quantitative reasoning,
visual-spatial processing, working memory and
fluid reasoning.
(v) The 1986 revision of this makes it useful for
testing adults as well as children. The latest
revision of this test was released in the year
2003.
(vi) In this test, a person’s score for correct
answers is compared to a table of scores of
test takers of the same age (with the average
score always scaled to 100, meaning that
mental age = chronological age). Scores
between 90 and 110 are labelled as ‘normal’,
above 130 as ‘superior’ and below 70 as
mentally deficient or ‘retarded’.
Wechsler Intelligence Tests
˜ David Wechsler (1896-1981) developed the
Wechsler Adult Intelligence Scale (WAIS) in 1939,
revised as the WAIS-R.
˜ Wechsler also developed the Wechsler
Intelligence Scale for Children (WISC) in 1949,
revised as the WISC-R. The revised forms of
these scales are still widely used.
They contain two sub-scales, verbal and
˜
performance, which provide a verbal IQ and a
performance IQ; the sub-scales are combined for
the total IQ.
˜ Test score combinations may reveal other
strengths and weaknesses to a skilled examiner.
66 CTET & TETs ~ Child Development & Pedagogy

CHAPTER EXERCISE
1. Who is associated with the statement 8. Choose the option that weakens the
“Thinking speed is not a primary mental argument about multiple intelligence theory.
ability”? (1) It can’t be supported by empirical evidence at all
(1) Thorndike (2) Thurstone (2) Practical intelligence is given much emphasis
(3) Guildford (4) Spearman (3) Freedom to learners to know their traits
(4) It is the presence of ‘talents’ in intelligence
2. G- factor theory was developed by
(1) Spearman (2) Cattell 9. Match the following
(3) Galton (4) None of these
List I List II
3. Which of the above statements is incorrect? (Name of the (Theories )
(1) A creative child may be poor in the religious values Propounder)
(2) Between creativity and intelligence, a positive
correlation is found A. Spearman 1. Multi-dimensional Intelligence
(3) Spearman gave the concept of mental age B. Thurstone 2. ‘G’ Factor
(4) All statements are correct
C. Sternberg 3. Triarchic Theory
4. Consider the following statement(s)
I. Cattell and Horn developed the fluid and D. Gardner 4. Seven primary mental abilities
crystallised intelligence theory.
Codes
II. Crystallised intelligence depends on
A B CD
learning and experience.
(1) 1 2 3 4
Which of the statement(s) given above is/are
(2) 2 4 1 3
correct?
(3) 3 4 1 2
(1) Only I (2) Only II
(4) 2 4 3 1
(3) Both I and II (4) Neither I nor II
10. Match the following
5. Which of the given options below strengthens
the theory of multiple intelligences by List I List II
Howard Gardner? (End State) (Types of Intelligence)
(1) Each individual has unique abilities
(2) Schools need some common abilities in their A. Self-interpretation 1. Logical mathematical
students B. Atheletes 2. Naturalist
(3) Individuals need general intelligence
(4) Every learner should have conditioning skills C. Skilled 3. Intrapersonal
Mathematicians/
6. Which one of the following intelligences gives Scientist
one the ability to manipulate and create
D. Ecologist 4. Bodily-kinesthetic
mental images in order to solve problems and
is not limited to visual domains? Codes
(1) Spatial intelligence A B CD A B CD
(2) Linguistic intelligence (1) 1 3 2 4 (2) 1 2 3 4
(3) Musical intelligence (3) 4 3 1 2 (4) 3 4 1 2
(4) Bodily-Kinesthetic intelligence
11. Theory of multiple intelligence is supported
7. ......... intelligence is the ability to understand by
and discern the feelings and intentions of
(1) intelligences have a hierarchy in their nature
others while ..... intelligence is the ability to
(2) intelligence is an outcome of analysis, creativity
understand one’s own feelings and motivations. and practical intelligences
(1) Interpersonal, intrapersonal (3) damage to a specific part of brain affects only a
(2) Intrapersonal, interpersonal particular ability
(3) Interpersonal, social (4) None of the above
(4) Social, intrapersonal
CHAPTER 7 : Construct of Intelligence and Multi-Dimensional Intelligence
12. IQ = (Mental Age/Chronological Age) × 100
was propounded by
(1) Revised Stanford- Binet scale
(2) Minnesota paper form board test
(3) Binet- Simon
(4) None of the above
13. Intelligence theory incorporates the mental
processes involved in intelligence (i.e.
meta-components) and the varied forms that
intelligence can take (i.e. creative
intelligence). This refers to
(1) Spearman’s ‘g’ factor
(2) Sternberg’s Triarchic theory of intelligence
(3) Savant theory of intelligence
(4) Thurstone’s primary mental abilities
Previous Years’ Questions
14. Guilford has given the term ‘convergent
thinking’ as equivalent to (RTET Feb 2011)
(1) intelligence (2) creativity
(3) All of these (4) None of these
15. Which of the following is not a characteristic
of mental retardation? (RTET Feb 2011)
(1) IQ between 25 to 70
(2) Learning in a slow pace and unable to do the
activities of daily routine
(3) Poor adaptation with the environment
(4) Poor interpersonal relations
16. Which of the following is not a sign of an
intelligent young child? (CTET June 2011)
(1) One who has the ability to cram long essays
very quickly
(2) One who has the ability to communicate fluently
and appropriately
(3) One who carries on thinking in an abstract
manner
(4) One who can adjust oneself in a new
environment
17. Ramesh and Ankit have the same IQ of 120.
Ramesh is two years younger than Ankit. If
Ankit is 12 yr old, than the mental age of
Ramesh is (PTET Nov 2011)
(1) 9 years (2) 10 years
(3) 12 years (4) 14 years
18. Which one of theories of intelligence
advocates the presence of general intelligence
‘g’ and specific intelligence ‘s’?
(1) Anarchic theory (PTET Nov 2011)
(2) Guilford’s theory of intellect
(3) Spearman’s two factor theory
(4) Vernon’s hierarchical theory
67
19. If a child has mental age of 5 years and
chronological age of 4 years than what will be
the IQ of child? (PTET Nov 2011)
(1) 125 (2) 80
(3) 120 (4) 100
20. Gardner formulated a list of seven
intelligence, which among the following is not
one of them? (PTET Nov 2011)
(1) Spatial intelligence
(2) Emotional intelligence
(3) Interpersonal intelligence
(4) Linguistic intelligence
21. Which of the following is the true statement
in reference to intelligence? (PTET Nov 2011)
(1) Intelligence is the ability to adjust
(2) Intelligence is the ability to learn
(3) Intelligence is the ability of abstract reasoning
(4) All of the above
22. Ability to recognise and classify all varieties
of animals, minerals and plants, according to
multiple intelligences theory, is called
(CTET Jan 2012)
(1) logico- mathematical intelligence
(2) naturalist intelligence
(3) linguistic intelligence
(4) spatial intelligence
23. The statement “Majority of the people are
average, a few very bright and a few very
dull” is based on the established principle of
(CTET Jan 2012)
(1) intelligence and racial differences
(2) distribution of intelligence
(3) growth of intelligence
(4) intelligence and sex differences
24. The word ‘Comprehensive’ in the scheme of
Continuous and Comprehensive Evaluation is
supported by the following expect
(CTET Nov 2012)
(1) JP Guilford’s theory of structure of intellect
(2) LL Thurstone’s theory of primary mental abilities
(3) theory of multiple intelligence
(4) theory of information processing
25. Classification of students in different groups
on the basis of their IQ tends to ......... their
self - esteem and to .......... their academic
performance. (CTET Nov 2012)
(1) decrease; decrease
(2) decrease; have no effect on
(3) increase; decrease
(4) increase; increase
68 CTET & TETs ~ Child Development & Pedagogy

26. Which one of the following could be an end 34. The following three aspects of intelligence
stage of a child possessing bodily kinesthetic are dealt by Sternberg’s Triarchic Theory
intelligence? (CTET Nov 2012) except (CTET July 2013)
(1) Surgeon (2) Poet (1) contextual (2) componential
(3) Orator (4) Political leader (3) social (4) experiential
27. A child of 16 years scores 75 in an IQ test his 35. Howard Gardner’s theory of multiple
mental age will be .......... years. intelligence emphasises (CTET July 2013)
(CTET Nov 2012) (1) conditioning skills in students
(1) 15 (2) 12 (2) general intelligence
(3) 8 (4) 14 (3) common abilities required in school
28. IQ scores are generally .......... correlated with (4) the unique abilities of each individual
academic performance. (CTET Nov 2012) 36. Which one of the following is a critique of
(1) moderately (2) least theory of multiple intelligences?
(3) perfectly (4) highly (CTET July 2013)
(1) Multiple intelligences are only the ‘talents’
29. Theory of multiple intelligence implies the
present in intelligence as a whole
following except (CTET Nov 2012)
(2) Multiple intelligence provides students to
(1) emotional intelligence is not related to IQ discover their propensities
(2) intelligence is a distinct set of processing (3) It over- emphasises practical intelligence
operations used by an individual to solve (4) It cannot be supported by empirical evidence at
problems all
(3) discipline should be presented in a number of
ways 37. Intelligence theory incorporates the mental
(4) learning could be assessed through a variety of processes involved in intelligence (i.e.
means metacomponents) and the varied forms that
30. A student’s chronological age is 10 years and intelligence can take (i.e. creative
mental age is 12 years. His IQ will be intelligence) (CTET July 2013)
(HTET June 2013) (1) Spearman’s ‘g’ factor
(1) 80 (2) 100 (2) Sternberg’s triarchic theory of intelligence
(3) 120 (4) 140 (3) Savant theory of intelligence
(4) Thurstone’s primary mental abilities
31. Intelligence related to monitor the feeling
and emotions of self is referred to 38. Inter-personal intelligence means
(HTET June 2013) (UTET Sept 2013)
(1) linguistic intelligence (1) to recognise the strength and weakness of self
(2) intrapersonal intelligence (2) skill to motivate others
(3) spatial intelligence (3) skill to understand different people
(4) personal intelligence (4) skill to communicate with others

32. Every learner is unique means that 39. According to Cyril Burt, Intelligence
(HTET June 2013) Quotient of backward children is
(1) no two learners are alike in their abilities, (UTET Sept 2013)
interests and talents (1) above 120 (2) below 85
(2) learners do not have any common qualities, nor (3) below 120 (4) None of these
do they share common goals 40. Formula of Achievement Quotient is
(3) a common curriculum for all learners is not (UTET Sept 2013)
possible M. A.
(1) A. Q. = × 100
(4) it is impossible to develop the potential of C. A.
learners in a heterogeneous class C. A.
(2) A. Q. = × 100
33. Fluid intelligence of RB Cattel is equivalent E. A.
to (HTET June 2013) E. A.
(3) A. Q. = × 100
(1) genetic factors (2) environmental factors C. A.
(3) intellectual factors (4) social factors E. A.
(4) A. Q. = × 100
M. A.
CHAPTER 7 : Construct of Intelligence and Multi-Dimensional Intelligence 69

41. Match the following (UTET Sept 2013) 46. The children whose intelligence quotient (IQ)
is above 140 will be categorised in category of
List I List II
(UPTET Feb 2014)
A. Unifactor theory 1. Guilford (1) Moron (2) Dull
B. Multifactor theory 2. Binet (3) Average (4) Genius
C. Group factor theory 3. Throndike 47. The concept of mental age is introduced by
(UPTET Feb 2014)
D. Three-dimensional theory 4. Thurstone
(1) Thorndike (2) Guilford
Codes (3) Spearman (4) Binet - Simon
A B C D
48. Binet - Simon tests measure (UPTET Feb 2014)
(1) 4 3 2 1
(1) general intelligence (2) specific intelligence
(2) 4 1 2 3
(3) attitude (4) aptitude
(3) 3 4 2 1
(4) 1 2 3 4 49. The theory of ‘multiple intelligence’ was
developed by (HTET Feb 2014)
42. An 11 years old child’s score on Stanford
(1) Alfred Binet (2) Howard Gardner
Binet Intelligence Scale is 130. By assuming
(3) Francis Galton (4) BS Bloom
µ = 100 and s = 15 in a normal probability
curve, calculate the percentage of 11 years 50. Which of the following is a form of
old children this child scored better than. Sternberg’s Triarchic Theory of Intelligence?
(1) 78% (CTET Feb 2014) (1) Practical intelligence (CTET Sept 2014)
(2) 80% (2) Experimental intelligence
(3) 98% (3) Resourceful intelligence
(4) 88% (4) Mathematical intelligence
43. Which of the following observations supports 51. Who developed the first intelligence test?
Howard Gardner’s theory of multiple (CTET Sept 2014)
intelligences? (CTET Feb 2014) (1) David Wechsler
(1) Different intelligences are hierarchical in nature (2) Alfred Binet
(2) Teachers should follow one specific theory of (3) Charles Edward Spearman
educational innovation at the time of designing (4) Robert Sternberg
instruction 52. Learning abilities in Mathematics can be
(3) Damage to one part of the brain affects only a assessed most appropriately by which of the
particular ability sparing others following tests? (CTET Sept 2014)
(4) Intelligence is an interaction of analytical,
(1) Aptitude test (2) Diagnostic test
creative and practical intelligences
(3) Screening test (4) Achievement test
44. Following are the critical views about the
53. Which of the following skills is associated
‘Theory of Multiple Intelligences’, except
(CTET Feb 2014) with emotional intelligence? (CTET Sept 2014)
(1) it is not research - based (1) Memorising (2) Motor processing
(2) different intelligences demand, different (3) Envisaging (4) Empathising
methods for different students 54. In context of “theory of multiple
(3) gifted students usually excel in a single domain intelligences”, which one of the following
(4) it lacks of empirical support intelligences is required for an air force pilot?
45. ‘Theory of Multiple Intelligences’ cannot be (CTET Sept 2014)
legitimised as it (CTET Feb 2014) (1) Interpersonal (2) Linguistic
(1) is not possible to measure different intelligences (3) Kinesthetic (4) Intrapersonal
as there are no specific tests 55. The factor ‘g’ in the Spearman definition of
(2) does not place equal importance on all seven intelligence stands for (CTET Sept 2014)
intelligences (1) genetic intelligence
(3) is based only on sound empirical studies done (2) generative intelligence
by Abraham Maslow throughout his life (3) general intelligence
(4) is not compatible with general intelligence ‘g’, (4) global intelligence
which is most important
70 CTET & TETs ~ Child Development & Pedagogy

56. Emotional intelligence may be associated with 64. The number of factors of intelligence
which domain of theory of Multiple according to tri-dimensional theory is
Intelligence? (CTET Sept 2014) (REET Feb 2016)
(1) Intrapersonal and interpersonal intelligences (1) 90 (2) 110
(2) Naturalist intelligence (3) 135 (4) 120
(3) Visual - spatial intelligence 65. What is the number of personality traits
(4) Existential intelligence analysed by Cattell? (REET Feb 2016)
57. Which of these does not imply practical (1) 13 (2) 15
intelligence in the Triarchic theory? (3) 16 (4) 14
(CTET Feb 2015) 66. General and specific factor theory was
(1) Re- shaping the environment propounded by ....... . (REET Feb 2016)
(2) Thinking practically about oneself only (1) Alfred Binet (2) Spearman
(3) Choosing an environment in which you can (3) Guilford (4) Thurstone
succeed
(4) Adapting to the environment 67. An individual whose mental quotient is
......... is normally spoken of as mentally
58. According to Gardner’s theory of multiple retarded. (REET Feb 2016)
intelligence, the factor that would contribute (1) below 70 (2) above 70
most for being a ‘self - aware’ individual would (3) between 80-100 (4) None of these
be (CTET Feb 2015)
(1) Musical (2) Intrapersonal
68. The concept of intelligence Quotient (IQ)
(3) Spiritual (4) Linguistic was developed by (REET Feb 2016)
(1) Binet (2) Reid
59. Which one of the following statements is most (3) Terman (4) Cattell
appropriate about intelligence? (CTET Sept 2015)
(1) Intelligence can be reliably determined only
69. Howard Gardner’s theory of Multiple
administering standardised IQ tests Intelligence (MI) suggests that
(CTET Sept 2016)
(2) Intelligence is fundamentally neurological
(1) intelligence is solely determined by IQ tests
functioning, e.g. speed of processing, sensory
(2) teachers should use MI as a framework for
discrimination etc
devising alternate ways to teach the subject
(3) Intelligence is the ability to do well in school
matter
(4) Intelligence is multi- dimensional having several
(3) ability is destiny and does not change over a
aspects to it
period of time
60. Which one of the following illustrates a person (4) every child should be taught every subject in
with linguistic intelligence? (CTET Feb 2016) eight different ways in order to develop all the
(1) Sensitivity to pitch, melody and tone intelligences
(2) The ability to notice and make distinctions among 70. Match the following in the light of Howard
others Gardner’s theory of Multiple Intelligence
(3) The ability to handle long chains of reasoning
(CTET Sept 2016)
(4) Sensitivity to the meaning and order of words and
the varied uses of language Type of End State
61. Intelligence is (CTET Feb 2016) Intelligence
(1) a set of capabilities A. Musical 1. Therapist
(2) a singular and generic concept B. Linguistic 2. Poet
(3) the ability to imitate others C. Interpersonal 3. Athlete
(4) a specific ability
D. Spatial 4. Violinist
62. IQ of children having average intelligence will 5. Sculptor
be between .......... . (UPTET Feb 2016)
(1) 50-59 (2) 70-89 Codes
(3) 90-109 (4) 110-129 A B C D
(1) 4 2 1 5
63. Propounder of ‘Two - factors theory’ of
(2) 4 2 5 3
transfer of learning was (UPTET Feb 2016)
(3) 5 2 4 1
(1) Thorndike (2) Spearman
(3) Judd (4) Guilford (4) 2 4 1 5
CHAPTER 7 : Construct of Intelligence and Multi-Dimensional Intelligence 71

ANSWERS
1. (2) 2. (1) 3. (3) 4. (3) 5. (1) 6. (1) 7. (1) 8. (4) 9. (4) 10. (4)
11. (3) 12. (1) 13. (2) 14. (3) 15. (4) 16. (1) 17. (3) 18. (3) 19. (1) 20. (2)
21. (4) 22. (2) 23. (2) 24. (4) 25. (1) 26. (1) 27. (3) 28. (4) 29. (2) 30. (3)
31. (2) 32. (1) 33. (2) 34. (3) 35. (4) 36. (1) 37. (2) 38. (4) 39. (2) 40. (3)
41. (3) 42. (3) 43. (3) 44. (3) 45. (1) 46. (4) 47. (4) 48. (1) 49. (2) 50. (1)
51. (2) 52. (2) 53. (2) 54. (3) 55. (3) 56. (1) 57. (1) 58. (2) 59. (4) 60. (4)
61. (2) 62. (3) 63. (1) 64. (4) 65. (3) 66. (2) 67. (1) 68. (1) 69. (2) 70. (1)

Explanations
3. (3) Spearman didn’t give the
concept of mental age he
propounded the idea of ‘general
factor’ in human intelligence.
5. (1) Theory of multiple intelligence
by Howard Gardner is strengthened
by the fact that each individual has
unique abilities.
6. (1) Spatial intelligence gives one
the ability to manipulate and create
mental images in order to solve
problems and is not limited to visual
domains.
7. (1) Interpersonal intelligence is
the ability to understand and discern
the feelings and intentions of others
while intrapersonal intelligence is the
ability to understand one’s own
feelings and motivations.
13. (2) Intelligence theory
incorporates the mental processes
involved in intelligence and the varied
forms that intelligence can take as
per Sternberg’s Triarchic theory of
intelligence.
18. (3) Spearman’s two factor theory
of intelligence advocates the
presence of general intelligence ‘g’
and specific intelligence ‘s’.
22. (2) Ability to recognise and
classify all the varieties of animals,
minerals and plants, according to
multiple intelligence theory, is called
naturalist intelligence.
23. (2) Principle of distribution of
intelligence tells us that majority of
the people are average, a few very
bright and a few very dull.
29. (2) Theory of multiple intelligence
doesn’t imply that intelligence is a
distinct set of processing operations
used by an individual to solve
problems.
32. (1) Every learner is unique means
that no two learners are alike in their
abilities, interests and talents.
44. (3) It is not a view associated with
the theory of multiple intelligence that
gifted students usually excel in a
single domain.
45. (1) Theory of multiple intelligence
can’t be legitimised as it is not
possible to measure different
intelligences as there are no specific
tests.
57. (1) Re-shaping the environment
doesn’t imply practical intelligence in
the Triarchic theory.
59. (4) The most appropriate
statement about intelligence is that it
is multi- dimensional having several
aspects to it.
60. (4) Sensitivity to the meaning and
order of the words and the varied
uses of language is illustrative of
linguistic intelligence.
67. (1) An individual whose mental
quotient is below 70 is normally
spoken of as mentally retarded.
69. (2) Howard Gardner’s theory of
multiple intelligence suggests that
teachers should use MI as a
framework for devising alternative
ways to teach the subject matter.
Chapter 8

Language and Thought

Learning is such a phenomenon that comes from language and thought. Language is
always to be viewed as a resource and thought is an emergence of what one perceives
and is expressed in the form of the language. A learner uses these two as a tool for
learning. Several psychologists have put their views forward on the development of
language and thought.

8.1 Language
Language is the human ability to acquire and use complex systems of communication and a
particular language like English or Hindi is a specific example of such a system. The
scientific study of language is called linguistics.
The characteristics of language are as follows
˜ It has the properties of productivity because it is able to communicate about things that

are not immediately present (spatially or temporally) i.e. things that are either not here
now. It relies entirely on social convention and learning.
˜ Its complex structure affords a much wider range of expressions than any known system

of animal communication. It helps in communicating an individual’s thoughts,

expressions, emotions, feelings etc to others.
˜ It helps a person to make sense of complex and abstract ideas and concepts. It helps to

preserve and maintain historical, cultural and civilisation related records.

The elements of language are as follows
˜ Phonology It refers to the sounds of a language.

˜ Semantics It is the study of words and their meaning.

˜ Grammar It refers to the rules used to describe the structure of a language, which

involves syntax or rules that specify how words are combined to form sentences.
˜ Pragmatics It is the study of how people use language to communicate effectively.

The building blocks of a language are called phonemes. They are the unique sounds that
can be joined to create words, like, for instance, the sound of ‘p’ in pin, pet and pat or the
sound of ‘b’ in bed, bat and bird, and so on. Infants can distinguish many of these sounds,
some of them as early as one month after birth.

8.1.1 Factors Affecting Language Development

Linguistics experts say that although every child does not reach the same milestone of
language development at the same time, natural human progression is the main factor in
language development. The three main factors that affect language development are as
follows
CHAPTER 8 : Language and Thought
1. Social A child’s language development directly
depends on its social interactions with its
parents, siblings, peers and caretakers. New
words in a child’s vocabulary result due to its
interaction with others. However,
socio-economic conditions also affect language
development, because it has been found that
children from a poor socio-economic
background speak much lesser number of
words than children of the same age from well
to do families.
2. Educational The educational environment
significantly affects a child’s language and
thought development. Language development
is boosted by correct exposure to reading and
listening to correct language being spoken.
Attending school exposes the child to a variety
of learning experiences.
3. Biological Some children are slow in language
and speech development due to a biological
problem like autism (mental defect making
communication slow), cleft lip/ palate (from
birth), Attention Deficit Hyperactivity Disorder
(ADHD – a brain defect), brain injury during
birth etc. Such children may not be able to use
words coherently, or have difficulty in
communicating with others, or forming
relationships with people, or using abstract
concepts and language.
8.1.2 Importance of Language
The importance and role of language in the life of
an individual is in the areas given below
1. Carries our Thoughts Language is the vehicle of
our thought. We think through language.
Thought is also called Sub-vocal Speech. The
thinking process is disturbed if the individual
has deficiency in language.
2. Medium of Expression Language is the medium
of expression of a child’s feelings and
experiences, expressed through signs, gestures
and speech.
3. Medium of Communication A child
communicates with others through language.
Language has also become a major tool of
communication between countries, cultural
groups, various companies and organisations,
communities and friends.
4. Moral Development When the child is about 18
months old, it learns what is right and wrong by
listening to what its parents or other adult
73
authorities tell him. Language is the code of our
consciousness and helps us see what we may be
agreeing to and creating in our world.
5. Developing Personality Language aids in
developing and grooming the child’s personality
as a whole.
6. Human Developmental Process A baby is born
without language, but even without formal
training, by the age of five, the child knows
several hundred words and grammar of a
particular language. Any discrepancy seen in
learning a language at an early stage might
indicate certain biological problems in a child.
7. Child’s Growth During a child’s development,
language plays an important role because it is
connected with various aspects of a child’s
growth. Learning a language is directly related to
emotional development. For instance, a baby
gazing at its parent’s face responds to by ‘cooing’
and a few words of love by its parents. This is
retained in the baby’s mind and when it is a little
older, it begins using language to express its
emotions as well.
8. Basis of Education Language is the basis of all
education. School education is predominately
language oriented. Reading, writing and
arithmetic are all based on language proficiency.
9. Medium of Literature Language is the medium of
literature. All great literary works are produced
through the medium of language. Language thus
helps a child to read literature, understand and
appreciate the work of great writers and poets
etc.
8.1.3 Theories of Language
Development
Three theories of language development in children
are well- known. These are as follows
1. Language Acquisition and
Environmental Theories by
BF Skinner
˜ One of the earliest scientific explanations of
language acquisition was provided by Skinner in
1957. As one of the pioneers of behaviorism, he
accounted for language development by means of
environmental influence.
˜ Skinner argued that children learn language based
on behaviourist reinforcement principles by
associating words with meanings.
 74 CTET & TETs ~ Child Development & Pedagogy
˜ Correct utterances are positively reinforced
when the child realises the communicative value
of words and phrases.
˜ Language acquisition is the process by which
humans acquire the capacity to perceive and
comprehend language, as well to produce and
use words and sentences to communicate.
2. The Nativist Theory by Noam Chomsky
˜ This is a biological based theory, saying that
humans are pre-programmed with the innate
ability to develop language.
˜ Chomsky proposed that all humans have a
Language Acqusition Device (LAD).
˜ The LAD contains knowledge of grammatical
rules common to all languages and allows
children to understand the rules of whatever
language they are listening to.
3. The Interactionist Theory by Lev Vygotsky
˜ He said that language development is both
biological and social.
˜ Language learning is influenced by the desire of
children to communicate with others and
children are born with a powerful brain that
matures slowly and predisposes them to acquire
new understandings that they are motivated to
share with others.
8.1.4 Stages of Language
Development
Language development takes place in six
consecutive stages, which are as follows
1. The Pre-linguistic stage
˜ During the first year of life the child is in a pre-
speech stage.
˜ Developmental aspects related to speech would
include the development of gestures, making
adequate eye contact, sound repartee between
infant and caregiver, cooing, babbling and
crying.
˜ Examples of such pre-speech sounds would be
dadadada, mamamama and waaaah.
2. The Holophrase or One-Word Stage
˜ The child usually reaches this phase between the
age of 10 and 13 months.
˜ Although the child tends to utter a single word at
a time, its meaning is also supplemented by the
context in which it takes place, as well as by non-
verbal cues.
˜ An example of such a one - word sentence would
be a child saying “Dada, which could mean”
“Daddy, please come to me.”
3. The Two-Word Sentence
˜ By 18 months the child reaches this stage. His or
her ‘sentences’ now usually comprise a noun or a
verb plus a modifier.
˜ This enables the child to formulate and sentence.
Examples of such ‘sentences’ are
‘Doggy big’
‘Where ball’
Once again, if the two - word sentence is
supported by the situation as well as non - verbal
communication, it could have quite a complex
meaning.
4. Multiple-Word Sentences
˜ The child reaches this stage between the age of
two and a half years. Furthermore, the child can
now form sentences with a subject and a
predicate. Using the examples which were listed
in the previous stage, the sentences could now
be the following
‘Doggy is big’
‘Where is ball’?
5. More Complex Grammatical
Structures
˜ Children reach this stage roughly between two
and half and three years of age.
˜ They use more intricate and complex
grammatical structures, elements are added
(conjunction), embedded and permuted within
sentences and prepositions are used.
˜ See the following examples in this regard
‘Read it, my book’
‘Where is Daddy?’
6. Adult-like Language Structures
˜ The five to six- year - old child reaches this
developmental level.
˜ Complex structural distinctions can now be
made, such as by using the concepts ‘ask/tell’
and ‘promise’ and changing the word order in the
sentence accordingly. Examples are
“Ask her what time it is.”
“He promised to help her.”
CHAPTER 8 : Language and Thought
8.2 Thought
Thought refers to ideas or arrangements of ideas
that are the result of the process of thinking.
Thinking allows humans to make sense of,
interpret, represent or model the world they
experience, and to make predictions about that
world. It is helpful to an organism with needs,
objectives and desires, as it makes plans and tries
to accomplish these goals. The characteristics of
thought are as follows
˜ It is the product of mental activity.
˜ It is the capacity to think, reason, imagine etc.
˜ It is the consideration of, or reflection of an idea.
˜ It is recollection or contemplation.
˜ It is anticipation or expectation.
˜ It is consideration, attention, care or regard for
somebody. It is judgement, opinion or belief.
˜ It is the ideas, characteristics of a particular
place, class or time. It is the state of being
conscious of something.
Language and Thought are Independent
Regarding the role of language for development and
the relationship between language and thought:
According to Piaget, thought comes before
language, which is only one of its forms of
expression.
˜ The formation of thought basically depends on
the coordination of sensorimotor schemes and
not of language.
˜ It can occur only after the child has reached a
certain level of mental abilities subordinating
herself, to the thought processes. As for
Vygotsky, thought and language are
interdependent processes, from the beginning of
life.
˜ The acquisition of language by the child modifies
its higher mental functions. It gives a definite
shape to thought, enables the emergence of
imagination, the memory usage and the action
planning.
8.2.1 Interdependence of
Thought and Language
˜ The majority of our everyday life involves the use
of language. We tell our ideas to others with
language, we ‘read’ their responses and
understand their meanings with language, and
very often, we ‘speak’ internally to ourselves
75
when we process this information and make
logical conclusions. Thus, rational thinking
unavoidably involves certain degrees of the use
of language.
˜ The linguists Sapir and Whorf proposed the
hypothesis that thought is utterly determined by
language. They said, “Language is a regular part
of the process of thinking… It is not a question of
one notion taking precedence over the other, but
of both notions being essential.”
˜ However, another view of the interdependence
of language and thought is that language helps us
to think with a specific point of view and thought
then develops the language. Thus, thought is not
only being expressed in words, but it also comes
into existence through these words.
˜ Every thought relates one object to another and
it moves, grows and develops, executes functions
and solves problems. This flow of thought occurs
as an inner movement which can be based on
language, or can also be without language.
8.2.2 Development of Thought
It is generally understood that children actively
build a symbol system or thought process to
understand the world around them, which guides
them in developing language. It has the elements
given below
1. Cognition Cognition refers to the mental
processes involved in gaining knowledge and
comprehension. It involves thinking, knowing,
remembering, judging and problem-solving.
Cognitive psychology, the branch of psychology
related to human cognition, studies the
processing of information by a person. It
answers the questions given below
(i) How does a person receive information?
(ii) How does a person process the information
received?
(iii) How does the information received lead to a
response from the person?
(iv) How does a person solve a problem?
2. Feedback According to James Lange, bodily
changes occur in an individual when it feels
excited, afraid or aroused. For instance, the
heartbeat may go up. This is a feedback of the
body to the information received, also called the
Stimulus.
3. Facial Expressions These are important
indicators of the response of a person to a
stimulus. Thus, if a person sees a cartoon that
76 CTET & TETs ~ Child Development & Pedagogy
he understands, he will display the facial
expression of a smile.
4. Problem-Solving A problem is solved by taking a
particular action when a person experiences a
stimulus. Thus, for instance, if a person is
chased by some undesirable people who he
wants to avoid, he may decide to run away. This
is due to the thought process going on, which
changes swiftly, covering large distances over
time and space to process information very fast.
5. Formation of Concepts Concepts are an
important class of language symbols used in
thinking. A concept is a figurative construction
of the common features of items and events. A
concept depicts a category of things with its
CHAPTER EXERCISE
1. Which of the following is the smallest unit of
words?
(1) Phoneme (2) Morpheme
(3) Syntax (4) Semantics
2. Which among the following is not a source of
learning language?
(1) Conversation (2) Imitation
(3) Questionnaire (4) None of these
3. Sapir and Whorf are associated with which
of the following?
(1) Thought is independent of language
(2) Language and thought determine one’s
personality
(3) Thought is totally determined by language
(4) None of the above
4. Consider the following statement(s) about
language
I. Grammar, semantics and pragmatics are
the elements of a language.
II. Language develops the personality of the
child.
III. Linguistics is not an element of the
language.
Which of the statement(s) given above is/are
correct?
(1) Only I
(2) Both I and III
(3) Both II and III
(4) All of the above
associated types and sub-types. For instance,
the concept of a dog will include all its different
breeds like Alsatian, Pekinese, Pomeranian etc.
6. Creative Thinking This is important in a
children’s classroom because use of language is
a creative act. Most children become motivated,
inspired or challenged if they can create
something of value. It improves their
self-esteem, leads to genuine communication
and co-operation, besides enriching classroom
work, making it more varied and enjoyable by
tapping into individual talents, ideas and
thoughts. Further, creative thinking is an
important skill required in real life by the child
later on.
5. The contrast of interdependence of language
and thought lies in the fact that
(1) language and thought are internally controlled
emotions
(2) language determines thought or vice-versa
(3) language and thought of two persons can be
same if they are reared in the same
environment
(4) None of the above
6. Which of the following pairs is incorrectly
matched?
(1) Starting of language : From birth
development
(2) Child’s vocabulary at : 150 words approx
the end of 2 years
(3) Child’s first word : Abstract ideas
represents
(4) None of the above
7. A child of 2 to 3 years of age
(1) will be able to give its gender, name or age
(2) will have a vocabulary of at least 500 words
(3) can answer how, who and when questions
(4) should be able to tell a reasonably connected
story about a picture
8. Language bears all the characteristics except
(1) helps in making sense of complex and abstract
ideas and concepts
(2) dependency on social convention and learning
(3) productivity
(4) allowing a limited range of expression
CHAPTER 8 : Language and Thought 77

9. The theory that we are born with a language (3) correct syntactically but semantically incorrect
acquisition devices was formulated by (4) correct semantically but syntactically
(1) Jean Piaget (2) Ivan Pavlov 18. Smallest unit of meaning in a language is
(3) Noam Chomsky (4) BF Skinner (CTET Nov 2012)
10. Which theory of language claims that (1) phoneme (2) pragmatics
language is a product of conditioning? (3) syntax (4) morpheme
(1) The bebaviourism theory 19. In the Information Processing Model of
(2) The constructivism theory thinking, the following steps are said to take
(3) The functionalism theory place (CTET Nov 2012)
(4) The humanism theory I. Response execution
11. Which of the following can be said to be a II. Response selection
biological problem that can affect language III. Pre -processing
development? IV. Categorisation
(1) Rude neighbours (2) Autism The correct sequence of these steps is
(3) Poor sanitary conditions (1) II, IV, III, I (2) III, I, IV, II
(4) Poor socio-economic stature (3) IV, III, II, I (4) III, IV, II, I
12. Identify the wrong statement. 20. According to Kolesnik what is the
(1) Listening to correct language being spoken reorganisation of concept? (HTET June 2013)
affects language development positively (1) Behaviour (2) Words
(2) Language development of children depends on (3) Thinking (4) Problems
freedom of expression given to them
(3) Social interaction with parents and the peers 21. Which is the incorrect way to support
affects language development as an language development? (CTET July 2013)
educational factor (1) Letting the child talk uninterruptedly on a topic
(4) None of the above (2) Disapproving the use of their own language
(3) Supporting initiative taken by children
13. Thinking is a part of cognition because
(4) Providing opportunities for using language
(1) it helps in directing attention towards a stimulus
(2) it helps in receiving information 22. The sounds th, ph, ch, are (CTET July 2013)
(3) it helps in processing information received (1) phonemes (2) morphemes
(4) All of the above (3) graphemes (4) lexemes
14. Which of the following statements about 23. Which one of the following pair is least likely
concept formation by a child is correct? to be a correct match? (CTET July 2013)
(1) Concepts are universal (1) Children enter in the world with certain
(2) Concepts are not hierarchical knowledge about language - Chomsky
(3) There is a set pattern of concept development (2) Language and thought are initially two different
(4) Concepts are not used in thinking activities - Vygotsky
(3) Language is contingent on thought - Piaget
Previous Years’ Questions (4) Language is a stimuli in environment - BF
15. The thinking process involved in producing Skinner
an idea or concept that is new, original and 24. What kinds of errors are common between a
useful is termed as (PTET Nov 2011) learner who is learning his mother tongue
(1) creativity (2) innovation and the learner who learns the same
(3) intelligence (4) synectics language as a second language?
16. Which of the following is not an example of a (1) Overgeneralisation (CTET Feb 2014)
concrete concept? (PTET Nov 2011) (2) Simplification
(1) Ability (2) Chair (3) Developmental
(3) Force (4) Motion (4) Hypercorrection
17. The sentence ‘Madam drives a bicycle’ is 25. It is not the theory of language development
(CTET Nov 2012) (UPTET Feb 2014)
(1) semantically as well as syntactically correct (1) conditioning theory (2) theory of imitation
(2) semantically as well as syntactically incorrect (3) surplus energy theory (4) theory of maturation
78 CTET & TETs ~ Child Development & Pedagogy

26. Thinking is essentially (HTET Feb 2014) (3) offer an explanation in a lecture mode
(1) a conative activity (2) an affective behaviour (4) make clear and convincing explanations and
(3) a cognitive activity (4) a psychomotor process have discussions with the students
27. Thinking in childhood is not marked by 34. Early childhood is ...... period for language
(HTET Feb 2014) development. (CTET Feb 2016)
(1) egocentrism (2) animism (1) a not - so - significant (2) an unimportant
(3) realism (4) individualism (3) a sensitive (4) a neutral
28. Phonological awareness refers to the ability 35. Language....... thought processes.
to (CTET Sept 2014) (1) totally governs our (CTET Feb 2016)
(1) reflect and manipulate the sound structure (2) has an influence on our
(2) speak fluently and accurately (3) cannot determine the
(3) know, understand and write (4) does not influence the
(4) master the rules of grammar
36. Formation of concepts is a........ process.
29. Aarjav says that language development is (UPTET Feb 2016)
influenced by one’s pre - disposition, while (1) difficult (2) irregular
Sonali feels that it is because of the (3) periodical (4) cumulative
environment. This discussion between Aarjav
37. The first step of concept formation is
and Sonali is about (CTET Feb 2015)
(UPTET Feb 2016)
(1) critical and sensitive feeling (1) generalisation (2) abstraction
(2) stability and instability argument (3) perception (4) differentiation
(3) continuous and discontinuous learning
(4) nature and nurture debate 38. What is thinking? (RTET Feb 2016)
(1) Use of symbols (2) Use of language
30. A concept learnt by a student in Mathematics (3) Perceptual process (4) Concept learning
class is used by her in Geography class. This
is an example of (UTET April 2015) 39. Thinking is mental activity in the ...... aspect.
(RTET Feb 2016)
(1) positive transfer (2) negative transfer
(1) cognitive (2) affective
(3) zero transfer (4) None of these
(3) psychomotor (4) None of these
31. India has a lot of linguistic diversity. In this
40. ....... children have ability to absorb abstract
context, which of the following is the most
concept. (RTET Feb 2016)
appropriate statement about multi- lingual
(1) Backward (2) Gifted
classrooms at primary level, especially classes
(3) Mentally retarded (4) None of these
I and II? (CTET Sept 2015)
(1) The school should admit only those students 41. According to Lev Vygotsky (CTET Sept 2016)
whose mother tongue is the same as the (1) language development changes the nature of
language of instruction human thought
(2) The teacher should respect all languages and (2) interaction with adults and peers does not
encourage children to communicate in all of them influence language development
(3) The teacher should ignore the children who use (3) culture plays a very small role in language
their mother tongue in the class development
(4) Students should be penalised for using their (4) children learn language through a language
mother tongue or the local language acquisition device
32. Most classrooms in India are multilingual 42. Which of the following statements describes
and this needs to be seen as ...... by the Piaget and Vygotsky’s views on language and
teacher. (CTET Feb 2016) thought correctly? (CTET Sept 2016)
(1) a brother (2) a problem (1) According to Piaget, thought emerges first and
(3) a resource (4) an obstacle according to Vygotsky, language has a
33. To enable students to make conceptual profound effect on thought
(2) According to Vygotsky, thought emerges first
changes in their thinking, a teacher should
(CTET Feb 2016) and according to Piaget, language has a
(1) offer rewards for children who change their profound effect on thought
thinking (3) Both view thought as emerging from the language
(2) discourage children from thinking on their own (4) Both view language as emerging from the
and ask them to just listen to her and follow that child’s thought
CHAPTER 8 : Language and Thought 79

ANSWERS
1. (2) 2. (4) 3. (3) 4. (4) 5. (2) 6. (3) 7. (1) 8. (4) 9. (3) 10. (1)
11. (2) 12. (3) 13. (3) 14. (3) 15. (1) 16. (1) 17. (3) 18. (1) 19. (4) 20. (3)
21. (2) 22. (1) 23. (4) 24. (3) 25. (3) 26. (3) 27. (4) 28. (2) 29. (4) 30. (1)
31. (2) 32. (3) 33. (4) 34. (3) 35. (2) 36. (4) 37. (3) 38. (3) 39. (1) 40. (2)
41. (1) 42. (1)

Explanations
3. (3) Sapir and Whorf are associated
with the statement that thought is totally
determined by language as they said,
“language is a regular part of the
process of thinking”.
5. (2) The contrast of interdependence
of language and thought lies in the fact
that language determines thought or
vice- versa.
7. (1) A child of 2 to 3 years of age will
be able to give its gender, name or
age.
11. (2) Autism is said to be a biological
problem that can affect language
development.
12. (3) It is incorrect that social
interaction with parents and the peers
affects language
development as an
educational factor.
13. (3) Thinking is a part of
cognition because it helps in
processing information
received.
21. (2) The incorrect way to
support language
development is
disapproving the use of their
own language. They should
be encouraged while
speaking.
23. (4) The least likely
correct match is “Language
is a stimuli in environment -
BF Skinner.”
28. (2) Phonological awareness refers to the
ability to speak fluently and accurately.
30. (1) Positive transfer of learning implies
the use of mathematical concept in a
geography class.
32. (3) Most classrooms in India
are multilingual and this needs to
be seen as a resource by the
teacher.
33. (4) To enable students to make
conceptual changes in their thinking, a
teacher should make clear and convincing
explanations and have discussions with the
students.
42. (1) According to Piaget, thought emerges
first and according to Vygotsky, language and
thought are interdependent.
Chapter 9

Gender Issues in Social

Construct
A society comprises males and females. The healthy society is an outcome of the proper
opportunities provided to both. When it is talked about the learning opportunities then
females are not given the due consideration. Gender biasness, gender stereotyping are
the common ill-practices in our society. We must come up with equal opportunities to
both the genders to create a strong and healthy society.

9.1 Evolution of Gender as a Social Construct

According to West and Zimmerman, “Gender is not a personal trait; it is an emergent feature
of social situations both as an outcome of, and a rationale for, various social arrangements
and as a means of legitimising one of the most fundamental divisions of society.” The
distinctions between genders can be observed in the separate roles defined for both the
genders by society.
Evolution of the Concept of Gender in Society Gender was considered achieved and more
or less stable after it is acquired in early childhood. Male or female are usually the only
categories our world relates to when it comes to gender. We often relate each gender
category to the way we dress, talk, eat, walk etc.
Women are usually seen as submissive, reserved and well-behaved, while men are
understood to be strong, active and straightforward. These gender normalities are often
constructed by our society’s co-existing features and needs. The social construct of both
genders is usually not given a choice to decide their own identity in this category.

9.1.1 Gender, Socialisation and Education

Distinction Between Sex and Gender First, we must distinguish between the terms sex and
gender. While sex refers to the biological distinctions between males and females, gender refers
to the social distinctions between men and women which have been developed by society.
Socialisation Causes Learning Culturally Defined Gender Roles This is an important part of
the socialisation of children at home, at school and elsewhere. Thus, boys and girls have
different socialisation experiences. When they enter school, they already have a good idea of
their gender identity, which has been learnt from their parents, other family members, the
media and other agents of socialisation.
The gender identity includes attitudes, values and behaviour divided on the basis of gender.
Thus, ‘boys learn to be boys’ and ‘girls learn to be girls’. These separate identities are
reinforced during education.
CHAPTER 9 : Gender Issues in Social Construct
9.1.2 Gender Roles, Stereotypes
and Discrimination
The nine main gender roles, stereotypes and
discrimination are as follows
1. Gender Roles These gender roles are based on
norms, or standards, created by society.
Masculine roles are usually associated with
strength, aggression and dominance, while
feminine roles are associated with passivity,
nurturing and subordination.
2. Gender Socialisation It begins at birth and occurs
through four major agents of socialisation: family,
education, peer groups and mass media.
3. Continuous Socialisation Over a period of time
makes individuals think that they are acting
naturally, rather than following a socially
constructed role.
4. Attitudes and Expectations Surrounding gender
roles are not based on any inherent gender
differences, but on stereotypes about the
attitudes, traits or behaviour patterns of men and
women in society.
5. Gender Stereotypes It form the basis of
prejudiced beliefs that value males over females,
leading to discrimination.
6. Gender Discrimination It is a discrimination
based on gender, as well as the conditions that
foster stereotypes of gender roles.
7. Stereotypes Its result in gender discrimination
are mostly descriptive and prescriptive beliefs
about how men and women ‘should’ behave.
8. Occupational Sexism It refers to discriminatory
practices, statements or actions based on a
person’s gender which occur in a workplace
where both men and women work.
9. Discrimination It is against women, violence
against them, including sexual assault, domestic
violence and sexual slavery, remain a serious
problem around the world.
9.1.3 Gender Biases Prevailing
in Curriculum and
Pedagogy and their Effects
The main points of gender biases prevailing in
curriculum and their effects are as follows
1. Gender Bias in the Classroom This occurs when
teachers expect certain types of behaviour,
abilities or preferences of students based upon
81
their gender. For instance, teachers expect
that boys will naturally be boisterous and
unruly, but are academically able, rational and
socially uncommunicative. In contrast, girls
are expected to be quiet, polite and studious,
besides possessing better social skills than
boys. Girls are also expected to excel at
reading, languages and the arts.
2. Children not Matching Role Stereotypes Suffer
Because there are strong gender role
stereotypes for masculinity and femininity,
students who do not match them can
encounter problems with teachers and with
their peers. Thus, girls who present discipline
problems for teachers, or quiet and studious
boys, may encounter a lack of understanding
from peers and teachers. Within the
classroom, these biases unfold in students’
practices and teachers’ acceptance of certain
behaviour from one student or another based
upon the students’ gender.
3. Impact of Gender Bias Gender bias can impact
students’ attitudes towards learning. If
affected by gender bias, girls will tend to
believe that any success they have is due to
hard work rather than any innate talent or
intelligence. Boys may be encouraged to
believe that success in Science and
Mathematics should come easily to them
because of their gender.
4. Teachers’ Expectations Overall, teachers have
lower expectations for girls’ academic success
compared to boys, and their attitudes are
shown through the type and quality of the
student-teacher interaction. Teachers’
comments on girls’ work focuses on its
appearance, whereas with boys’ work,
teachers focus on the content.
5. Discrimination Against Girls Girls often do not
receive adequate comments or criticism from
teachers from which they could improve their
ability to learn. They also receive less time and
attention from teachers than boys. Teachers
usually ask girls easier questions than they ask
boys. Typically, girls receive fewer
opportunities to engage in classroom
discussion, use equipment and assert their
knowledge in classrooms.
Gender Stereotypes in Curriculum
With regard to the formal education system it is
necessary to distinguish between the formal
 82 CTET & TETs ~ Child Development & Pedagogy
curriculum of the individual academic subject and
the Hidden Curriculum which is a set of values,
9.1.4 Education as a Method for
attitudes and norms that is implicitly conveyed to
pupils by teacher’s actions and by the
Teachers can take a variety of measures to create a
organisational processes operating inside schools.
fair and gender equitable environment for
When the Hidden curriculum operates in a gender
students by
specific fashion and is combined with other points,
it is sometimes said that a school is operating
according to a Gendered Regime.
The Hidden Curriculum may reinforce traditional
gender roles in the following ways
˜ In primary school the facts that the vast majority
of teachers are women may help to reinforce the
children’s impression that it is women who are
especially suited to looking after and teaching
young people, although this may also have had
the effect of encouraging girls relative to boys
with their reading skills.
˜ In mixed secondary schools men are
over-represented and women
under-represented on the higher teaching scales,
while women are more often employed in
positions which are seen as subordinate such as
dinner ladies and school cleaners.
˜ It has been argued that in the past many teachers
supported traditional gender roles and that they
were likely to praise girls and boys for so-called
‘feminine’ and ‘masculine’ qualities respectively.
Girls and boys might be asked to help around the
school in gender specific ways for example as
when boys move furniture and girls serve coffee
at parent’s evenings.
˜ Differences in boys and girls school uniform rules
could be seen as emphasising gender differences.
For many years, girls have not been allowed to
wear trousers to school, although they are
perhaps more comfortable than skirts/dresses in
a school environment.
˜ Also problems arises as a result of double
standards in relation to sexual activity, whereby
this is encouraged and admired in men but
frowned upon in women. Thus, sexually active
men might be described as ‘studs’ etc where
sexually active women might be insulted in a
5. Creating Programmes for Giving Girls Respect
number of ways.
Gender-biased hidden curriculum causes
discrimination. From the above, it is clear that the
use of a gender-biased hidden curriculum leads to
an unfair difference between education for boys
and girls.
Reducing Gender Bias
1. Improving their own Attitudes and Behaviour
They should provide equal opportunity to both
girls and boys to speak, avoid responding more
quickly to children of one gender than another,
discuss gender issues by involving children in
helping to solve gender-related problems that
may arise, and use gender-neutral language.
They should change traditional children’s music,
rhymes and finger plays so that they include
characters of both genders.
2. Changing the Environment to Reflect Classroom
Diversity This can be done by including gender
neutral career puzzles with images of women in
non-stereotypical roles of being physically
strong, in leadership roles and having
occupations in fields such as sports, science,
mechanics etc. They may show boys and men
displaying emotions other than anger,
participating in domestic tasks, providing care
for families and having occupations in fields
such as dancing, nursing, cooking etc.
3. Arranging a Broader Range of Activities Teachers
should observe the ways children’s choices
seem influenced by gender lines and then vary
groupings during free time or play time.
Teachers can establish non-sexist routines and
experiences by ensuring that all children have
equal responsibility in assigned jobs.
4. Helping Children to Develop Good Habits
Teachers can let children explore their ideas
about gender identity and think about what is or
is not ‘fair’ with respect to gender. Teachers can
explain to children how to address others
without hurting them regarding their gender.
Teachers should honour children when they
stand up for themselves or others in the face of
gender bias.
Teachers can celebrate girls’ strong identity,
respect girls as central players in society,
connect girls to caring adults, ensure girls’
participation and success and empower girls to
realise their dreams.
CHAPTER 9 : Gender Issues in Social Construct
9.1.5 Gender Responsive
Pedagogy
We all know that pedagogy refers to all the
teaching and learning processes. Hence it includes
what is taught, how teaching takes place and how
what is taught is learnt.
˜ Gender responsive pedagogy refers to teaching
and learning processes that pay attention to the
specific learning needs of girls and boys. It calls
for teachers to take an all encompassing gender
approach in the process of lesson planning,
teaching, classroom, management and
performance evaluation e.g. practical science
lessons are exciting for students. However many
teachers do not take into account the specific
gender needs of girls and boys in planning the
lessons.
˜ The teachers may not stop to realise that girls
would be fearful to touch some animals or
insects due to their social and cultural
conditioning. Worse, they may be little girls for
being afraid.
˜ In many instances, teachers are not aware that
the language they use in the classroom
reinforces negative general attitudes. They may
end up using terms and expressions and tones of
voice that girls are not as intelligent as boys or
CHAPTER EXERCISE
1. Co-educational schools
(1) increase gender bias
(2) follow the Western pattern of schooling
(3) promote gender equality
(4) None of the above
2. Boys learn from their families how to be a
good son, brother, husband and father. This
learning results due to the process of
(1) maturity (2) adaptability
(3) socialisation (4) change
3. Sex refers to ...... attributes of being male or
female while gender refers to ...... constructed
attributes of being male or female.
(1) biological, physical
(2) biological, social
(3) social, biological
(4) physical, social
83
that girls do not need to perform well as they will
just get married.
˜ Apart from this teaching materials are not
scrutinised for gender stereotypes. Many books
and teaching materials reinforce attitude and
beliefs that men are superior to woman by
portraying men in leadership roles and women as
helpers.
Education as Further Extension of
Gendered Society or for Gender Equality
˜ The aim of education should be to promote
equality amongst men and women. There should
be no discrimination against women and they
should be given equal opportunities for work and
education.
˜ However, the picture is quite different in many
societies. Young girls are not sent to school and
are forced to do household chores. They are told
from their childhood that they have to marry,
have children and obey the orders of their
husbands.
˜ This attitude needs to be changed. Girls should
be sent to school and given equal opportunities
like boys. They should be encouraged to be
independent financially.
˜ Only this way we would be able to make a Gender
Equal Society.
4. A group of friends were to go to a picnic. One
of the boys in the group was taking time in
getting ready. Another boy commented, “He
has girlish habits.” What is the reason behind
the comment?
(1) He is not social with the rest of the group
(2) He is of the opinion that girls take much time in
getting ready
(3) He is envious of his habits
(4) None of the above
5. Which type of socialisation explains why
females and males behave differently in order
to perform different social roles?
(1) Anticipatory socialisation
(2) Group socialisation
(3) Re-socialisation
(4) Gender socialisation
84 CTET & TETs ~ Child Development & Pedagogy

6. Consider the given statement(s) pertaining to 13. A school gives preference to girls while
gender issues preparing student for a state level solo-song
I. The society constructs gender norms to competition. (CTET Jan 2012)
meet its needs. This reflect
II. Gender role identity is the image that a (1) gender bias (2) global trends
person has either of masculine or of (3) pragmatic approach (4) programme thinking
feminine. 14. The best way to avoid gender discrimination
Which one is a false statement? in a school may be (CTET Nov 2012)
(1) Only I (1) recruitment of equal number of male and
(2) Only II female teachers
(3) Both I and II (2) formation of a rule to shun gender
(4) Neither I nor II discrimination in the school and enforce it
7. When any system defines separate roles for strictly
both the genders then it illustrates (3) selection of more boys than girls for a music
(1) gender personalisation competition
(2) girl’s biasness over boys (4) metacognition of their gender-biased
(3) boy’s biasness over girls behaviours by teachers
(4) distinction between genders 15. Monika, a Maths teacher asks Radhika a
8. An important action displaying gender question. On not getting any answer from
equality is Radhika, she quickly moves on and asks
(1) providing analytical work to women Mohan another question. She rewords her
(2) providing the same opportunities to both the question after realising that Mohan is
men and women struggling to find the answer. This tendency
(3) creating reservations for women in education of Monika reflects that she is (CTET Nov 2012)
(4) All of the above (1) slightly nervous about her question
(2) supporting gender stereotyping of roles by
9. Attitude, behaviour and expectations related favouring Mohan
to gender roles signify (3) trying not to put Radhika in an embarrassing
(1) stereotyping situation
(2) discrimination against women (4) well aware of the fact that Radhika is not
(3) biasness towards women capable of answering
(4) gender role attitude
16. How teachers and students ...... gender in the
10. Which one of the following statements best classroom .......... the learning environment.
illustrates gender stereotyping ? (1) adapt, perturbs (CTET Nov 2012)
(1) Both men and women are good teachers (2) define, vitiates
(2) Women are equally competent as men (3) interpret, does not affect
(3) Women are well behaved, gentle and (4) construct, impacts
emotional
17. In Science practicals, boys generally take
(4) Women can handle both work and family
control of apparatus and ask girls to record
Previous Years’ Questions data or wash utensils. This tendency reflects
that (CTET Nov 2012)
11. The statement “Men are generally more (1) stereotyping of masculine and feminine roles
intelligent than women.” (CTET June 2011) takes place in schools also
(1) May be true (2) boys can handle equipment more efficiently as
(2) Shows gender bias they are naturally endowed for doing such
(3) Is true for different domains of intelligence things
(4) Is true (3) girls being delicate prefer such less energy
12. A good textbook avoids (CTET Jan 2012) consuming tasks
(1) gender equality (2) social responsibility (4) girls are excellent observers and record data
(3) gender bias (4) gender sensitivity flawlessly
CHAPTER 9 : Gender Issues in Social Construct
18. In order to avoid gender stereotyping in class,
a teacher should (CTET July 2013)
(1) encourage boys to take risk and be bold
(2) try to put both boys and girls in non-traditional
roles
(3) appreciate students’ good work by saying
‘good girl or good boy’
(4) discourage girl from taking part in wrestling
19. Features assigned due to social roles and not
due to biological endowment are called
(1) gender role attitudes (CTET July 2013)
(2) gender role strain
(3) gender role stereotypes
(4) gender role diagnosticity
20. A statement “Generally girls are poor in
Mathematics, ” this is (UTET Sept 2013)
(1) research based judgement
(2) a gender biased judgement
(3) true judgement (4) All of the above
21. Which one of the following may be the
criteria of gender parity in a society?
(CTET Sept 2014)
(1) Comparison of number of male and female
teachers in school
(2) Equal number of distinctions achieved by boys
and girls in class XII
(3) Comparison of number of boys and girls who
survive upto class XII
(4) Whether the girl students are allowed to
participate in competitions organised outside
the school
22. Gender discrimination in a classroom
(CTET Sept 2014)
(1) does not affect the performance of the students
(2) may lead to diminished effort or performance of
the students
(3) may lead to enhanced effort or performance of
the male students
(4) is done more by the male teachers than their
female counterparts
23. Girl students (CTET Sept 2014)
(1) learn questions on Mathematics well but face
difficulty only when they are asked to reason
them out
(2) are as good in Mathematics as boys of their age
(3) perform less competently in spatial concepts
than boys of their age
(4) possesses more linguistic and musical abilities
85
24. Given below are some statements about boys
and girls. According to you, which one of
them is true? (CTET Feb 2015)
(1) Boys should help in activities outside the home
(2) Boys should help in household chores
(3) All boys should be taught Science and girls,
Home Science
(4) Girls should help in household chores
25. A lot of debate surrounds whether girls and
boys have specific sets of abilities due to their
genetic materials. Which one of the following
are you most likely to agree with in this
context? (CTET Feb 2015)
(1) Girls are socialised to be caring while boys are
discouraged to show emotions such as crying
(2) Boys cannot be caring since they are born that
way
(3) After puberty boys and girls cannot play with
each other since their interests are completely
opposites
(4) All girls have inherent talent for arts while boys
are genetically programmed to be better at
aggressive sports
26. When a teacher considers boys as naturally
better at Mathematics than girls, it shows
that the teacher is (CTET Sept 2015)
(1) gender biased
(2) moralistic
(3) right-minded
(4) ethical
27. Gender bias refers to (CTET Sept 2015)
(1) genetic differences that exist between boys and
girls
(2) perception of self as relatively feminine and
masculine in characteristics
(3) acknowledgement of differences between boys
and girls due to their physiology
(4) differential treatment of boys and girls based on
expectations due to cultural attitudes
28. A textbook of class VIII has the following
illustrations: women as teachers and maids
while men as doctors and pilots. This type of
depiction is likely to promote
(1) gender role play (CTET Feb 2016)
(2) gender constancy
(3) gender empowerment
(4) gender stereotyping
 86 CTET & TETs ~ Child Development & Pedagogy

29. A teacher remarks in a co-education class to 31. Watching her granddaughter arguing with
boys, “Be boys and don’t behave like girls.” her father for going on a school trip, the
This Remark (CTET Feb 2016) grandmother says, “Why can’t you be
(1) reflects caste discrimination obedient like a good girl? Who will marry you
(2) is a good example of dealing with boys and girls if you behave like a boy?” This statement
(3) reflects stereotypical behaviour of discrimination reflect which of the following?
between boys and girls (CTET Sept 2016)
(4) highlights the biological superiority of boys over (1) Gender stereotypes about attributes of girls and
girls boys
(2) Gender constancy
30. ‘Gender’ is a/an (CTET Sept 2016)
(3) Improper gender identification of the girl
(1) physiological construct (2) innate quality (4) Difficulties faced by families in child-rearing
(3) social construct (4) biological entity

ANSWERS
1. (3) 2. (3) 3. (2) 4. (2) 5. (4) 6. (4) 7. (4) 8. (2) 9. (1) 10. (3)
11. (2) 12. (3) 13. (1) 14. (4) 15. (2) 16. (4) 17. (1) 18. (2) 19. (3) 20. (2)
21. (3) 22. (2) 23. (2) 24. (2) 25. (1) 26. (1) 27. (4) 28. (4) 29. (3) 30. (3)
31. (1)

Explanations
5. (4) Gender socialisation explains
the different behaviours of males
and females in order to perform
different social roles.
7. (4) When any system defines
separate roles for both the genders
then it illustrates distinction between
genders.
8. (2) An important action displaying
gender equality is providing the
same opportunities to both men and
women.
11. (2) The statement “Men are
generally more intelligent than
women” shows gender bias.
14. (4) The best way to avoid
gender discrimination in a school
may be metacognition of their
gender-biased behaviours by the
teachers.
16. (4) How teachers and students
construct gender in the classroom
impacts the learning environment.
18. (2) In order to avoid gender
stereotyping in class, a teacher
should try to put both boys and girls
in non-traditional roles.
19. (3) Features assigned due to
social roles and not due to
biological endowment are called
gender role stereotypes.
22. (2) Gender discrimination in a
classroom may lead to diminish
effort or performance of the
students.
25. (1) I will agree with the
statement that girls are socialised to
be caring while boys are
discouraged to show emotions such
as crying.
27. (4) Gender bias refers to
differential treatment of boys and
girls based on expectations due to
cultural attitudes.
Chapter 10

Individual Differences
Among Learners
Individual differences among learners is a universal concept that has a great impact
on the learning process and outcome. The learning largely depends upon these
differences and a good teacher needs to understand that no two learners are alike
with the idea of this individual difference in mind, suitable policies can be formed.
The design of curriculum and the method of teaching can be suitable devised with
this idea being in the mind.

10.1 Meaning of Individual Differences

Individual differences can be defined as the variations we observe among members of any
group of individuals in a particular characteristic, such as language, culture, religion,
gender, attitude etc. We are aware that no two persons are exactly alike. Thus, children
born of the same parents and even twins, differ in various aspects.
The two main causes of individual differences can be classified under the broad categories
of heredity (i.e. traits inherited from the parents) and the environment. (i.e. what is
acquired from and communicated in different cultures, communities, religions etc.)
Broadly, individual differences may be classified into two categories such as inherited traits
and acquired traits, as given below
Individual Differences

Inherited Acquired

Physical Mental Temperamental Social Cultural Educational Emotional

Each student is a unique individual, being different in cognitive and affective development,
social maturity, ability, motivation, aspiration, learning styles, needs, interests, potential etc
from others. Apart from this, other factors underlying student differences include innate
differences in intelligence, differences in social and economic background and variations in
past learning experiences. Thus, educators should not try to narrow the gap between
individuals or to even out their abilities and performance. Instead, they should aim for
understanding why students are able or unable to learn well and find appropriate ways to
help them learn better.
 88 CTET & TETs ~ Child Development & Pedagogy
10.1.1 Understanding
Differences
Educators and teachers need to understand
individual differences based on
1. Diversity of Language
India is a land of a large number of languages being
spoken in various communities. Thus, it is not
necessary that the language used at home and
neighbourhood of a learner is the same as that used
as the medium of instruction in school, particularly
if the language of instruction is English. Thus,
children face difficulties in reading comprehension
and writing skills. The low level of proficiency of
learners in a language may be due to
(i) not understanding the nature and structure of
the language.
(ii) not comprehending the scope of the language.
(iii) failure of teachers to consider biases taking
place due to caste, creed, race and gender.
(iv) reluctance of teachers to understand the role of
the mother tongue for the child’s cognitive
development.
2. Culture, Community and Religion
It is well-known that learners belonging to socially
and culturally poor backgrounds face problems in
excelling in academics. The Scheduled Castes (SCs)
and Scheduled Tribes (STs) are having such
backgrounds. Learners from these sections need to
be brought into the mainstream of society.
3. Gender
Due to gender difference, one individual differs from
another. Men are strong in mental power. On the
other hand, women on the average show a slight
superiority over men in memory, language and
aesthetic sense. Women excel men in shouldering
social responsibilities, but are more emotional than
men.
4. Family
Even two children from the same family (thus,
having similar genetic traits) may differ in
personality significantly. This may be due to
physical differences, gender and various
environmental factors like treatment by parents,
education etc. This causes variation in learning
among people.
5. Emotion
In some individuals, positive emotions like love,
affection, amusement and the like are prominent;
whereas in some, negative emotions are more
powerful. Some persons are emotionally stable and
mature, while others are emotionally unstable and
immature. This affects learning significantly.
6. Physical Differences
Individuals differ in height, weight, colour of skin,
colour of eyes and hair, size of hands and heads,
arms, feet, mouth and nose, length of waistline,
structure and functioning of internal organs, facial
expression, mannerisms of speech and walking and
other such native or acquired physical
characteristics. These may cause individual
differences in learning.
7. Attitude
Research has demonstrated that some individuals
possess attitudes that are highly consistent with
both their feelings and beliefs, whereas other
individuals possess attitudes that are less
consistent with these. Persons with highly
structured attitudes provided faster affective and
cognitive attitudinal responses than those whose
attitudes are not well structured.
8. Personality
Individuals vary in personality and social behaviour.
It is generally accepted that some of this variation
is due to differences in genes and some to the
environment, i.e. to differences in that individual’s
experiences. This variation causes learning
differences.
9. Aptitude, Intelligence and
Acquisition of Core Skills
Individuals are also found to have different
aptitudes. Some have mechanical aptitude, while
the others have scholastic, musical or artistic
aptitudes. Thus, they will differ in their effective
learning of certain skills.
Individuals differ in intellectual abilities and
capacities like reasoning and thinking, power of
imagination, creative expression, concentration
etc. These cause differences among learners.
Individual differences in core skill acquisition are
influenced by factors like general intelligence,
speed of being able to understand procedures and
psychomotor speed.
CHAPTER 10 : Individual Differences Among Learners
10.2 Importance of
Understanding Individual
Differences in Education
It is important for teachers to understand
individual differences so that they can create a
learning environment to take care of the learners’
physical and socio-cultural differences. For
effective learning, teachers have to reconcile the
differences within a class of learners with regard to
psychological, personal, social, religious and other
factors.
CHAPTER EXERCISE
1. Women are better than men in handling
social responsibilities. This is due to
difference in
(1) gender (2) culture
(3) aesthetic sense (4) memory
2. Which of the following is not an acquired
trait of a learner?
(1) Height (2) Cultural outlook
(3) Education (4) Manners
3. What determines the individual difference in
human beings?
(1) The interests of the people
(2) Heredity and environment
(3) Perceptions of the people
(4) None of the above
4. Which of the following can be the cause for a
student not being able to learn a language
other than his mother tongue?
(1) Not able to understand the role of his mother
tongue in learning the another language
(2) Unable to understand the nature and structure
of the language
(3) Inability of the teacher in establishing the
correlation between the mother tongue and the
new language
(4) None of the above
5. For a science project, Mr Sharma, the Science
teacher, assigned different experiments to be
carried out to different students of the class.
He believes in the fact that
(1) assigning different experiments reduce the
chances of cheating
89
They should adopt the methods given below for
taking care of such differences effectively
˜ Divide children into groups for classroom
activities with each group consisting of learners
with diverse cultures and talents.
˜ Develop a curriculum to accommodate learners’
individual differences. Decide teaching-learning
strategies to suit the individual needs of
students. This will make the students learn
better.
˜ Take physical differences between learners into
account and control the learning environment in
the classroom to ensure optimal learning
opportunities for all.
(2) this will assess the overall progress of the
students of the class
(3) there is individual differences among the
students
(4) the interests of the students will be intact if they
perform different tasks
6. It is necessary to value individual differences
in the classroom because it is
(1) necessary for proper development for all the
children
(2) the learners’ right
(3) the teacher’s responsibility
(4) All of the above
7. What will you do to help a student who is
facing difficulties in understanding a lesson
in one of his text books?
(1) Making him clear in terms of the scope of the
language
(2) Helping him comprehend the structure of the
given language
(3) All of the above
(4) None of the above
8. Consider the following statement(s) about
individual differences
I. Individual differences due to different
family lies in difference in personality.
II. Due to difference in the personalities two
persons can have individual differences.
Which of the statement(s) given above is/are
correct?
(1) Only I (2) Only II
(3) Both I and II (4) Neither I nor II
90 CTET & TETs ~ Child Development & Pedagogy

9. Variations in acquisition of manual skills are 15. Learners display individual differences. So, a
usually due to variations in teacher should (CTET Jan 2012)
(1) psychomotor speed (1) insist on uniform pace of learning
(2) ability for and quickness in understanding (2) provide a variety of learning experiences
procedures (3) enforce strict discipline
(3) general intelligence (4) increase number of tests
(4) All of the above
16. Seema learns every lesson very quickly but
10. What should be the role of the teacher in Leena takes longer to learn them. It denotes
reducing the effects of individual differences? the developmental principle of (CTET Jan 2012)
(1) The teacher should try to adjust the curriculum (1) individual differences (2) inter-relationships
as per the individuals’ needs (3) continuity (4) general to specific
(2) The teacher should try to understand the
abilities, aptitudes and interests of the students 17. Schools should cater to individual differences
(3) All of the above to (CTET July 2013)
(4) None of the above (1) make individual students feel exclusive
(2) narrow the gap between individual students
Previous Years’ Questions (3) even out abilities and performance of students
(4) understand why students are able or unable to
11. The attitude is (RTET Feb 2011)
learn
(1) an emotionalised tendency organised through
experience to react positively or negatively 18. Differentiated instruction is (CTET July 2013)
towards a psychological object (1) using a variety of groupings to meet student
(2) a characteristic that is symptomatic to the needs
individual’s ability to acquire with some (2) doing something different for every student in
specified training, some knowledge or skill in a the class
given field (3) disorderly or undisciplined student
(3) a potential ability of an individual of a activity
specialised kind (4) using groups that never change
(4) None of the above 19. The individual differences of students in a
12. Every learner is unique means that classroom are (CTET Feb 2014)
(CTET June 2011) (1) disadvantageous as teachers need to control a
(1) learners do not have any common qualities, nor diverse classroom
do they share common goals (2) detrimental as they lead to student-student
(2) a common curriculum for all learners is not conflicts
possible (3) inexpedient as they reduce the speed of the
(3) it is impossible to develop the potential of curriculum transaction to the level of the slowest
learners in a heterogeneous class student
(4) no two learners are alike in their abilities, (4) advantageous as they lead teacher to explore a
interests and talents wider pool of cognitive structures
20. The statement , “we have people amongst us,
13. Individual learners differ from each other in some who are tall and some who are short
(1) rate of development (CTET June 2011) and some are fair and some others who are
(2) sequence of development dark, some people are strong and some others
(3) general capacity for development are weak’’ is based on the established
(4) principles of growth and development principle of (HTET Feb 2014)
14. What should be the role of teacher in meeting (1) intelligence and sex differences
the individual differences? (PTET Nov 2011) (2) intelligence and racial differences
(1) Try to know the abilities, interest and aptitude of (3) individual dissimilarity
individuals (4) individual advancement
(2) Try to adjust the curriculum as per the needs of 21. Area of individual differences is
individuals (HTET Feb 2014)
(3) All of the above (1) gender difference (2) body structure
(4) None of the above (3) mental abilities (4) All of these
CHAPTER 10 : Individual Differences Among Learners
22. The knowledge of individual differences helps
teachers in (CTET Sept 2014)
(1) understanding the futility of working hard with
backward students as they can never be at par
with the class
(2) accepting and attributing the failure of students
to their individual differences
(3) making their presentation style uniform to benefit
all students equally
(4) assessing the individual needs of all students
and teaching them accordingly
23. What is the meaning of individual
differences? (UPTET Feb 2015)
(1) Differences in the physique of two individuals
(2) Any two individual are not equal and similar in
respect of physique, mental ability and
emotional status
(3) Any two individuals are equal and similar in
respect of physique and mental ability
(4) None of the above
24. We all differ in terms of our intelligence,
motivation, interest etc. This principle refers
to (CTET Feb 2015)
(1) individual differences (2) theories of
intelligence (3) heredity (4) environment
25. Difference in learning styles among learners
may be attributed to (UTET April 2015)
(1) socialisation process of learner
(2) thinking strategies adopted by learner
(3) economic condition of the family
(4) parenting of the child
26. Learners, display individual differences. So, a
teacher should (UTET April 2015)
(1) insist on uniform pace of learning
(2) enforce strict discipline
(3) increase number of tests
(4) provide a variety of learning experiences
27. ........... plays a significant role in the
development of personality. (UTET April 2015)
(1) A blend of heredity and environment
(2) Number of examinations
(3) Heredity (4) Environment
28. Regarding learners’ individual differences,
the teacher should (CTET Sept 2015)
(1) solve the problems based on deductive method
(2) use algorithms most of the time
(3) provide facts to students to memorise
(4) provide a variety of learning situations
29. Why do individuals differ from one another?
(CTET Feb 2016)
(1) Because of the impact of the environment
(2) Due to the inborn characteristics
91
(3) Due to the interplay between heredity and
environment
(4) Because each individual has received a
different gene set from his/her parents
30.There are vast differences among the
students. Of these, a teacher needs to be
sensitive to
I. differences based on cognitive capabilities
and learning levels.
II. differences based on diversity of language,
caste, gender, religion, community.
(CTET Feb 2016)
Select the correct answer using the codes
given below.
(1) Only II (2) Only I
(3) Both I and II (4) Neither I nor II
31. In individual difference we find
(REET Feb 2016)
(1) variability (2) normality
(3) All of these (4) None of these
32. Individual differences are found in
(REET Feb 2016)
(1) intelligence (2) attitudes
(3) motor abilities (4) All of the above
33. To cater to individual differences in his
classroom, a teacher should (CTET Sept 2016)
(1) segregate and label children based on their marks
(2) engage in a dialogue with students and value
their perspectives
(3) impose strict rules upon his students
(4) have uniform and standard ways of teaching
and assessment
34. Research suggests that in a diverse
classroom, a teacher’s expectations from her
students ........ their learning. (CTET Sept 2016)
(1) are the sole determinant of
(2) should not be correlated with
(3) do not have any effect on
(4) have a significant impact on
35. “Having a diverse classroom with children
from varied social, economic and cultural
backgrounds enriches the learning
experiences of all students.” This statement
is (CTET Sept 2016)
(1) correct, because children learn many skills from
their peers
(2) correct, because it makes the classroom more
hierarchical
(3) incorrect, because it leads to unnecessary
competition
(4) incorrect, because it can confuse the children
and they may feel lost
 92 CTET & TETs ~ Child Development & Pedagogy

ANSWERS
1. (1) 2. (1) 3. (2) 4. (2) 5. (3) 6. (4) 7. (3) 8. (3) 9. (4) 10. (3)
11. (2) 12. (4) 13. (1) 14. (1) 15. (2) 16. (1) 17. (4) 18. (1) 19. (4) 20. (3)
21. (1) 22. (4) 23. (2) 24. (1) 25. (2) 26. (4) 27. (1) 28. (4) 29. (3) 30. (3)
31. (3) 32. (4) 33. (2) 34. (4) 35. (1)

Explanations
3. (2) The individual differences in
human beings is determined by
heredity and environment.
4. (2) If a student is unable to learn a
language other than his mother
tongue then he may be unable to
understand the nature and structure
of the language.
5. (3) He believes in the fact that
there is individual differences among
the students.
7. (3) If a student has difficulties in
understanding a lesson in one of his
textbooks then he should be made
clear of the scope of language and
should be helped in comprehending
the language.
9. (4) Variations in acquisition of
manual skills are usually due to
variations in psychomotor speed,
general intelligence and ability for
and quickness in understanding
procedures.
11. (2) The attitude is a
characteristic that is symptomatic to
the individuals ability to acquire with
some specified training, some
knowledge or skill in a given field.
12. (4) Every learner is unique
means that two learners are different
in their abilities, interests and talents.
14. (1) The role of the teachers in
meeting the individual differences
should be to know the abilities,
interests and aptitude of the each
learner in his/her class.
15. (2) Learners display individual
differences. So, a teacher should
provide a variety of learning
experiences.
17. (4) Schools should cater to
individual differences to understand
why students are able or unable to
learn.
19. (4) The individual differences of
students in a classroom are
advantageous as they lead teacher
to explore a wider pool of cognitive
structures and improve teaching
startegies.
22. (4) The knowledge of individual
differences help teachers in
assessing the individual needs of all
students and teaching them
accordingly.
29. (3) Due to the interplay between
heredity and environment, the
individuals differ from one another.
33. (2) To cater to individual
differences in his classroom, a
teacher should engage in a dialogue
with students and value their
perspective.
Chapter 11

Evaluation of Learning
Every learning should be followed by the process of assessment. A proper assessment
tells us about the level and extent of learning and how much has been learnt. Scope of
imporvement is also a part of the evaluation. A learner may commit errors on a
continuous basis if the learning process is not subjected to the evaluation. Parameters
may be different for different domain but the end result of evaluation is about
improvement.

Learning has been defined as an act of acquiring new, or modifying and reinforcing
existing, knowledge, behaviours, skills, values or preferences which may lead to a potential
change in generating new information, and changing attitudes or behaviours related to the
type and range of experience.
Thus, it is important to evaluate learning, particularly in education, to ensure that learning
has actually been achieved.

11.1 Evaluation
Education is a continuously changing process and thus, needs to be continuously evaluated.
Measurement is a pre-condition for evaluation. Measurement is quantitative and objective
while evaluation is qualitative and subjective. Thus, while measurement aims only at
ascertaining the quantity, evaluation aims at correcting the weaknesses discovered.
Evaluation is largely based on the educational objectives and the learning experience. Thus,
it can be correctly represented as the Triangle of Evaluation (given below)

Educational objective

Learning
experiences Evaluation
Triangle of Evaluation

11.1.1 Differences between Assessment and Evaluation

˜ Assessment is the process of objectively understanding the state or condition of a thing
by observation and measurement. Thus, assessment of teaching means measurement of
its effectiveness.
 94 CTET & TETs ~ Child Development & Pedagogy
˜ Evaluation is the process of observing and
measuring a thing for the purpose of judging it
and of determining its value, either by
comparison to similar things, or to a standard.
Evaluation of teaching means passing judgement
on the teaching as part of an administrative
process.
˜ Formative assessment is done by conducting
tests, evaluating assignments, assessing projects,
making observations etc. This assessment gives a
good idea to the teacher about the effectiveness
of his teaching activity.
˜ Then the teacher must give an honest feedback
to the learners about their performance in the
Formative Assessment.
˜ In contrast, Summative Assessment is
measurement for the purpose of improving it.
Summative assessment is what we normally call
evaluation.
11.1.2 How to Evaluate?
Generally, two methods of evaluation have been
used in education, norm referenced evaluation and
criterion referenced evaluation. These are
described below
1. Norm Referenced Evaluation
˜ This refers to standardised tests that are
designed to compare and rank test takers in
relation to one another.
˜ Norm-referenced tests give the information
about how test takers have performed when
compared to a hypothetical average student,
which is determined by comparing scores against
the performance results of a statistically selected
group of test takers of the same age or grade
level who have already taken the exam.
˜ Norm-referenced achievement is reported as a
percentage or percentile ranking.
˜ Usually, such tests involve questions based on
the multiple choice format used in competitive
examinations.
2. Criterion Referenced Evaluation
˜ Criterion- referenced tests and assessments
measure student performance against a fixed set
of pre-determined criteria or learning standards.
˜ This means concise, written descriptions of what
students are expected to know and be able to do
at a specific stage of their education.
˜ These are extensively used in school education,
where criterion-referenced tests are used to
evaluate whether students have learned a
specific body of knowledge or acquired a specific
skill set.
11.1.3 Reasons for Evaluation
Evaluation of education in schools is necessary for
1. Ensuring that Learning has taken Place
Assessment should provide information about
the levels of understanding that students are
reaching. Frequent feedback to learners is
required so that learners monitor their learning
and actively evaluate their strategies and their
current levels of understanding.
2. Ensuring Teacher’s Effectiveness Teaching can
be effective if teachers start by setting student
learning objectives, instead of about what the
teacher will do. Teachers must assess their
students based on these primary learning
objectives rather than on arbitrary standards.
3. For Creating a Quality Learning Environment A
quality learning environment is
˜ Learner Centred It pays attention to the
knowledge, skills, attitudes and beliefs that
learners bring to the educational setting.
˜ Knowledge Centred It takes seriously the need
to help students become knowledgeable by
learning in ways that lead to understanding.
˜ Assessment Centred It provides opportunities
for feedback and revision, and also about the
fact that the assessment matches the students’
learning goals.
˜ Community Centred This refers to several
aspects of the community, including the
classroom as community, the school as a
community, and the degree to which students,
teachers and administrators feel connected to
the larger community of homes, business,
states, the nation and even the world.
11.1.4 Types of Assessment
There are three kinds of assessment usually used in
school education. These are as follows
1. Formative
˜ This occurs over the short term, as learners are
in the process of making meaning of new content
and integrating it into what they already know.
CHAPTER 11 : Evaluation of Learning
Feedback to the learner is quick, to enable the
˜
learners to change their behaviours and
understanding.
˜ Formative assessment also enables the teachers
to rethink their instructional strategies, activities
and content based on student understanding and
performance.
˜ The teacher’s role here is similar to that of a
coach. Formative Assessment can be informal,
like observing the learner's work, or formal, like a
written test. It is the most powerful type of
assessment for improving student’s
understanding and performance.
2. Portfolio
˜ This is also called interim assessment. This takes
place occasionally over a longer time period.
Feedback to the learner is more formal, using
tools for assessment like projects, written
assignments and tests.
˜ The learners should be given opportunities to
re-demonstrate their understanding when the
feedback has been understood and acted upon.
˜ Interim assessments can help teachers identify
gaps between students’ understanding and the
teachers’ instruction.
˜ Teachers should address these gaps before
moving on or by incorporating solutions into
upcoming instructions and activities.
3. Summative
˜ This takes place at the end of a large period of
learning like the end of a term or an year. The
results are primarily used by the teachers and
schools to identify strengths and weaknesses of
curriculum and instruction, with improvements
affecting the next year's/term's students.
˜ Results of Summative Assessment may take time
to be returned to the student/parent, feedback
to the student is usually very limited, and the
student usually has no opportunity to be
reassessed. Thus, Summative Assessment tends
to have the least impact on improving an
individual student's understanding or
performance.
˜ Students/parents can use the results of
Summative Assessment to understand where the
student's performance lies compared to either a
standard or to a group of students.
95
11.1.5 Distinction Between
Assessment for Learning
and Assessment of
Learning
The terms ‘Assessment for learning’ and
‘Assessment of learning’ are used in education,
besides the term, ‘Assessment as learning’. These
are explained below
1. Assessment for Learning Assessment for
learning is the process of looking for and
interpreting evidence for use by learners and
their teachers to decide where the learners are
in their learning, where they need to go and
how best to get there. This is also known as
Formative Assessment.
2. Assessment of Learning Assessment of learning
occurs when teachers use evidence of student’s
learning to make judgements on student’s
achievement against goals and standards. This is
also known as Summative Assessment.
3. Assessment as Learning (feedback to Learners)
This is the use of a task or an activity which
helps students to use assessment to improve
their own learning. Self and peer assessments
allow students to reflect on their own learning
and making adjustments so that they achieve
deeper understanding.
11.2 School-Based
Assessment (SBA)
This form of assessment is performed at the school
level by teachers and educators. It is done fully in
the school based on guidelines by the Board of
Education to which the school is affiliated.
The features of SBA are as follows
˜ It is child-centred and multi-dimensional. Thus,
it improves the social, physical, emotional and
intellectual development of children.
˜ Teachers have full authority in SBA without
external interference.
˜ It is more transparent in nature compared to
Summative Assessment.
˜ It provides a good idea to teachers about what
the children have learnt, how they learn, what
difficulties they face, what their interests are,
and so on.
 96 CTET & TETs ~ Child Development & Pedagogy
˜ The traditional evaluation system used earlier, in
which only the School Board exams were the
determining factors, suffered from various
drawbacks, the most important being that it
assessed only the scholastic areas of learning and
not the actual capabilities of the learners. It also
did not take into consideration the improvement
aspect of children’s learning.
˜ Now, SBA focuses on continuously developing the
skills and competencies of children, diagnosing
the deficiencies and taking appropriate remedial
measures. In this regard, the Central Board of
Secondary Education (CBSE) started using SBA in
the form of Continuous & Comprehensive
Evaluation (CCE) from 2010 onwards.
11.2.1 Continuous and
Comprehensive
Evaluation (CCE)
Continuous and Comprehensive Evaluation (CCE) is
a form of school based assessment that focuses on
the development of both scholastic and
co-scholastic areas of children’s learning. The CCE
method is claimed to bring enormous changes from
the traditional chalk and talk method of teaching,
provided it is implemented accurately. CCE can be
better understood under the following heads
Perspective of CCE
The main objective of CCE is to improve the
ongoing teaching-learning process by identifying
learning gaps through honest feedback.
˜ It considers assessment as a method of
motivating children to improve their future
performance. In CCE, which has been introduced
upto the secondary level (class 10) by CBSE, the
year is divided into two terms.
˜ In each term, one Summative Assessment (SA)
and two formal Formative Assessments (FA) are
conducted in each subject.
˜ FA involves monitoring the progress of children
through class work, home assignments, quizzes,
projects etc. SA is conducted at the end of each
term to judge the children’s understanding.
Scholastic and Co-Scholastic Domains
While scholastic areas relate to intellectual
development involving curricular subjects,
assignments, project work, tests etc, co-scholastic
areas cover development of psychomotor skills, life
skills, attitudes etc.
Actual Practice
˜ Both the scholastic and co-scholastic domains
are important for a child’s development and
both should be properly evaluated.
˜ According to CBSE, the assessment in
co-scholastic areas is to be done by the school
using multiple techniques based on identified
criteria. Assessment of life skills is to be done by
schools on the basis of indicators of assessment
and checklists.
˜ However, in actual practice, the scholastic
domain is always dominant while the
co-scholastic domain gets ignored. The
co-scholastic areas assessment is done only as a
formality by the teachers.
˜ To make up the deficiencies in the co-scholastic
domain of schools, some parents help the
students in developing their own interests
through various means.
CHAPTER 11 : Evaluation of Learning 97

CHAPTER EXERCISE
1. Formative assessment may be a Which of the statement(s) given above is/are
(1) pre-test (2) post-test correct?
(3) All of the these (4) None of these (1) Only I (2) Only II
(3) Only III (4) None of these
2. A collection of a student's work in an area
showing growth, self reflection and 8. Summative assessment does not mean that
achievement is known as (1) it takes place at the end of a large period of
(1) assessment learning
(2) judgement (2) it tends to have the least impact on improving an
(3) portfolio individual student's understanding or
(4) cumulative record performance
(3) learners should be given opportunities to
3. The objective of evaluation is to
re-demonstrate their understanding when the
(1) know about the learning difficulties
feedback has been understood and acted upon
(2) measure the achievement of learning
(4) None of the above
(3) know that learning has actually taken place
(4) All of the above 9. Study the statements given below carefully in
comparison of formative assessment and
4. Which of the given statements weakens the
summative assessment
argument about School Based Assessment
I. Formative assessment can be summative
(SBA)?
(1) SBA engages with the learners on an irregular also.
basis II. Summative assessment is not as
(2) SBA evaluates the learners with giving them comprehensive as formative assessment.
feedback too III. There is hardly any difference between
(3) All of the above formative assessment and summative
(4) None of the above assessment.
5. School Based Assessment (SBA) focuses on Select the correct answer using the codes given
(1) diagnosing the deficiencies in learners below.
(2) taking appropriate remedial measures (1) Only I (2) Both I and III
(3) continuously developing the skills and (3) Only II (4) Only IV
competencies of learners 10. Which of the statement given below about
(4) All of the above school based assessment is true?
6. An environment for quality learning is not I. It is multi-dimensional and child-centred.
assisted by II. It is traditional system of evaluation.
(1) formation of a community like structure by the III. It is transparent in nature.
teachers, learners and the part of managers IV. It improves physical, emotional, social and
(2) making the learners knowledgeable by intellactual development of children.
understandable ways Select the correct answer using the codes given
(3) inclusion of formation and summative below.
assessment (1) Both I and II (2) Only I
(4) None of the above (3) I, III and IV (4) All of these
7. Consider the statement(s) given about
evaluation
Previous Years’ Questions
I. Measurement in education is to collect 11. The term ‘comprehensive evaluation’ implies
information for evaluation. (CGTET Jan 2011)
II. Evaluation is done at the end of the (1) evaluation conducted at several points of time
task. (2) evaluation by a group of teachers
III. Evaluation is completely different from (3) several tests for long hours
measurement. (4) evaluation of scholastic and co-scholastic
aspects of pupil’s growth
98 CTET & TETs ~ Child Development & Pedagogy

12. Christina took her class for a field trip and 19. In CCE, formative and summative
after coming back, she discussed the trip assessment totals to (PTET Nov 2011)
with her students. It may connote (1) 40% and 60% respectively
(1) assessment for learning (CTET June 2011) (2) 60% and 40% respectively
(2) learning for assessment (3) 50% and 50% respectively
(3) learning of assessment (4) None of the above
(4) assessment of learning
20. The major purpose of diagnostic test is that
13. Which of the following is not an appropriate of identifying (PTET Nov 2011)
tool for Formative Assessment? (1) the general area of weakness in class
(CTET June 2011) performance
(1) Oral questions (2) Term test (2) specific nature of remedial programme needed
(3) Quiz and games (4) Assignment (3) the causes underlying academic difficulties
14. Diagnosis of the gaps in the learning of (4) the specific nature of pupil difficulties
students should be followed by 21. CCE stands for (CGTET Jan 2011)
(CTET June 2011) (1) Continuous Curriculum Examination
(1) intensive drill and practice (2) Curriculum and Co-curriculum Evaluation
(2) systematic revision of all lessons (3) Continuous and Comprehensive Evaluation
(3) reporting the findings to learners and parents (4) Compulsory Comprehensive Evaluation
(4) appropriate remedial measures
22. School-based assessment is primarily based
15. To make assessment a 'useful and interesting' on the principle that (CTET Jan 2012)
process, one should be careful about (1) assessment should be very economical
(CTET June 2011)
(2) teachers know their learners’ capabilities better
(1) making comparisons between different
than external examiners
students
(3) students should at all costs get high grades
(2) labelling students as intelligent or average
(4) schools are more efficient than external bodies
learners
of examination
(3) using a variety of ways to collect information
about the student’s learning across the 23. Assessment for learning takes into account
scholastic and co-scholastic boundaries the following except (CTET Nov 2012)
(4) using technical language to give feedback (1) needs of students
(2) mistakes of students
16. The purpose of evaluation is (RTET Feb 2011)
(3) learning styles of students
(1) to label children as slow learner and gifted
(4) strengths of students
children
(2) to identify children who need remediation 24. Assessment ……… learning influences
(3) to diagnose learning difficulties and problem learning by reinforcing the ……… between
areas assessment and instruction. (CTET Nov 2012)
(4) to provide feedback on the extent to which we (1) of, difference (2) of, variance
have been successful in imparting education for (3) for, connections (4) for, difference
a productive life
25. Raven's Progressive Matrices test is an
17. The type of evaluation which is used to example of ……… test. (CTET Nov 2012)
monitor learning progress during instruction (1) non-group IQ (2) personality
is called as (PTET Feb 2011) (3) verbal IQ (4) culture-free IQ
(1) diagnostic evaluation (2) formative evaluation 26. The following are features of anecdotal
(3) placement evaluation (4) summative evaluation
record except (CTET Nov 2012)
18. Which of the following is not the tool for (1) it is a factual report with enough detail
formative assessment in scholastic domain? (2) it is subjective evidence of behaviur and
(PTET Nov 2011) therefore does not provide feedback for
(1) Conversation skill scholastic area
(2) Multiple choice questions (3) it is an accurate description of events
(3) Projects (4) it describes personal development or social
(4) Oral questions interactions of a child
CHAPTER 11 : Evaluation of Learning
27. Among the following which cannot be the
part of CCE (Continuous Comprehensive
Evaluation)? (HTET June 2013)
(1) Cumulative Record
(2) Assignments
(3) Parents-Teachers Meeting
(4) Anecdotal Record
28. All of the following promote assessment as
learning except (CTET July 2013)
(1) telling students to take internal feedback
(2) generating a safe environment for students to
take chances
(3) tell students to reflect on the topic taught
(4) testing students as frequently as possible
29. When a cook tastes a food during cooking it
may be akin to (CTET July 2013)
(1) assessment of learning
(2) assessment for learning
(3) assessment as learning
(4) assessment and learning
30. Continuous and Comprehensive Evaluation
emphasises (CTET July 2013)
(1) redundancy of the board examination
(2) continuous testing on a comprehensive scale to
ensure learning
(3) how learning can be observed, recorded and
improved upon
(4) fine-tuning of tests with the teaching
31. School Based Assessment (CTET July 2013)
(1) makes students and teachers non-serious and
casual
(2) dilutes the accountability of boards of education
(3) hinders achieving Universal National Standards
(4) helps all students learn more through diagnosis
32. Continuous and comprehensive evaluation
means (UTET Sept 2013)
(1) to take monthly tests regularly
(2) to assess scholastic and co-scholastic areas
regularly during the process of learning
(3) to organise various activities in the classroom
regularly
(4) to assign marks or grades
33. Three important points of evaluation process
are (UTET Sept 2013)
(1) objective, learning experiences and tools of
evaluation
(2) student, teacher and objectives
(3) student, society and learning experiences
(4) student, examination and result
99
34. Evaluation means (UTET Sept 2013)
(1) to know the needs of students
(2) to know the intelligence of students
(3) to study the success and failure of student’s
learning
(4) health check-up
35. Which one of the following statements is
true? (CTET Feb 2014)
(1) The major objective or the formative
assessment is to grade the achievement of
students
(2) The formative assessment summarises the
development of learners during a time interval
(3) The formative assessment can sometimes be
summative assessment and vice-versa
(4) The summative assessment implies that
assessment is a continuous and integral part of
learning
36. A teacher asks his/her students to draw a
concept map to reflect their comprehension
of a topic. He/she is (CTET Feb 2014)
(1) testing the ability of the students to summarise
the main points
(2) trying to develop rubrics to evaluate the
achievement of the students
(3) jogging the memory of the students
(4) conducting formative assessment
37. School based assessment was introduced to
(CTET Feb 2014)
(1) decentralise the power of boards of school
education in the country
(2) ensure the holistic development of all the
students
(3) motivate teachers to punctiliously record all the
activities of students for better interpretation of
their progress
(4) encourage schools to excel by competing with
the other schools in their area
38. Which of the following statements in not
correct about continuous and comprehensive
evaluation? (HTET Feb 2014)
(1) It is a school based evaluation
(2) It reduces stress among learners
(3) It uses grade in place of marks
(4) It accumulates burden on teachers
39. Which of the following is not an appropriate
tool for formative assessment?
(HTET Feb 2014)
(1) Assignment (2) Oral questions
(3) Term test (4) Quiz and games
100 CTET & TETs ~ Child Development & Pedagogy

40. Evaluation in Science (HTET Feb 2014) (2) not promoting those students who do not meet
(1) should consist entirely of objective tests in order school standards
to be strictly scientific (3) changing the teaching approach to meet
(2) should come only in the end of pupil’s activities students needs
(3) should be an integral part of all activities (4) creating groups of ‘bright’ and ‘weak’ students
(4) should include only content and concept and in the class
omit process and attitude 47. Continuous and comprehensive evaluation is
41. A teacher collects and reads the work of a essential for (CTET Feb 2015)
class, then plans to adjust the next lesson to (1) fine tuning of test with the teaching
meet student’s needs. He/she is doing (2) diluting the accountability of the board of
(CTET Sept 2014) education
(1) assessment of learning (3) correcting less frequent errors than more
(2) assessment as learning frequent errors
(3) assessment for learning (4) understanding how learning can be observed,
(4) assessment at learning recorded and improved upon
42. Teachers who work under school based 48. In learning, assessment is essential for
assessment (CTET Sept 2014) (CTET Feb 2015)
(1) are overburdened because they need to take (1) grades and marks
frequent tests besides monday tests (2) screening test
(2) need to assign project work in each subject to (3) motivation
individual students (4) fostering the purpose of segregation and
(3) observe students minutely on a daily basis to ranking
assess their values and attitudes 49. Which one of the following assessment
(4) feel a sense of ownership for the system practices will bring out the best in students?
43. School based assessments (CTET Sept 2014) (CTET Feb 2015)
(1) focus on exam techniques rather than (1) When students are required to reproduce facts
outcomes as tested via multiple choice questions
(2) offer less control to the students over what will (2) When the emphasis is laid upon positive
be assessed correlation between test scores and student
ability
(3) improve learning by providing a constructive
feedback (3) When conceptual change and students’
alternative solutions are assessed through
(4) encourage teaching to the test as they involve
several different methods of assessment
frequent testing
(4) When the marks obtained and the position
44. Assessment for learning (CTET Sept 2014) secured by the student in the class are the
(1) fosters motivation ultimate determinants of success
(2) is done for the purpose of segregation and
50. Diagnosis of the gaps in the learning of
ranking
students should be followed by
(3) emphasises the overall importance of grades
(1) intensive drill and practice (UTET April 2015)
(4) is an exclusive and a per se assessment activity
(2) appropriate remedial measures
45. Which one of the following is not a suitable (3) systematic revision of all lessons
formative assessment task? (CTET Feb 2015) (4) reporting the finding to learners and parents
(1) Open-ended questions
(2) Project
51. In a continuous and comprehensive
(3) Observation evaluation, the phrase ‘Comprehensive
(4) Ranking the students Evaluation’ indicates (UTET April 2015)
(1) evaluation of whole, syllabus
46. The assessment of students can be used by (2) evaluation of all subjects
teachers in teaching to develop insight into (3) evaluation of cognitive domain, affective
(CTET Feb 2015) domain and psychomotor domain
(1) identifying the students who need to be (4) evaluation of cognitive domain
promoted to the higher class
CHAPTER 11 : Evaluation of Learning 101

52. Assessment is an integral part of teaching
learning process because (CTET Sept 2015)
(1) assessment helps the teacher to understand
children’s learning and serves as a feedback
for her own teaching
(2) assessment is the only way to ensure that
teachers have taught and students have learnt
(3) in today’s time, marks are the only important
thing in education
(4) children need to be marked so that they know
where they stand in comparison to their peers
53. Which one of the following statements
would be the most effective way of
conducting assessment? (CTET Sept 2015)
(1) Assessment is an inbuilt process in
teaching-learning
(2) Assessment should be done twice in an
academic session-at the beginning and at the
end
(3) Assessment should be done by an external
agency and not by the teacher
(4) Assessment should be done at the end of the
session
54. Assessment (CTET Feb 2016)
(1) is a good strategy to label and categorise
children
(2) should actively promote competitive spirit
among children
(3) should generate tension and stress to ensure
learning
(4) is a way to improve learning
55. Assessment by only paper-pencil
(CTET Feb 2016)
(1) facilitates comprehensive evaluation
(2) facilitates continuous evaluation
(3) promotes holistic assessment
(4) limits assessment
56. In........ the role of measurement is to provide
an overview or achievement across a number
of skills. (REET Feb 2016)
(1) formative evaluation (2) summative evaluation
(3) diagnostic evaluation (4) None of these
57. Assessment is purposeful if (CTET Sept 2016)
(1) it serves as a feedback for the students as well
as the teachers
(2) it is done only once at the end of the year
(3) comparative evaluations are made to differentiate
between the student’s achievements
(4) it induces fear and stress among the students
58. Which of the following highlights assessment
for learning? (CTET Sept 2016)
(1) The teacher assesses the students by comparing
their responses to standard responses
(2) The teacher assesses conceptual understanding
of the students besides focusing on the
processes of thinking
(3) The teacher assesses the students based on the
information given in the textbooks
(4) The teacher assesses a student based on his/her
performance in comparison to others
59. Which of the following statements about
assessment are correct? (CTET Sept 2016)
I. Assessment should help students see their
strengths and gaps and help the teacher
fine-tune her teaching accordingly.
II. Assessment is meaningful only if
comparative evaluations of students are
made.
III. Assessment should assess not only memory
but also understanding and application.
IV. Assessment cannot be purposeful if it does
not induce fear and anxiety.
(1) I and II (2) II and III
(3) II and IV (4) I and III

ANSWERS
1. (3) 2. (3) 3. (4) 4. (1) 5. (4) 6. (2) 7. (1) 8. (3) 9. (3) 10. (3)
11. (4) 12. (4) 13. (2) 14. (4) 15. (2) 16. (4) 17. (2) 18. (1) 19. (4) 20. (1)
21. (3) 22. (2) 23. (1) 24. (3) 25. (4) 26. (1) 27. (3) 28. (4) 29. (2) 30. (3)
31. (4) 32. (2) 33. (1) 34. (3) 35. (2) 36. (4) 37. (2) 38. (4) 39. (3) 40. (3)
41. (3) 42. (4) 43. (3) 44. (1) 45. (4) 46. (3) 47. (4) 48. (3) 49. (3) 50. (2)
51. (3) 52. (1) 53. (1) 54. (4) 55. (4) 56. (2) 57. (1) 58. (2) 59. (4)
 102
3. (4) The objective of evaluation is to
know about learning difficulties,
measure the achievement of learning
and know that learning has actually
taken place.
4. (1) The statement that weakens
the argument about SBA is that it
engages with the learners on an
irregular basis.
6. (2) An environment for quality
learning is not assisted by making the
learners knowledgeable by
understandable ways.
8. (3) Summative assessment does
not mean that learners should be
given opportunities to re-demonstrate
their understanding when the
feedback has been understood and
acted upon.
9. (3) It is correct that summative
assessment is not as comprehensive
as formative assessment.
11. (4) The term ‘comprehensive
evaluation’ implies evaluation of
Child Development & Pedagogy
Explanations
scholastic and co- scholastic aspects
of pupills’ growth.
14. (4) Diagnosis of the gaps in the
learning of students should be
followed by appropriate remedial
measures.
16. (4) The purpose of evaluation is
to provide feedback on the extent to
which we have been successful in
imparting education for a
productive life.
20. (1) The major purpose of
diagnostic test is that of identifying
the general area of weakness in class
performance.
22. (2) School-based assessment is
primarily based on the principle that
teachers know their learners’
capabilities better than external
examiners.
33. (1) Three important point of
evaluation process are objectives,
learning experiences and tools of
evaluation.
38. (4) It is not correct about CCE
that it accumulates burden on
teachers.
46. (3) The assessments of students
can be used by teachers in teaching
to develop insight into changing the
teaching approach to meet students’
needs i.e. to understand individual
learner and using appropriate
teaching method for him.
47. (4) CCE is essential for
understanding how learning can be
observed, recorded and improved
upon.
50. (2) Diagnosis of the gaps in
learning of students should be
followed by appropriate remedial
measures.
52. (1) Assessment helps the teacher
to understand children’s learning and
serves as a feedback for her own
teaching.
Chapter 12

Evaluation of Achievement
and Formation of Questions
Evaluation gives you the desired result of the level of achievement that a learner has
attained during the course of the study. A proper evaluation is met only when the
process of evaluation is coupled with the right nature of questions. If the questions
are not framed properly keeping in mind the content coverage and other aspects then
the evaluation process falters. So, a better evaluation starts with the correct frame of
questions to test the learner.

12.1 Meaning of Achievement of a Learner

Academic achievement of a learner is the knowledge, understanding, skills, learning
attitudes etc which can be assessed by means of tests during or after the learning-teaching
activity. Academic achievements of learners also indicate the learners’ quality, the quality of
the curriculum, the quality of the learning-teaching activity and the ability of both the
teacher and the learner.
This depends on three factors, which are given below
1. Bio-social These are inborn characteristics due to gender and age, as well as features
such as education, hometown, upbringing, personal differences etc.
2. Affective These include achievement motivation, study habits, anxiety, adjustment,
responsibility and interaction between teachers and students.
3. Environmental These include parents’ support, teaching quality and classroom
atmosphere.

12.1.1 Evaluate Achievement by Aligning to Learning

Outcomes
It is important that assessment aligns with learning outcomes. In an outcomes-based
learning environment, a variety of learners are helped to achieve the learning outcomes. As
learning outcomes are performance-based, learners must not only just know, but also be
able to show what they know. Thus, well planned assessments allow learners to
demonstrate that they have achieved the necessary learning outcomes or give feedback
that identifies the progress they are making towards their achievement. There may be
several ways to assess student learning, but they should all be linked directly to the
learning outcomes.
104
12.1.2 Designing Assessments
(Diagnostic Tests)
To ensure that a diagnostic test is of adequate
quality, it must have both validity and reliability.
These two terms are explained below
Validity
This means that the test must measure what it is
supposed to measure. To have confidence that a test
is valid, and thus the inferences we make based on
the test scores are valid, three kinds of validity
evidence should be considered. These are given
below
1. Content It is the extent to which the content of
the test matches the instructional objectives.
2. Criterion It is the extent to which scores on the
test are in agreement with or predict an external
criterion.
3. Construct It is the extent to which an assessment
corresponds to other variables, as predicted by
some rationale or theory.
Reliability
This refers to the consistency of the measurement
given by the test over parameters like time, different
test creators etc. Reliability of a diagnostic test can
be measured by measuring the following parameters
1. Stability Give the same assessment twice,
separated by days, weeks or months. If the
correlation between scores at Time 1 and Time 2
is good, the test is stable.
2. Alternate Form Create two forms of the same test
by varying the questions slightly. If the
correlation between scores on Test 1 and Test 2 is
good, the test is reliable.
12.1.3 Types of Assessment Tasks
Assessment tasks are of various types. These are
explained below
1. Essay Type
Essay type tests are important because they test
learning outcomes like organising, summarising,
integrating ideas and expressing them in one’s own
way. These outcomes cannot be adequately tested
through other types of tasks. Within essay type
questions, usually some kind of restriction on the
length of the answer is put to reduce subjectivity in
marking. Learning outcomes like interpretation and
application are also fulfilled by such questions.
CTET & TETs ~ Child Development & Pedagogy
2. Short Answer and
Very Short Answer Type
Such questions usually require exact answers.
They may take various forms like ‘fill in the
blanks’, answering direct facts which test
knowledge, make inferences on the subject
matter etc. All of these have the distinct
features of
(i) including guidance on the extent of answer
required, for instance, ‘in 30-40 words’, ‘in one
sentence’, ‘in not more than 40 words’ etc.
(ii) taking very little time to answer, from a
minute to less than five minutes,
(iii) the answer being given by the learner, and not
selected from options (like in objective
questions).
3. Diagrammatic
Such questions may ask learners to make a
labelled diagram, fill a map, or any other kind of
illustration. Here, the ability of the learner to
draw neatly and accurately as well as the
accuracy of labelling are tested.
4. Objective
Objective questions are free from any subjective
bias. There can be only one right answer to such
a question. They may take various forms, but will
require little or no writing (just a tick mark etc).
Some forms of objective questions are as follows
(i) Multiple Choice This type has three parts, a
stem, the key and distracters. The key and
distracters are together called as options. The
stem may be either a direct question or an
incomplete statement. The key is the correct
answer. The distracters are included to fulfil
their role of trying to distract the learner from
the correct answer. Such questions are usually
asked in competitive examinations.
(ii) Alternative This type is usually in the form of a
statement, to which the learner must respond
appropriately. It may be worded in the forms
‘Yes / No’, True / False’, ‘greater / less’, ‘plus
/ minus’, ‘often / rarely’, ‘same / different’,
‘faster / slower’ etc.
(iii) Matching This type consists of two lists and
the learner is required to correlate correctly
one or more entries from one list to one or
more entries from the other list so that
correct matching by elimination is not
possible.
CHAPTER 12 : Evaluation of Achievement and Formation of Questions
12.1.4 Formulating Appropriate
Questions
Formulation of tests and questions should be based
on the parameters given below
1. Getting Appropriate Answers If a question is
vague or improperly worded, the answers will
be insufficient or inappropriate.
2. Category of Questions Decide whether each
question is informational, judgemental,
analytical etc and use the appropriate question
words like who, where, when, what, how or why.
3. Important Elements Focus on the important
elements of the correct answer to use as key
words in the question.
12.1.5 Assessing Readiness
Levels of Learners
Readiness level of students for a particular topic to
be taught in the classroom can be tested through a
pre-instruction assessment which
˜ previews the upcoming topic,
˜ determines prior mastery of students’ knowledge,
skills, and understanding before the topic is
taught,
˜ gauges appropriate content and pacing of
instruction for individual students, and
˜ helps the teacher make instructional decisions
about student strengths and needs, which include
(i) Recognising students’ preference for learning.
(ii) Identifying students’ interests, curiosities and
passion.
12.1.6 Enhancing Learning and
Critical Thinking in the
Classroom
Critical thinking is a skill that learners will need and
use beyond their school years also. In keeping up
with the ever-changing technological advances,
students will need to obtain, understand and
analyse information on a much more efficient level.
It is the job of educators to equip students with the
strategies and skills they need to think critically to
cope with complex problems. This can be
accomplished by using teaching strategies to
105
encourage creativity. This will allow students to
become critical thinkers.
These strategies should include the methods given
below
1. Assist in Finding the Solution Instead of always
finding a solution for your students, try
responding with “Let’s think about how we can
find the solution.” Then, you can assist the
student in figuring out the best possible
solution.
2. Brainstorm Regardless of the subject, let
students think about what they’ll be doing,
learning or reading before actually starting each
activity. Ask questions like “What do you think
this chapter will be about?” or “Tell me three
things you think you will be learning in this
lesson about the language.” Give students every
opportunity to be critical thinkers.
3. Classify and Categorise Critical thinking requires
students to understand and apply a set of rules.
Give students a variety of objects and ask them
to identify each object and then sort objects
into categories.
4. Compare and Contrast You can have students
compare and contrast just about anything. For
instance, compare and contrast the weather
forecast for today and yesterday, compare the
shape and colour of a pumpkin to another
vegetable and so on.
5. Make Connections Encourage students to make
connections to a real-life situation and identify
patterns. This will help to practise their critical
thinking skills. Ask students to be on the lookout
for these connections all the time.
6. Provide Group Opportunities Group settings are
the best way for students to indulge in critical
thinking. In such settings they get exposed to
the thought processes of their peers. They learn
how to understand how other people think and
that their own way is not the only route to
explore.
Thus, when this valuable skill is introduced to
students early in the education process, students
will be capable of thinking complex thoughts and
become better problem-solvers when presented
with difficult problems. It’s important for students
to possess a variety of skills, but it’s just as
important for them to understand the skills as well
as how and when to use them.
106 CTET & TETs ~ Child Development & Pedagogy

use authentic and real world tasks.

12.1.7 Assessing Learner ˜

˜ require the learners to integrate their learning.

Achievement
To plan assessments through achievement tests,
the teacher should design achievement tests to
˜ match the expected learning outcomes or course
learning requirement.
˜ adequately represent and elicit the content and
skills the teacher expects the students to attain.
˜ enable students to demonstrate their capabilities
and progress.
˜ match an important outcome which reflects
complex thinking skills.
˜ pose an enduring problem type which the learners
are likely to encounter in the future.
˜ be fair and free of bias. Be seen as meaningful by
important stakeholders.
˜ be meaningful and engaging to students so that
they will be motivated to show their capabilities.

CHAPTER EXERCISE
1. A teacher will design a/an ........ test to find 7. Consider the given statement(s) about the
out the cause of poor grades of students in achievements of learner
her class. I. Achievement motivation is the factor that
(1) aptitude (2) proficiency affects the achievement of a learner.
(3) achievement (4) diagnostic II. Achievement depends upon environment,
2. Evidence of validity can be related to bio-social factors.
(1) construct (2) content III. Achievement includes knowledge,
(3) criterion (4) All of these understanding, skills and attitude.
3. The statements given below are a few Which of the statement(s) given above is/are
assumptions about diagnostic test. Choose incorrect?
the wrong assumption. (1) Only I (2) Only II
(1) At different times, the tests give same result (3) Only III (4) None of these
(2) Content of test is analogous to the instructional 8. Identify the wrong statement out of the given
objectives ones.
(3) Result of the test is consistent on various (1) Pre- instruction assessment is purposed to
parameters determine prior command of learners’
(4) None of the above knowledge, skills and understanding
4. Very short answer type question has a (2) Critical thinking arms the students with skills
feature except that will help them combat challenge later on in
(1) interpretation and application of the learning their lives
outcome gets fulfilled (3) Critical thinking enables the students to be
(2) it is answered in almost no time or very quickly more effective in the domain of education
(3) extent of the answer is to be guided for the learner (4) Pre-instruction assessment previews the
(4) None of the above upcoming topic
5. Distracters are used in ........ type questions. 9. Critical thinking will be inhibited by
(1) essay (2) alternative (1) group discussion with peers
(3) multiple-choice (4) matching (2) referring to a book for the correct answer
(3) a brainstorming session
6. Question making follows the principles
(4) None of the above
except
(1) key elements of the answer should be there in 10. Which of the statement(s) given below is/are
the question correct with reference to essay type
(2) learners should be made to answer appropriately questions?
(3) questions should have an average difficulty level I. Learning outcomes such as intrepretation
(4) None of the above are fulfilled by these questions.
CHAPTER 12 : Evaluation of Achievement and Formation of Questions 107

II. It helps teacher to text outcomes like (1) Making children maintain record of the class
organising, summarising, integrating test marks
ideas and expressing those ideas. (2) Discussing the marks of individual students in
III. In these types of questions, usually there the class
is no restriction on length of the answer. (3) Discussing the correct answers in the class
(4) Making children correct their own notebooks
Select the correct answer using the codes
given below. 17. A teacher, after preparing a question paper,
(1) Only I (2) Only II checks whether the questions test specific
(3) Both I and II (4) All of these testing objectives. He is concerned primarily
about the question paper’s (CTET Jan 2012)
Previous Years’ Questions (1) validity (2) content coverage
11. To address the diversity in academic (3) typology of question (4) reliability
achievement an effective teaching method 18. Which of the following is an objective
can be (CGTET Jan 2011) question? (CTET Jan 2012)
(1) dictating notes (1) Essay type question
(2) co-operative teaching (2) Short answer question
(3) lecturing (3) Open ended question
(4) giving tests (4) True or false
12. Learners should not be encouraged to 19. Ideal ‘writing time’ for getting response from
(CTET June 2011) students should be proportional to
(1) actively interact with other learners in group (CTET Nov 2012)
work (1) time taken by the students for answering
(2) participate in as many co-curricular activities as questions from previous lessons
possible (2) relevance of the question in the real life
(3) memorise all the answers to questions which (3) time allotted to specific topic in the curriculum
the teacher may ask (4) difficulty level of the question
(4) ask as many questions as possible both inside 20. Suppose you are the Chairperson of a board
and outside the class of school education. How would you plan to
13. Which of the following statements regarding improve the overall quality of education in
achievement motive is true? (RTET Feb 2011) the schools under your jurisdiction?
(1) Achievement motive is necessary for survival This type of question is an example of
(2) If the satisfaction of personal potentialities is (1) lower order convergent (CTET Nov 2012)
emphasised, the achievement motive may be (2) lower order divergent
classified as a growth motive (3) higher order convergent
(3) If the stress is on competition among people, (4) higher order divergent
the achievement motive can be considered a 21. Group project activity as prescribed by CBSE
social motive is a powerful means (CTET Nov 2012)
(4) All of the above (1) of relieving the stress caused due to routine
14. Which one of the following is the better item teaching
of essay type of question? (PTET Feb 2011) (2) to promote the concept of unity in diversity
(1) Discuss Newton’s laws of motion (3) of facilitating social participation
(2) Explain each of Newton’s three laws of motion (4) of alleviating the burden of teachers
(3) What are Newton’s laws of motion? 22. According to Bloom’s taxonomy which option
(4) Write note on Newton’s laws of motion is incorrect for the preparation of objective
15. An appropriate form of assessing students’ based questions? (HTET June 2013)
performance in practicals is (PTET Nov 2011) (1) Analysis (2) Evaluation
(1) interview (2) observation (3) Self-actualisation (4) Application
(3) questionnaire (4) written test 23. If a learner ‘fails’ to achieve the certain goal
16. Which of the following may damage a low in classroom, then it shows (HTET June 2013)
achieving student psychologically? (1) failure of learner (2) failure of class
(CGTET Jan 2011) (3) failure of school (4) failure of parents
108 CTET & TETs ~ Child Development & Pedagogy

24. ‘Readiness for learning’ refers to (3) parents force their children to achieve
(CTET July 2013) (4) teachers are poor in judging pupils’ over
(1) Thorndike’s law of readiness behaviour
(2) general ability level of students
30. “How do grades differ from marks?” This
(3) present cognitive level of students in the
question belongs to which of the following
learning continum
classes of questions? (CTET Sept 2014)
(4) satisfying nature of the act of learning
(1) Divergent (2) Analytic
25. Which of the following is the right (3) Open-ended (4) Problem-solving
statement(s) with reference to quality of
objective tests? (UTET Sept 2013) 31. Students in a class are asked to assemble
various artifacts of their work in a notebook,
I. These can be evaluated speedily and easily.
to demonstrate what they can do for their
II. These are not influenced by the individual
society. What kind of activity is this?
effects.
(CTET Sept 2014)
III. Due to objectivity these are more reliable (1) Essay type assessment
and valid. (2) Anecdotal records
IV. None of the above (3) Problem-solving assessment
(1) Only I (2) II and III (4) Portfolio assessment
(3) Only IV (4) All of these
32. Failure of a child to perform well in class
26. What type of questions should be asked to tests leads us to believe that (CTET Feb 2015)
students in the examination? (UTET Sept 2013) (1) assessment is objective and can be used to
(1) Memory and understanding based clearly identify failures
(2) Objective and subjective (2) children are born with certain capabilities and
(3) Understanding and application based deficits
(4) Only objective (3) there is a ned to reflect upon the syllabus,
27. Which one of the following is not related to pedagogy and assessment processes
(4) some children are deemed to fail irrespective of
the other options? (CTET Feb 2014)
how hard the system tries
(1) Organising question-answer sessions
(2) Taking feedback from students on a topic 33. An upper primary school constructivist
(3) Conducting quiz classroom would foresee the following role of
(4) Modelling the skills of self-assessment students in their own assessment
(CTET Feb 2015)
28. Which one of the following questions is (1) make detailed guidelines for how marks would
correctly matched with its specified domain? be correlated to students’s achievement and
(CTET Feb 2014)
prestige in class
(1) Could you group your : Evaluating
(2) denying that assessment has a role in
students on the basis of their
teaching-learning
achievement in
(3) students would be the sole determinants of their
Mathematics?
own assessment
(2) What was the turning point in : Creating
(4) students would plan for assessment with the
the cricket match telecast
teacher
last night?
(3) Write down a new recipe to : Application 34. Which one of these statements do you agree
cook chicken by using herbs with? (CTET Feb 2015)
(4) Determine which of the given : Analysing (1) A child fails because the government is not
measures would most likely giving enough technological resources in
lead to achieve best results schools
(2) A child’s failure is primarily due to lack of
29. It is difficult, for teachers to assess pupils’ parent’s education and economic status
readiness for a learning task because
(3) A child’s failure can be attributed directly to the
(HTET Feb 2014)
genetic material he/she has acquired from
(1) all the elements of readiness do not mature at
his/her parents
same time
(4) A child’s failure is a reflection on the system and
(2) many elements of readiness are not outwardy
its inability to respond to the child
visible
CHAPTER 12 : Evaluation of Achievement and Formation of Questions 109

35. Errors of learner often indicate (3) recognise the correct answer
(1) how they learn (UTET April 2015) (4) recall the correct answer
(2) socio-economic status of the learners 37. When a test measures an individual’s ability
(3) the need for mechanical drill consistently and accurately, then that test is
(4) absence of learning known as (REET Feb 2016)
36. Multiple choice questions assess the child’s (1) validity
ability to (CTET Sept 2015) (2) reliability
(1) construct the correct answer (3) objectivity
(2) explain the correct answer (4) None of the above

ANSWERS
1. (4) 2. (4) 3. (1) 4. (1) 5. (3) 6. (3) 7. (4) 8. (3) 9. (2) 10. (3)
11. (2) 12. (3) 13. (4) 14. (2) 15. (2) 16. (2) 17. (1) 18. (4) 19. (4) 20. (3)
21. (2) 22. (3) 23. (3) 24. (3) 25. (4) 26. (3) 27. (4) 28. (4) 29. (1) 30. (2)
31. (4) 32. (3) 33. (4) 34. (4) 35. (3) 36. (4) 37. (2)

Explanations
4. (1) Very short answer type
question doesn't have the feature of
interpretation and application of the
learning outcome gets fulfilled.
6. (4) Question making follows the
principles except the fact that
questions should have an average
difficulty level.
8.(3) It is incorrect that critical
thinking enables the students to be
more effective in the domain of
education.
12. (3) Learners should not be
encouraged to memorise all the
answers to questions which the
teacher may ask.
16. (2) Discussing the marks of
individual students in the class may
damage a low achieving student
psychologically.
19. (4) ‘Ideal writing time’ for getting
response from students should be
proportional to difficulty level of the
question.
24. (3) ‘Readiness for learning’ refers
to present cognitive level of students
in the learning continum.
26. (3) Type of questions that should
be asked in the exam must be based
understanding and application.
29. (1) It is difficult, for teachers to
assess pupils’ readiness for a
learning task because all the
elements of readiness do not mature
at same time.
32. (3) Failure of a child to perform
well in class tests leads us to
believe that there is a need to
reflect upon the syllabus,
pedagogy and assessment
processes.
33. (4) An upper primary school
constructivist classroom would
foresee that the students would
plan for assessment with the
teacher.
34. (4) The agreeable statement is
that a child’s failure is a reflection
on the system and its inability to
respond to the child.
36. (4) Multiple choice questions
assesses the child’s ability to recall
the correct answer.
Chapter 13

Inclusive Education and

Addressing Children from
Diverse Backgrounds
Society has a diverse background. So, the learners, too, will be from the diverse
backgound. It is necessary for a teacher to address the needs of the students from the
diverse background. With the help of inclusive education, it would be easy to meet the
needs of the children from different backgrounds. Inclusive education may seem to be a
relatively new concept but it has multi-dimensional approach in the teaching process.

Article 21A of the Indian Constitution, free and compulsory education is provided as a
Fundamental Right to all children irrespective of race, class, colour, gender, disability and
language between the ages of 6 and 14 under the RTE Act, 2009. Thus, the disadvantaged
and deprived communities (backward classes, Scheduled Castes (SCs), Scheduled Tribes
(STs), disabled and girls have been brought into the mainstream of education.

13.1 Inclusive Education

Inclusive Education is defined as a learning environment that promotes the full personal,
academic and professional development of all learners irrespective of race, class, colour,
gender, disability and language. The history of Inclusive Education in India includes the
milestones given below
˜ Integrated Education for Disabled Children, a scheme started in 1974.

˜ District Education Programme, 1985

˜ National Policy on Education, 1986

˜ Integrated Education for the Disabled, a project started in 1987. Persons with Disabilities

Act, 1995
˜ Sarva Shiksha Abhiyan, 2000

˜ The action plan which advocates inclusive education and envisages making all schools

‘Disabled Friendly’ by 2020 in March 2005.

13.1.1 Concept and Implications of Inclusive Education

˜ Inclusive education allows children to develop friendships with their peers and so they
feel less social tension about their backgrounds or disabilities. It has been observed that
children placed in a standard classroom environment generally have higher self-esteem
CHAPTER 13 : Inclusive Education & Addressing Children from Diverse Backgrounds
than children who are isolated into different
classrooms simply because they have special needs.
˜ Other studies show that children with special
needs actually learn more in regular classroom
environments, provided they get the help and
support they need in and out of the classroom
when it comes to academic subjects.
˜ The principles of inclusive education are listed
below
(i) No discrimination between students.
(ii) Equal educational opportunity to all.
(iii) Schools adapt to the needs of students.
(iv) Equal educational benefits for all students.
(v) The students’ views are listened to and taken
seriously.
(vi) Individual differences between students are a
source of richness and diversity, not a
problem.
˜ The purposes and need for inclusive education are
as follows
(i) To fulfil the constitutional responsibilities of
government.
(ii) To enable children to stay with their families.
(iii) To develop of healthy citizenship.
(iv) To achieve universalisation of education.
(v) To enable all students to develop a feeling of
self-respect.
(vi) To use the modern technology to fulfil the
objectives.
(vii) To give social equality to all students
irrespective of their differences.
(viii) To make the students self-reliant.
13.1.2 Understanding Children
with Special Needs
Initially, a learner with Special Educational Needs
(SEN) was defined as a child with visual, hearing,
locomotor or intellectual disability, in line with
Western thinking. However, in India, a learner with
SEN also includes learners from the disadvantaged
and deprived communities. These include children
belonging to the groups of child labour, street
children, victims of natural catastrophes and social
conflicts, ethnic and religious minorities,
Economically Weaker Sections (EWS) and those in
extreme social and economic deprivation (meaning
the backward classes, SCs, STs, disabled and girls).
111
13.1.3 Learners from Diverse
Backgrounds
Education of learners with Special Educational
Needs (SEN) is a powerful instrument of social
change, and often initiates upward movement in
the social structure, thereby helping to bridge
the gap between different sections of society.
However, much still needs to be done, as studies
in government schools have shown that in the
classroom, such disadvantaged and deprived
children are subjected to various forms of
discrimination and humiliation, both by the
teachers and the other students, which severely
affects their self-respect and self-confidence.
Disadvantaged and Deprived Learners
The socially and culturally disadvantaged and
deprived children include children from
backward communities, SCs, STs, as well as those
who get separated from their families due to
poverty, natural calamities, epidemics etc. They
are termed as socially maladjusted because they
face problems in adjustment with other learners
due to social, economic and educational
disparities. They are not given proper guidance
or proper educational opportunities.
They can be identified by
˜ a lack of verbal and language abilities, as they
have a very poor vocabulary in the common
language of instruction, leading to poor
communication of their ideas to others.
˜ low level of motivation due to not being
provided adequate stimulation by their
families, peers and immediate surroundings.
˜ having inadequate nutrition, unhealthy sleep
patterns and lacking a sense of cleanliness.
˜ to fulfil their needs, the steps to be taken are
listed below
— Their basic needs of food, clothing and
shelter should be met.
— Government should waive off their school
fees and provide them textbooks and school
uniforms free of cost.
— They should be made to feel self-sufficient by
encouraging them to develop vocational
skills.
— Psychological counselling and rehabilitation
centres should be arranged for socially
problematic children, who are also labelled as
‘juvenile delinquents’.
112 CTET & TETs ~ Child Development & Pedagogy
13.2 Methods of Inclusion
Inclusion does not only mean the placement of
disadvantaged and deprived students in normal
classes along with other children. It must also
incorporate a fundamental change in the way a
school community supports and addresses the
individual needs of each child. Two such methods in
which the school and the teacher are involved are
given below
13.2.1 Improvement in Pedagogy
˜ One of the most important principles of inclusive
education is that no two learners are alike, and so
inclusive schools must place great importance on
creating opportunities for students to learn and
be assessed in a variety of ways. Thus, teachers in
inclusive schools must consider a wide range of
learning modalities (visual, auditory, kinesthetic
etc) in designing their instruction.
˜ The curriculum should be designed so that it
promotes identification and creativity, not
alienation. Creative arts and crafts as well as oral
expression should be incorporated in it,
CHAPTER EXERCISE
1. A child who behaves against social rules and
regulations is called a/an ......... child.
(1) backward (2) idiotic
(3) dull (4) delinquent
2. In 2005, the Government of India decided to
make all schools ‘disabled-friendly’ by the
year .......... .
(1) 2018 (2) 2030
(3) 2022 (4) 2020
3. Identify the incorrect statement from the
given ones.
(1) Inclusive education means that individual
differences among students are a source of
problems
(2) Children with learning disabilities can be
educated through inclusive education
(3) Schools adapt to the needs of students in the
inclusive education
(4) None of the above
particularly those which are rooted in
indigenous knowledge and skill systems.
˜ Both these initiatives will not only increase the
ways in which educators provide support and
accommodation for such students, but also will
diversify the educational experience for all
students.
13.2.2 Improvement in
Language of Instruction
There is a possibility that disadvantaged and
˜
deprived learners speak in their local dialect
(also called ‘home language’) instead of the
language in which they are instructed. In such a
case, the teacher should acknowledge their
language, not reject or dismiss it.
˜ The teacher should understand that a child can
express itself best in its home language.
˜ The knowledge of such learners can be
increased by the teacher using concrete
concepts whenever possible.
˜ These concepts must relate the knowledge
being imparted to daily life experiences.
4. Which of the following pairs is incorrectly
matched?
(1) Inclusive : A way to discriminate
education among the students
(2) Dealing with : Provide training to
poor students develop skills
(3) Inclusive : Same school for normal
education and the differently abled
students
(4) None of the above
5. For an inclusive classroom, what kind of
preparation is not necessary for teachers?
(1) Having a low level of patience
(2) Good contact with children from
disadvantaged families
(3) Good understanding of interaction between
family background and behaviour of students
(4) Exposure to diagnostic and remedial
procedures
CHAPTER 13 : Inclusive Education & Addressing Children from Diverse Backgrounds
6. In Indian context, learners with Special
Educational Needs (SEN) do not account
(1) students from poor economic background
(2) students from the lower castes
(3) students who are drop outs
(4) differently abled children
7. Consider the following statement(s) with
reference to purposes and need for inculsive
education
I. To make the students self-reliant.
II. To achieve universalisation of education.
III. To use the modern technology to fulfil the
objectives.
Which of the statement(s) given above is/are
correct?
(1) Only I (2) Both II and III
(3) Only II (4) All of these
8. Which one of the following is not a milestone
in the history of inclusive education in India?
(1) Sarva Shiksha Abhiyan, 2000
(2) Persons with Disabilities Act, 1995
(3) National Policy on Education, 1986
(4) None of the above
9. Consider the following statement(s) in
context to understanding children with
special needs
I. Children with visual, hearing, locomotor
or intellectual disability.
II. It includes children from disadvantaged
and deprived communities.
III. It includes children belonging to the
labour class, victims of social conflicts and
natural catestrophes.
IV. It also includes children from backward
classes, SCs, STs and girl child.
Which of the statement(s) given above is/are
correct?
(1) Only I (2) Both I and III
(3) Only III (4) All of these
10. The statements given below are either the
purpose or the principle of inclusive
education. Consides the following statement
and select the incorrect statement.
(1) It is not the purpose to inclusive education to
teach students to develop a feeling of
happiness irrespective of their background
(2) Inclusive education views individual differences
among students as a source of problems
(3) In inclusive education the teacher should give
due importance to the views of all students
(4) None of the above
113
Previous Years’ Questions
11. Which of the following is better strategy for
teaching children with special needs?
(RTET Feb 2011)
(1) Discussion in the classroom involving maximum
number of students
(2) Demonstration by teacher involving students
(3) Cooperative learning and peer tutoring
(4) Ability grouping for teaching
12. The symptom of learning disability is
(RTET Feb 2011)
(1) tendency to escape
(2) restless, energetic and destructive
(3) disorders of attention
(4) lack of motivation
13. Education of children with special needs
should be provided (CTET June 2011)
(1) along with other normal children
(2) by methods developed for special children in
special schools
(3) in special schools
(4) by special teachers in special schools
14. Multilingual character of Indian society
should be seen as (CTET June 2011)
(1) a resource for enrichment of school life
(2) a challenge to teacher’s capacity to motivate
students to learn
(3) a factor that makes school life a complex
experience for the learners
(4) a hindrance in teaching-learning process
15. Special needs education is the type of
education (PTET Nov 2011)
(1) given to very special people
(2) given to persons with disabilities
(3) provided to intelligent people
(4) established by colonial masters
16. Inclusive education (CTET Jan 2012)
(1) includes teachers from marginalised groups
(2) celebrates diversity in the classrom
(3) encourages strict admission procedures
(4) includes indoctrination of facts
17. When a teacher involves a visually challenged
learner in group activities with the other
learners of the class, she is (CTET Jan 2012)
(1) creating barriers to learning for the class
(2) acting according to the spirit of inclusive
education
(3) helping all the learners to develop sympathy
towards the visually challenged learner
(4) likely to increase the stress on the visually
challenged learner
114
18. Inclusive education refers to a school
education system that (CTET Jan 2012)
(1) encourages education of children with special
needs through exclusive schools
(2) emphasises the need to promote the education
of the girl child only
(3) includes children with disability
(4) includes children regardless of physical,
intellectual, social, linguistic or other differently
abled conditions
19. While teaching a single parent child, a
teacher should (CTET Nov 2012)
(1) provide stable and consistent environment
(2) overlook this fact and treat such a child at par
with other children
(3) treat such a child differently
(4) assign lesser home assignments to such a
child
20. Successful inclusion requires the following
except (CTET Nov 2012)
(1) segregation (2) involvement of parents
(3) capacity building (4) sensitisation
21. Which of the following would be the most
appropriate way to encourage disadvantaged
children to attend school regularly?
(CTET Nov 2012)
(1) Not allowing children to attend school may be
made a legally punishable offence
(2) A child collector employed by the school, must
bring children from homes everyday
(3) Paying ` 5 per day to attract children
(4) Opening residential schools
22. For an inclusive classroom, what kind of
preparation is not necessary for teachers?
(HTET June 2013)
(1) Intensive involvement of behavioural and social
activist
(2) Early and continuous contact with children in
disadvantaged areas
(3) More frequent exposure to diagnostic and
remedial procedures
(4) Low patience level
23. Inclusion in education refers to
(HTET June 2013)
(1) to provide education to physically disabled
children
(2) to provide education for mentally retarded
children
(3) to provide education to boys, girls and adults
(4) acceptance of all pupils within main stream
education system
CTET & TETs ~ Child Development & Pedagogy
24. An inclusive school (CTET July 2013)
(1) decides learning needs of students according
to their disability
(2) is committed to improve the learning outcomes
of all students irrespective of their capabilities
(3) differentiates between students and sets less
challenging achievement targets for
specially-abled children
(4) is committed particularly to improve the learning
outcomes of specially-able students
25. In a culturally and linguistically diverse
classroom, before deciding whether a student
comes under special education category, a
teacher should (CTET July 2013)
(1) not involve parents as parents have their own
work
(2) evaluate student on her/his mother language to
establish disability
(3) use specialised psychologists
(4) segregate the child to neutralise environmental
factor
26. An inclusive school reflects on all the
following questions except (CTET July 2013)
(1) Do we believe that all students can learn?
(2) Do we work in teams to plan and deliver
learning enabling environment?
(3) Do we properly segregate special children from
normal to provide better care?
(4) Do we adopt strategies catering for the diverse
needs of students?
27. In which of the following values in the context
of dealing with disadvantaged learners teachers
must believe? (CTET Feb 2014)
(1) No demands of any sort on the student
(2) For immediate compliance of students, use of
being shocked and angry
(3) Personal accountability for students’ success
(4) High expectations of appropriate behaviour
28. Which of the following is the most effective
way to convey students from disadvantaged
sections that you expect them to participate
and succeed? (CTET Feb 2014)
(1) Articulate your confidence in their ability to
succeed
(2) Develop your own interest in the topics to be
taught
(3) Compare them with other children as frequently
as possible to make them realise their goal
(4) Emphasise the point that you have high
expectations from them
CHAPTER 13 : Inclusive Education & Addressing Children from Diverse Backgrounds
29. Inclusion in schools primarily focuses on
(CTET Feb 2014)
(1) making subtle provisions for special category
children
(2) fulfilling the needs of children with disabilities
only
(3) meeting the need of the disabled child at the
expense of the entire class
(4) including the educational needs of illiterate
parents in schools
30. An inclusive classroom is that where
(CTET Feb 2014)
(1) there is an active involvement of children in
solving as many problems as possible
(2) teachers create diverse and meaningful
learning experiences for every learner
(3) assessments are repeated till the time every
learner achieves minimum grades
(4) teachers teach from only prescribed books to
lessen the burden of the students
31. Which statement is wrong about inclusive
school setting? (HTET Feb 2014)
(1) Develops feeling of equality
(2) Develops positive self-esteem
(3) Develops inferiority complex withing the children
with special need
(4) Boost the moral of special children
32. Inclusive education refers to (HTET Feb 2014)
(1) welcoming all children without discrimination in
the regular school
(2) a particular method of education, that helps all
children to learn
(3) encourage strict admission procedure
(4) use of special schools for teaching
33. By placing students in the least restricted
school environment, the school
(CTET Sept 2014)
(1) equalises the educational opportunities for girls
and disadvantaged groups
(2) normalises the lives of children from deprived
groups who were increasing the linkage of
school with the parents and communities of
these children
(3) gets disadvantaged children’s involvement in
activities such as science fairs and quizzes
(4) sensitises other children not to bully or to put
the disadvantaged children down
34. ‘Education-of-all-in-schools-for-all’ could be a
tagline for which of the following?
(CTET Sept 2014)
(1) Cohesive education (2) Inclusive education
(3) Cooperative education (4) Exclusive education
115
35. Research has pointed out that several levels
of discrimination exist in the schools. Which
of these is not an example of discrimination
at upper primary level? (CTET Feb 2015)
(1) Many teachers use only lecture method to teach
(2) Teachers have low expectations of children from
lower socio-economic strata
(3) Dalit children are made to sit separately during
mid-day meals
(4) Girls are not encouraged to take up Maths and
Science
36. A teacher can effectively respond to the needs
of children from ‘disadvantaged sections’ of
society by (CTET Feb 2015)
(1) telling the ‘other children’ to co-operate with the
‘disadvantaged children’ and help them learn
the ways of the school
(2) sensitising the disadvantaged children to the
norms and strictures of schools so that they can
comply with those
(3) reflecting on the school system and herself
about various ways in which biases and
stereotypes surface
(4) ensuring that the children do not get a chance
to interact with each other to minimise the
chances of their being bullied
37. A teacher in a multi-cultural classroom would
ensure that the assessment considers the
following (CTET Feb 2015)
(1) Reliability and validity of her assessment tool
(2) Socio-cultural context of her students
(3) Expectations of the school administration
by complying with the minimum levels of
learning
(4) Standardisation of the assessment tool
38. The rationale behind inclusive education is
that (CTET Feb 2015)
(1) society is heterogeneous and schools need to
be inclusive to cater to heterogeneous society
(2) the benchmarks for performance of each child
should be uniform and standardised
(3) we need to take pity on special children and
provide them access to facilities
(4) it is not cost-effective to provide for separate
schools from special children
39. Students of disadvantaged groups should be
taught along with normal students. It implies
(CTET Feb 2015)
(1) inclusive education
(2) special education
(3) integrated education
(4) exclusive education
116 CTET & TETs ~ Child Development & Pedagogy
40. Inclusive education signifies (UTET April 2015)
(1) same teaching methodology for all children
(2) same schools for normal students and differently
abled students
(3) separate schools for normal students and
differently abled students
(4) same facility for normal students and differently
abled students
41. Inclusive education refers to a school education
system that (UTET April 2015)
(1) emphasises the need to promote the education of
the girl child only
(2) includes all children with disability
(3) includes children regardless of physical,
intellectual, social, linguistic or other differently
abled conditions
(4) encourages education of children with special
needs through exclusive schools
42. Inclusive education assumes that we should
change the ........... to fit the .............. .
(CTET Sept 2015)
(1) system, child (2) environment, family
(3) child, environment (4) child, system
43. A teacher’s most important role in an inclusive
classroom is (CTET Sept 2015)
(1) to ensure that the teacher gives standard
instruction to the class
(2) to find out the occupations of parents of children
so that the teacher knows what each child’s future
occupation would be
(3) to ensure that every child gets an opportunity to
realise her potential
(4) to plan for the class so that every child progresses
at the same pace
44. A lot of children in India, especially girls do
household chores before coming to school and
after going back from school. What do you
think a teacher should do regarding homework
in this context? (CTET Sept 2015)
(1) The teacher should give homework that connects
the learning at school to the children’s lives at
home
(2) The teacher should ensure that the children wake
up early in the morning and stay till late to
complete their homework
(3) Ask the parents of the children to get tuition for
completing the homework for their children
(4) She should give harsh punishment to the children
who do not complete their homework
45. As an upper primary school teacher your
have quite a few children who are ‘first
generation school goers’ in your classroom.
Which one of the following are you most
likely to do? (CTET Sept 2015)
(1) Provide scaffolding and other kinds of
support during classroom activities and for
homework
(2) Give them homework of memorising and
copying the answers in their notebooks five
times
(3) Tell the children that they do not have the
capability to study further and they should
now help their parents at work
(4) Call the parents and gently ask them to enrol
their children for tuition
46. Even children of the same age vary greatly
in appearance, abilities, temperament,
interests, aptitude amongst other things.
What is the role of the school in this
regard? (CTET Sept 2015)
(1) Lay down normative standards of
assessment for children
(2) Ensure that the teacher uses standardised
instruction and textbooks
(3) Ensure that all children develop in the same
manner
(4) Ensure that each child gets opportunities to
develop as per her potential
47. Which one of the following statements best
describes ‘Inclusion’? (CTET Feb 2016)
(1) It is the belief that children need to be
segregated according to their abilities
(2) It is the belief that some children cannot learn
at all
(3) It is the philosophy that all children have a
right to get equal education in a regualr
school system
(4) It is the philosophy that special children are ‘a
special gift of God’
48. To cater to the children from
‘disadvantaged’ background, a teacher
should (CTET Feb 2016)
(1) give them a lot of written work
(2) try to find out more about them and involve
them in class discussions
(3) make them sit separately in the class
(4) ignore them as they cannot interact with other
students
CHAPTER 13 : Inclusive Education & Addressing Children from Diverse Backgrounds 117

49. A teacher can effectively respond to the needs
of the children from ‘disadvantaged sections’
of society by (CTET Feb 2016)
(1) making them sit separately in the classroom so
that they do not mix with other children
(2) telling other children to treat the children from
disadvantaged background with sympathy
(3) adapting her pedagogy to the needs of every
child in the classroom
(4) ignoring their background and asking them to
do chores in the school
50. Which one of the following philosophical
perspective needs to be followed to deal with
children with special needs? (CTET Feb 2016)
(1) They should be segregated and put in separate
educational institutions
(2) They should be given only vocational training
(3) They have a right to inclusive education and
study in regular schools
(4) They do not need any education at all
51. Inclusion of children with special needs
(CTET Sept 2016)
(1) is detrimental to children without disabilities
(2) will increase the burden on schools
(3) requires a change in attitude, content and
approach to teaching
(4) is an unrealistic goal
52. A teacher can address diversity in her class
by (CTET Sept 2016)
I. accepting and valuing difference.
II. using socio-cultural background of
children as a pedagogic resource.
III. accommodating different learning styles.
IV. giving standard instruction and setting
uniform benchmarks for performance.
Select the correct answer using the codes
given below.
(1) I, II and IV
(2) I, II and III
(3) II, III and IV
(4) All of the above
53. An effective teacher in a classroom, where
students come from diverse backgrounds,
would (CTET Sept 2016)
(1) focus on their cultural knowledge to address
individual differences
(2) push students from deprived backgrounds to
work hard so that they can match up with their
peers
(3) ignore cultural knowledge and treat all his
students in a uniform manner
(4) create groups of students with those from the
same economic background put together
54. In an inclusive classroom with diverse
learners, cooperative learning and peer
tutoring (CTET Sept 2016)
(1) should be actively discouraged and competition
should be promoted
(2) should be used only sometimes science it
promotes comparison with classmates
(3) should be actively promoted to facilitate peer
acceptance
(4) should not be practiced and student be
segregated on their abilities

ANSWERS
1. (4) 2. (4) 3. (1) 4. (1) 5. (1) 6. (3) 7. (4) 8. (4) 9. (2) 10. (2)
11. (3) 12. (2) 13. (1) 14. (1) 15. (2) 16. (2) 17. (1) 18. (4) 19. (2) 20. (1)
21. (4) 22. (4) 23. (4) 24. (2) 25. (2) 26. (3) 27. (3) 28. (1) 29. (1) 30. (2)
31. (3) 32. (1) 33. (4) 34. (2) 35. (1) 36. (3) 37. (2) 38. (1) 39. (1) 40. (2)
41. (3) 42. (1) 43. (3) 44. (1) 45. (1) 46. (4) 47. (3) 48. (2) 49. (3) 50. (3)
51. (3) 52. (2) 53. (1) 54. (3)
118
3. (1) It is incorrect that inclusive
education means that individual
differences between students are a
source of problems.
6. (3) In Indian context, learners with
Special Educational Needs (SENs)
do not account students who are
dropouts. School dropouts are
focused under SEN.
7. (4) Purpose and need of inculsive
education is to make students from
diverse background self-reliant,
universalisation of education,
knowledge of modern technologies,
social equality and to make them
responsible citizen.
9. (4) Children from disadvantaged,
deprived communities and they can
also be the children who work as
labour, street children and children
affected by social conflicts and
natural disasters and children
belonging to STs, SCs and backward
classes and girl child.
10. (2) It is a wrong statement that
inclusive education views individual
differences among students as a
source of problems.
11. (3) A better strategy for teaching
children with special needs is
cooperative learning and peer
tutoring.
14. (1) Multilingual character of
Indian society should be seen as a
resource for enrichment of school life.
Child Development & Pedagogy
Explanations
18. (4) Inclusive education refers to a
school education system that includes
children regardless of physical,
intellectual, social, linguistic or other
differently abled conditions.
19. (2) While teaching a single parent
child, a teacher should overlook this
fact and treat such a child at par with
other children.
21. (4) Opening residential schools
would be the most appropriate way to
encourage disadvantaged children to
attend school regularly.
25. (2) In a culturally and linguistically
diverse classroom, before deciding
whether a student comes under
special education category, a teacher
should evaluate student on her/his
mother language to establish
disability.
27. (3) Teachers must believe in
personal accountability for students’
success in the context of dealing with
disadvantaged learners.
29. (1) Inclusion in schools primarily
focuses on making subtle provisions
for special category children .
33. (4) By placing students in the
least restricted school environment,
the school sensitises other children
not to bully or to put the
disadvantaged children down.
35. (1) It is not an example of
discrimination at upper primary level
that many teachers use only lecture
method to teach.
36. (3) A teacher can effectively
respond to the needs of children
from disadvantaged sections, of
society by reflecting on the school
system and herself about various
ways in which biased and
stereotypes surface.
37. (2) A teacher in a multi- cultural
classroom would ensure that the
assessment, considers the
socio-cultural context of her
students.
38. (1) The rationale behind
inclusive education is that society is
heterogeneous and schools need to
be inclusive to cater to
heterogeneous society.
43. (3) A teacher’s most important
role in an inclusive classroom is
to ensure that every child gets
an opportunity to realise her
potential.
47. (3) ‘Inclusion’ is described best
by the fact that it is the philosophy
that all children have a right to get
equal education in a regular school
system.
48. (2) To cater to the children from
disadvantaged background, a
teacher should try to find out more
about them and involve them in
class discussions.
Chapter 14

Identifying and Addressing

Disabled and Learning
Disability Children
Disability is a physical, mental, cognitive or development condition that interferes
with or limits a person’s ability to engage in certain tasks or in typical daily
activities. A learning disability may occur due to various reasons. So, it is necessary
to spot them and see whether it can be dealt with a simple plan or a special method
needs to be devised. When the disabled children are brought in the framework of
inclusive education then the education is thought to have completed its circle.

A physical disability may be defined as a person’s limitation on physical functioning,

mobility or stamina. Such persons are also called as ‘differently-abled’. They may have the
following kinds of impairments
˜ Visual (related to seeing)

˜ Aural (related to hearing)

˜ Physical (related to movement)

˜ Language and other related (related to language, speaking, listening, reading, writing)

˜ Paying attention

˜ Mathematical

˜ Motor

˜ Intellectual (related to brain function) disability.

Many children have difficulty with reading, writing or other learning-related tasks at some
point of time, but this does not mean they have learning disabilities. A child with a learning
disability often has several related signs, and these persist over time. The signs of learning
disabilities vary from person to person.

14.1 Disabilities and Impairments

Methods of identifying and addressing disabled learners are given below based on the
category of disability

14.1.1 Visually Disabled

˜ Such learners are born with visual impairment or become visually impaired later on due
to illness, malnutrition or an accident.
120 CTET & TETs ~ Child Development & Pedagogy
˜ They may be either partially blind or fully blind.
Thus, they face difficulties in various aspects of
their life. Partially blind students can be
identified if they rub their eyes frequently, face
difficulties in reading what is written on the
class board etc.
˜ To address their difficulties, a teacher should
(i) shift them to the front row of the classroom.
(ii) ask their parents to get their eyes checked
by a qualified optician so that remedial
action like wearing of spectacles or other
suitable action can be taken.
(iii) try to arrange textbooks for such children
withlarger print sizes.
(iv) arrange suitable counselling for them and
their family.
˜ Fully blind children must be trained to use books
using Braille printing and such books should be
arranged for them.
14.1.2 Aurally Disabled
˜ Partial or full deafness may be from birth or
caused later on due to illness, or an accident.
˜ They can be identified if they do not respond
when called (unless the calling is very loud) or
respond only after repeated calling, watch
others to imitate what they are doing, increase
the volume of a TV set they are watching to a
very high level etc.
˜ To address their difficulties, a teacher should
(i) shift them to the front row of the classroom.
(ii) ask their parents to get their hearing
checked by a qualified hearing specialist so
that remedial action like wearing a hearing
aid or other suitable action can be taken. If a
hearing aid is used, they must be trained in
its proper and efficient use.
(iii) arrange suitable counselling for them and
their family.
14.1.3 Physically Disabled
˜ Many causes and conditions can affect proper
mobility and movement. The inability to use legs,
arms or the trunk of the body effectively may be
due to paralysis, stiffness, pain, or other
impairments. It may be the result of birth
defects, disease, age or accidents.
˜ These disabilities may also change over a period
of time. Physical disability may also contribute to
other disabilities such as impaired speech,
memory loss, short stature, hearing loss etc.
˜ Such learners may find it difficult to participate in
the classroom when facing social and physical
barriers. However, often they have a lot of
courage and want to be independent, having a
desire to contribute to the fullest level of their
ability. Thus, teachers can address their
disabilities by using the following methods
(i) Talk to them just like to anyone else. Having a
physical disability does not mean that an
individual has an intellectual or hearing
disability.
(ii) Adapt situations to help individuals maintain
self-respect. Avoid situations that may
embarrass or frighten a person with a
physical disability.
(iii) Remember that participation in a classroom is
important to all children. People with physical
disabilities can contribute in classroom
activities as well as others.
(iv) Show compassion, sensitivity, and sincerity
by respecting the learner’s wishes. Maintain a
balance between helping and allowing the
learner to grow by providing for itself.
14.1.4 Language and Other
Learning Disabled
Such learners face significant difficulties in
acquiring and using their abilities for speaking,
listening with understanding, reading, writing,
speaking, paying attention, mathematical or motor
abilities disabilities. How to address each of these
disabilities is given below
Speaking
˜ Speech disorders commonly found are
stammering, stuttering, defect in pronunciation,
defects in speaking sentences correctly etc.
˜ Most of the such defects can be cured if early
action is taken. To address them, the teacher can
(i) suggest their parents to get them checked for
any physical defect in their vocal cords and
other speech related structures in their body.
(ii) Introduce new words to them and explain
their meaning.
(iii) have frequent interactions with them.
(iv) avoid criticising them for speaking faulty
language. They should be gently encouraged
to speak correctly.
CHAPTER 14 : Identifying and Addressing Disabled and Learning Disability Children
˜ To address such disadvantaged learners, teachers
should
(i) focus on interactive communication.
(ii) use active listening.
(iii) incorporate the student’s interests into their
speech.
(iv) ensure that the student has a way to express
its wants and needs appropriately.
(v) reinforce communication attempts (e.g. their
gestures, partial verbalisations).
(vi) paraphrase back what the student has said or
indicated.
(vii) use storybook sharing, in which a story is read
to the learner and responses are asked (praise
is given for appropriate comments about the
content).
(viii) ask open-ended appropriate questions.
(ix) use linguistic scaffolding techniques that
involve a series of questions.
(x) use language for social interaction and to
resolve conflicts.
(xi) emphasise goals and tasks that are easy for
the student to accomplish.
(xii) work at the student’s pace.
(xiii) present only one concept at a time.
(xiv) encourage reading and writing daily.
(xv) use tactile and visual cues (e.g. pictures, 3-d
objects).
(xvi) incorporate vocabulary with the unit being
taught.
(xvii) provide activities that are functional and
practical.
(xviii) be aware of the student’s functioning level in
auditory skills, semantics, word recall, syntax,
phonology and pragmatics as well as how they
affect academic performance.
Listening
˜ Such learners have Auditory Processing Disorder
(APD). They struggle to remember or process
what they hear and thus, they do not like a story
being read to them. They have poor listening
comprehension.
˜ They are also very sensitive to sounds and have
difficulty in filtering out background noises.
˜ To address such disadvantaged learners, teachers
should
(i) show rather than explain any item.
121
(ii) supplement with other senses (use visual
cues, signals, handouts).
(iii) reduce or space directions and give cues
such as ‘ready?’.
(iv) reword or help decipher confusing oral
and/or written directions.
(v) teach abstract vocabulary, word roots,
synonyms/antonyms.
(vi) vary pitch and tone of voice, alter pace,
stress key words.
(vii) ask specific questions as the teachers teach
to find out if they do understand.
(viii) allow them 5-6 seconds to respond (thinking
time).
(ix) have the student constantly verbalise
concepts, vocabulary words, rules etc.
Reading
˜ Such learners have trouble with accurate and
fluent word recognition due to weaknesses in
phonological processing in combination with
fluency and comprehension problems.
˜ These students have trouble learning
sound-symbol correspondence, sounding out
words, and spelling. The term ‘Dyslexia’ is most
often applied to this disability. Learners with
Dyslexia often show other signs of this
condition. These may include
(i) failure to fully understand what others are
saying.
(ii) difficulty organising written and spoken
language.
(iii) delayed ability to speak.
(iv) poor self-expression (for instance, saying
‘thing’ or ‘stuff’ for words not remembered).
(v) difficulty learning new vocabulary.
(vi) trouble learning foreign languages.
(vii) slowness in learning songs and poetry.
(viii) slow reading as well as giving up on longer
reading tasks.
(ix) difficulty understanding questions and
following directions.
(x) poor spelling.
(xi) difficulty recalling numbers in sequence (for
instance, telephone numbers and
addresses).
(xii) trouble distinguishing left from right in
directions.
122
˜ To address such disadvantaged learners, teachers
should
(i) provide a quiet area to them for activities like
reading, answering comprehension questions
etc.
(ii) use audio recorded books.
(iii) use books with large print and big spaces
between lines.
(iv) provide a copy of lecture notes.
(v) disregard wrong spelling in science or other
similar tests.
(vi) allow alternative forms for book reports.
(vii) use multi-sensory teaching methods.
(viii) teach students to use logic rather than rote
learning.
(ix) present material in small units.
Writing
˜ This disorder may cause a learner to be tense and
awkward when holding a pen or pencil, and may
even twist its body. Such learners have very poor
handwriting that they are not able to improve.
˜ The term Dysgraphia is most often applied to this
disability. Learners with Dysgraphia often show
other signs of the condition. These may include
(i) a strong dislike for writing and/or drawing.
(ii) problems with grammar.
(iii) trouble writing down ideas.
(iv) a quick loss of energy and interest while
writing.
(v) trouble writing down thoughts in a logical
sequence.
(vi) saying words out loud while writing.
(vii) leaving words unfinished or omitting them
when writing sentences.
˜ To address such disadvantaged learners, teachers
should
(i) avoid scolding them for sloppy or careless
work.
(ii) use oral exams.
(iii) allow use of tape recorder for lectures.
(iv) allow the use of a note-taker.
(v) provide notes or outlines to reduce the amount
of writing required.
(vi) reduce copying aspects of work (give
pre-printed questions).
(vii) allow use of wide rule paper and graph paper.
CTET & TETs ~ Child Development & Pedagogy
(viii) suggest use of pencil grips and/or
specially designed writing aids.
(ix) provide alternatives to written
assignments (e.g. audio-recorded reports).
Language
˜ Language is related to meanings, rather than
sounds. A language disorder refers to an
impaired ability to understand and/ or use
words in context.
˜ A learner may have an expressive language
disorder (difficulty in expressing ideas or
needs), a receptive language disorder
(difficulty in understanding what others are
saying), or a mixed language disorder (which
involves both).
˜ Learners having language related disorders
can be identified by
(i) improper use of words and their meanings.
(ii) inability to express ideas.
(iii) inappropriate grammatical patterns.
(iv) reduced vocabulary.
(v) inability to follow directions.
˜ To address such disadvantaged learners,
teachers should
(i) speak slowly and clearly and use simple
sentences to convey information.
(ii) refer the student to a speech pathologist.
(iii) allow a recorder for note taking.
(vi) write the main concepts on the board.
(v) provide a support person or tutor of a
similar age.
(vi) use visualisation techniques to increase
listening and comprehension.
(vii) use story starters for creative writing
assignments.
(viii) draw out details with questions and
visualisation strategies.
Paying Attention
˜ This is a mental disorder of the neuro
-developmental type. It is characterised by
problems of paying attention, excessive
activity or difficulty controlling behaviour, all
of which are not appropriate for the learner’s
age.
˜ This disorder is also called Attention Deficit
Hyperactivity Disorder (ADHD). Learners with
CHAPTER 14 : Identifying and Addressing Disabled and Learning Disability Children
ADHD often show other signs of the condition. It
may be
(i) becoming easily distracted, missing details,
forgetting things and frequently switching
from one activity to another.
(ii) having difficulty maintaining focus on one
task.
(iii) becoming bored with a task after only a few
minutes, unless doing something enjoyable.
(iv) having difficulty focusing attention on
organising and completing a task or learning
something new.
(v) having trouble completing or submitting
homework assignments, often losing things
(e.g. pencils, toys, assignments) needed to
complete tasks or activities.
(vi) appearing not to be listening to when spoken
to.
(vii) daydreaming, becoming easily confused, and
moving slowly.
(viii) having difficulty processing information as
quickly and as accurately as others.
(ix) struggling to follow instructions.
(x) having trouble understanding minute details.
˜ To address such disadvantaged learners,
teachers should
(i) seat a child with ADHD away from windows
and near their desk.
(ii) create a quiet area free from distractions for
test-taking and study.
(iii) give instructions one at a time.
(iv) make sure the student has a system for
writing assignments and important dates.
(v) keep instructions simple and structured
using charts and other visual aids.
(vi) allow for frequent breaks.
Logical and Mathematical Ability
˜ Signs of this disability include problems
understanding basic arithmetic concepts, such as
fractions, number lines, and positive and negative
numbers. The term ‘dyscalculia’ is most often
applied to this disability.
˜ Learners with dyscalculia often show other signs
of the condition. These may include
(i) difficulty with maths-related word problems.
(ii) trouble making change in cash transactions.
(iii) disorganisation in putting maths problems on
paper.
123
(iv) trouble recognising logical information
sequences (for instance, steps in maths
problems).
(v) trouble with understanding the time
sequence of events.
(vi) difficulty with verbally describing maths
processes.
˜ To address such disadvantaged learners,
teachers should
(i) allow use of fingers and rough paper to solve
maths problems.
(ii) use diagrams and draw maths concepts.
provide peer assistance.
(iv) suggest use of graph paper.
(v) suggest use of coloured pencils to
differentiate problems.
(vi) draw pictures of word problems.
(vii) use mnemonic devices to learn steps of a
maths concept.
Motor Abilities
˜ Such learners have problems with motor tasks,
such as hand-eye coordination, that can interfere
with learning. The term ‘dyspraxia’ is most often
applied to this disability.
˜ Learners with Dyspraxia often show other signs
of the condition. These may include
(i) problems with organising themselves and
their possessions.
(ii) breaking things.
(iii) trouble with tasks that require hand-eye
coordination, such as colouring within a box,
assembling puzzles and cutting accurately.
(iv) poor body balance.
(v) sensitivity to loud and/or repetitive noises.
(vi) sensitivity to touch, including irritation over
clothing which feels rough or unfit.
˜ To address such disadvantaged learners,
teachers should
(i) disregard poor handwriting.
(ii) allow students to dictate creative stories.
(iii) provide alternatives for written assignments.
(iv) suggest use of pencil grips and specially
designed pencils and pens.
(v) restrict copying tasks.
(vi) provide tracking tools like a ruler.
(vii) use large print books.
(viii) experiment with different paper types: pastel
colours, graph paper etc.
124 CTET & TETs ~ Child Development & Pedagogy
Intellectually Disabled
˜ Such learners are also called mentally
disadvantaged or mentally challenged. Earlier they
were kept in reform institutions to make them
normal.
˜ However, now most mentally disadvantaged
learners are encouraged to live with their families,
participate with their peer groups and even strive
for independence.
˜ This change in attitude is due to a better
understanding of what defines mental retardation,
and what does not.
(i) Such learners can be identified as those who
are slow to learn.
(ii) slow to process thought.
(iii) have an impaired adaptive ability.
(iv) slow in their physical development.
˜ Such children have both a significantly low IQ and
serious difficulties functioning in their day-to-day
life. According to experts, a child with an IQ of 75
or lower falls into the mentally challenged range.
˜ Most mentally challenged children are aware that
they are not as intellectually adept as their peers.
This leads to loss of self-esteem as well as
emotional and behavioural problems.
˜ Younger children may be withdrawn or anxious, or
they may exhibit angry or attention-seeking
outbursts. These problems, if not treated, can
impede a learner’s progress.
14.2 Different Degrees of
Intellectually Disabled
There are four different degrees of mental
retardation. These are based on the functioning level
of the individual. They are as follows
1. Mild
˜ Their IQ score ranges from 50 to 75, and they can
often acquire academic skills up to the elementary
level.
˜ They can become fairly self-sufficient and in some
cases live independently, but with community and
social support. They are commonly labelled as
‘morons’.
2. Moderate
˜ Their IQ scores range from 35 to 55. They can
carry out work and self-care tasks with
moderate supervision.
˜ They are able to acquire communication skills in
childhood and are able to live and function
successfully within the community in a
supervised environment such as a group home.
3. Severe
˜ Their IQ scores range from 20 to 40. They may
master very basic self-care skills and some
communication skills.
˜ Many severely retarded individuals are able to
live in a group home. Both moderate and severe
types of persons together are commonly
labelled as ‘imbeciles’.
4. Profound
˜ Their IQ scores are below 20 to 25. They may be
able to develop basic self-care and
communication skills with appropriate support
and training.
˜ Their retardation is often caused by an
accompanying neurological disorder. They need
a high level of structure and supervision. They
are commonly labelled as ‘idiots’.
14.2.1 Addressing Intellectual
Disability
For learners diagnosed with intellectual disability
early in life, training in independent living and job
skills is often begun in early adulthood. The level
of training depends on the degree of retardation.
Mildly retarded individuals can often acquire the
skills needed to live independently and hold a job
outside the home also.
Moderate to profoundly retarded individuals
usually require supervised community living.
Family therapy can help relatives of the mentally
retarded develop coping skills. This can also help
parents deal with feelings of guilt or anger. A
supportive, warm home environment is essential
to help the mentally retarded reach their full
potential. However, there is no real cure for
mental retardation.
CHAPTER 14 : Identifying and Addressing Disabled and Learning Disability Children
CHAPTER EXERCISE
1. A handwriting problem can be classified as
which of the following difficulties?
(1) Dyslexia (2) Dysphasia
(3) Dysgraphia (4) Dyscalculia
2. Which one of the following is an example of
specific learning disability?
(1) Mental retardation
(2) Dyslexia
(3) Attention deficit hyperactivity disorder
(4) Autism
3. Out of the given conditions, which one
doesn’t signify a learner to be
differently-abled?
(1) One who chews tobacco and gutkha
(2) One who uses a crutch to reach his classroom
(3) One who uses a hearing aid to converse with
others
(4) None of the above
4. Students, who are differently-abled, can get
maximum assistance from their peers if they
(1) share their lunch or eatables with them
(2) share their secrets or crack jokes with them
always
(3) respect them for being normal students
(4) develop social communication with the peers
5. What method/methods a teacher should
adopt to deal with the problems of the
children who are differently-abled?
(1) Behave with the differently- abled children in the
same way as would have been with the normal
ones
(2) Adopting those ways that can preserve their
self-respect
(3) All of the above
(4) None of the above
6. Consider the statements about learning
disability and find the incorrect statement.
(1) Behavioural difficulties is the most significant
challenge that a differently- abled learner faces
(2) If a mother subjects herself to the use of drug
then it may cause a learning disability in the kid
(3) Variation of culture and attitude of the teacher
may cause learning disability
(4) None of the above
125
7. Diagnosis of mental retardation helps us to
know
(1) an estimate of the individual’s present level of
functioning in terms of test performance, social
adjustment etc
(2) the causes of the individual’s inadequacies so
as to provide proper treatment
(3) suitable placement for these individuals
(4) All of the above
8. Which of the following is not affected by
physical disability?
(1) Mobility and movement
(2) Memory loss in partiality
(3) Speech disorders
(4) None of the above
9. Which of the following pairs is incorrectly
matched?
(1) Dyslexia : Neurological disorder
(2) Stammering : Speech disorders
(3) APD : Visual disability
(4) None of the above
10. Which one of the following statements about
dyslexia is false?
(1) It is the most commonly diagnosed learning
disability
(2) Learners with dyslexia have poor spelling
abilities
(3) It is inheritable and runs in families
(4) It affects boys more than girls
11. The teacher has arranged a meeting with
Rahul’s mother to discuss these concerns.
Which of the following statements is best for
the teacher to say to Rahul’s mother?
(1) Tim needs extra practice reading and writing
problematic letters and words at home atleast
30 minutes per day
(2) Please discuss the importance of school work
to Rahul so that he will increase his efforts in
classwork
(3) These are possible symptoms of dyslexia so I
would like to refer him to a specialist for
diagnosis
(4) Please adjust Rahul’s diet because he is most
likely showing symptoms of ADHD due to food
allergies
126 CTET & TETs ~ Child Development & Pedagogy

12. Which of the following is the best example

of differentiating instruction for a child who
Previous Years’ Questions
is facing difficulty in learning? 16. To correct the stammering problem of a class
(1) Exempting half the class from a homework VIII student, a teacher should (CGTET Jan 2011)
assignment (1) ignore the child
(2) Assigning different students to read certain (2) provide more opportunities for speaking
chapters of a read-aloud book (3) check the child whenever she/he stammers
(3) Asking all the boys to make a poster and all (4) seek professional help
the girls to write an essay
(4) Allowing students to summarise a chapter 17. Kavya a student of your class is visually
with a poem, essay or cartoon challenged and you have a function coming up.
What will you do? (CGTET Jan 2011)
13. Which of the following would be an (1) Give her the part of a narrator
important daily-living skill for a high school (2) Ask her to stay at home during the function
student with an intellectual disability (3) Discourage her from participating
(mental retardation)? (4) Give her a less important duty
(1) Knowing the multiplication table
(2) Using a microwave oven 18. ‘Dyslexia’ is associated with (CTET June 2011)
(3) Identifying the states on a map (1) mental disorder (2) mathematical disorder
(4) Stating the main idea of a paragraph (3) reading disorder (4) behavioural disorder
14. Priya, Sona and Shubham are three 19. A student of V-grade with ‘visual deficiency’
students who are studying Oriya as a third should be (CTET June 2011)
language. Priya is learning it with a view to (1) excused to do a lower level of work
be able to appreciate Oriyan poetry in (2) helped with his/her routine-work by parents and
future. Sona is learning it so that she can friends
get excellent grades in her school exams. (3) treated normally in the classroom and provided
Shubham has the intention to get out of support through audio CDs
this as he dislikes it and he has no choice to (4) given special treatment in the classroom
change the language at the school level. The
goals of Priya, Sona and Shubham 20. Centrally sponsored scheme of Integrated
respectively are Education for Disabled Children aims at
(1) mastery, performance, performance avoidance providing educational opportunities to children
(2) performance, performance avoidance, mastery with disabilities in (CTET June 2011)
(3) performance avoidance, mastery, (1) special schools
performance (2) open schools
(4) mastery, performance avoidance, (3) blind relief association schools
performance (4) regular schools
15. Considering the ways of dealing with 21. The best way, especially at primary level, to
learning disability, which of the given is not address the learning difficulties of students is
recommendable? to use (CTET June 2011)
(1) Keep things in perspective and remember (1) a variety of teaching methods suited to the
learning disability isn’t insurmountable. Give disability
the child plenty of emotional and moral (2) expensive and glossy support material
support (3) easy and interesting textbooks
(2) Do your own research and keep abreast of (4) story-telling method
new developments in learning disability
programs, therapies and educational 22. Which of the following is not a sign of reading
techniques difficulty among young learners? Difficulty in
(3) You may have to speak up time and time (CTET June 2011)
again to get special help for your child. (1) reading speed and fluency
Embrace your role as a proactive parent and (2) understanding words and ideas
work on your communication skills (3) spelling consistency
(4) None of the above (4) letter and word recognition
CHAPTER 14 : Identifying and Addressing Disabled and Learning Disability Children 127

23. A provision for education for the children with 31. When a child with a disability first comes to
disabilities can be done through (RTET Feb 2011) school, the teacher should (CTET Jan 2012)
(1) inclusive education (2) mainstreaming (1) conduct an admission test
(3) integration (4) None of these (2) refer the child to a special school according to
24. Which one of the following cause does not the disability
indicate visual problems in the children? (3) seclude him from other students
(1) Difficulty in following direction (PTET Nov 2011)
(4) discuss with the child’s parents to evolve
(2) Frowning collaborative plans
(3) Stumbling 32. Orthopedically impaired children are likely
(4) Unable to estimate distance to have (CTET Nov 2012)
25. Children with speech impairment can be (1) dyscalculia (2) dyslexia
assisted by (PTET Nov 2011) (3) dysgraphia (4) dysthymia
(1) encouraging them to express thoughts in the 33. Learning disabilities are generally found
classroom (CTET Nov 2012)
(2) helping him/her to pronounce correct sounds (1) more often in boys as compared to girls
(3) helping him/her to hear his/her spoken errors (2) more often in children belonging to rural areas
(4) referral to specialist for complete evaluation as compared to urban areas
(3) in specially those children whose paternal
26. Dyslexia is a (CGTET Nov 2011)
relatives have such problems
(1) behavioural disorder (2) neurological disorder (4) in children with average to superior IQs
(3) genetic disorder (4) mental disorder
34. Learning disabilities may occur due to all of
27. Atulya finishes all her work quickly during the the following except (CTET July 2013)
class. Atulya may be (CGTET Jan 2011)
(1) teacher’s way of teaching
(1) a case of ADHD (Attention Deficit Hyperactive (2) pre-natal use of alcohol
Disorder) (3) mental retardation
(2) a naughty child (4) meningitis during infancy
(3) a gifted child
(4) an attention seeker 35. If students repeatedly make errors during a
lesson, a teacher should (CTET July 2013)
28. Seven year old Manohar is unable to read as (1) make changes in instruction, tasks, time-table
per the class level. The teacher should or seating arrangements
(CGTET Jan 2011)
(2) leave the lesson for the time being and come
(1) give him reading exercises of a lower level
back to it after some time
(2) inform the parents
(3) identify, the erring students and talk to
(3) detain him in the same class principal about them
(4) try to find out the cause with expert help (4) make erring students stand outside the
29. A student is aggressive in his behaviour classroom
towards his peer group and does not conform 36. Learning disabilities may occur due to all of
to the norms of the school. This student needs the following except (CTET July 2013)
help in (CTET Jan 2012)
(1) cultural factors
(1) effective domain (2) cerebral dysfunction
(2) higher order thinking skills (3) emotional disturbance
(3) cognitive domain (4) behavioural disturbance
(4) psychomotor domain
37. Learning disability in motor skills is called
30. The major frustration that children with (CTET July 2013)
hearing loss face in the classroom is (1) dysphasia (2) dyspraxia
(CTET Jan 2012) (3) dyscalculia (4) dyslexia
(1) the inability to communicate or share information
with others 38. Learning disability (CTET July 2013)
(2) the inability to take examinations with other (1) does not improve with appropriate input
students (2) is a stable state
(3) the inability to read the prescribed textbook (3) is a variable state
(4) the inability to participate in sports and games (4) need not impair functioning
128 CTET & TETs ~ Child Development & Pedagogy

39. A teacher has some physically challenged 44. Stuttering problems in students can be dealt
children in her class. Which of the following by applying which of the following methods?
would be appropriate for her to say? (CTET Feb 2014)
(CTET July 2013) (1) Pragmatic speech (2) Protracted speech
(1) Polio afflicted children will now present a song (3) Dictated speech (4) Prolonged speech
(2) Wheel-chair bound children may take help of 45. In the context of learning-disabled children,
their peers in going to hall
providing immediate connections, stressing
(3) Physically inconvenienced children may do an
collaboration and leveraging non-learning
alternative activity in the classroom
technologies such as instant messaging,
(4) Mohan, why don't you use your crutches to go
intelligent search and content management
to the playground?
are associated with which of the following
40. A, B and C are three students studying designs? (CTET Feb 2014)
English. ‘A’ finds it interesting and thinks it (1) Reply to remediation
will be helpful for her in future. ‘B’ studies (2) Universal design for learning
English as she wants to secure first rank in (3) Embedded learning
the class. ‘C’ studies it as she is primarily (4) Interventionist learning
concerned to secure passing grades. The goals 46. Many measures have been taken at
of A, B and C respectively are institutional level to check the dropout cases
(CTET July 2013)
in the schools run by government agencies.
(1) mastery, performance, performance avoidance
Which of the following is an institutional
(2) performance, performance avoidance, mastery
reason for children dropping out of these
(3) performance avoidance, mastery, performance
schools? (CTET Feb 2014)
(4) mastery, performance avoidance, performance
(1) Teachers have not been sensitised about the
41. If there is a learning disabled child in your need of treating children well
class, then what will you do? (UTET Sept 2013) (2) There is no alternative curriculum for
(1) Do not pay any attention to him children who reject the compulsory curriculum
(2) Try to find out his/her type of disability and offered
make efforts to teach him (3) There is a lack of infrastructure, such as
(3) Take his extra classes blackboards and toilets
(4) Make his/her sitting arrangement with intelligent (4) Teachers are not having appropriate
students qualifications and are paid lesser salaries
42. Learning disabilities (CTET Feb 2014) 47. A disorder related to language
(1) are also present in children with average or comprehension is (CTET Feb 2014)
above average IQ (1) apraxia (2) dyslexia
(2) are not immutable irrespective of time and (3) aspeechxia (4) aphasia
nature of interventions
48. Following are the examples of developmental
(3) objective facts and culture have no role in
disorder, except (CTET Feb 2014)
determining them
(1) autism
(4) are synonymous with dyslexia
(2) cerebral palsy
43. Which of the following may be the best way (3) post-traumatic stress
to deal with an inattentive child in the (4) attention deficit hyperactivity disorder
classroom? (CTET Feb 2014)
49. The cause of learned helplessness in children
(1) Allow the child to stand while working so as to
is their (CTET Feb 2014)
enable the child to focus attention
(2) Provide the child frequent breaks to refresh (1) acquired behaviour that they will not succeed
her/his attention (2) callous attitude towards classroom activities
(3) Nag the child as frequently in front of the class (3) non-compliance with expectations of their
to make her/him realise parents
(4) Make the child sit in the most distraction (4) moral decision for not taking up studies
reduced area seriously
CHAPTER 14 : Identifying and Addressing Disabled and Learning Disability Children 129

50. Which of the following is not a sign of reading 57. Which of these is a characteristic of a child
difficulty among young learners? with learning disability? (CTET Feb 2015)
(HTET Feb 2014) (1) An IQ below 50
(1) Difficulty in letter and word recognition (2) Difficulty in reading fluently and reversing words
(2) Difficulty in reading speed and fluency (3) Bullying other children and engaging in
(3) Difficulty in understanding words and ideas aggressive acts
(4) Difficulty in spelling consistency (4) Doing the same motor action repeatedly
51. Difficulty in recalling sequence of letters in 58. A child’s notebook shows errors in writing
words and frequent loss of visual memory is like reverse images, mirror imaging etc. Such
associated with (CTET Sept 2014) a child is showing signs of (CTET Feb 2015)
(1) dyslexia (2) dyscalculia (1) learning disadvantage
(3) dysgraphia (4) dyspraxia (2) learning disability
52. Learning disabilities in Mathematics can be (3) learning difficulty
assessed most appropriately by which of the (4) learning problem
following tests? (CTET Sept 2014) 59. Deficiency in the ability to write, associated
(1) Aptitude test (2) Diagnostic test with impaired handwriting, is a symptom of
(3) Screening test (4) Achievement test (1) dysgraphia (CTET Feb 2015)
53. Which of the following is the most (2) dyspraxia
appropriate method to monitor the progress (3) dyscalculia
of children with learning disabilities? (4) dyslexia
(1) Case-study (CTET Sept 2014) 60. There are five students having physical
(2) Anecdotal records disability in a class. During the games period
(3) Behaviour-rating scale they should be (UTET April 2015)
(4) Structured behavioural observation (1) seated in a corner so that these children can
54. The best way to increase the chances of enjoy watching the game
learning disabled students to lead a full and (2) encouraged to take part in the games
productive life, is by (CTET Sept 2014) appropriate for them with other children
(1) focusing on weaknesses of such students (3) allowed to take part only in indoor games
(2) maintaining a high expectation from such (4) forced to play with all the students of the class
students 61. A child with normal intelligence shows
(3) teaching a variety of skills and strategies to difficulty in reading and comprehending
such students that can be applied across a language. It indicates that the child is
range of contexts showing symptoms of (CTET Sept 2015)
(4) encouraging these children to define their own (1) dysgraphia
goals (2) dyscalculia
55. Which of the following approaches suggests (3) dyspraxia
interaction of the child with the people (4) dyslexia
around him and with social institutions to 62. Children with learning disabilities
deal with disruptive behaviour disorder? (CTET Sept 2015)
(CTET Sept 2014)
(1) have confusion between letters and alphabets
(1) Psychodynamic (2) Ecological that look alike
(3) Biological (4) Behavioural
(2) easily recognise and comprehend sight words
56. Reducing the time allotted to complete an (3) have retarded mental development
assignment to make it coincide with time of (4) have low IQ
attention and increasing this time in a
63. Which one of the following behaviours is an
phased manner will be best suited to deal
identifier of a child with learning disability?
with which of the following disorders?
(1) Frequent mood swings (CTET Feb 2016)
(1) Disruptive behaviour disorder (CTET Sept 2014)
(2) Abusive behaviour
(2) Dysphasia
(3) Writing ‘b’ as ‘d’, ‘was’ as saw, ‘21’ as ‘12’
(3) Sensory integration disorder
(4) Low attention span and high physical activity
(4) Attention deficit hyperactivity disorder
130 CTET & TETs ~ Child Development & Pedagogy

64. A child who can see partially (CTET Feb 2016)
(1) Should be put in a ‘regular’ school with no
special provisions
(2) Should not be given education, since it is not of
any use to him
(3) Needs to be put in a separate institution
(4) Should be put in a ‘regular’ school while making
special provisions
65. A teacher has a ‘hearing impaired’ child in
her middle school class. It is important for
her to (CTET Feb 2016)
(1) keep pointing to what the child cannot do over
and over again
(2) ridicule the child and make her sit separately so
that she joins an institution for hearing impaired
(3) ask the school counsellor to talk to the child’s
parents and tell them to withdraw their child
from school
(4) make the child sit at a place from where she
can see the teacher’s lips and facial
expressions clearly
66. Children with learning disability
(CTET Feb 2016)
(1) cannot learn anything
(2) struggle with some aspects of learning
(3) are very active, but have a low IQ
(4) are very wise and mature
67. Which of the following is not a characteristic
of Dyslexia? (REET Feb 2016)
(1) Problems with reading accuracy, speed and
comprehension
(2) Certainty as to right or left handedness
(3) Slow rate of writing
(4) Difficulty in learning and remembering printed
words
68. A teacher asks her class to cover sharp edges
of furniture with cotton and use ‘touch and
feel’ notice boards and books. The needs of
which category of special learners is she
attempting to cater to? (CTET Sept 2016)
(1) Hearing-impaired learners
(2) Visually-impaired learners
(3) Learners-impaired learners
(4) Socially disadvantaged learners
69. A child with hearing impairment
(CTET Sept 2016)
(1) will not benefit from academic education only
and should be given vocational training instead
(2) can do very well in a regular school if suitable
facilities and resources are provided
(3) will never be able to perform at par with
classmates in a regular school
(4) school be sent only to a school for the hearing
impaired and not to a regular school

ANSWERS
1. (3) 2. (2) 3. (1) 4. (4) 5. (3) 6. (3) 7. (4) 8. (4) 9. (3) 10. (4)
11. (3) 12. (4) 13. (2) 14. (1) 15. (4) 16. (2) 17. (1) 18. (3) 19. (3) 20. (4)
21. (1) 22. (2) 23. (1) 24. (3) 25. (4) 26. (2) 27. (3) 28. (1) 29. (1) 30. (1)
31. (4) 32. (3) 33. (3) 34. (1) 35. (1) 36. (1) 37. (2) 38. (3) 39. (4) 40. (1)
41. (2) 42. (1) 43. (4) 44. (4) 45. (4) 46. (2) 47. (4) 48. (3) 49. (1) 50. (1)
51. (1) 52. (2) 53. (4) 54. (3) 55. (2) 56. (4) 57. (2) 58. (2) 59. (1) 60. (2)
61. (4) 62. (1) 63. (3) 64. (4) 65. (4) 66. (2) 67. (2) 68. (2) 69. (2)
CHAPTER 14 : Identifying and Addressing Disabled and Learning Disability Children
4. (4) Students, who are
differently-abled, can get maximum
assistance from their peers if they
develop social communication with
the peers.
11. (3) The behaviours could be
symptoms of dyslexia. The other
options are plausible, but not the best.
Rahul is already showing signs of social
anxiety, so extra practice, or increasing
effort could worsen the anxiety. The
collection of ‘symptoms’ does not
indicate ADHD as much as a learning
disability.
12. (4) This question tests knowledge
about differentiated instruction. So,
option (4) is correct because a
component of differentiated instruction
is allowing students to demonstrate
their understanding of the content in
different ways. Options (1), (2) and (3)
are not examples of differentiating
instruction because they do not allow
for choice. In options (2) and (3),
students are assigned tasks.
13. (2) This question tests knowledge
about the characteristics of an
intellectual disability (mental
Explanations
retardation). Daily-living skills are the
tasks an individual does daily, including
activities for self-care, work, home and
leisure. So, option (2) is the correct
answer because being able to heat up
food would allow the student a measure
of independence.
14. (1) This is a clear instance of
mastery, performance, performance
avoidance.
19. (3) A student of V-grade with
visual deficiency should be treated
normally in the classroom and
provided support through audio CDs.
22. (2) Understanding words and
ideas is not a sign of reading difficulty
among young learners, whenever it
becomes difficulty.
25. (4) Children with speech
impairment can be assisted by
referral to specialist for complete
evaluation.
30. (1) The major frustration that
children with hearing loss face in the
classroom is the inability to
communicate or share information
with others.
131
33. (3) Learning disabilities are
generally found in specially those
children whose paternal relatives
have such problems that means it is
genetic.
35. (1) If students repeatedly make
errors during a lesson, a teacher
should make changes in instruction,
tasks, time-table or seating
arrangements.
54. (3) The best way to increase the
chances of learning disabled
students to lead a full and productive
life, is by teaching a variety of skills
and strategies to such students that
can be applied across a range of
contexts.
62. (1) Children with learning
disabilities have confusion between
letters and alphabets that look alike.
69. (2) A child with hearing
impairment can do very well in a
regular school if suitable facilities
and resources are provided and
special facilities should be provided
to them.
Chapter 15

Identifying and Addressing

the Talented, Creative and
Specially Abled Learners
A classroom has every kind of students. It has intelligent, slackers, talented and gifted
kids. For a cohesive and proper classroom, it is needed that a teacher must plan his
teaching methodology that conforms to the specific needs of every type of learners.
This brings the element of sound teacher-education principles in use and its essence
as a requisite to teaching-learning process.

Gifted and talented children are at the opposite end of the learning scale to learning
disabled learners. Thus, they are also called specially-abled learners.
However, our educational traditions make it difficult to address student differences.
Normally, the teacher presents the lessons to the whole class together and all students
complete the same assignments at the same time. However, such a method of pedagogy has
become increasingly ineffective as classrooms become more inclusive and diverse.
Consequently, strategies for differentiating instruction are required, not only for the
learning disabled, but also for the specially-abled learners. These learners need to be
identified and strategies of pedagogy to address their needs should be formulated so that
their development proceeds normally.

15.1 Specially Abled Learners

˜ In the past, gifted, talented or creative children were associated primarily with high IQ. It
was assumed that gifted students were born with high intelligence, were identifiable by
their high grades and test scores and were capable of excelling in all areas of school and
of life. But this view is changing now due to general acceptability of Gardner’s theory of
multiple intelligences.
˜ Thus, it is now understood that there are different ways of being gifted rather than a
fixed list of qualities of such learners. This theory reflects what teachers know about
their students that there are many different ways of being ‘smart’.
˜ Traditional IQ tests and most other standardised tests also measure only
logical-mathematical and linguistic intelligence, but this is changing as teachers attempt to
include all eight of Gardner’s intelligences into their teaching.
˜ Thus, schools must become more specific about identifying abilities and areas of strength
rather than giving students a general ‘gifted’ or ‘talented’ label.
CHAPTER 15 : Identifying and Addressing the Specially Abled Learnern 133

˜ To address the needs of such learners, they need given below (suggested by educational psychologist
to be identified by understanding their EP Torrance) and providing the opportunities to
characteristics. such learners as given under each characteristic
1. Fluency This is the ability to produce a number
15.1.1 Characteristics of Gifted of different ideas. To promote fluency, the
teacher can provide learners with more
and Talented Learners opportunities that stimulate their thought
Teacher observations are often the best source of process. He can ask open-ended questions and
information for identifying high-ability students. children’s opinions. He should encourage the
Students who are gifted in Mathematics and/or learner to explore and experiment, as this will
Science may not excel in other school subjects (like enhance cognitive growth.
music, art etc), and therefore may not be formally 2. Flexibility This is the ability to approach
identified as gifted. Some indicators of different situations and develop solutions to
mathematical and scientific giftedness are given them from a number of different perspectives.
below The teacher can encourage flexibility by
Indicators of Indicators of Scientific allowing learners to experiment and make
Mathematical Giftedness Giftedness mistakes. This unleashes their creative thinking.
Unusual curiosity about Strong curiosity about They feel free to imagine, invent, create and try
numbers and mathematical objects and environments out new ways to do things. Asking questions
information during an activity or when a problem arises such
Ability to understand and High interest in as “How is another way we could do this or solve
apply ideas quickly investigating scientific it?” encourages children to think ‘out-of- the-
phenomena box’.
High ability to see patterns Tendency to make 3. Originality This is the ability to have a new or
and think abstractly observations and ask
novel idea. To promote originality, the teacher
questions
can provide a variety of materials and
Use of flexible and creative Interest in collecting,
strategies and solutions sorting and classifying
experiences in which children can use their
objects imagination and create. For instance, by painting
Use of analytical, deductive Unusual ability to
or constructing something out of plasticine (a
and inductive reasoning generate creative and soft modelling material) they are creating
valid explanations something out of nothing.
4. Elaboration This is the ability to extend ideas.
Levels of Ability The teacher can give children new ways of doing
familiar everyday activities. For instance,
Levels of ability of gifted and talented children vary providing a pipe cleaner and other items to stick
over a range of IQ from 130 upto 200. Accordingly, into plasticine would allow children to elaborate
they have been classified in levels of giftedness during their play.
differently by different educational psychologists.
One such classification (WISC – IV, 2008) is given 15.1.3 Considerations in
below
1. Moderately gifted — IQ 130 – 144 Identification of Gifted,
2. Highly gifted — IQ 145 – 159 Talented and Creative
3. Exceptionally Gifted — IQ 160 – 179
4. Profoundly Gifted — IQ 180+
Learners
According to educational psychologists, the terms
15.1.2 Characteristics of ‘giftedness’ and ‘talent’ have slightly different
meanings. Gagne (1992) defines giftedness and
Creative Learners talent slightly different from each other in his
When suggesting activities to be carried out by Differentiating Model of Giftedness and Talent
learners in the classroom, the teacher can make (DMGT).
such activities more interesting for creative He says, “Giftedness is the possession and use of
learners by observing their typical characteristics untrained and spontaneously expressed natural
134 CTET & TETs ~ Child Development & Pedagogy
abilities (called aptitudes or gifts) in at least one
ability domain to a degree that places an individual
at least among the top 10% of age peers”.
Teachers and schools must use multiple sources of
data to identify gifted students. Besides grades and
test scores, other forms of assessment provide a
richer and more accurate picture of students’
strengths and abilities. These include
1. Teacher Observations Teachers who establish
relationships with their students are able to
identify high-ability students immediately and
they are the best source to do so.
2. Interviews with Students Trained educational
psychologists can identify such learners by
interviewing them.
3. Information from Parents Often the parents of
the child can identify a child who is talented or
gifted in a particular domain by observing the
child’s behaviour at home.
4. Portfolios of Student Work These are more
useful for identifying creative learners.
15.2 Addressing Specially
Abled Learners in an
Inclusive Classroom
Research on the human brain indicates that learning
takes place when students’ abilities and interests are
stimulated by a suitable challenge.
This often leads to problems for gifted students in
an inclusive classroom, in which all levels of learning
ability students are present. If the content and tasks
that are suitable for a normal learner at their grade
level are too easy for gifted students, they will not
be engaged, so that they will not be learning.
Mathematics and Science curricula, as they are
traditionally taught, are often unsuitable for gifted
students because they are highly repetitive and
provide little depth. The suggested method to keep
such bright students engaged is called ability
grouping.
15.2.1 Ability Grouping
˜ This term refers to groups organised by the
teacher within heterogeneous classrooms.
˜ There are two types of groups which can be
created by the teacher for effective engagement
of the gifted learners and also to benefit other
learners. These are as follows
(i) Heterogeneous Group A group of students
having varied intellectual levels and interests.
Thus, all gifted or talented children in a
particular domain will be put in different
groups of learners.
(ii) Homogeneous Group A group of students
having a similar intellectual level. Thus, all
gifted or talented children in a particular
domain will be grouped together.
˜ Sometimes, gifted students benefit from the
challenge and the extended possibilities of
working with other students of similar abilities.
Yet they also need to work in heterogeneous
groups where they learn from their classmates
and have opportunities to deepen their
understanding by explaining what they have
learned from others.
15.2.2 Pedagogy Strategies
˜ An effective strategy for pedagogy to address
gifted, talented and creative learners in an
inclusive classroom requires the teacher to use
the concept called Differentiated Instruction.
˜ This is a comprehensive approach to teaching
that guides teachers in all aspects. It is a
continuous process of learning about students’
needs and interests and using that knowledge to
guide instruction.
˜ However, it does not mean grading gifted
students harder than others or assigning extra
work to keep them busy.
˜ Teachers should use their knowledge of
students to determine how content is
presented, what activities are suitable and how
to guide students in demonstrating what they
have learned.
In this context, the teachers may follow the
strategies given below
Changing the Learning Environment
˜ The classroom organisation should be suitably
changed to allow students to choose what they
want to work on at least part of the time.
However, they will still be accountable for
completing specific activities or demonstrating
what they have learned within a certain period
of time, but they may choose when or how they
will work.
CHAPTER 15 : Identifying and Addressing the Specially Abled Learnern
This can be accomplished by the teacher using
methods like those given below
(i) Use activities that students can complete with
little supervision, like writing journal entries or
working on a portfolio, so that the teacher can
work directly with the rest of the students.
(ii) Involve students in creating classroom
procedures and rules and in organising their
time. This helps them to build important skills in
decision making, negotiating and planning. It
also ensures that students feel at home and
involved in the classroom.
(iii) Create assignment cards instead of giving
directions orally or writing multiple sets of
directions on the board. This will help in having
instructions available for easy access to all.
Differentiating Content
Many approaches for addressing gifted learners have
been suggested in this regard. Some of these
approaches are as follows
˜ Organising the curriculum around major themes
and ideas increasing the level of abstractness and
complexity of the content (particularly for
Mathematics and Science).
˜ Adding variety to the content.
˜ Providing gifted students with advanced materials
like trade books, textbooks of higher classes,
higher level books available in the school library
etc.
˜ Designing content for gifted learners
corresponding to the three higher levels of Bloom’s
Taxonomy. These levels are analysis, synthesis and
evaluation. This will enable such students to work
with content in more advanced and challenging
ways.
Differentiating Processes
˜ The most common method used for keeping gifted
and creative learners engaged is to involve them in
‘self-directed learning’.
˜ This means that such learners should be able to
(i) make decisions based on self-knowledge.
135
(ii) take responsibility for completing their work
in time and at an acceptable level.
(iii) seek and articulate problems and determine
a method for solving them.
(iv) evaluate their own work.
They can achieve these objectives through
(i) Orientation They develop an understanding
of their abilities, skills, interests and learning
styles.
(ii) Enrichment Activities They are exposed to a
wide range of content areas, including
cultural activities and field trips, and discuss
their emerging interests.
(iii) Seminars They explore topics of interest in
small groups.
(iv) Individual Development They learn skills of
problem solving, goal setting, creativity and
self- assessment, as well as knowledge about
careers and interpersonal skills.
Differentiating Products
˜ Gifted, talented and creative learners should be
asked to create complex products similar to
those created by professionals.
˜ These products should require such learners to
stretch their abilities and extend their
knowledge, provide authentic and challenging
learning experiences, as well as making
meaningful assessments. For instance, they
may conclude a unit in Science by creating a
‘product’ for publication that will communicate
what they have learned, such as news articles,
technical reports, letters or drawings based on
their findings from an inquiry.
˜ The important requirement is that their
‘product’ requires them to transform
information.
˜ In collaboration with the teacher, such learners
should develop the criteria for judging their
own work.
˜ They can also be made responsible for finding
and correcting their mistakes, as well as
discovering methods to verify their work.
136 CTET & TETs ~ Child Development & Pedagogy

CHAPTER EXERCISE
1. Teaching methods for gifted children should 8. Amongst the given traits, which one is not a
encourage sign of a creative child?
(1) convergent thinking (2) abstract thinking (1) He will show intense discipline in the classroom
(3) creative thinking (4) Both (2) and (3) (2) His essays will be in his own words whenever
he writes one such
2. Which of the following is not helpful for
(3) His speech will be truly fluent and stammering
development of creativity in children?
free
(1) Playing (2) Lecture
(4) He will be flexible enough in terms of his habit,
(3) Story-writing (4) Experiment
time-table etc
3. Specially- abled learners include 9. Which of the following pairs is not correctly
(1) creative children matched?
(2) gifted children
(1) Intelligent learners : They are creative
(3) All of the above
(2) Creative learners : Sensitive to criticism
(4) None of the above
(3) Creative learners : Risk seekers, enthusiast,
4. The change in the understanding regarding a dedicated to own ideas
gifted child is due to (4) Creative learners : Social animals in the
(1) common acceptance of Gardner’s theory of personal relations with
multiple intelligence others
(2) increase in the use of technology in the
10. The teacher can differentiate content so as to
educational domain
engage gifted learners by .......... .
(3) development of pedagogical concepts in the
modern teaching (1) reducing its level of abstractness and complexity
(4) None of the above (2) adding variety to the content
(3) designing content corresponding to
5. Which of the following is a characteristic of remembering, understanding and applying the
the gifted child? concepts being taught
(1) Coming to the class on time always (4) All of the above
(2) Finishing homework on a regular bases
11. Identify the incorrect assumption from the
(3) Being quicker than others in terms of academic
given ones.
domain
(1) Self-directed learning for gifted students means
(4) None of the above
that they speak out their problems and find
6. Mathematics giftedness can be spotted in methods for solving them
I. transferring a mathematical concept to a (2) Making new models is a highly creative activity
situation that is unknown. (3) Gifted child will write an original hypothetical
II. ability in solving complex word problems. description
III. keen orientation about environment and (4) None of the above
surroundings.
Codes Previous Years’ Questions
(1) Only I (2) Both II and III 12. Ability of knowing the meaning of problem,
(3) Both I and II (4) Both I and III weaknesses and gaps related to environment
7. Which of the following is the usual method is a characteristic of (RTET Feb 2011)
used by good teachers to keep gifted and (1) gifted children (2) average children
creative learners engaged? (3) creative children (4) None of these
(1) Allowing them to complete their work beyond 13. In order to nurture creativity, a teacher
the normal time should take help of which of the following
(2) Involving them in self-directed learning methods? (RTET Feb 2011)
(3) Getting their work assessed by normal learners (1) Brainstorming (2) Lecture method
(4) All of the above (3) Audio-visual aids (4) All of these
CHAPTER 15 : Identifying and Addressing the Specially Abled Learnern 137

14. The gifted child (PTET Nov 2011) 22. Science and art exhibitions, music and dance
(1) learns rapidly and easily shows and bringing out school magazines, are
(2) retains what he/she has heard or read without meant to (CTET Jan 2012)
much rote drill (1) provide a creative channel for learners
(3) reasons things out (2) train students for various professions
(4) attends to stimuli for a shorter period (3) establish a name for the school
15. An intelligent student is not doing well in (4) satisfy the parents
studies. What is the best course of the action 23. Gifted students will realise their potential
for the teacher? (PTET Nov 2011) when (CTET Jan 2012)
(1) Wait till he performs better (1) they are tested frequently
(2) Find out reason for his under achievement (2) they learn with other students
(3) Give him grace marks in the examination (3) they are segregated from other students
(4) Ask his parents to withdraw from school (4) they attend private coaching classes
16. Creative writing should be an activity 24. Gifted students are (CTET Nov 2012)
planned for (PTET Nov 2011) (1) introvert in nature
(1) only those children who read on grade level (2) non-assertive of their needs
(2) only those children who spell and write (3) independent in their judgements
cohesive sentences (4) independent of teachers
(3) only those children who want to write for
25. Gifted students (CTET Nov 2012)
newspaper
(4) all children (1) realise their full potential without any help
(2) perform exceptionally well in any field important
17. Which of the following is not a sign of ‘being to human being
gifted’? (CGTET Jan 2011) (3) are generally physically weak and not good at
(1) Curiosity (2) Creativity social interaction
(3) Poor relationship with peers (4) generally do not like their teachers
(4) Interest in extra reading
26. Acceleration with reference to gifted children
18. ........... is not considered a sign of being means (CTET Nov 2012)
gifted. (1) promoting such students to next higher grade
(CTET June 2011)
by skipping the present grade
(1) Creative ideas (2) Fighting with others
(2) accelerating the process of assessment
(3) Novelty in expression (4) Curiosity
(3) accelerating the transaction of scholastic
19. Creative answers require (CTET June 2011) activities
(1) content-based questions (4) speeding up the transaction of co-scholastic
(2) open-ended questions activities
(3) a highly disciplined classroom
27. Which of the following is the most
(4) direct teaching and direct questions
appropriate for gifted students?
20. A teacher wants the gifted children of her (CTET Nov 2012)
class to achieve their potential. Which of the (1) Write a report on a school match recently held
following should she not do to achieve her (2) Write an original play on given concepts
objective? (CTET June 2011) (3) Solve exercises given at the end of five chapters
(1) Teach them to manage stress at one go
(2) Segregate them from their peers for special (4) Teach their class on Teachers Day
attention 28. What is the sign of being gifted?
(3) Challenge them to enhance their creativity (HTET June 2013)
(4) Teach them to enjoy non-academic activities I. Novelty in expression
21. A creative learner refers to one who is II. Curiosity
(1) highly intelligent (CTET June 2011) III. Talkativeness
(2) capable of scoring consistently good marks in IV. Hyper activeness
tests Codes
(3) good at lateral thinking and problem solving (1) I and IV (2) I and II
(4) very talented in drawing and painting (3) III and IV (4) II and III
138 CTET & TETs ~ Child Development & Pedagogy

29. Which one of the following is not the 37. Which one of the following is an appropriate
characteristic of creativity? (HTET June 2013) assignment for a gifted student?
(1) Flexibility (2) Originality (CTET Feb 2014)
(3) Elaboration (4) Consistency (1) Create a prototype of a new Science book
based on different themes
30. Creative thinking is always (HTET June 2013) (2) Letting him/her finish the textbook on his/her
(1) destructive (2) constructive own before the entire class
(3) convergent (4) monotonous (3) Many more exercises of the same type in
31. “The gifted child is one, who is specific in the comparison to other students
quantity of his production, rate and quality.” (4) Asking him/ her to tutor the peers to channelise
This statement is given by the energy and keep him/ her busy
(HTET June 2013) 38. Multiple pedagogical techniques, assorted
(1) Terman and oden (2) Carrol and Martens learning material, multiple assessment
(3) RW Taylor (4) None of these techniques and varying the complexity and
32. Gifted students (CTET July 2013) nature of the content are associated with
(1) cannot be learning disabled which of the following? (CTET Feb 2014)
(2) need support not ordinarily provided by the (1) Universal design for learning
school (2) Remedial teaching
(3) can manage their studies without a teacher (3) Differentiated instruction
(4) can be good models for other students (4) Reciprocal teaching
33. Giftedness is due to (CTET July 2013) 39. Which of the following is true about gifted
(1) psychosocial factors learners? (CTET Feb 2014)
(2) genetic makeup (1) They make everyone else smarter and are
(3) environmental motivation essential for collaborative learning
(4) combination of (2) and (3) (2) They always lead others and assume extra
34. Gifted students are (CTET July 2013) responsibility in the classroom
(1) convergent thinkers (3) They may achieve lower grades due to their
(2) divergent thinkers heightened sensitivity
(3) extroverts (4) Their importance is primarily due to their brain
(4) very hard working power
35. The shaded area represents students in a 40. Which of the following would encourage the
normal distribution who fall (CTET July 2013) least a student who wants to become a highly
creative theater artist? (CTET Feb 2014)
(1) Try to win the state level competition that will
High High
Motivation Creativity ensure you scholarship
(2) Develop empathetic, amicable and supportive
relationships with your peer theater artist
(3) Devote your time to those theatrical skills that
High you find most enjoyable
Intelligence
(4) Read about the performances of the world’s
best theater artists and try to learn
(1) at σ = 0 (2) between 2σ − 3σ
(3) after 3σ (4) between σ − 2σ
41. “Creativity is a mental process to express the
original outcomes.” Who stated the above
36. Which one of the following statements is true statement? (UPTET Feb 2014)
about ability and ability grouping? (1) Crow and Crow (2) James Drever
(CTET Feb 2014) (3) Ross (4) Skinner
(1) Children are intolerant and do not accept
differences 42. Which is incorrect about creativity?
(2) Teachers may use multi-level teaching to cater (HTET Feb 2014)
to different ability groups (1) Creativity and intelligence always go hand in hand
(3) Students learn better in homogeneous groups (2) Creativity is flexible
(4) For smooth and effective teaching, class should (3) Creativity is universal concept
be homogeneous (4) Creativity carries ego involvement
CHAPTER 15 : Identifying and Addressing the Specially Abled Learnern 139

43. Renzulli is known for his ............. definition of 51. Which one of the following is not a
giftedness. (CTET Sept 2014) characteristic of gifted children?
(1) four- tiered (2) four level (CTET Sept 2015)
(3) three circle (4) three-sided (1) High self efficacy
(2) Below average mental processes
44. For gifted students, (CTET Sept 2014)
(3) Solving problems insightfully
(1) it is safe to consider aptitude as a skill (4) Higher order mental processes
(2) there is no need to monitor progress
(3) the teacher should adapt as the student changes 52. Which one of the following is related to
(4) the teacher should initiate and lead problem creativity? (CTET Sept 2015)
solving (1) Convergent thinking (2) Emotional thinking
(3) Egoistic thinking (4) Divergent thinking
45. Fluency, elaboration, originality and flexibility
are the factors associated with (CTET Sept 2014) 53. Children are most creative when they
(1) giftedness (2) talent participate in an activity (CTET Feb 2016)
(3) divergent thinking (4) acceleration (1) to escape their teacher’s scolding
(2) under stress to do well in front of others
46. Gifted students may be asked to spend more (3) out of interest
time on questions dealing with (CTET Sept 2014) (4) for rewards
(1) remembering (2) understanding
(3) creating (4) analysing 54. Teachers can encourage children to think
creatively by (CTET Feb 2016)
47. Giftedness from the teacher’s point of view is a
(1) asking them to memorise answers
combination of (CTET Feb 2015)
(2) asking them recall-based questions
(1) High ability-high creativity-high commitment (3) giving them multiple-choice questions
(2) High motivation- high commitment- high talent (4) asking them to think of different ways to solve
(3) High ability- high talent- high commitment a problem
(4) High talent- high creativity- high memory
55. In the identification of the gifted children
48. ‘Out-of-the-box’ thinking is related to we must give priority to (REET Feb 2016)
(1) consistent thinking (CTET Feb 2015) (1) the parents’s opinion
(2) memory-based thinking (2) the result of objective tests
(3) divergent thinking (3) the teachers’ opinion
(4) convergent thinking (4) the community’s view point
49. Which one of the following would be the most 56. Gifted children are best catered to by
effective way to identify a creative child by the
educational programmes that
teacher? (CTET Feb 2015) (CTET Sept 2016)
(1) observing how the child interacts with peers in (1) emphasise mastery of knowledge by recall
team tasks (2) make use of gifts and rewards to motivate
(2) Detailed observation of the child especially when them to perform according to minimum
she solves problems standards of learning
(3) Administering standardised intelligence tests (3) stimulate their thinking and give them
(4) Giving objective type tests opportunities to engage in divergent thinking
50. What is creativity? (CTET Sept 2015) (4) control their aggressive behaviour
(1) A form of intelligence that refers to skills that 57. Which of the following is a characteristic of
depend on accumulated knowledge and gifted learner? (CTET Sept 2016)
experience
(1) He can feel under stimulated and bored if the
(2) A form of intelligence that depends heavily on
class activities are not challenging enough
information-processing skills including the speed
of processing (2) He is highly temperamental
(3) Ability to identify or prepare original and divergent (3) He engages in ritualistic behaviour like hand
solutions to problems flapping, rocking etc
(4) Creativity is best defined as an IQ of above 200 (4) He get aggressive and frustrated
140 Child Development & Pedagogy

ANSWERS
1. (4) 2. (2) 3. (3) 4. (1) 5. (3) 6. (3) 7. (2) 8. (1) 9. (4) 10. (2)
11. (4) 12. (3) 13. (1) 14. (3) 15. (2) 16. (4) 17. (3) 18. (2) 19. (2) 20. (2)
21. (3) 22. (1) 23. (2) 24. (3) 25. (2) 26. (1) 27. (2) 28. (2) 29. (4) 30. (3)
31. (1) 32. (2) 33. (4) 34. (2) 35. (3) 36. (2) 37. (1) 38. (3) 39. (2) 40. (1)
41. (1) 42. (1) 43. (3) 44. (3) 45. (1) 46. (3) 47. (1) 48. (3) 49. (2) 50. (3)
51. (2) 52. (4) 53. (3) 54. (4) 55. (2) 56. (3) 57. (1)

1. (4) Teaching methods for gifted
children should not encourage
convergent thinking, but abstract
and creative thinking.
2. (2) Lecture is not helpful for
development of creativity in
children as this method of teaching
is not child-centred.
4. (1) The change in
understanding regarding a gifted
child is due to common
acceptance of Gardner’s theory of
multiple intelligence.
12. (3) Ability of knowing the
meaning of problem, weakness
and gaps related to environment is
a characteristic of creative children.
23. (2) Gifted students will realise
their potential when they learn with
other students.
Explanations
25. (2) Gifted students perform
exceptionally well in any field
important to human being.
26. (1) Acceleration with reference
to gifted children means
promoting such students to next
higher grade by skipping the
present grade.
36. (2) It is true about ability and
ability grouping that teachers may
use multi-level teaching to cater to
different ability groups.
37. (1) An appropriate assignment
for a gifted student is to create a
prototype of a new science book
based on different themes.
39. (2) It is true about gifted
learners that they always lead
others and assume extra
responsibility in the classroom.
46. (3) It is incorrect about creativity that it
always goes hand-in-hand with
intelligence.
47. (1) Giftedness is a combination of high
ability-high creativity- high commitment.
48. (3) ‘Out-of-the-box’ thinking is related
to divergent thinking.
50. (3) Creativity is the ability to identify or
prepare original and divergent solutions to
problems.
51. (2) Below average mental processes is
not a characteristics of gifted children.
54. (4) Teachers can encourage children
to think creatively by asking them to think
of different ways to solve a problem.
56. (3) Gifted children are best catered to
by educational programmes that
stimulated their thinking and give them
opportunities to engage in divergent
thinking.
Chapter 16

Thinking and Learning

in Children
Learning is not just the name of remembering or memorising things on the go.
Learning is provided by thinking that comes from the proper tutoring of the learners
that usually belongs to different segments and different strata of the society. Thinking
is the main component of learning. If children become able to think on their own
then learning becomes an easy task to be completed. So, the improvement in thinking
ability is the real parameter of learning in students.

Before children enter school, they have already started learning from various sources like
their family, friends, the neighbourhood etc. They already possess basic skills like eating,
washing, toilet etiquettes etc at the time of joining a school. Hence, a teacher must instill
the values associated with the things that help children in being rational and able to think.

16.1 How Children Think and Learn

Children are full of ideas and thoughts due to their experiences. Their thought patterns are
different from those of adults and are also expressed in different ways. They develop over a
certain time period, categorised by Piaget into the four stages of cognitive development
which he called as Sensorimotor (birth – 2 years), Pre-operational (2 years – 7 years), Concrete
operational (7 years – 11 years) and Formal operational (11 years – 15 years and above).

16.1.1 Thinking Processes in Children

The thinking processes in children are based on
1. Manifestation When children observe objects and situations in their physical and
psychological environment, they increase their knowledge and develop their thinking.
2. Imagination Even if some person or object is not observable, a child can use its
imagination to increase its learning and decide future behaviour.
3. Concepts Concepts require a higher level of thinking for a child. Things like location,
weight, time, distance and numbers are examples of concepts.
4. Experience : Good or Bad Based on their favourable or unfavourable experiences, children
draw conclusions about their observations.
5. Interest/Desire Children develop new ways of thinking due to their interests and desires.
The family members and teachers should encourage this to develop their curiosity and
speed up their learning.
6. Imitation When children observe others taking some actions and the results of such
actions, they try to imitate the same and increase their power accordingly.
142 CTET & TETs ~ Child Development & Pedagogy
7. Logic and Reasoning This is the highest level of
thinking and develops as the child’s language
develops. Children follow two kinds of reasoning,
which are as follow
(i) Deductive Reasoning, also called top-down
logic, starts with a general statement like “All
green plants need sunlight.” The next step is
reducing the general to a particular example,
like “This rosebush is a green plant.” Finally,
the child draws the conclusion ‘Thus, this
rosebush needs sunlight.’
(ii) Inductive Reasoning or bottom-up logic, is the
reverse of deductive reasoning. This method
starts with pieces of information or
observations and concludes with a
generalisation. However, this may or may not
be actually factual. An instance is two
statements like “My bicycle has a flat tyre”
and “My bicycle is black in colour” which may
lead the child to wrongly conclude, “Thus,
black colour bicycles have flat tyres.”
Inductive reasoning is rarely as good as
deductive reasoning because it goes from a
limited experience to a generality.
16.1.2 Steps to Improve
Thinking in Children
Parents and teachers must pay attention to
developing the thinking capacity of children. It can
be accomplished by the methods given below
˜ Children must be encouraged and motivated to
think and articulate their thoughts through
language development.
˜ Children’s interests should be developed,
otherwise thinking will not develop.
˜ Children should be given tasks to shoulder various
responsibilities according to their age or
developmental stage. This will make the children
think how they can successfully manage their
responsibilities.
˜ Children should be taught how to solve on their
own the problems that they face in everyday life.
This can be developed by parents and teachers by
giving them new knowledge according to their age.
˜ In case, children are not able to solve problems on
their own, they should be taught how to discuss
the issues with their parents and teachers.
˜ A learning environment should be created for the
child so that it understands the importance of
thinking.
16.1.3 Theories of Learning in
Children
Various experts have suggested theories on how
children learn. The most popular one was proposed
by Edward Thorndike, which is also labelled as
‘Connectionism’. He said that learning is the result
of associations forming between Stimuli (S) and
Responses (R). Such associations or ‘habits’ become
strengthened or weakened by the nature and
frequency of S-R pairings. The principle for S-R
theory is trial and error learning, in which certain
responses come to dominate others due to
rewards. Thorndike’s ‘Laws’ of learning are given
below
Law of Readiness
Learning takes place when an action tendency is
aroused through preparatory adjustment, set or
attitude. Readiness means a preparation for action.
If one is not prepared to learn, learning cannot be
automatically instilled in one. For instance, unless a
person who wants to become a typist prepares to
start learning typing, he would not make much
progress due to working in a lethargic and
unprepared manner.
Law of Exercise
Drill or practice helps in increasing efficiency and
durability of learning. Connections are
strengthened with trial or practice, as well as being
weakened when trial or practice is discontinued.
Examples of this are learning to drive a motor car,
typing, singing or memorising a poem etc.
Law of Effect
The trial or practice leading to satisfaction gives
connection to the learning. A satisfying state leads
to consolidation and strengthening of the
connection, whereas dissatisfaction, annoyance or
pain leads to the weakening of the connection.
Thus, the law says that if the response satisfies the
child, it is learnt and selected, while dissatisfying
responses are eliminated. We can also say that the
greater the satisfaction, the stronger will be the
motive to learn.
Besides these three basic laws, Thorndike referred
to five subordinate laws which further help to
explain the learning process. These laws are
related to
1. Multiple–Response The child varies or changes
its response till a suitable behaviour is found.
CHAPTER 16 : Thinking and Learning in Children
2. Set or Attitude Learning is more effective in the
child if it has the attitude to learn more or to excel.
3. Pre-Potency of Elements The child reacts
selectively to the important or essential elements
in the situation and neglects the other features or
elements which may be irrelevant or non-essential.
This is similar to the Gestalt theory proposed by
other educational psychologists.
4. Response by Analogy The child utilises elements in
the new situation which are common with a past
situation.
5. Associative Shifting The child will give a response,
of which it is capable, associated with any other
situation to which he is sensitive.
16.1.4 Children’s Failure in
School
Some students fail in school due to being afraid, bored
or confused. Others may fail due to poor and
ineffective teaching methods used by teachers.
Manifestations of such failure and their reasons are
given below
1. Fear Sometimes there is an environment of fear of
failure, humiliation or disapproval in the classroom,
either created by the parents or by the teacher due
to the responses to the student’s answers to
questions.
Too much confidence can prevent a student from
acknowledging and improving on weaknesses. For
some children, the very thought of not being able
to succeed is enough to stop them from attempting
anything at all.
2. Boredom When children are smaller, they do not
attend school and can explore freely and indulge in
activities that interest them. But when they start
attending school, the teachers usually ask them to
perform repetitive tasks which may not match
their interests and needs.
Thus, their capabilities and potential are not
utilised. They feel bored with life at school and
want to escape from it at any cost.
3. Confusion A child may be confused due to
contradiction between what it learns at home
before joining school and what it is taught in
school.
The questions asked by the child to the teacher
often do not get answers which satisfy the child,
143
unlike the home, where parents are more
attentive.
4. Poor Teaching Strategy Teacher’s strategies
often may not match the child’s interests and
capabilities. If these strategies create a fear of
humiliation, the child may create a defence
mechanism.
This may show itself as either pretending not
to understand something or, just the reverse,
act over-enthusiastic.
5. Lack of Motivation Children get demotivated
in school due to factors like lack of
communication with the teacher, little
interest in academics, classroom environment
not understood etc.
6. Absence of Social Skills Children face many
social difficulties with their peers like teasing,
bullying, loneliness, being ostracised, matters
related to their gender (particularly for girls),
poor performance etc, which may mentally
disconnect them from the school
environment.
16.1.5 Solutions to Tackle and
Avoid Failure
To avoid failure or to tackle it when it looks
likely, both parents and teachers must get
involved. They can do this by
1. Involvement of Parents They play a major role
just before and then just when the child starts
attending school. Parents must display their
appreciation for any scholastic achievement
of the child and also provide opportunities for
learning outside the classroom.
2. Skill Development Both teachers and parents
must help the child to develop its reading,
writing, mathematical, organisational and
social skills. This will help the child to face
any future challenges in school life.
3. Increase in Motivation More motivation will
drive the child to perform better in school.
Success in academics and support from
parents will increase the child’s self-esteem.
This can be done by the teacher and parents
providing constant positive feedback to the
child. From the earliest age, children must
know that all persons learn from their failures
and then improve.
144 CTET & TETs ~ Child Development & Pedagogy

CHAPTER EXERCISE
1. The ‘Laws of Learning’ were given by 7. Given are the statement(s) about the law of
(1) Pavlov (2) Skinner exercise.
(3) Thorndike (4) Kohler I. Drilling helps increase efficiency and
2. In class teaching the step of introducing a durability of learning process.
lesson is based on which law of learning? II. Trials strengthens the connections.
(1) Law of effect III. Practice increases the permanency.
(2) Law of analogy Which one is a wrong statement?
(3) Law of readiness (1) Only I (2) Only II
(4) Law of association (3) Only III (4) None of these
3. How can the children be encouraged to solve 8. Identify the incorrect matching
their daily-life problems?
Column A Column B
(1) By subjecting them to the case-studies of
A. Connectionism 1. Learning is not the
various natures
result of association of
(2) By allowing them to read the biographies of the stimuli and response
great personalities
B. Law of Effect 2. Learning to drive a car
(3) By making them skilled and strong
C. Law of associative 3. Thorndike
(4) By providing them the assistance from the
thinking
teachers and parents
4. Which of the given statements doesn't Codes
support the ideology lying behind the process (1) Only A-1 (2) A-1 and B-2
(3) Only C-3 (4) B-2 and C-3
of inducting reasoning?
(1) Inductive reasoning is always correct 9. Children may fail in school due to ........ .
(2) The steps of this method are example, (1) ineffective teaching methods
observation, analysis, classification etc (2) bullying by peers
(3) It generalises an observation (3) not understanding the classroom environment
(4) None of the above (4) All of the above

5. Why is deductive reasoning also called
‘top-down logic’ ?
(1) It starts with many observations and ends with a
generalisation based on these observations
(2) It starts with a general statement and ends with
examples of that statement
(3) It goes from top of bottom of the child's brain
when it is using this form of logic
(4) Both (2) and (3)
6. Consider the statement(s) about thinking
process and choose the incorrect one
I. Thinking is a cognitive ability.
II. Thinking is not based on pre-conceived
notion about right and wrong.
III. Thinking is not based on decision.
Which of the statement(s) given above is/are
correct?
(1) Only I
(2) Only II
(3) Only III
(4) None of the above
10. Which of the following methods to avoid
failure of a child in school will succeed?
(1) Teachers and parents help the child to devlelop
its skills
(2) Increased support from parents
(3) Parents must display their appreciation for any
scholastic achievement of the child
(4) All of the above
Previous Years’ Questions
11. Which of the following is the storehouse of
our unfulfilled desires? (RTET Feb 2011)
(1) Id (2) Ego
(3) Supergo (4) Both (1) and (2)
12. Which statement is not true about interest?
(RTET Feb 2011)
(1) Interests are innate and acquired
(2) Interests change with time
(3) Interests are not related to capacities and
aptitude
(4) Interests are not reflection of attraction and
aversion in behaviour
CHAPTER 16 : Thinking and Learning in Children
13. Irfan breaks toys and dismantles them to
explore their components. What would
you do? (CTET June 2011)
(1) Always keep a close watch
(2) Encourage his inquisitive nature and
channelise his energy
(3) Make him understand that toys should not
be broken
(4) Never let lrfan play with toys
14. Which of the following statements is true
about ‘learning’? (CTET June 2011)
(1) Learning is effective in an environment that
is emotionally positive and satisfying for the
learners
(2) Learning is not affected by emotional factors
at any stage of learning
(3) Learning is fundamentally a mental activity
(4) Errors made by children indicate that no
learning has taken place
15. “A young child responds to a new situation
on the basis of the response made by
him/her in a similar situation as in the
past.” This is related to (CTET June 2011)
(1) ‘Law of analogy’ of learning
(2) ‘Law of effect’ of learning
(3) ‘Law of attitude’ of learning process
(4) ‘Law of readiness’ of learning
16. The ‘Insight Theory of Learning’ is
promoted by (CTET June 2011)
(1) Gestalt theorists (2) Pavlov
(3) Jean Piaget (4) Vygotsky
17. Helping learners recapitulate or recall
what they have already learnt is
important because (CTET June 2011)
(1) relating new information to prior knowledge
enhances learning
(2) it is an effective way of revising old lessons
(3) it enhances the memory of learners, thereby
strengthening learning
(4) it is a convenient beginning for any
classroom instruction
18. In co-operative learning, older and more
proficient students assist younger and
lesser skilled students. This leads to
(1) intense competition (CTET Jan 2012)
(2) higher moral development
(3) conflict between the groups
(4) higher achievement and self-esteem
145
19. When previous learning makes no difference at all
to the learning in a new situation, it is called
(1) zero transfer of learning (CTET Jan 2012)
(2) absolute transfer of learning
(3) positive transfer of learning
(4) negative transfer of learning
20. Thinking is essentially (CTET Jan 2012)
(1) a cognitive activity
(2) a psychomotor process
(3) a psychological phenomenon
(4) an affective behaviour
21. Creativity is usually associated with
(CTET Jan 2012)
(1) modelling (2) imitation
(3) convergent thinking (4) divergent thinking
22. The ‘doing’ aspect of behaviour falls in the
(1) conative domain of learning (CTET Jan 2012)
(2) psychological domain of learning
(3) cognitive domain of learning
(4) affective domain of learning
23. When a child ‘fails’, it means (CTET Jan 2012)
(1) the child is not fit for studies
(2) the child has not memorised the answers properly
(3) the child should have taken private tuition
(4) the system has failed
24. Which one of the following pairs would be the
most appropriate choice to complete the
following sentence?
Children ....... faster when they are involved in
the activities that seem to be ..... .
(1) forget, useful in a classroom (CTET July 2013)
(2) recall, linked with their class work only
(3) memorise, culturally neutral
(4) learn, useful in real life
25. A five years old child will have following type of
thinking. (HTET June 2013)
(1) Reflective thinking (2) Directed thinking
(3) Concrete thinking (4) Logical thinking
26. If a student is consistently getting lower grades
in school, her parents can be advised to help her
by (CTET Feb 2014)
(1) working in close association with teachers
(2) withholding mobile phones, movies, comics and
extra time for play
(3) narrating her the hardships of life for those who do
not possess proper education
(4) forcing her to work harder at home
146 CTET & TETs ~ Child Development & Pedagogy

27. A teacher is connecting a text to the 34. A student highlights the main points in a
previously learnt text and showing children chapter, draws a visual representation and
how to summarise it. She is (CTET Feb 2014) poses questions that arise in her mind at the
(1) helping children to develop their own strategy to end of the chapter. She is (CTET Feb 2015)
comprehend it (1) trying to regulate her own thinking by
(2) insinuating that there is no need to go through organisation of ideas
the entire text (2) trying to use method of logics
(3) reinforcing the importance of text from the (3) trying to use the strategy of maintenance
assessment point of view rehearsal
(4) encouraging children to mug it up as effectively (4) ensuring observational learning
as possible
35. Of the following statements, which one do
28. Which of the following factors supports you agree with? (CTET Feb 2015)
learning in a classroom? (CTET Feb 2014) (1) Learning is completely governed by external
(1) Increasing the number of tests to motivate stimuli
children to learn (2) Learning takes place in a socio-cultural context
(2) Supporting the autonomy of children by the (3) Learning cannot take place unless it is
teachers assessed externally in terms of marks
(3) Sticking to one particular method of instruction to (4) Learning has taken place only if it is evident in
maintain uniformity behaviour
(4) Increasing the time interval of periods from 40
36. Which of the following statements about
minutes to 50 minutes
children’s errors is correct? (CTET Sept 2015)
29. Interest has a relationship with (1) Children’s errors are part of the learning
(UPTET Feb 2014) process
(1) ability (2) attention (2) Children commit errors when the teacher is
(3) All of these (4) None of these lenient and does not punish them for mistakes
30. The laws of learning are given by (3) Children’s errors are insignificant for the
(UPTET Feb 2014) teacher as she should just strike out the
(1) Pavlov (2) Skinner mistakes and not pay any attention to them
(3) Thorndike (4) Kohler (4) Children commit errors because they are
31. The desire of a person ‘to earn name and fame careless
in life’ is (HTET Feb 2014) 37. How do children learn? Which one of the
(1) intrinsic motive (2) extrinsic motive following is not true with respect to this
(3) physiological motive (4) psychological motive question? (CTET Sept 2015)
32. When children learn a concept and use it, (1) Children learn when they are cognitively ready
practice helps in reducing the errors (2) Children learn in a number of ways
committed. This idea was given by (3) Children learn as they are naturally motivated
(CTET Sept 2014) (4) Children learn in class only
(1) EL Thorndike (2) Jean Piaget 38. How would you help children in your class
(3) JB Watson (4) Lev Vygotsky to make changes in their concepts?
33. Learners cannot learn unless (CTET Sept 2014) (CTET Sept 2015)
(1) they are taught according to the needs of social (1) By dictating the information to the children and
aims of education then asking them to memorise it
(2) they know that the material being taught will be (2) By punishing children if their concepts are
tested in the near future wrong
(3) they are prepared to learn (3) By giving factual information
(4) they are asked about their learning in schools by (4) By giving children an opportunity to express
their parents at home on a daily basis their own understanding of the concepts
CHAPTER 16 : Thinking and Learning in Children 147

39. Which of the following statements is most (3) should be seen as opportunities to understand
appropriate about children making errors? their thinking
(CTET Sept 2015) (4) should be severely dealt with
(1) To avoid making errors, children need to imitate 45. Which of the following statements about
the teacher learning is correct? (CTET Feb 2016)
(2) Children’s errors need to be taken seriously and (1) Learning is equivalent to acquisition of skills
they should be punished severely so that they
(2) Learning is facilitated by social actions
do not repeat the mistakes
(3) Learning is a passive receptive process
(3) Children commit errors since they do not have
(4) Learning does not depend on learner’s previous
the capacity to think
knowledge
(4) Children’s errors are window into how they think
46. According to..... Id, Ego and Super ego are
40. Which of the following is central to learning?
the three components of personality.
(CTET Feb 2016)
(UPTET Feb 2016)
(1) Conditioning (2) Rote memorisation
(1) Bandura (2) Jung (3) Adler (4) Freud
(3) Imitation (4) Meaning-making
47. Who propounded the theory of trial and error
41. In a constructivist classroom as envisioned by
in learning? (UPTET Feb 2016)
Piaget and Vygotsky, learning
(CTET Feb 2016)
(1) Pavlov (2) Hegarty
(3) Thorndike (4) Hull
(1) is dictated by the teacher and the students are
passive recipients of the same 48. According to Freud, our values are
(2) happens by pairing of a stimulus and a internalised within the ..... . (UPTET Feb 2016)
response (1) id (2) ego
(3) is offering of reinforcement by the teacher (3) superego (4) situations
(4) is constructed by the students themselves who 49. It is not essential that children with high
play an active role
intelligence quotient will be higher in..... .
42. Now-a-days there is a tendency to refer to (UPTET Feb 2016)
‘wrong concepts’ of children as ‘alternative (1) creativity (2) studies
conceptions’. This could be attributed to (3) analysing (4) getting good marks
(CTET Feb 2016)
50. Concept of observational learning was given
(1) using fancy term to describe children’s errors
by ...... . (UPTET Feb 2016)
(2) children being thought of as adult-like in their
(1) Tolman (2) Bandura (3) Thorndike (4) Kohler
thinking
(3) children’s understanding being nuanced and 51. In learning, law of effect was given by ........ .
their being passive in their own learning (UPTET Feb 2016)
(4) recognition that children are capable of thinking (1) Pavlov (2) Skinner (3) Watson (4) Thorndike
and their thinking is different from that of adults 52. Reasoning, curiosity and observation are
43. To enable students to make conceptual developed at the age of ..... . (REET Feb 2016)
changes in their thinking, a teacher should (1) 7 years (2) 11 years (3) 9 years (4) 6 years
(CTET Feb 2016) 53. What is essential to start the process of
(1) offer rewards for children who change their thinking? (REET Feb 2016)
thinking (1) Past experience (2) Language
(2) discourage children from thinking on their own (3) Reasoning (4) Problem
and ask them to just listen to her and follow that
(3) offer an explanation in a lecture mode 54. Which of the following statements about
(4) make clear and convincing explanations and students’ failure in schools are correct?
have discussion with the students (CTET Sept 2016)
I. Students belonging to certain castes and
44. Mistakes and errors made by students communities fail since they do not have
(CTET Feb 2016)
ability.
(1) are a wonderful opportunity to label children as
‘weak’ or ‘outstanding’
II. Students fail in schools because
(2) are indicative of the failure of the teacher and
appropriate rewards are not offered for
the students their learning.
148 CTET & TETs ~ Child Development & Pedagogy

III. Students fail because teaching is not done
in a manner in which it is meaningful to
them.
IV. Students fail because school system does
not cater to individual child’s needs and
interests.
(1) I and II (2) III and IV (3) II and III (4) II and IV
55. Two students read the same passage yet
construct entirely different interpretations of
its meaning. Which of the following is true
about them? (CTET Sept 2016)
(1) It is possible because the teacher has not
explained the passage
(2) It is not possible and the students need to
re-read the passage
(3) It is not possible because different factors affect
learning of individuals in varied ways
(4) It is not possible because learning is not
meaning-making
56. Meaningful learning is (CTET Sept 2016)
(1) imitation of adults and more able peers
(2) pairing and association between the stimulus
and the response
(3) passive receiving of the given information
(4) active creation of knowledge structures from
personal experience

ANSWERS
1. (3) 2. (3) 3. (4) 4. (1) 5. (2) 6. (4) 7. (4) 8. (2) 9. (4) 10. (4)
11. (4) 12. (2) 13. (2) 14. (1) 15. (2) 16. (1) 17. (1) 18. (4) 19. (1) 20. (1)
21. (4) 22. (3) 23. (4) 24. (4) 25. (2) 26. (1) 27. (1) 28. (2) 29. (3) 30. (3)
31. (2) 32. (1) 33. (3) 34. (1) 35. (2) 36. (1) 37. (4) 38. (4) 39. (4) 40. (4)
41. (4) 42. (4) 43. (4) 44. (3) 45. (2) 46. (4) 47. (3) 48. (3) 49. (1) 50. (2)
51. (4) 52. (1) 53. (3) 54. (2) 55. (3) 56. (4)

3. (4) The children can be
encouraged to solve their daily-life
problems by providing them the
assistance from the teachers and
parents.
4. (1) The statement that doesn’t
support the ideology lying behind
the process of inductive reasoning
is that it is always correct.
5. (2) Deductive reasoning is also
called top-down logic because it
starts with a general statement and
ends up with examples of that
statement.
14. (1) It is true about learning that
it is effective in an environment that
is emotionally positive and
satisfying for the learners.
19. (1) When previous learning
makes no difference at all to the
Explanations
learning in a new situation, it is
called zero transfer of learning.
22. (3) The ‘doing’ aspect of
behaviour falls in the cognitive
domain of learning. Learning by
doing enhance knowledge of
learner.
24. (4) Children learn faster when
they involved in the activities that
seem to be useful in real life. Their
real life experiences help them in
process of learning.
35. (2) I shall agree with the
statement that learning takes place
in a socio-cultural context.
38. (4) I would help children in my
class to make changes in their
concepts by giving them an
opportunity to express their own
understanding of the concepts.
39. (4) The most appropriate
statement about the children making
errors is that their errors are a window
into how they think. This help teacher
to use appropriate teaching method.
41. (4) In a constructivist classroom,
learning is constructed by the students
themselves who play an active role.
43. (4) To enable students to make
conceptual changes in their thinking, a
teacher should make clear and
convincing explanations and have
discussions with the students.
45. (2) The correct statement about
learning is that it is facilitated by social
actions.
56. (4) Meaningful learning is active
creation of knowledge structures from
personal experience.
Chapter 17

Basic Process of Teaching

and Learning
Individual students may be better suited to learning in a particular way, using
distinctive modes for thinking, relating and creating. The notion of students having
particular learning styles has implications for teaching strategies, because preferred
modes of input and output vary from one individual to another. It is critical that
teachers use a range of teaching strategies to effectively meet the needs of individual
learners.

17.1 Teaching
Teaching is a series of events through which a teacher attempts to bring desired change in
behaviour of the students. This brings about a change in the feeling, thinking and action of
the students. It helps them to adapt to their environment.
Definitions of teaching given by various thinkers are
Edmund Amidon “Teaching is an interactive process, primarily classroom talk which takes
place between teacher and pupils and occurs during certain definable activities.”
HC Morrison “Teaching is an intimate contact between a more mature personality and a less
mature one which is designed to further the education of the latter.”
Clarke “Teaching refers to activities that are designed and performed to produce change in
students’ behaviour.”

17.1.1 Teaching Skills

A great teacher is one who a student remembers and cherishes forever. Teachers have
long-lasting impacts on the lives of their students and the greatest teachers inspire
students towards greatness. According to NL Gaze, “Teaching skills are specific
instructional activities and procedures that a teacher may use in the classroom. These are
related to various stages of teaching or in the continuous flow of a teacher’s performance.”
Various teaching skills are used for making teaching effective so that learning takes place.
Different educationists have classified these skills differently. Some of them are as follows
˜ Stimulus variation ˜ Set induction

˜ Closure ˜ Silence and non-verbal cues

˜ Reinforcement ˜ Asking questions

˜ Probing questions ˜ Divergent questions

150
˜ Higher order questions
˜ Attending behaviour
˜ Illustrating
˜ Lecturing
˜ Planned repetition
˜ Completeness of communication
17.1.2 Teaching Learning Process
Teaching involves interaction between teacher and
students for students to understand a given
concept. The motive behind teaching is to develop
cognitive skills and bring changes in the behaviour
of students which is called ‘learning’ in educational
psychology.
Learning is a constant process which never ends.
Thus, we can say that teaching and learning both
are two sides of the same coin.
There are various principles of teaching-learning
process, which have been suggested by famous
educationists and psychologists. Some of them are
given below
1. Definite Purpose Before teaching, a teacher
should define his teaching purpose. In other
words, the teaching should follow certain goals or
aims. These aims can be of two types:
‘general aims’ and ‘specific aims’ both of which
are related to the subject and teaching content
simultaneously.
2. Correlation The principle of correlation forces on
the teacher to teach with the help of the
correlation method. In other words, it can be said
that this principle follows the rule of inductive to
deductive teaching. This method not only makes
teaching effective, but also makes learning
permanent for the students.
3. Motivation Motivation is the most important
factor in the development of a student. It can be
internal or external. Internal motivation is the
result of students’ internal reward, but external
motivation is related to the behaviour of the
teacher towards the students. Motivation helps
both the teacher to teach and the students to
learn.
4. Reinforcement This process is based on the
concepts of behavioural psychology. The theory
about reinforcement producing learning was
propounded by the famous behavioural
psychologist named BF Skinner.
CTET & TETs ~ Child Development & Pedagogy
According to this theory human behaviour is
governed by two types of reinforcements
positive and negative.
5. Stimulation This refers to a state of arousal
within the individual. It means that when an
individual is stimulated, he is more effective and
active during the learning process. Factors like
environment, personal interests, teaching
technology, teaching-learning material etc are
examples of agents of stimulation.
7. Revision and Practice The proverb ‘Practice
makes a man perfect’ means that a teacher must
provide exercises for practice to enable the
students to revise their lesson and learning. It is
also used to evaluate the students’ learning and
the teacher's teaching.
17.1.3 Methods of
Teaching-Learning
The method of teaching is directly related to the
presentation of the lesson, which a teacher should
use depending on the nature of the subject and the
expertise of the teacher. There are four methods
of presenting the subject matter
1. Telling Method This includes lecture, discussion,
story telling and so on.
2. Project Method This includes project,
problem-solving, textbook method and so on.
3. Visual Method This includes demonstration,
supervised study and so on.
4. Mental Method This includes inductive,
deductive, analysis, synthesis etc.
17.1.4 Lesson Plan
A lesson plan is a day to day, step by step approach
to learning. It sets forth the proposal programme
or the instructional activities for each lesson.
˜ Experienced teachers may make it briefly as an
outline of the teacher’s activities.
˜ A semi-detailed plan is made by new teachers
and includes all activities and teacher’s
questions.
˜ A trainee teacher should make a detailed plan, in
which all activities, teacher’s questions and
students’ expected answers are written down.
A lesson plan consists of the following components
1. Learning Objectives These may be classified
under cognitive, psychomotor and affective
objectives.
CHAPTER 17 : Basic Process of Teaching and Learning
2. Subject Matter This includes topics/ concepts,
values integral to the lesson, references and
other materials.
3. Learning Activities These include
(i) Preparatory Activities These are
(a) Drill Activity enabling students to
automate response to pre–requisite skills
of the new lesson.
(b) Review Activity that will refresh or renew
previously taught material
(c) Introduction An activity that will set the
purpose of the day’s lesson.
(d) Motivation All activities that arouse the
interest of the learners (both intrinsic and
extrinsic).
(ii) Developmental Activities These include
(a) Presentation of the Lesson A real life
situation or within the experience of the
learners is incorporated. The teacher uses
different activities as a vehicle to translate
the knowledge, values and skills into
learning that could be applied in their
lives outside the school.
(b) Discussion/Analysis The teacher asks a
series of affective or cognitive questions
about the lesson presented.
(c) Abstraction/Generalisation The lesson is
summarised by organising significant
information about the lesson presented.
(d) Closure/Application This relates the
lesson to other situations in the forms of
dramatisation, simulation and play,
storytelling, oral reading, construction/
drawing, written composition, singing or
reciting a poem, a test or solving
problems.
4. Evaluation This determines whether the
objectives are met and achieved by questioning
and summarising, comparing present and
previous learning, assigning work, administering
a short quiz etc.
5. Assignment This is an activity done outside the
classroom/at home to reinforce or enrich the
day’s lesson and decide the materials that
students have to bring to school to implement
the next lesson. The activity should help attain
the lesson’s objective. It should be interesting
and differentiated (with provision for remedial,
reinforcement and enrichment activities).
151
17.1.5 Strategy of Teaching
Generally, strategy in a war or battle is the art and
science of directing and controlling the movements
and activities of an army. In teaching, strategy
means the procedures and methods by which
objectives of teaching are realised in the class.
17.1.6 Types of Teaching Strategy
Selection and use of teaching strategies depends on
the nature of the school/educational institution.
Teaching strategies are divided into two categories
autocratic and democratic, which are as follows
1. Autocratic Teaching Strategy
This method is a teacher centred method. Teachers
exercise full control over students. The learners are
given little chance to act freely. Students can only
do what they are allowed to do. Autocratic strategy
can be classified into four types, which are given
below
(i) Story Telling Method
˜ This method increases interest of the pupils. It
also helps in improving their vocabulary and
increases imaginative power.
˜ It helps in developing good qualities in the
students. This method is useful in teaching
language and social science.
(ii) Lecture Method
˜ It is helpful for introducing a new lesson.
Cognitive and affective domains can be developed
with the help of this method and more content
can be presented. It lays much stress on
presentation, thereby developing ability of
presentation in students also.
˜ It helps the concentration of students for a longer
period of time. All school subjects can be taught
by using this strategy.
(iii) Demonstration Method
˜ Teacher shows all the activities given in the
lesson to the students as an action and explains
the important points before them during
demonstration. It is helpful in teaching skills in
training institutions.
˜ Lower and middle level of objective, cognitive and
psychomotor domains can be easily achieved
through this method. It is useful in teaching
Science subjects in schools as every practical
work needs demonstration.
152 CTET & TETs ~ Child Development & Pedagogy
˜ With the help of this method, observation and
thinking capacity of students can be developed.
Senses of students can also be trained. This
method is applicable in teaching Science, arts and
crafts and agriculture.
(iv) Tutorial Method
˜ The class is divided into different groups on the
basis of difficulty levels of different subjects.
Every group is handled by different teachers
separately. It is a type of remedial teaching.
˜ Teacher can teach in the class keeping the
individual differences in mind due to the small
size of the class. Absence of previous knowledge
can be compensated.
˜ Every student gets the chance to express his
problem openly and individually. This method is
used in teaching natural science and Mathematics.
2. Democratic Teaching Strategy
This is completely child centred strategy. Interests,
capacities, attitudes and needs of learners are taken
into account. It develops affective and cognitive
domains. Maximum interaction between teachers
and students is seen. Both teachers and students
equally remain active. It is important for all round
development of learners. Teachers work as guides
and helpers.
Democratic method can be divided into six types.
These are discussed below
(i) Discussion Method
˜ It is an oral method like question-answer method.
Thinking and communicating power in students
can be developed.
˜ Leadership quality and ability of expression can
also be developed. It helps in development of the
creative potential in students.
˜ Attitude and interest of students can be drawn
towards learning.
˜ Higher level cognitive and affective objectives can
be realised through classroom discussion. All
subjects except Maths, art, music and dance can
be taught through it.
(ii) Heuristic Method
˜ Students learn themselves as the teacher raises a
problematic situation before the students and also
guides them. It helps in gaining knowledge
through self-study, self-learning and learning
through investigation and research. It also helps
in developing a scientific attitude.
˜ It also motivates students to accept newer
challenges.
˜ Highest level of cognitive objectives can be
achieved through this method. It is useful in
teaching Maths and Science.
(iii) Discovery Method
This is used in social science to clarify facts and
concepts which are explained in an objective
manner.
(iv) Project Method
˜ This method was propounded by WH Kilpatrick.
Students are assigned a project under this
method which has direct utility for the students.
They find a solution to the problem based on
their experience.
˜ It is based on principles of learning. Students
learn how to solve real life problems.
˜ Students get real experience of working on their
projects. Learning which is associated with
doing is more stable and meaningful.
˜ Students learn co-operation, tolerance and
mutual acceptance. It is a boon since students
work on a project collectively in a group.
(v) Role-Playing Method
˜ Students are given a chance to play the role of a
teacher. The teacher later criticises or gives
suggestions to them for improvement. This
method is usually adopted in training colleges,
where it is known as ‘microteaching.’
˜ Repeated teaching of the same topic increases
learning and social skills. Students learn the
methods of analysis, synthesis and evaluation.
˜ Critical power of students develop and they get
a chance to correct their mistakes.
(vi) Brain-Storming Method
˜ A problem is given to students and they are
asked to put forward their views one by one. A
conclusion is drawn after evaluating their ideas.
˜ Cognitive and effective objectives can be
achieved. Good ideas can be inculcated through
this method. Imaginative power of students can
be developed.
CHAPTER 17 : Basic Process of Teaching and Learning 153

Micro teaching can be defined with the help of the

17.1.7 Micro Teaching following diagram
˜ Micro teaching is a teacher training
technique first developed by Dwight W Allen
and his colleagues at Stanford University. 1. PLAN 2. TEACH
According to Allen, “Micro teaching is a
scaled down teaching encounter in class size
and class time.” 3. FEEDBACK
6. RE-FEEDBACK
˜ Micro teaching is an excellent way to build up
skills and confidence, to experience a range
of lecturing styles and to learn and practise 4. RE-PLAN
5. RE-TEACH
giving constructive feedback.
˜ As a tool for teacher preparation, micro
teaching trains teaching behaviours and skills
in small group settings aided by Principles of Micro Teaching
video-recordings. Following are the main principles of micro teaching
˜ In a protected environment of friends and ˜ It is real teaching.

colleagues, teachers can try out a short piece ˜ It emphasises only one skill at one time.

of what they usually do with their students ˜ The process of exercise can be controlled.

and receive a well-intended collegial ˜ It develops the effectiveness of feedback.

feedback.

CHAPTER EXERCISE
1. Which one of the following learning is
permanent? (3) Active : Encouraging students to
(1) By rote (2) By listening participation organise discussion to find
(3) By understanding (4) By seeing answers
(4) None of the above
2. Which one of the following is related to
learning? 5. A teacher wants his children to develop in the
(1) Story telling (2) Change in behaviour best possible ways. Which of the following, he
(3) Lecturing (4) All of these should not do?
3. Given are the statements about teaching and (1) Encourage rote learning in order to get good
learning. Identify the statement that you will marks in the exam
not agree to (2) Advocating good habits to be inculcated
(3) Suggesting rich diet and exercise
(1) emphasis from teaching to learning can
(4) None of the above
be shifted by adopting child-centred
pedagogy 6. All are the characteristics of learning except
(2) ‘Discovery’ can’t be used to present the (1) learning is a progress of the organism
subject-matter while teaching (2) learning is a process related to educating
(3) All of the above environment
(4) None of the above (3) learning is the result of practice
4. Which of the following pairs is not correctly (4) learning reinforces further learning
matched? 7. Which of the following statements is not true
(1) Mistakes : As important as the about teaching?
success (1) Heuristic is an autocratic method of teaching
(2) Teaching : Zero interaction in the (2) Micro teaching aims at confidence-building in
theories classrooms the teachers
154
(3) Project and discovery method of the teaching
are problem centred
(4) None of the above
8. Which of the given statements is not
acceptable in pedagogical concepts?
(1) Performers should be praised and
rewarded
(2) Punishment never reinforces a child
(3) Teacher is not necessary for emotional
development of children
(4) None of the above
9. Purpose of teaching method is the effective
presentation of the subject matter while the
purpose of teaching strategy is
(1) creating conducive learning environment
(2) realisation of objectives
(3) increasing the interaction of the teacher with
pupils
(4) All of the above
10. Story telling is a successful method in the
process of teaching. Which of the given
statements doesn’t support the aforesaid
idea?
(1) Story should be told in an interesting manner
using gestures and facial expressions
(2) Coherency of the events should be maintained
in the story
(3) Theme of story and description of the
characters should be given well in advance
(4) None of the above
11. Which of the following statements describes
the textbook strategy?
(1) To enable the children to have mastery over the
subject matter
(2) To make the students familiar with the quality of
the content of the book
(3) To assist teacher in the teaching process by
supplying him the materials to teach
(4) To make a uniform presentation of the subject
matter for the children of the class
12. Which of the following pairs is not correctly
matched?
(1) Concept of : EL Thorndike
reinforcement for
learning
(2) Cause and effect : Inductive
relationship reasoning
(3) Heuristic : Analysis
discovery strategy
(4) None of the above
CTET & TETs ~ Child Development & Pedagogy
13. The teaching method which lays stress on
presentation, thereby developing ability of
presentation in students also. Cognitive and
affective domains can also be developed by
using this method. This method is called
(1) Lecture method (2) Autocratic method
(3) Heuristic method (4) Tutorial method
14. Sarita is a tenth-grade student in your class.
She seems to have a good understanding of
the content of history, that is, she can recite
for you the dates and places of the events you
have covered in class. However, when you ask
the class to defend a point, she often uses the
wrong information to support her points.
Sarita most likely needs help in increasing
her
(1) prior knowledge (2) procedural knowledge
(3) declarative knowledge(4) conditional knowledge
15. Ms. Lucy believes that students will better
learn English if they have an opportunity to
practise the language. But she has deep
concerns about her students practising with
each other and learning bad habits.
Therefore, Ms. Lucy has developed a
partnership with a local senior citizens
organisation that has a large number of
English-speaking members. Once a week, the
English-speaking senior citizens spend the
day in her class and are paired with her
students. The class typically plays cards or an
English version of a popular board game. All
speaking is done in English for the class
period. What view of knowledge is this
teacher best illustrating?
(1) Radical constructivism (2) Social constructivism
(3) Situated cognition (4) Socioculturalism
Previous Years’ Questions
16. For conducting a Social Science class in an
interesting way, teachers should
(1) give notes (CGTET Jan 2011)
(2) give written homework
(3) use role-plays effectively
(4) encourage extra reading
17. When most of the students in a class do not
understand a concept clearly, the teacher
should (CGTET Jan 2011)
(1) repeat the lesson once again
(2) conduct hands on activities on that concept
(3) ask students to take help from parents
(4) ignore and move to the next concept
CHAPTER 17 : Basic Process of Teaching and Learning 155

18. In a class, a student asks the teacher a 25. Which of the following does not reflect
question and the answer is not known to the ‘teaching for understanding’? (CTET June 2011)
teacher. As a teacher you should (1) Teach students to provide examples to illustrate
(CGTET Jan 2011) how a law works
(1) scold the child for asking such questions (2) Help students see similarities and differences
(2) ignore the child and continue teaching and generate analogies
(3) tell the child that you will look for the answer (3) Enable students to memorise isolated facts and
(4) feel ashamed that you did not know the answer procedures
19. While teaching if you realise that what you (4) Ask students to explain a phenomenon or a
have taught is not correct, you should concept in their own words
(CGTET Jan 2011) 26. Theory of learning which totally and only
(1) leave the topic unfinished and shift to another depends on ‘observable behaviour’ is
(2) tell the students that it was a mistake and associated with.... theory of learning.
correct it (CTET June 2011)
(3) divert the attention of the students (1) developmental (2) behaviourist
(4) scold students to finish the remaining tasks (3) constructivist (4) cognitivist
20. Which of the statements given below is not 27. Constructivism as a theory (CTET June 2011)
true for corporal punishment? (1) emphasises the role of the learner in
(CGTET Jan 2011) constructing his own view of the world
(1) It helps in disciplining pupils (2) emphasises on memorising information and
(2) It makes children aggressive testing through recall
(3) It gives the message that ‘might is right’ (3) emphasises on the dominant role of the teacher
(4) It helps the emotional development of children (4) focuses on the role of imitation
21. Which of the following statements about 28. Which of the following statements is not true
teaching is true? (CGTET Jan 2011) about teaching? (RTET Feb 2011)
(1) Teaching is a prerequisite of learning (1) Teaching is modifiable
(2) Teaching facilitates learning (2) Teaching is formal and informal
(3) Teaching restricts initiative of learners (3) Teaching is a sciences as well as an art
(4) Teaching is necessary for good learning (4) Teaching is instruction
22. Which of the following statements about the 29. For introducing a topic in classroom, what
role of a teacher is correct? (CGTET Jan 2011) activity should a teacher do first?
(1) Teacher should be a critic only (1) Explain the rationale (PTET Nov 2011)
(2) Teacher should favour good students (2) Inform the objectives
(3) Teacher should have a friendly attitude towards (3) Tell topic orally
students (4) Write top on chalkboard
(4) Teacher should maintain a distance from 30. Which one of the following is an example of
students
reinforcement? (PTET Nov 2011)
23. At lower classes, play-way method of teaching (1) No Lata, the answer is not 45
is based on (CTET June 2011) (2) Kamla can’t you help Keerti with her answer
(1) theory of physical education programmes (3) Oh no, as usual, you are wrong
(2) principles of methods of teaching (4) Suniti, you have said rightly
(3) psychological principles of development and
growth 31. Which of the following is not an element of
(4) sociological principles of teaching learning event? (PTET Nov 2011)
(1) Learner (2) Internal conditions
24. A teacher should make an attempt to
(3) Stimulus (4) Teacher
understand the potentialities of her/his
students.Which of the following fields is 32. When delivering an effective lecture in
related to this objective? (CTET June 2011) classroom, a teacher (PTET Nov 2011)
(1) Educational Sociology (1) establishes an eye contact
(2) Social Philosophy (2) employs meaningful gestures
(3) Media-Psychology (3) stands stationary at lecture stand
(4) Educational Psychology (4) varies pitch and tone
156 CTET & TETs ~ Child Development & Pedagogy
33. As a teacher what techniques you would follow
to motivate students of your class?
I. By setting induction (PTET Nov 2011)
II. Use of black board
III. By illustration
IV. By active participation of students
(1) I, II and III
(2) I and IV
(3) II and III
(4) All of the above
34. It is said that teacher should be resourceful.
This means that (PTET Nov 2011)
(1) he should have enough money and property, so
that he may not have to take up tuitions
(2) he should have contacts with high authorities, so
that he may not be harmed
(3) he should have adequate knowledge, so that he
may be able to solve the problems of students
(4) he should have good reputation among students,
so that authorities may not be able to take any
punitive measure against him
35. A teacher always helps her learners link the
knowledge they have derived in one subject
area with the knowledge from other subject
areas. This helps to promote (CTET Jan 2012)
(1) reinforcement
(2) correlation and transfer of knowledge
(3) individual differences
(4) learner autonomy
36. A teacher engages her learners in a number of
group activities such as group discussions,
group projects, role plays, etc. The learning
dimension it highlights is (CTET Jan 2012)
(1) learning as a social activity
(2) learning through recreation
(3) language-guided learning
(4) competition-based learning
37. A teacher uses audio-visual aids and physical
activities in her teaching because they
(1) provide relief to the teacher (CTET Jan 2012)
(2) facilitate effective assessment
(3) provide a diversion to learners
(4) utilise maximum number of senses to enhance
learning
38. Teachers are advised to involve their learners
in group activities because, besides facilitating
learning, they also help in (CTET Jan 2012)
(1) anxiety (2) socialisation
(3) value conflicts (4) aggression
39. Teachers should study the errors of their
students as they often indicate the
(CTET Jan 2012)
(1) pathways for ability grouping
(2) need for differentiated curriculum
(3) extent of their knowledge
(4) remedial strategies needed
40. The emphasis from teaching to learning can
be shifted by (CTET Jan 2012)
(1) focusing on examination results
(2) adopting child-centred pedagogy
(3) encouraging rote learning
(4) adopting frontal teaching
41. Individual attention is important in the
teaching-learning process because
(CTET Jan 2012)
(1) children develop at different rates and learn
differently
(2) learners always learn better in groups
(3) teacher training programmes prescribe it
(4) it offers better opportunities to teachers to
discipline each learner
42. A teacher uses a text and some pictures of
fruits and vegetables and holds a discussion
with her students. The students link the
details with their previous knowledge and
learn the concept of nutrition. The approach
is based on (CTET Jan 2012)
(1) construction of knowledge
(2) classical conditioning of learning
(3) theory of reinforcement
(4) operant conditioning of learning
43. Which of the following principles is not
involved in lesson planning? (CTET Nov 2012)
(1) Rigidity of planning
(2) Knowledge of pupils
(3) Clarity of objectives
(4) Knowledge of teaching
44. A student says, “My mother ringed
Principle ma’am last night.” As a teacher
your response should be (CTET Nov 2012)
(1) it should not be ringed, it should rather be
rang
(2) why don’t you listen carefully? As I told you
earlier, it should be rang, not ringed
(3) oh really, your mother rang up principal ma’
am last night. Did she seek an appointment
with her?
(4) dear child, you are not using the correct form
of verb
CHAPTER 17 : Basic Process of Teaching and Learning 157

45. Of the following, the greatest advantage of 52. Which of the following does not reflect
interdisciplinary instruction is that teaching for understanding? (HTET June 2013)
(CTET Nov 2012) (1) Ask students to explain a phenomenon or a
(1) students are given opportunities to generalise concept in their own words
and apply newly learned knowledge in multiple (2) Teach students to provide examples to illustrate
contexts how a law works
(2) teachers are less likely to feel overwhelmed by (3) Help students to see similarities and differences
the multiplicity of topics needed to be and generate analogies
addressed in a traditional curriculum (4) Enable students to memorise isolated facts and
(3) students are less likely to develop a dislike for procedures
particular topics of different subject areas
53. Which of the following is appropriate for
(4) teachers are permitted greater flexibility in
environment conducive to thinking and
planning lessons and activities
learning in children? (CTET July 2013)
46. Which of the following is true in relation to (1) Allowing students to take some decisions about
errors made by children? (CTET Nov 2012) what to learn and how to learn?
(1) A teacher should not notice every error (2) Passive listening for longer periods of time
otherwise syllabus will not be covered (3) Home assignments given sequentially
(2) Correcting every error would take too much (4) Individual tasks done by the learners
time and be tiresome for a teacher
(3) Errors can be corrected by children themselves, 54. A teacher should (CTET July 2013)
therefore a teacher should not immediately (1) focus more on lecturing and provide a
correct them foundation for knowledge
(4) If a teacher is not able to correct all errors in the (2) treat errors committed by students as blunders
classroom it indicates that the system of and take serious note of each error
teacher education has failed (3) measure success as the number of times
students avoid making mistakes
47. An empowering school will promote which of
(4) not correct students while they are trying to
the following qualities the most in its communicate ideas
teachers? (CTET Nov 2012)
(1) Competitive aptitude 55. Which of the following will be most
(2) Tendency to experiment appropriate to maximise learning?
(3) Memory (CTET July 2013)
(4) Disciplined nature (1) Teacher should identify her own cognitive style
as well as that of her students
48. Which of the following is an innovative
(2) Individual difference in students should be
source of teaching? (HTET June 2013) smoothened by pairing similar students
(1) Telescope (2) Internet (3) Teacher should focus on only one learning style
(3) Facebook (4) Blackboard to bring optimum result
49. For the students of 3rd class, which will be (4) Students of similar cultural background should
the best way of teaching ? (HTET June 2013) be kept in the same class to avoid difference in
(1) Lecture method opinion
(2) Creational activities
56. CBSE prescribed group activities for students
(3) Group discussion
(4) Laboratory method
in place of activities for individual students.
The idea behind doing so could be
50. Which of the following is not a domain of (CTET July 2013)
learning? (HTET June 2013) (1) to overcome the negative emotional response
(1) Cognitive (2) Affective to individual competition which may generalise
(3) Conative (4) Spiritual across learning
51. Which of the following is not a teacher (2) to make it easy for teachers to observe groups
related factor affecting teaching? instead of individual students
(1) Knowledge of subject (HTET June 2013) (3) to rationalise the time available with schools
(2) Communicative skills most of which do not have enough time for
(3) Empathy with students individual activities
(4) Availability of resources (4) to reduce the infrastructural cost of the activity
158 CTET & TETs ~ Child Development & Pedagogy
57. Extinction of a response is more difficult
following (CTET July 2013)
(1) partial reinforcement
(2) continuous reinforcement
(3) punishment
(4) verbal reproach
58. During the teaching-learning process of
children, the information, regarding how
they are performing, should be given to them
(UTET Sept 2013)
(1) after the completion of that work
(2) continuously during the phase of work
(3) once in the mid of that work
(4) there is no need
59. In view of teaching-learning process a good
teacher is one who (UTET Sept 2013)
(1) succeeds to stop talking in classroom
(2) punishes talkers
(3) is neutral
(4) thinks that talking can be used as learning
resources
60. Which of the following should be a right way
for a teacher who intends to correct errors of
his/her students?
(CTET Feb 2014)
(1) He/She should correct errors that interfere with
the general meaning and understandability
(2) He/She should not correct errors if it irritates
children
(3) He/ She must correct every error of his/her
students even if it requires late sitting in the
school
(4) He/She should correct less-frequent errors
more often than high-frequent and generality
errors
61. Teachers and students draw on one another’s
expertise while working on complex projects
related to real world problems in the ......
classroom. (CTET Feb 2014)
(1) teacher-centric (2) social-constructivist
(3) traditional (4) constructivist
62. Multiple pedagogical techniques, asserted
learning material multiple assessment
techniques and varying the complexity and
nature of the content are associated with
which of the following?
(1) Universal design for learning (CTET Feb 2014)
(2) Remedial teaching
(3) Differentiated instruction
(4) Reciprocal teaching
63. If a students is consistently getting lower
grades in school, her parents can be advised
to help her by (CTET Feb 2014)
(1) working in close association with teachers
(2) with holding mobile phones, movies, comics
and extra time for play
(3) narrating her the hardships of life for those who
do not possess proper education
(4) forcing her to work harder at home
64. Which of the following factors supports
learning in a classroom? (CTET Feb 2014)
(1) Increasing the number of tests to motivate
children to learn
(2) Supporting the autonomy of children by the
teachers
(3) Sticking to one particular method of instruction
to maintain uniformity
(4) Increasing the time interval of periods from
40 minutes to 50 minutes
65. A teacher is trying to counsel a child who is
not performing well after an accident. Which
one of the following is most appropriate
about counselling in schools? (CTET Feb 2014)
(1) It is about the palliative measures for making
people comfortable
(2) It builds self-confidence of people by letting
them explore their own thoughts
(3) It is about giving the best possible advice to
students about their future career options
(4) It can be done only by the professional experts
66. To be an effective teacher it is important to
(CTET Feb 2014)
(1) emphasise dictating answers from the book
(2) focus on individual learning rather than group
activity
(3) avoid disruption caused due to questioning by
students
(4) be in touch with each and every child
67. A good teaching method for infancy stage is
(UPTET Feb 2014)
(1) montessori method (2) play way method
(3) kindergarten method (4) All of these
68. The teaching method, in which two or more
teachers make a plan of the subjects
co-operatively, carry it out and always
evaluate its effect on the students
periodically, is called (HTET Feb 2014)
(1) audio-visual teaching (2) team teaching
(3) visual teaching (4) individual teaching
CHAPTER 17 : Basic Process of Teaching and Learning 159

69. When learning in one area helps in the 79. Developmental perspective of teaching
learning of another area is called demands teachers to (CTET Sept 2014)
(1) positive transfer of learning (HTET Feb 2014) (1) be strict disciplinarians as children experiment
(2) negative transfer of learning quite frequently
(3) zero transfer of learning (2) adapt instructional strategies based on the
(4) absolute transfer of learning knowledge of developmental factors
70. While teaching in lower classes, a teacher (3) treat children in different developmental stages
in an equitable manner
should prefer (HTET Feb 2014)
(4) provide learning that results in the development
(1) lecture method (2) assignment
of only the cognitive domain
(3) story telling (4) group discussion
80. Teachers, in order to help learners construct
71. The teacher in a classroom should act as a
knowledge, need to focus on (CTET Feb 2015)
(HTET Feb 2014)
(1) progressive role (2) authoritarian role (1) making sure the learner memorises everything
(3) democratic role (4) influential role (2) scores/ marks obtained by the learners
(3) involving the learner for active participation
72. The most appropriate purpose of learning is (4) mastering learning of concepts by the learner
(1) personal adjustment ( HTET Feb 2014)
(2) social and political awareness 81. Learning experiences should be planned in a
(3) modification of behaviour manner, so as to make learning meaningful.
(4) preparing oneself for employment Which of the given learning experiences does
not facilitate meaningful learning for the
73. A teacher’s most important challenge is children? (CTET Feb 2015)
(HTET Feb 2014)
(1) Repetition based on mere recall of content
(1) to make students to their homework
(2) to make teaching-learning process enjoyable (2) Formulating questions on content
(3) to maintain discipline in the classroom (3) Discussion and debate on the topic
(4) to prepare the question paper (4) Presentation on the topic

74. The objective of teaching is to (HTET Feb 2014) 82. There are a few children in your class who
(1) create good citizens make errors. Which of these is most likely to
(2) create persons who are useful for the society be your analysis of the situation?
(3) create socialistic person (CTET Feb 2015)
(4) All of the above (1) The children have poor intelligence
(2) The children have not yet gained conceptual
75. An effective teacher is one who can clarity and there is need for you to reflect on
(1) control the class ( HTET Feb 2014) your pedagogy
(2) give more information in less time (3) The children are not interested in studies and
(3) motivate students to learn want to create indiscipline
(4) correct the assignment carefully (4) The children should not have been promoted to
76. Which one of the following is an example of your class
learning style? (CTET Sept 2014) 83. Teachers need to create a good classroom
(1) Visual (2) Accrual (3) Factual (4) Tactual environment to facilitate children’s learning.
77. Concept maps are most likely to increase To create such a learning environment, which
understanding of new concepts by one of the given statements is not true?
(CTET Sept 2014) (CTET Feb 2015)
(1) Approval of the child’s efforts
(1) transferring knowledge between content areas (2) Compliance with teachers
(2) focusing attention on specific detail (3) Acceptance of the child
(3) prioritising academic content for study (4) Positive tone of the teacher
(4) increasing ability to organise information logically
84. At the primary level the activities like music,
78. Which one of the following is a factor that story-telling, drama, art, craft, games etc
affects learning positively? (CTET Sept 2014) should be organised (UTET April 2015)
(1) Fear of failure (1) once a week
(2) Competition with peers (2) integrated with every subject
(3) Meaningful association (3) organised separately
(4) Pressure from parents (4) organised during extra time
160
85. Role of a teacher in the process of learning
is that of (UTET April 2015)
(1) facilitator (2) instructor
(3) trainer (4) controller
86. A teacher can develop social values among
students by (UTET April 2015)
(1) developing a sense of discipline
(2) behaving ideally
(3) telling them about great people
(4) telling them good stories
87. Which of the following should be
considered the most important quality of a
teacher at primary level? (UTET April 2015)
(1) Competence in methods of teaching and
knowledge of subjects
(2) Competence to teach in highly standardised
language
(3) Engerness to teach
(4) Patience and perseverance
88. Which would be the best theme to start
within a nursery class? (UTET April 2015)
(1) My best friend (2) My neighbourhood
(3) My family (4) My school
89. A certificate is given to children when they
read a specific number of books. In the long
run this strategy might not work since
(CTET Sept 2015)
(1) this might lead to children reading only for
getting the certificates
(2) the library would need to buy a lot of books
(3) a large number of certificates would have to
be given when more children start reading
(4) reading books would distract children from
completing their homework
90. Role of a teacher in a class is to
(CTET Sept 2015)
(1) follow the time-table strictly and stick to the
course
(2) provide authentic learning situations and
facilitate independent thinking in students
(3) fill the students with her own knowledge and
prepare them for examinations
(4) transmit knowledge in a straight fashion and
prepare students for right answers
91. In an effective classroom (CTET Sept 2015)
(1) the children look up to the teacher for
guidance and support to facilitate their
learning
(2) the children are always anxious and kept on
their toes since the teacher keeps on giving
regular tests to assess their ability for recall
CTET & TETs ~ Child Development & Pedagogy
(3) the children fear the teacher since the teacher
uses verbal and physical punishment
(4) the children don’t have any regard for the teacher
and do as they please
92. Presenting disconnected chunks of knowledge
would (CTET Sept 2015)
(1) help learners organise information on their own
(2) make the task of the teacher difficult and that of
the learners easy
(3) make it difficult for the learners to gain conceptual
understanding
(4) make recall easier for the learners
93. Giving children group work is an effective
pedagogical strategy since (CTET Sept 2015)
(1) it allows some children to dominate the others in
small groups
(2) children learn from each other and support each
other in the learning process
(3) children will be able to do their work quickly
(4) it helps to reduce the teacher’s work
94. To enable students to make conceptual changes
in their thinking, a teacher should
(CTET Feb 2016)
(1) offer rewards for children who change their
thinking
(2) discourage children from thinking on their own and
ask them to just listen to her and follow that
(3) offer an explanation in a lecture mode
(4) make clear and convincing explanations and have
discussions with the students
95. A teacher can help the children to process a
complex situation by (CTET Feb 2016)
(1) encouraging competition and offering a high
reward to the child who completes the task first
(2) not offering any help at all so that children learn to
help on their own
(3) giving a lecture on it
(4) breaking the task into smaller parts and writing
down instructions
96. Your class has learners with different learning
styles. To assess them, you would give them
(CTET Feb 2016)
(1) a variety of tasks and tests
(2) the same time to perform on the tests
(3) a uniform set of instructions and subsequently
label the children according to their marks in the
test
(4) the same set of tasks and tests
97. Which one of the following best describes a
teacher’s role in a middle school classroom?
(CTET Feb 2016)
CHAPTER 17 : Basic Process of Teaching and Learning 161

(1) Providing opportunities for discussions
(2) Promoting students to compete amongst
themselves for the first position
(3) Discouraging multiple perspectives and
focusing on a uni-dimensional perspective
(4) Using Powerpoint presentations to give lectures
98. Which one of the following is an important
activity to enable children to learn?
(CTET Feb 2016)
(1) Lecture (2) Instruction
(3) Reward (4) Dialogue
101. Which of the following is not one of the
primary tasks of a teacher for effective
student learning? (CTET Sept 2016)
(1) Knowing the concepts the students bring to the
classroom
(2) Transmitting information to the students in a
didactic manner
(3) Requiring students to respond to higher-order
questioning
(4) Teaching students how to monitor and improve
their own learning by effort

99. In teaching process students is...... . 102. In an elementary classroom, an effective

(REET Feb 2016)
teacher should aim at the students to be
(1) dependent variable (2) independent variable motivated (CTET Sept 2016)
(3) intervening variable (4) None of these (1) to rote memorise so that they become good at
recall
100. Knowing the naive conceptions that students (2) by using punitive measures so that they respect
bring to the classroom (CTET Sept 2016) the teacher
(1) does not serve any purpose of the teacher (3) to perform so that they get good marks in the
(2) pulls down the teacher’s morale since it end of the year examination
increases his work (4) to learn so that they become curious and love
(3) helps the teacher to plan teaching more learning for its own sake
meaningfully
(4) hampers the teacher’s planning and teaching

ANSWERS
1. (3) 2. (2) 3. (4) 4. (2) 5. (1) 6. (2) 7. (1) 8. (3) 9. (4) 10. (4)
11. (1) 12. (2) 13. (1) 14. (4) 15. (2) 16. (3) 17. (2) 18. (3) 19. (2) 20. (4)
21. (2) 22. (3) 23. (3) 24. (4) 25. (3) 26. (2) 27. (1) 28. (4) 29. (1) 30. (4)
31. (4) 32. (2) 33. (4) 34. (3) 35. (2) 36. (1) 37. (4) 38. (2) 39. (4) 40. (2)
41. (1) 42. (1) 43. (1) 44. (3) 45. (1) 46. (4) 47. (1) 48. (2) 49. (2) 50. (4)
51. (4) 52. (4) 53. (1) 54. (4) 55. (1) 56. (1) 57. (1) 58. (3) 59. (4) 60. (1)
61. (2) 62. (3) 63. (1) 64. (2) 65. (2) 66. (4) 67. (4) 68. (2) 69. (1) 70. (3)
71. (1) 72. (3) 73. (2) 74. (4) 75. (3) 76. (1) 77. (4) 78. (3) 79. (2) 80. (3)
81. (1) 82. (2) 83. (2) 84. (2) 85. (1) 86. (2) 87. (4) 88. (3) 89. (1) 90. (2)
91. (1) 92. (3) 93. (2) 94. (4) 95. (4) 96. (1) 97. (1) 98. (4) 99. (1) 100. (3)
101. (2) 102. (4)
 162
5. (1) If a teacher wants his
children to develop in the best
possible way then he should not
encourage rote learning in order
to get good marks in the exam.
They should have understanding
of concepts.
6. (2) It is not the characteristics
of learning that it is a process
related to educating environment.
7. (1) It is not true about teaching
that heuristics is an autocratic
method rather it is a democratic
method.
8. (3) In pedagogical concept, it
is not acceptable that teacher is
not necessary for emotional
development of children.
13. (1) Lecture method lays more
stress on presentation and helps
in the development cognitive and
affective domains. In schools, all
subjects are taught by using this
method.
15. (2) Ms. Lucy is illustrating
social constructivism of
knowledge. Social interaction and
social processes help in learning.
20. (4) It is not true for corporal
punishment that it helps the
emotional development of
children. It may demoralise the
learner and can develop the
feeling of shame or sometime
anger.
CTET & TETs ~ Child Development & Pedagogy
Explanations
23. (3) At lower classes, play-way
method of teaching is based on
psychological principles of
development and growth.
25. (3) The statement that doesn’t
reflect teaching for understanding
is to enable students to memorise
isolated facts and procedures.
27. (1) Constructivism as a theory
emphasises the role of learner in
constructing his own view of the
world.
40. (2) The emphasis from
teaching to learning can be shifted
by adopting child-centred
pedagogy.
41. (1) As each individual is
different so, individual attention is
important in the teaching-learning
process because children develop
at different rates and learn
differently.
46. (4) It is true in relation to errors
made by children if a teacher is not
able to correct all errors in the
classroom, it indicates that the
system of teacher education has
failed.
54. (4) A teacher should not
correct students while they are
trying to communicate ideas.
55. (1) The most appropriate one
to maximise learning is that teacher
should identify her own cognitive
style as well as that of her students.
64. (2) Learning in a classroom is
facilitated by supporting the autonomy of
children by the teachers.
69. (1) When learning in one area helps in
the learning of another area,
it is called positive transfer of
learning.
73. (2) A teacher’s most important
challenge is to make teaching- learning
process enjoyable.
79. (2) To be an effective teacher it is
important to be in touch with each and
every child.
80. (3) Teachers, in order to help learners
construct knowledge, need to focus on
involving the learner for active
participation.
86. (2) A teacher can develop social
values among students by behaving
ideally. As children imitate their teachers.
90. (2) Role of a teacher in a class is to
provide authentic learning situations and
facilitate independent thinking in students.
91. (1) In an effective classroom, the
children look up to the teacher for
guidance and support to facilitate their
learning.
92. (3) Presenting disconnected chunks
of knowledge would make it difficult for
the learners to gain conceptual
understanding.
95. (4) A teacher can help the children to
process a complex situation by breaking
the task into smaller parts and writing down
instructions.
Chapter 18

Child as a Problem-Solver &

as a Scientific Investigator
Usually, the children are considered as passive listeners or receivers of the facts. But,
according to the modern pedagogy, a child is not just passive receivers but he is an
active learner. He is a problem-solver and a scientific investigator who needs to be
guided throughout the learning process. If the child receives the guidance then he can
bring the most promising output for himself. Teachers need to play a significant and
substantial role in this process.

18.1 Problem-Solving
Problem-solving means arriving at solutions of tasks or situations that are complex or
ambiguous with difficulties or obstacles of some kind. Problem-solving is needed, for
instance, when a doctor analyses a lung X-ray and analysis of the picture of lungs requires
skill, experience and resourcefulness to decide which obscure-looking blobs to ignore, and
which to interpret as real structures. Problem-solving is also needed when a store manager
has to decide how to improve the sales of a product, should she price it lower or publicise it
more through advertisements.
According to Stanley Gray, “Problem-solving is that attribute which encompasses rational
thinking”.
Most often, when two children take their problem to an adult to solve it for them or the adult
“steps in” without invitation, the adult has assumed ownership of the problem. When the
adult makes an independent judgement, it usually results in a win-lose situation. One child
gets what it wants, the other doesn’t. However, by guiding children through a series of
problem-solving steps, the adult can teach students how to solve their own problems and
make better decisions so that it changes into a win-win situation for both children.
There are many levels of problem-solving. Some problems are easy and can be solved
without much difficulty.
There are three elements of problem-solving
1. Problem 2. Target 3. Steps towards target
The three main processes that are used mainly in solving such problems are as follows
1. Step-based problem-solving method
2. Algorithm Method The process or set of rules used in solving the problem.
3. Heuristic Method Learning by oneself to solve the problem when a problematic situation
is raised.
164 CTET & TETs ~ Child Development & Pedagogy
18.1.1 Steps to be Followed in
Problem-Solving
Step 1
Identify or define the problematic situation.
Step 2
Think of all the possible alternative solutions.
Step 3
Check the viability of the alternatives.
Step 4
Decision-making concerning the most
suitable alternative.
Step 5 Application of the decided alternative.
Step 6 Feedback and follow-up after the application
of the decision.
Step 7 Rectification and repair work.
Types of Problems
There may be many types of problems but on the
basis of the merit of the problems, problems are
classified broadly into two types
1. Ill-Structured Problem A problem is said to be
ill-structured when one can’t judge the nature
of the problem, is unable to reach its possible
solution or can’t even exactly define it.
2. Well-Structured Problem A problem is said to
be well-structured when all aspects of the
problem are clearly visible and the person
solving it can judge them well.
Strategies to be Adopted During the
Classroom for Problem-Solving
Various strategies can be adopted by teachers for
teaching problem-solving
1. Analyse the Problem The first task at hand is to
analyse the problem. Try to figure out what is
the problem and how it will be solved, what
could be the possible methods and how
relevant these will be in connection with the
problem stated. The best way of analysing the
problem is to break it into two parts and then
analyse the parts one by one and know what
the problem is about.
2. Working Backward from the Final Solution
When the problem is discreet in nature and
clearly mentioned, then solving may have
another way, which is directed in backward
direction. It means that one has to go with the
solution and unlock the previous steps that
have been used to reach the solution.
3. Analogical Thinking Sometimes, problems can
be solved using analogical thinking. This
method works well when the problem is
similar to another problem that occurred in
the past.
One has to use the methods analogically to solve
the existing problem in a manner similar to the
previous one. This method needs prior experience
of solving problems.
18.1.2 Child as a Problem-Solver
Both young ones and adults have to face many
problems in their lives. As a student, a child
encounters many problems and he must know how
to deal with the problems. A teacher must instil
those values into him so that he can solve the
problems with his own learning, perception and
ability.
Traits to be Developed in the Child
as a Problem-Solver
Some traits to be developed in the child as a
problem-solver are
˜ By developing the trait of self-recognition in the
children.
˜ By enabling children to accept demerits and
remove them.
˜ By encouraging the children to be self
dependent.
˜ By developing thoughts and rationality in the
children.
˜ By developing language in the children.
˜ By making them try multiple times to find a
solution.
˜ By rewarding them when they solve problems.
˜ By developing language skills in them.
Child as a Scientific Investigator
Science is all about reason, rationality and realism.
There is nothing fictitious about it. A scientific
investigator needs to be rationally sound. So, if we
see a child as a scientific investigator, then it is
required that he must be able to use his reasoning
and logic.
Traits to be Developed to Make a Child
a Scientific Investigator
Curiosity is a fundamental human trait. By valuing
this natural impulse to learn, the inquiry process
can give children direct feedback and the personal
experiences they need to shape new and enduring
views of the world.
˜ A spirit of inquiry can make a difference in the
way children acquire and understand scientific
concepts.
CHAPTER 18 : Child as a Problem-Solver & as a Scientific Investigator
˜ From an early age, students puzzle over
phenomena of nature they encounter and ask
many questions about them.
˜ Whether asked verbally or in actions, these
questions indicate curiosity - an intense desire to
know or to find out. Curiosity is, thus, a
fundamental human trait.
˜ This is the first sign of the arousal of scientific
investigation in students. The traits that need to
be developed for scientific investigation are as
follows
1. Persistence This necessary characteristic
encompasses traits such as dogged
perseverance, patience, tenacity, thoroughness
and singleness of purpose. For scientific
success, persistence must continue beyond
research and through to publication.
2. Curiosity The desire to know more and
inquisitiveness that is not satisfied with
shallow explanations is the key to scientific
progress.
3. Self-Motivation It is rare in most students.
Single-minded drive undoubtedly increases
effort. Self-motivated students can produce
better results than those students who have
lost their internal drive.
4. Focus Focus is the ability to spot the crux
among details and then stay concentrated on
CHAPTER EXERCISE
1. In the scientific method of problem-solving
what comes in the last out of given ones.
(1) Identification of problem
(2) Collection of information
(3) Formation of alternatives
(4) Authenticating the alternatives
2. Which of the following processes refers to the
researching the functioning of the mind?
(1) Mind reading (2) Intellectual rationing
(3) Mind mapping (4) Intellectual mapping
3. To a question related to getting a flight ticket
booked, Manohar used the inputs that he had
from getting a railway ticket reserved. This is
law of
(1) analogy (2) attitude
(3) readiness (4) effect
165
it. Focus assures that the target receives all the
attention needed. Lack of focus is evidenced
by tendencies toward incompleteness,
inefficiency, overlooked significant details and
panic reaction to setbacks.
5. Imagination It is necessary for insight and even
for the everyday problem-solving that is
intrinsic to most students. Almost all students
are unusually imaginative. When imagination
is combined with both will and a vision of what
is achievable, the results are good.
6. Desire to Improve It could be an important
stimulus to scientific insight because it leads
to trial of a variety of different behaviours. Like
curiosity, dissatisfaction certainly is a stimulus
to scientific progress.
7. Self-Confidence It fosters a willingness to face
challenges and a constructive optimism
relatively free of worries of others and about
whether the problem can be solved. Both
self-motivation and self-confidence are
needed if students want to lead a scientific
discipline into new productive directions,
rather than just following the majority.
Self-confidence inspires acceptance of one’s
opinions by others, inspite of the claims that
they are influenced only by the evidence, not
by the presentation.
4. Which of the following pairs is not correctly
matched?
(1) Concrete- : Logical thinking about
operational stage objects and events
(2) Creative learners : Problem-solving attitude
(3) Children : Receives the knowledge
in passive form
(4) None of the above
5. A teacher is to teach the concept of the
germination of seeds. Which of the given
methods do you think will be the most suitable?
(1) Allow the students to germinate the seeds and
observe then
(2) Explaining the process through example
(3) Making diagrams and pictures to get the idea
correctly
(4) None of the above
166
6. Problem-solving can be easy and fun for the
students if
(1) the teacher expects everything fine form the
students
(2) the teacher gives freedom to the students to do
what they think best
(3) the teacher tries to adopt carrot and stick
policy
(4) the students don’t depend upon teacher and
do the assignment with his peers
7. Which of the given is not related to the step
of problem-solving?
(1) Anticipating possible results
(2) Considering possible solutions or strategies
(3) Breaking down the problem into small units
(4) Identifying the problem
8. The hallmark of problem-solving approach is
(1) problem is raised from usual life or everyday chores
(2) problem has a definite principle underlying it
(3) assuming a special/unique pathway to solving
the problem
(4) problem statement has implicit hint in itself
9. Consider of the following in context of idea
given by EL Thorndike
I. Learning a concept and using it over a
period of time helps in reduction of the
errors committed by students
II. Learning a concept and then using it
repeatedly will not help reducing errors
until the teacher supervises every time
III. By learning a difficult concept and then
applying it to a problem is difficult too but
a certain extent
IV. A student will take time in learning the
concept but once he learns it then he will
apply successfully
Which of the statement(s) given above is/are
correct?
(1) Only I (2) Only II
(3) Both II and IV (4) None of these
10. Given below are the statements that deal
with the scientific outlook of children.
I. They have problem-solving nature
II. They are scientific investigators
III. They are passive receivers
IV. They love to explore their surroundings
Which of the statement(s) given above is
correct?
(1) Only I (2) Both II and IV
(3) Only III (4) All of these
CTET & TETs ~ Child Development & Pedagogy
Previous Years’ Questions
11. Self-regulation of learners refers to
(CTET June 2011)
(1) creating regulations for student behaviour
(2) rules and regulations made by the student body
(3) self-discipline and control
(4) their ability to monitor their own learning
12. Which of the following is the first step in the
scientific method of problem-solving?
(1) Formation of hypothesis (CTET Jan 2012)
(2) Verification of hypothesis
(3) Problem awareness
(4) Collection of relevant information
13. A teacher can make problem-solving fun for
students by doing all the following except
(CTET Nov 2012)
(1) expecting perfection form the students while
they are trying to do things by themselves
(2) providing open ended material
(3) giving time for free play
(4) providing endless opportunities for creative
thinking
14. Which of the following characteristics is the
hallmark of the problem-solving approach?
(CTET Nov 2012)
(1) There is usually one approach for getting the
right answer
(2) The problem is based on only one principle topic
(3) There is an implicit hint given in the problem
statement
(4) The problem is original
15. What does ‘self-regulation of learners’ mean?
(CTET Nov 2012)
(1) Rules and regulations made by the student body
(2) Creating regulations for student behaviour
(3) Self-discipline and control
(4) Ability to monitor their own learning
16. Mastery orientation can be encouraged by
(CTET July 2013)
(1) focusing on students' individual effort
(2) comparing students' success with each other
(3) assigning lot of practice material as home
assignments
(4) taking unexpected tests
17. The following are the steps in the process of
problem-solving except (CTET July 2013)
(1) anticipate outcomes
(2) identification of a problem
(3) breaking down the problem into smaller parts
(4) explore possible strategies
CHAPTER 18 : Child as a Problem-Solver & as a Scientific Investigator 167

18. Problem-solving is more likely to succeed in
schools where (CTET Feb 2014)
(1) the emphasis is only on higher order academic
achievement
(2) teacher-centric pedagogy is in effect
(3) a flexible curriculum is in place
(4) homogeneous groups of students are present in
the classes
19. Which of the following does not deter
problem-solving? (CTET Feb 2014)
(1) Insight (2) Mental sets
(3) Entrenchment (4) Fixation
20. To explain, predict, and/or control
phenomena are the goals of (CTET Sept 2014)
(1) traditional reasoning (2) inductive reasoning
(3) deductive reasoning (4) the scientific method
21. How can teachers help children become
better problem-solvers? (CTET Feb 2015)
(1) By giving children a variety of problems to solve
and support while solving them
(2) By giving tangible rewards for solving problems
(3) By encouraging children to look for answers to
the problems in the textbook
(4) By providing correct solutions to all the
problems they pose to students
22. When students are given an opportunity to
discuss a problem in groups,, their learning
curve (CTET Feb 2016)
(1) becomes better (2) remains stable
(3) declines (4) remains the same
23. Which of the following statements about
children are correct? (CTET Sept 2016)
I. Children are passive recipients of
knowledge.
II. Children are problem-solvers.
III. Children are scientific investigators.
IV. Children are active explorers of the
environment.
(1) II, III and IV
(2) I, II, III and IV
(3) I, II and III
(4) I, II and III
24. To enable students to think independently
and become effective learners, it is important
for a teacher to (CTET Sept 2016)
(1) teach students how to monitor their own learning
(2) offer rewards for each success achieved by the
students
(3) give information in small units or chunks
(4) present information in an organised manner to
make it easier to recall
25. If a teacher wants her students to acquire
problem-solving skills, the students should be
engaged in activities that involve
(CTET Sept 2016)
(1) recall, memorisation and comprehension
(2) structured worksheets containing
multiple-choice questions
(3) drill and practice
(4) inquiring, reasoning and decision making

ANSWERS
1. (4) 2. (2) 3. (1) 4. (3) 5. (1) 6. (2) 7. (3) 8. (4) 9. (1) 10. (3)
11. (4) 12. (3) 13. (1) 14. (3) 15. (4) 16. (1) 17. (3) 18. (3) 19. (1) 20. (4)
21. (1) 22. (1) 23. (1) 24. (1) 25. (4)
 168
1. (4) In the scientific method of
problem-solving, authentication of
alternatives comes in the last.
2. (2) Intellectual rationing refers to the
researching and functioning of the
mind.
6. (2) Problem-solving can be fun and
easy for the students if the teacher
gives the freedom to the students to
do what they think best.
8. (4) The hallmark of problem-solving
approach is that the problem
statement has implicit hint in itself.
9. (1) The idea given by EL Thorndike
was that learning a concept and using
CTET & TETs ~ Child Development & Pedagogy
Explanations
it over a period of time helps in
reduction of the errors committed by
students.
10. (3) The incorrect statement
about scientific outlook of children is
that they are passive receivers.
11. (4) Self-regulation of learners
refers to their ability to monitor their
own learning.
12. (3) The first step in scientific
method of problem-solving is
problem awareness.
16. (1) Mastery orientation can be
encouraged by focusing on
student’s individual effort.
18. (3) Problem-solving is more likely
to succeed in schools where a
flexible curriculum is in place.
20. (4) To explain, predict and/or
control phenomena are the goals of
the scientific method.
21. (1) Teachers can help children
become better problem-solvers by
giving them a variety of problems to
solve and support while solving them.
24. (1) To enable students to think
independently and become effective
learners, it is very important for a
teacher to teach students how to
monitor their own learning.
Chapter 19

Alternative Conceptions of
Learning in Children
When teachers provide instruction on concepts in various subjects, they are teaching
students who already have some pre-instructional knowledge about the topic.
Student knowledge, however, can be erroneous, illogical or misinformed. These
erroneous understandings are termed alternative conceptions or misconceptions.

Alternative conceptions (misconceptions) are not unusual. In fact, they are a normal part of
the learning process. We quite naturally form ideas from our everyday experience, but
obviously not all the ideas we develop are correct with respect to the most current
evidence and scholarship in a given discipline. Moreover, some concepts in different
content areas are simply very difficult to grasp. Hence, our understanding of them is
flawed. In this way, even adults, including teachers, can sometimes have misconceptions of
material.

19.1 Meaning of Learning

We use the term ‘learning’ all the time in everyday life. But within the field of pedagogy, this
is actually a specific term. Different people use different words to define learning within
pedagogy, but in general, we’re talking about a step-by-step process in which an individual
experiences permanent, lasting changes in knowledge, behaviours or ways of processing
the world.
Some of the important characteristics of learning are given below
1. Learning is growth 2. Learning is adjustment
3. Learning is purposeful 4. Learning is experience
5. Learning is intelligent 6. Learning is active
7. Learning is both individual and social
8. Learning is the product of the environment
9. Learning affects the conduct of the learner

19.1.1 Types of Learning

Learning is further classified as formal and informal learning, which are as follows
1. Formal Learning Organised learning guided by a formal curriculum, leads to a formally
recognised credential such as a high school completion certificate or a degree, and is
often recognised by government at some level. Teachers who guide the learning are
usually trained as professionals in some way.
170 CTET & TETs ~ Child Development & Pedagogy
2. Informal Learning In this, there is no formal
curriculum and no formal recognition. The teacher
is simply someone with more experience such as a
parent, grandparent or a friend. A father teaching his
child to play catch or a babysitter teaching a child its
ABC’s is an example of informal education.
19.2 Alternative Conceptions
of Learning
Although there are many different approaches to
learning, there are two basic types of learning theory
1. Behaviourist Knowledge is a repertoire of
behavioural responses to environmental stimuli.
Passive absorption of a pre-defined body of
knowledge by the learner is promoted by repetition
and positive reinforcement.
2. Cognitive Knowledge systems of cognitive
structures are actively constructed by learners
based on pre-existing cognitive structures. Active
assimilation and accommodation of new information
to existing cognitive structures and discovery by
learners are done.
19.2.1 Thorndike’s Theory of
Trial and Error
Thorndike explained this theory and arrived at it after a
number of experiments. According to him, learning
takes place through a process of approximation and
correction. A person makes a number of trials, some
responses do not give satisfaction to the individual, but
he goes on making further trials till he gets a
satisfactory response.
Thorndike’s experiment on a cat in a puzzle is widely
known and often quoted in journals. The experimental
set-up was very simple. A hungry cat was confined in a
puzzle box and outside the box a dish of food was kept.
The cat in the box had to pull a string to come out of
the box. The cat in the box made several random
movements of jumping, dashing and running to get out
of the box. The cat at last succeeded in pulling the
string. The door of the puzzle box opened, the cat came
out and ate the food. Thorndike promptly put the cat
on to the next trial.
The cat again gave a frantic behaviour but it soon
succeeded in pulling the string. This was repeated
several times, Thorndike noticed that, as the
repetitions increased the errors also reduced,
i.e. Thorndike’s cat showed slow, gradual and
continuous improvement in performance over
successive trials. He concluded that learning of
the cat in the puzzle box can be explained in
terms of a formation of direct connectionism
between stimulus and response.
Educational importance of theory of trial and
error is as follows
˜ Learning by trial and error is a gradual process.
˜ For learning to occur, the learner must be
definitely motivated.
˜ The learner makes random and variable
responses.
˜ Some responses do not lead to the goal.
(annoying response)
˜ Some responses lead to the goal. (satisfying
responses)
˜ With the increase in number of trials, the
annoying responses will tend to be eliminated
and the satisfying responses will be
strengthened and repeated.
˜ The time taken to perform the task (to repeat
the satisfying response) decreases with
successive trials.
19.2.2 Classical Conditioning
Theory of Watson
Little Albert was a 9-month-old infant who was
tested on his reactions to various stimuli. He
was shown a white rat, a rabbit, a monkey and
various masks. Albert, described as “on the
whole stolid and unemotional”, showed no fear
of any of these stimuli. However, what startled
him and caused him to be afraid was a hammer
striking against a steel bar behind his head. The
sudden loud noise would cause “little Albert to
burst into tears.”
When little Albert was just over 11 months old,
the white rat was shown and seconds later the
hammer was struck against the steel bar. This
was done seven times over the next seven weeks
and each time little Albert burst into tears. By
now little Albert only had to see the rat and he
immediately showed every sign of fear. He
would cry (whether or not the hammer was hit
against the steel bar) and he would attempt to
crawl away.
CHAPTER 19 : Alternative Conceptions of Learning in Children
19.2.3 Classical Conditioning
Theory of Pavlov
Pavlov showed the existence of the unconditioned
response by presenting a dog with a bowl of food
and measuring its salivary secretions. When Pavlov
discovered that any object or event which the dog
learnt to associate with food would trigger the
same response.
Pavlov knew that somehow, the dogs in his lab had
learned to associate food with his lab assistant. This
must have been learned, because at one point the
dogs did not associate the lab assistant with food
and there came a point where they started, so their
behaviour had changed. A change in behaviour of
this type must be the result of learning.
Educational Importance of Classical
Conditioning Theory
The following are the some of the educational
implications of classical conditioning theory
˜ Fear, love or hatred towards specific subjects are
created through conditioning. e.g. a Maths
teacher creates fear with his or her defective
method of teaching and improper behaviour in the
classroom that may be disliked by learners. The
learners develop hatred towards Maths due to the
teacher’s behaviour.
˜ The good method and kind treatment of a teacher
can create desirable impacts upon the learners.
The learners may like a boring subject because of
the teacher’s role.
˜ In teaching, the role of audio video aids is very vital.
When a teacher wants to teach how to spell the
word ‘cat’, he or she shows the picture of the cat
along with the spelling. When the teacher shows
the picture and at the same time he or she spells
out the word, then after a while when only the
picture is shown and learners spell the word cat.
19.2.4 Conditioning Theory of
Skinner
Skinner studied operant conditioning by
conducting experiments using animals which he
placed in a ‘Skinner Box’ similar to Thorndike’s
puzzle box. Skinner showed how positive
reinforcement worked by placing a hungry rat in
his Skinner box.
The box contained a lever on the side and as the rat
moved about the box it would accidentally knock
171
the lever. Immediately it did so a food pellet would
drop into a container next to the lever. The rats
quickly learned to go straight to the lever after a
few times of being put in the box. The consequence
of receiving food if they pressed the lever ensured
that they would repeat the action again and again.
Educational importance of conditioning theory of
Skinner are as follows
˜ Practice should take the form of question
(stimulus) - answer (response) frames which
expose the student to the subject in gradual steps.
˜ The teacher requires that the learner make a
response for every frame and receives immediate
feedback.
˜ The teacher will try, to arrange the difficulty of
the questions so that the response is always
correct and hence, a positive reinforcement.
˜ The teacher will ensure that good performance in
the lesson is paired with secondary reinforcement
such as verbal praise, prizes and good grades.
˜ Behaviour that is positively reinforced will recur
particularly effective intermittent reinforcement.
˜ Information should be presented in small amounts
so that responses can be reinforced.
˜ Reinforcements will generalise across similar
stimuli, producing secondary conditioning.
19.2.5 Insight Theory of Kohler
A form of cognitive learning, originally described by
the Gestalt psychologists, in which problem-solving
occurs by means of a sudden reorganisation of
perception, is called insight learning.
In his experiment, Kohler hung one piece of fruit just
out of reach of each of a number of chimpanzees. He
then provided the chimpanzees with either two
sticks or three boxes, then waited and watched.
Kohler noticed that after the chimpanzees realised
they could not simply reach or jump up to retrieve
the fruit, they stopped, sat down, and thought
about how they might solve the problem. Then
after a few moments, the chimpanzees stood up
and proceeded to solve the problem.
In the first scenario, the problem was solved by
placing the smaller stick into the longer stick to
create one very long stick that could be used to
knock down the hanging fruit. In the second
scenario, the chimpanzees would solve the problem
by stacking the boxes on top of each other, which
allowed them to climb upto the top of the stack of
boxes and reach the fruit.
172
Initially, it was thought that learning was the result
of reproductive thinking. This means that an
organism reproduces a response to a given problem
from past experience. Insight learning, however,
does not directly involve using past experiences to
solve a problem. While past experiences may help
the process, an insight or novel idea is necessary to
solve the problem. Prior knowledge is of limited
help in these situations. Educational importance of
Insight Theory of Kohler are as follows
˜ Combining previously learned behaviours
together in order to solve a problem.
˜ Changing viewpoint or thought process to solve a
problem. To use simple knowledge to find a
solution to a complex problem. Enabling use of
problem-solving to help reach a goal.
19.2.6 Lewin’s Field Theory of
Learning
Kurt Lewin conducted experiments on the study of
behaviour in children. He emphasised the study of
behaviour as a function of the total physical and
social situation. He explains the individual
behaviour on the basis of life-space. An individual’s
life-space depends on his psychological force. It
includes the person; his drives, tensions, thoughts
and his environment, which consists of perceived
objects and events.
Lewin’s theory regards learning as a relativistic
process by which a learner develops new insight or
changes old ones. According to the theory, learning
is not a mechanistic process of connecting stimuli
and responses within a biological organism. Field
psychology explains development of insight as a
change in cognitive structure of life-space.
Boundary of Psychological
Life Space Environment
+
Vector Vector
Goal
PERSON
Driving Restraining
Force Force
Barrier
Lewin’s Theory of Learning
CTET & TETs ~ Child Development & Pedagogy
The main concepts used in Lewin’s field theory are
as follows
1. Topology It is also called topological. Two basic
concepts which topological space denotes are
connectedness part-whole relationships.
Topological concepts are used to represent the
structure of life-space in such a way as to define
the range of possible perceptions and actions.
This is accomplished by showing the
arrangements of the functional parts of
life-space.
2. Vector The term vector represents a force
which is influencing movement towards a goal
or away from it. If there is only one vector
(force), there is movement in the direction of the
vector.
3. Life-Space It is also called the psychological
field. The psychological field is the space in
which the person moves psychologically. It
contains the whole of one’s psychological reality
– one’s self and what one thinks of or what one
gains from one’s physical and social
environment.
4. The Person in Life-Space The person is often
represented as a point moving about in his
life-space, affected by pulls and pushes upon
him, circumventing barriers in his locomotion in
his own life-space.
Educational Utility of Lewin’s
Field Theory of Learning
This theory can be applied in education in the
following ways
˜ In defining the change one wants to see, one may
write down the goal or vision of a future desired
state or may prefer to understand the present
status quo or equilibrium.
˜ In brainstorming or in mind mapping the driving
forces - those that are favourable to change.
˜ In brainstorming or in mind mapping the
restraining forces -those that are unfavourable to,
or oppose, change.
˜ In evaluating the driving and restraining forces.
One can do this by rating each force, from 1 (weak)
to 5 (strong), and total each side.
˜ Or one can leave the numbers out completely and
focus holistically on the impact each has.
˜ In reviewing the forces.
CHAPTER 19 : Alternative Conceptions of Learning in Children
˜ In creating a strategy to strengthen the driving
forces or weaken the restraining forces, or both. If
you’ve rated each force how you can raise the
scores of the driving forces or lower the scores of
the restraining forces, or both?
˜ In prioritising action steps. What action steps can
one take that will achieve the greatest impact?
19.2.7 Experiential Learning
Theory of Karl Rogers
Rogers distinguished two types of learning:
cognitive (meaningless) and experiential
(significant). The former corresponds to academic
knowledge and the latter refers to applied
knowledge. The key to the distinction is that
experiential learning addresses the needs and
wants of the learner. Rogers lists these qualities of
experiential learning as
˜ Personal involvement ˜ Self-initiated
˜ Evaluated by learner ˜ Pervasive effects on
learner
Experiential learning is equivalent to personal
change and growth. He feels that all human beings
have a natural propensity to learn and the role of the
teacher is to facilitate such learning. This includes
˜ Setting a positive climate for learning.
˜ Clarifying the purposes of the learner.
˜ Organising and making available learning
resources. Balancing intellectual and emotional
components of learning. Sharing feelings and
thoughts with learners but not dominating.
According to Rogers, learning is facilitated when
˜ the student participates completely in the
learning process and has control over its nature
and direction. it is primarily based upon direct
confrontation with practical, social, personal or
research problems.
˜ self-evaluation is the principal method of
assessing progress or success.
Roger’s theory of learning applies primarily to adult
learners and has influenced other theories of adult
learning.
19.2.8 Social Learning Theory of
Bandura
Albert Bandura’s Social Learning Theory proposed
that people learn from one another through
observation, imitation, and modelling. The theory
173
has often been called a bridge between
behaviourist and cognitive learning theories
because it encompasses attention, memory, and
motivation. The key concept in this theory is that
people learn through observing others’ behaviour,
attitudes and outcomes of those behaviours.
Bandura explained, “Most human behaviour is
learned observationally through modelling: from
observing others, one forms an idea of how new
behaviours are performed, and on later occasions
this coded information serves as a guide for action.”
The four necessary conditions for effective
modelling are as follows
1. Attention The extent to which we are exposed to
or notice the behaviour. Although we observe
many types of behaviour on a daily basis, many of
these are not noteworthy. Attention is, thus,
extremely important to whether a particular
behaviour has an influence on others imitating it.
2. Retention This is how well the behaviour is
remembered. The behaviour may be noticed, but
is it not always remembered, which prevents
imitation. It is important, thus, that a memory of
the behaviour is formed to be performed later by
the observer.
3. Reproduction This is the ability to perform the
behaviour that the model has just demonstrated.
We see much behaviour on a daily basis that we
would like to be able to imitate but this is not
always possible. We are limited by our physical
ability and, for that reason, even if we wish to
reproduce a particular behaviour, we are unable
to do so.
4. Motivation This is the will to perform the
behaviour. The reward and punishment that follow
a behaviour will be considered by the observer. If
the perceived reward outweighs the perceived
costs (if there are any), then the behaviour will be
more likely to be imitated by the observer.
19.2.9 Bloom’s Revised
Taxonomy of Cognitive
Learning
This was created in 1956 by a committee under the
leadership of educational psychologist Dr Benjamin
Bloom to promote higher forms of thinking in
education, such as analysing and evaluating
concepts, processes, procedures, and principles,
rather than just remembering facts (rote learning).
It is most often used when designing educational,
training and learning processes.
174 CTET & TETs ~ Child Development & Pedagogy

The committee identified three domains of
educational activities or learning
˜ Cognitive This covers mental skills (knowledge).
˜ Affective This includes growth in feelings or
emotional areas (attitude or self).
˜ Psychomotor These are manual or physical skills.
The cognitive domain includes the recall or
recognition of specific facts, procedural patterns,
and concepts that serve in the development of
intellectual abilities and skills. There are six major
categories of cognitive processes, starting from the
simplest to the most complex.
These were revised in 2000 by L Anderson, a former
student of Bloom, and D Krathwohl. This new
taxonomy reflects a more active form of thinking
and is more accurate. The new version of Bloom's
Taxonomy is shown below

Level Category Examples Key words used to describe Technologies

activity used for learning
1. Remembering Recall or Recite a poem, quote Defines, describes, identifies, Bookmarking, flash
(Lowest) retrieve previous learned pieces from memory to a knows, labels, lists, matches, cards, rote learning
information. customer, recite safety names, outlines, recalls, based on repetition
rules recognises, reproduces

2. Understanding Rewrite the principles of Comprehends, converts, Create an analogy,

Comprehending the
meaning of a sentence,
translation, interpolation,
interpretation of
instructions and problems,
stating a problem in one’s
own words
learning, explain in one’s
own words the steps for
performing a complex
task, translate an equation
into an excel spreadsheet
defends, distinguishes, participating in
estimates, explains, extends, cooperative
generalises, gives an example, learning, taking
infers, interprets, paraphrases, notes, storytelling,
predicts, rewrites, summarises, internet search
translates

3. Applying Use a concept in a
new situation or
unprompted use of an
abstraction. Applies what
was learned in the
classroom into novel
situations in the workplace.
Use a manual to calculate
an employee’s leave time,
apply laws of statistics to
evaluate the reliability of a
written test
Applies, changes, computes, Collaborative
constructs, demonstrates, learning, create a
discovers, manipulates, process, blog,
modifies, operates, predicts, practice
prepares, produces, relates,
shows, solves, uses

4. Analysing Separate Repair a piece of Analyses, breaks down, Dynamic group

material or concepts into
component parts so that its
organisational structure
may be understood,
distinguish between facts
and inferences
equipment by using logical
deduction, recognise
logical fallacies in
reasoning, gather
information from a
department
compares, contrasts, diagrams, involvement,
deconstructs, differentiates, debating,
discriminates, distinguishes, questioning what
identifies, illustrates, infers, happened, running a
outlines, relates, selects, test
separates

5. Evaluating Make Select the most effective
judgements about the value solution, hire the most
of ideas or materials qualified candidate,
explain and justify a new
budget, judge the logical
consistency of a solution
Appraises, compares, concludes, Survey, blogging
contrasts, criticises, critiques,
defends, describes,
discriminates, evaluates,
explains, interprets, justifies,
relates, summarises, supports

6. Creating Build a structure
(Highest) or pattern from diverse
elements, put parts
together to form a whole,
with emphasis on creating a
new meaning or structure
Write a company
operations or process
manual, design a machine
to perform a specific task,
integrate training from
several sources to solve a
problem, revise and
process to improve the
outcome
Categorises, combines, Create a new model,
compiles, composes, creates, write an essay,
devises, designs, explains, network with others
generates, modifies, organises,
plans, rearranges, reconstructs,
relates, reorganises, revises,
rewrites, summarises, tells,
writes
CHAPTER 19 : Alternative Conceptions of Learning in Children 175

CHAPTER EXERCISE
1. ‘Gestalt theorists’ are associated with 7. See the column below and find the pair that
(1) social behaviour is/are correctly matched.
(2) hit and trial methods
Column A Column B
(3) insight theory
(4) None of the above A. Mechanical drill 1. Indicates a gap in
the learning periods
2. Which of the following roles should parents
not play when it comes to learning process of B. Child-centred 2. Teaching to learning
their child? pedagogy shifting
(1) Proactive (2) Positive
Codes
(3) Neutral (4) Supportive
(1) A-(1) (2) B-(2)
3. Which of the given statement(s) is wrong (3) Both (1) and (2) (4) None of these
about learning? 8. Learning in a classroom can be supported by
I. It is a continuous and comprehensive (1) supporting the individuality and autonomy of the
process. children by the teachers
II. It is target-oriented and not a self-centred (2) exposing the learners to a number and variety of
process. tests so that they can be motivated to learn
Select the correct answer using the codes (3) allowing the teachers to resort to physical
given below. punishment to create a fear in the minds of
(1) Only I (2) Only II children
(3) Both I and II (4) Neither I nor II (4) changing the time and duration of the period of
the subjects
4. Among the given statements, which one is
incorrect? 9. Knowledge construction doesn’t require
(1) Active participation includes group discussions (1) group discussion by the students
and collaborative learning. (2) interaction between teacher and students
(2) Collaborative learning is also a domain of active (3) active participation of the learner
participation. (4) rote learning of facts by the students
(3) All of the above 10. Meaningful learning is a very careful
(4) None of the above planning. Which of the given statements does
5. Lewin’s field theory regards learning as a not support the stated ideology?
process in which (1) Learning is influenced by the emotions of the
(1) old insights are changed to new ones learners
(2) stimuli and responses are connected (2) Multiple cognitive pathways lead to a resourceful
(3) simple knowledge is used to solve complex learning
problems (3) Topics to be taught should be presented in
(4) reinforcements produce secondary conditioning detail in the classroom
(4) None of the above
6. Consider the given code(s)
I. Command over the subject-matter is a Previous Years’ Questions
teacher related learning factor. 11. Which of the following statements cannot be
II. Classroom and school are also the teacher considered as a feature of the process of
related learning factor. learning? (CTET June 2011)
Which of the code is wrong? (1) Educational institutions are the only place where
(1) Only I learning takes place
(2) Only II (2) Learning is a comprehensive process
(3) Both are wrong (3) Learning is a goal-oriented
(4) Neither is wrong (4) Unlearning is also a learning process
176 CTET & TETs ~ Child Development & Pedagogy

12. The ‘Insight Theory of Learning’ is promoted 20. The conclusion ‘Children can learn violent
by (CTET June 2011) behaviour depicted in movies’ may be derived
(1) ‘Gestalt’ theorists (2) Pavlov on the basis of the work done by which of the
(3) Jean Piaget (4) Vygotsky following psychologists? (CTET July 2013)
13. “A young child responds to a new situation (1) Edward L Thorndike (2) JB Watson
on the basis of the response made by him/her (3) Albert Bandura (4) Jean Piaget
in a similar situation as in the part”. This is 21. Bloom’s taxonomy is a hierarchical
related to (CTET June 2011) organisation of ...... . (CTET July 2013)
(1) ‘Law of Analogy’ of learning (1) achievement goals (2) curricular declarations
(2) ‘Law of Effect’ of leaning (3) reading skills (4) cognitive objectives
(3) ‘Law of Attitude’ of learning process
(4) ‘Law of Readiness’ of learning 22. Which approach is most appropriate in
education in the present context?
14. A PT teacher wants her students improve (1) Behaviouristic approach (UTET Sept 2013)
fielding in the game of cricket. Which one of (2) Constructivistic approach
the following strategies will best help his (3) Structuralistic approach
student to achieve that goal? (CTET June 2011) (4) Humanistic approach
(1) Give students a lot of practice in fielding
(2) Tell students how important it is for them to
23. Which one of the following represents the
learn to field domain ‘evaluating’ in Bloom’s revised
(3) Explain the logic behind good fielding and rate taxonomy? (CTET Feb 2014)
of success (1) Evaluating the pertinence of the data provided
(4) Demonstrate fielding while students observe (2) Formulating a new way for categorising objects
(3) Creating a graph or chart using the data
15. Who was the pioneer of classical (4) Judging the logical consistency of a solution
conditioning? (PTET Nov 2011)
(1) Skinner (2) Pavlov 24. Cognitive apprenticeships and instructional
(3) Watson (4) Thorndike conversations (CTET Feb 2014)
(1) emphasise on systematic organisation of textual
16. A teacher never gives answers to questions
material
herself. She encourages her students to
(2) highlight the need of practical training to achieve
suggest answers, have group discussions and
efficiency
adopt collaborative learning. This approach is
(3) conceive learning as a social activity
based on the principle of (CTET Jan 2012)
(4) are based on application of inductive reasoning
(1) active participation
(2) proper organisation of instructional material 25. The Principle of ‘Trial and error’ is
(3) setting a good example and being a role-model propounded by (UPTET Feb 2014)
(4) readiness to learn (1) Thorndike (2) Mc Dougall
17. The psychologist who advocates ‘life space’ in (3) Kohler (4) Pavlov
his learning theory is (HTET June 2013) 26. Which of the following is the first step in the
(1) Thorndike (2) Kohler process of conditioning? (UPTET Feb 2014)
(3) Kurt Lewin (4) Skinner (1) Stimulus (2) Frequency
18. Theory of learning which only depends on (3) Generalisation (4) None of these
‘observable behaviour’ is associated with ...... 27. In a process of learning, ‘Transfer of
theory of learning. (HTET June 2013)
learning’ can be (UPTET Feb 2014)
(1) cognitive (2) developmental
(1) positive (2) negative
(3) behavioural (4) constructive
(3) zero (4) All of these
19. ‘Readiness for learning’ refers to
(CTET July 2013)] 28. Which of the following school emphasised on
(1) Thorndike’s law of readiness learning by insight? (UPTET Feb 2014)
(2) general ability level of students (1) Psycho analytical theory
(3) present cognitive level of students in the (2) Behaviourism
learning continum (3) Connectionism
(4) satisfying nature of the act of learning (4) Gestalt theory
CHAPTER 19 : Alternative Conceptions of Learning in Children 177

29. Which psychologist used non-sense syllabus 38. Learning experiences should be planned in a
as a material of learning? (UPTET Feb 2014) manner, so as to make learning meaningful.
(1) William James (2) Skinner Which of the given learning experience does
(3) Ebbinghaus (4) Bartlet not facilitate meaningful learning for the
30. When the child is ready to learn, he learns children? (CTET Feb 2015)
more quickly and effectively. ‘Laws of (1) Repetition based on mere recall of content
learning’ readiness, exercise, effect. This (2) Formulating questions on content
principle is given by (HTET Feb 2014) (3) Discussion and debate on the topic
(1) Thorndike (2) Skinner (4) Presentation on the topic
(3) Pavlov (4) Kurt Lewin 39. The ‘doing’ aspect of behaviour falls in the
(UTET April 2015)
31. ‘Sociological type of theory’ of personality
(1) conative domain of learning
was given by (HTET Feb 2014)
(2) affective domain of learning
(1) Hippocrates (2) Kretschmer
(3) psychological domain of learning
(3) Sheldon (4) Spranger
(4) cognitive domain of learning
32. The field theory of psychology was given by
(HTET Feb 2014)
40. Learning (UTET Feb 2016)
(1) Kurt Lewin (2) CT Morgan (1) is not affected by a learner’s emotions
(3) Leon Festinger (4) Henry Goddard (2) has very little connection with emotions
(3) is independent of a learner’s emotions
33. The ‘emotional’ aspect of behaviour falls in (4) is influenced by a learner’s emotions
(HTET Feb 2014)
(1) cognitive domain of learning 41. Behaviourist ...... has said. “Give me the new
(2) affective domain of learning born infant. I can make him doctor, advocate,
(3) conative domain of learning thief or whatever I wish.” (UPTET Feb 2016)
(4) psychological domain of learning (1) Freeman (2) Newman
34. Which of the following is a process in the (3) Watson (4) Holzinger
social observational learning theory of 42. Which behaviourist considers that language
Bandura? (CTET Sept 2014) is acquired like other behaviours through
(1) Reflection (2) Retention operant conditioning? (UPTET Feb 2016)
(3) Repetition (4) Recapitulation (1) Watson (2) Skinner
35. Which one of the following is a factor that (3) Gutheri (4) Thorndike
affects learning positively? (CTET Sept 2014) 43. In class teaching the step of introducing a
(1) Fear of failure lesson is based on which law of learning?
(2) Competition with peers (UPTET Feb 2016)
(3) Meaningful association (1) Law of effect
(4) Pressure from parents (2) Law of analogy
(3) Law of readiness
36. Bandura stated that children acquire
(4) Law of association
responses through modeling, which is also
known as ...... . (UPTET Feb 2014) 44. S-O-R is proposed by (UPTET Feb 2016)
(1) learning through practice (1) Watson (2) Kofka
(2) learning by insight (3) Kohler (4) Gestalt Psychologists
(3) observational learning 45. The name of the theory advocating sudden
(4) learning by reward solution to the problem is (REET Feb 2016)
37. Operant conditioning theory of learning was (1) operant learning
given by ...... . (UPTET Feb 2014) (2) theory of insight
(1) Pavlov (2) Thorndike (3) trial and Error theory
(3) Tolman (4) Skinner (4) conditioning
178 CTET & TETs ~ Child Development & Pedagogy

ANSWERS
1. (3) 2. (3) 3. (4) 4. (4) 5. (1) 6. (2) 7. (3) 8. (1) 9. (4) 10. (4)
11. (1) 12. (1) 13. (2) 14. (2) 15. (2) 16. (1) 17. (3) 18. (3) 19. (3) 20. (3)
21. (4) 22. (2) 23. (4) 24. (3) 25. (1) 26. (1) 27. (4) 28. (4) 29. (3) 30. (1)
31. (4) 32. (1) 33. (2) 34. (2) 35. (3) 36. (3) 37. (4) 38. (1) 39. (1) 40. (4)
41. (3) 42. (2) 43. (3) 44. (1) 45. (2)

Explanations
3. (4) It is wrong about learning that it
is not a continuous, comprehensive,
target-oriented process.
5. (1) Lewin’s field theory regards
learning as a process in which old
insights are changed to new ones.
6. (2) It is wrong that classroom and
school are also the teacher related
learning factor.
8. (1) Learning in a classroom can be
supported by supporting the
individuality and autonomy of the
children by the teachers.
9. (4) Knowledge construction does
not require rote learning of facts by
the students.
11. (1) It can’t be considered as a
feature of the process of learning
that educational institutions are the
only place where learning takes
place.
19. (3) ‘Readiness for learning’
refers to present cognitive level of
students in the learning continum.
22. (2) Constructivistic approach is
most appropriate in education in
the present context.
23. (4) Judging the logical
consistency of a solution
represents the domain evaluating
in Bloom’s revised taxonomy.
24. (3) Cognitive apprenticeship and
instructional conversations conceive
learning as a social activity.
33. (2) The emotional aspect of
behaviour falls in the affective domain
of learning.
34. (2) Retention is a process in the
social observational learning theory of
Bandura.
35. (3) Meaningful association is a
factor that affects learning positively.
42. (2) Skinner considers that
language is acquired like other
behaviours through operant
conditioning.
Chapter 20

Cognition and Emotion

Cognition refers to processes such as memory, attention, and language, problem
solving and planning. Many cognitive processes are thought to involve sophisticated
functions that may be unique to primates. It will be argued that there are not only
roles for cognition in leading to emotion and in following emotion, but that cognition
can play important roles during emotion as well. Cognition and emotion play a
constructive role in the learning process of students. Emotion therefore, is an
essential and fundamental aspect of teaching-learning process.

20.1 Cognition
Cognition is a term referring to the mental processes involved in gaining knowledge and
comprehension. These processes include thinking, knowing, remembering, judging and
problem-solving. These are higher-level functions of the brain and encompass language,
imagination, perception and planning.

20.1.1 Components of Cognition

The various components of cognition are given below
1. Perception Cognitive perception allows us to organise and understand the world
through stimuli that we receive from our different senses, like sight, hearing, taste,
smell and touch.
2. Attention Attention is the cognitive process that allows us to concentrate on a stimuli
or activity in order to process it more thoroughly later. Attention is a fundamental
cognitive function for the understanding of daily situations.
3. Memory Memory is the cognitive function that allows us to code, store and recover
information from the past. Memory is a basic process for learning, as it allows us to
create a sense of identity.
4. Thought Thought is fundamental to all cognitive processes. It allows us to integrate all
of the information that we’ve received and establish relationships between events and
knowledge.
5. Language Language is the ability to express our thoughts and feelings through the
spoken and the written word. Language and thought are developed together and are
closely related and they mutually influence each other.
6. Learning Learning is the cognitive process that we use to incorporate new information
into our prior knowledge. Learning includes things as diverse as behaviours or habits
and knowledge that we learn through socialisation.
180 CTET & TETs ~ Child Development & Pedagogy
20.1.2 Cognitive Development in
Children
Cognitive development is a field of study focusing
on a child’s development in terms of information
processing, conceptual resources, perceptual skill,
language learning and other aspects of brain
development and cognitive psychology compared
to an adult’s point of view. In other words,
cognitive development is the emergence of the
ability to think and understand.
In Piaget’s four cognitive stages during childhood
development, cognition develops as given below
1. Sensorimotor Stage
˜ During this stage, children learn about the world
through their senses and the manipulation of
objects.
˜ In this period, intelligence is demonstrated
through motor activity without the use of
symbols.
˜ Knowledge of the world is limited but it is
developing, because it is based on physical
interactions and experiences.
˜ Children acquire object permanence at about
seven months of age (memory). Physical
development (mobility) allows the child to begin
developing new intellectual abilities.
˜ Some symbolic (language) abilities are developed
at the end of this stage.
2. Pre-operational Stage
˜ During this stage, children develop memory and
imagination. They are also able to understand
things symbolically, and to understand the ideas
of past and future.
˜ In this period, intelligence is demonstrated
through the use of symbols, language use
matures, and memory and imagination are
developed, but thinking is done in a non-logical,
non-reversible manner. Egocentric thinking
predominates.
3. Concrete Operational Stage
˜ During this stage, children become more aware
of external events, as well as feelings other than
their own. They become less egocentric and
begin to understand that not everyone shares
their thoughts, beliefs or feelings.
˜ In this stage, characterised by seven types of
conservation (number, length, liquid, mass,
weight, area and volume), intelligence is
demonstrated through logical and systematic
manipulation of symbols related to concrete
objects.
˜ Operational thinking (mental actions that are
reversible) develops. Egocentric thought
diminishes.
4. Formal Operational Stage
˜ During this stage, children are able to use logic
to solve problems, view the world around them
and plan for the future.
˜ In this stage, intelligence is demonstrated
through the logical use of symbols related to
abstract concepts. Early in this period there is a
return to egocentric thought.
˜ Only 35 percent of high school graduates in
industrialised countries obtain formal operations,
many of these do not think formally even during
adulthood.
20.2 Emotion
Emotion is one type of effect of a stimulus, other
types being mood, temperament and sensation.
Emotions can be understood as either states or as
processes. When understood as a state (like being
angry or afraid), an emotion is a type of mental
state that interacts with other mental states and
causes certain behaviours. Emotions are part of the
state of the mind. Basically, emotions are the body’s
reaction to external or internal events. They are
based on the interpretation of these events, and
not on the event itself.
Psychologist Paul Eckman suggested that there are
six basic emotions that are universal throughout
human cultures : fear, disgust, anger, surprise,
happiness and sadness.
Robert Plutchik introduced another emotion
classification system known as the ‘wheel of
emotions’. This model demonstrated how different
emotions can be combined or mixed together,
much the same way as an artist mixes primary
colours to create other colours.
20.2.1 Nature of Emotion
˜ It is a conscious and subjective mental reaction
towards a particular event and is usually
accompanied by changes in the physiological and
behavioural aspects.
˜ Emotion is a subjective experience.
CHAPTER 20 : Cognition and Emotion 181

˜ Emotions are needed for adaptation and 4. Emotions are closely related with the working of
survival, they influence a person on how he biological needs while satisfaction leads to the
perceives the world. arousal of pleasant emotions, non-satisfaction may
˜ Most distracting emotions are connected to lead to unpleasant emotions.
being uninformed or misinformed. 5. Emotions and thinking are inversely related.
6. Emotions are always accompanied by some
20.2.2 Types of Emotion internal changes which are known only to the
Emotions play a vital role in human life, whether individual who has experienced the emotions.
in day-to-day life situations or in an artificial 7. Emotions also bring about certain external
setting like a dramatic sequence. Emotion is a changes which can be seen by others in the form
mental reaction whose outlet or expression is of facial expressions or behaviour pattern.
immediately sought.
Dance, which includes the expressions of various 20.2.4 Components/Factors
emotions, demands of the artistes to have an
insight into this aspect of human behaviour.
of Emotions
Various instincts and emotions related to it are Expressive behaviour is the outward sign that an
given below emotion is being experienced. Outward signs of
emotions can include fainting, a flushed face, muscle
Instincts Emotions tensing, particular facial expressions, tone of voice,
Flight Fear rapid breathing, restlessness or other body language.
The outward expression of an emotion gives other
Repulsion Disgust
people clues to what someone is experiencing and
Curiosity Wonder helps to regulate social interactions.
Pugnacity Anger
Physical Change
Self-Assertion Positive or self-feeling
American scientist William James and Danish scientist
Self-Abasement Subjection Carl Lange both studied the relationship between
Parental love Tender Emotion emotion and physical changes in the body.
Gregariousness Loneliness They independently proposed that feeling an emotion
is dependent on two factors: the physical changes
Acquisitiveness Feeling of Ownership
that occur in the body and the person’s
Constructiveness Feeling of Creativeness understanding of the body changes after the
Food Seeking Appetite emotional event. James and Lange believed that
physical changes occur first, and then interpretation
Reproduction Lust
of those physical changes occurs. Together, they
Appeal Distress create the emotion.
Laughter Amusement According to this theory, when for instance someone
experienced a threatening situation (almost being hit
by a car), her body first sent out chemical
20.2.3 Features of Emotions messengers, like adrenaline, that caused physical
Emotions have some outstanding features. These changes such as increased breathing and a faster
are as follows heart rate. Her brain then sensed these physical
1. Emotion has a wide range. changes and interpreted them as the emotion of fear.
2. Whenever an individual experiences an Changes in Behaviour and
emotion, it has a reference to a particular
object and not to a general situation. Emotional Expressions
3. Emotions have two resources namely direct According to the Schacter-Singer model of emotion,
perception and ideas (indirect). Direct both physical changes and conscious mental
perception of a situation may provoke one or processing are needed to fully experience any
other emotion. However, ideas and memory emotion. The emotional label selected for the feelings
may also provoke emotions. was fear, and it depended in part on one’s experience
182 CTET & TETs ~ Child Development & Pedagogy
with dangerous objects. This model explains why
the same physical responses can produce different
emotions. The brain decides whether fear, anger or
surprise is the appropriate emotion, based on
mental processing of physical information. Thus,
interpretation of information from the
environment, body feelings and experience figure
more prominently in the Schacter-Singer model.
Emotional Feelings
Emotions, often called feelings, include experiences
such as love, hate, anger, trust, joy, panic, fear or
grief. Emotions are related to, but different from,
moods. Emotions are specific reactions to a
particular event that are usually of fairly short
duration. Mood is a more general feeling such as
happiness, sadness, frustration, contentment or
anxiety that lasts for a longer time.
Although everyone experiences emotions,
scientists do not all agree on what emotions are or
how they should be measured or studied. Emotions
are complex and have both physical and mental
components. Generally researchers agree that
emotions have the following parts: subjective
feelings, physiological (body) responses and
expressive behaviour.
The component of emotions that scientists call
subjective feelings refers to the way each individual
experiences feelings, and this component is the
most difficult to describe or measure. Subjective
feelings cannot be observed, instead, the person
experiencing the emotion must describe it to
others, and each person’s description and
interpretation of a feeling may be slightly different.
For instance, two people falling in love will not
CHAPTER EXERCISE
1. Which of the following is not a component of
cognition?
(1) Feelings (2) Thoughts
(3) Attention (4) Perception
2. Which of the following is not a basic
universal emotion, as suggested by Paul
Eckman?
(1) Disgust (2) Repulsion
(3) Happiness (4) Anger
experience or describe their feeling in exactly the
same ways.
20.2.5 Importance of Emotions
in Education
Most educational institutions, schools and colleges
emphasise the thinking aspect or cognition. Less
attention is paid to the emotional aspects. Yet,
emotions are important in educational institutions,
as they play a vital part in learning, and can also
help or hinder a child’s academic commitment and
success in school.
˜ Positive emotions directly relate to interest and
self-motivation, which drive the attitudes critical
for acquiring knowledge, negative emotions like
depression are just the reverse.
˜ Positive emotions and motivation increase our
attention to a task.
˜ Education depends upon emotions for the
motivation of learning and for personal
development.
˜ Learning in the classrooms can be better
facilitated if the learner practises with
satisfaction and if success crowns his efforts.
Effective learning requires that conditions be
controlled so that they will be satisfying.
˜ Pleasure in learning has an additional value.
Intense emotions, whether pleasurable or
annoying, may inhibit learning.
˜ Learning proceeds more effectively when pupils
are not emotionally disturbed.
˜ Emotion is important in education — it drives
attention, which in turn drives learning and
memory.
3. Cognition has the attributes except
(1) function of brain that includes imagination and
perception
(2) rational thinking and problem-solving elements
(3) part of learning in the earlier stages
(4) mental process to gain knowledge and
comprehension
4. Consider the given statements about
cognition and choose the one that is not in
proper corollary with the theme.
CHAPTER 20 : Cognition and Emotion 183

(1) Cognitive perceptions are interlinked to stimuli 10. Choose the statement that is incorrect among
(2) Concentration on the stimuli is attention the given ones.
(3) Thinking is a fundamental cognitive process (1) Logical use of symbols is associated with formal
(4) Memory is fundamental to learning process operational stage
5. Consider the given code(s) (2) Emotion is either a state or process
(3) Emotion doesn’t cause certain behaviours
I. Anger and its management is related to
(4) None of the above
emotional development.
II. Acquisitiveness is the feeling of
ownership.
Previous Years’ Questions
Which of the codes is wrong? 11. According to Piaget’s stages of Cognitive
(1) Only I (2) Only II Development, the sensorimotor stage is
(3) Both are wrong (4) Neither is wrong associated with (CTET Jan 2012)
(1) concerns about social issues
6. Which of the following pairs is not correctly (2) imitation, memory and mental representation
matched? (3) ability to solve problems in logical fashion
(1) Instinct- emotion : Appeal-lust (4) ability to interpret and analyse options
(2) Sensorimotor stage : Object
permanence 12. Following are some techniques to manage
(3) Concrete operational : Understanding anxiety due to an approaching examination,
stage conversation except (CTET July 2013)
(4) Pre-operational stage : Understanding (1) familiarising with the pattern of question paper
past and future (2) thinking too much about the result
(3) seeking support
7. Identify the emotions expressed by the four (4) emphasising strengths
faces A, B, C and D shown below and select
the correct option accordingly. 13. All the following facts indicate that a child is
emotionally and socially fit in a class except
(CTET July 2013)
(1) develop good relationships with peers
(2) concentrate on and persist with challenging tasks
(3) manage both anger and joy effectively
(4) concentrate persistently on competition with peers
A B C D
(1) Happiness Disgust Contempt Surprise 14. The following skills are involved in emotional
(2) Anger Contempt Fear Sadness intelligence, except (CTET Feb 2014)
(3) Surprise Contempt Disgust Fear (1) criticism of emotions
(4) Fear Sadness Contempt Happiness (2) amicable relation with class fellows
(3) awareness of emotions
8. Consider the following statement(s)
(4) management of emotions
I. Democratic classroom is best for
emotional development of the children. 15. The stress affects performance in
II. Cognition-emotion is shown in being examinations. This fact reflects which of the
prized for an achievement. following relationships? (CTET Feb 2014)
(1) Cognition - Emotion (2) Stress - Omission
Which of the statement(s) given above is/are (3) Performance - Anxiety
correct? (4) Cognition - Competition
(1) Only I (2) Only II
(3) Both I and II (4) Neither I nor II 16. While appearing in an assessment, Devika
finds her arousal as energising, whereas
9. According to Piaget’s stages of cognitive Rajesh finds his arousal as discouraging.
development, memory and imagination Their emotional experiences are most likely
developing belongs to to differ with respect to (CTET Feb 2014)
(1) pre-operational stage (1) the level of adaptation
(2) concrete-operational stage (2) the intensity of thought
(3) sensorimotor stage (3) the duration of time
(4) formal-operational stage (4) the extremity of emotion
184 CTET & TETs ~ Child Development & Pedagogy

17. Emotion is originated through ....... . (3) cognitive development

(1) habits (UPTET Feb 2014) (4) physical development
(2) instincts 23. What is meant by ‘nature’ in ‘nature-
(3) physical development nurture’ controversy? (CTET Sept 2015)
(4) formation of concepts (1) Biological givens or the hereditary information
18. The literal meaning of emotion is (2) Temperament of an individual
(1) aggression and fear (UPTET Feb 2014) (3) Complex forces of the physical and social world
(2) affection and love (4) The environment around us
(3) excitement or disturbance in feeling
(4) None of the above
24. The period of infancy is from
(1) birth to 2 years (CTET Sept 2015)
19. Which of the following facts has been least (2) birth to 3 years
discussed in the psychology of emotion? (3) 2 to 3 years
(CTET Sept 2014) (4) birth to 1 years
(1) Emotion is a subjective feeling and varies from
person to person 25. According to Piaget, a child between 2 to
(2) Emotions may not only occur within individual 7 years is in the ........ stage of cognitive
students, but also within the entire class development. (CTET Sept 2015)
(3) Emotions are a complex pattern of arousal and (1) formal operational
cognitive interpretation (2) concrete operational
(4) Emotional process involves physiological as (3) sensorimotor
well as psychological reactions (4) pre-operational
20. Which one of the following is best suited for 26.Which one of the following is a correctly
emotional development of children? matched pair? (CTET Feb 2016)
(CTET Feb 2015) (1) Concrete operational child : is able to conserve
(1) Democratic classroom environment and classify
(2) No involvement of the teachers as it is the task (2) Formal operational child : imitation begins,
of the parents imaginary play
(3) Controlled classroom environment (3) Infancy : applies logic and is able to infer
(4) Authoritarian classroom environment (4) Pre-operational child : deductive thought
21. Which of the following age groups falls under 27. Which of the following statements about
later childhood category? (CTET Feb 2015) cognition and emotions is correct?
(1) 11 to 18 years (2) 18 to 24 years (CTET Sept 2016)
(3) Birth to 6 years (4) 6 to 11 years (1) Cognition and emotions are processes
independent of each other
22. “Anyone can become angry- that is easy but
(2) Cognition and emotions are intertwined and
to be angry with the right person, to the right
affect each other
degree at the right time, for the right purpose
(3) Cognition affects emotions but emotions do not
and in the right way–that is not easy”. This is affect cognition
related to (CTET Feb 2015)
(4) Emotions affect cognition but cognition does not
(1) emotional development affect emotions
(2) social development

ANSWERS
1. (1) 2. (2) 3. (3) 4. (4) 5. (4) 6. (1) 7. (3) 8. (3) 9. (1) 10. (3)
11. (2) 12. (2) 13. (2) 14. (1) 15. (1) 16. (1) 17. (2) 18. (3) 19. (2) 20. (1)
21. (4) 22. (1) 23. (1) 24. (1) 25. (4) 26. (1) 27. (2)
CHAPTER 20 : Cognition and Emotion
2. (2) Repulsion is not a basic
universal emotion as suggested by
Paul Eckman.
3. (3) Cognition does not have an
attribute of being a part of learning in
the earlier stages.
4. (4) It is not at par with cognition
that memory is fundamental to
learning process.
9. (1) According to Piaget’s stages
of cognitive development, memory
and imagination developing belongs
to pre-operational stage.
10. (3) It is incorrect that emotion
doesn’t cause certain behaviours.
11. (2) According to Piaget’s stages
of cognitive development, the
Explanations
sensorimotor stage is associated
with imitation, memory and
mental representation.
12. (2) Thinking too much about
the result is not a technique to
manage anxiety due to an
approaching examination.
13. (2) Concentrating on and
persisting with challenging tasks
is not indicative of the fact that a
child is emotionally and socially fit
in a class.
14. (1) Criticism of emotions is
not involved in the emotional
intelligence.
15. (1) Exam stress reflects
cognition-emotion relationships.
185
18. (3) The literal meaning of emotion is
excitement or disturbance in feeling.
19. (2) It is least discussed in the
psychology of emotion that emotions may
not only occur within individual students,
but also within the entire class.
23. (1) In nature-nurture controversy,
‘nature’ is meant for biologicals givens or
the hereditary
information.
25. (4) According to Piaget, a child
between 2 to 7 years is in the
pre-operational stage of cognitive
development.
27. (2) It is correct about cognition and
emotion that these are interwined and
affect each other.
Chapter 21

Motivation and Learning

Motivation is a mental fuel that ignites the feelings of mind to achieve something
great. Motivation is an influential factor in teaching learning process. The success of
learning depends on high or low motivation of students. It can drive learners in
reaching learning goal. Therefore, motivation is the key to success in teaching
learning process. Without motivation, the goal of learning is difficult to be reached.
By having motivation, students will be enthusiastic in teaching learning process so
they will be pushed to study well. Therefore, motivation and learning go in
proportion and hand-in-hand.

21.1 Motivation
Motivation is one of the most important and frequently used words in psychology. It refers
to the factors which move or activate individuals. We infer the presence of motivation
when we see that people work towards certain goals. For instance, we might observe that a
student works hard almost at every task that comes to him/ her. From this, we infer that
the person has a motive to achieve. All human behaviour appears to arise in response to
some form of internal (physiological) or external (environmental) stimulation. The
behaviours, however, are not random. They often involve some purpose or goal. It is often
held that behaviours takes place as a result of the arousal of certain motives. Thus,
motivation can be defined as the process of activating, maintaining and directing behaviour
towards a particular goal.
Definitions of motivation given by various thinkers are as follows
According to Skinner, “Motivation is the super highway to learning”.
According to Good, “Motivation is the process of arousing, sustaining and regulating
activity”.

21.1.1 Types of Motivation

There are two types of motivation or arousal. They can either be internally or externally
driven. The desire for food or sex arises from within us (intrinsic), while the yearning to
obtain recognition or approval is influenced by the conditions in our environment
(extrinsic). In view of the above explanation, motivation is divided into intrinsic and
extrinsic, which are as follows

1. Intrinsic (Internal) Motivation

˜ It is an internal force or motive within the individual which propels him/her into
displaying certain behaviour.
CHAPTER 21 : Motivation and Learning
˜ It is an innate or genetically predetermined
disposition to behave in a particular way when he/
she faces a particular situation.
˜ This type of motivation can make an individual have
the feelings of self-confidence and competence. A
student who is intrinsically motivated may carry out a
task because of the enjoyment he/ she derives from
such a task.
2. Extrinsic (External) Motivation
˜ It is the external or environmental factor, which sets
the individual’s behaviour into motion. The
incentive/reinforcement drives an individual’s
behaviour towards a goal.
˜ A student who is extrinsically motivated will execute
an action in order to obtain some reward or avoid
some sanctions. For instance, a student who studied
hard for the examination did so because of the desire
to obtain a better grade. Similarly, a runner who
wants to win a prize will need constant practice
compared to a person who wants to run for the
fun of it.
˜ Extrinsic rewards should be used with caution
because they have the potential for decreasing
intrinsic motivation. For instance, extrinsic incentive
may spur a student to participate actively in the task
for which the student has no interest, but may
undermine intrinsic and continuing motivation in
him/ her. Therefore, students’ motivation
automatically has to do with the students’ desire to
participate in the learning process.
˜ It also concerns the reasons or goals that underlie
their involvement or non-involvement in academic
activities.
21.1.2 Characteristics of Motivation
On analysis of the definition of motivation, we can
derive the following characteristics of motivation
1. Motivation is a Psychological Phenomenon
Motivation is an internal feeling which is generated
within an individual. Motivating factors are always
unconscious but they are aroused by other actions.
2. Motivation is Based on Needs Needs may be
consciously or unconsciously felt. Needs may be
(i) fundamental needs such as food, clothes, shelter
etc.
(ii) ego-satisfaction needs such as self-development,
self-actualisation etc. These needs vary with
individuals and with the same individual over
time.
187
3. Goals are Motivators Motivation causes
goal-directed behaviour. Feeling of need by
a person causes him to behave in such a way
that he tries to satisfy himself.
4. Motivation is Different from Satisfaction
Motivation implies a drive toward an
outcome, while satisfaction involves
outcomes already experienced. Satisfaction
is the contentment experienced when a
desire is satisfied.
5. Motivation is a Continuous Process Wants
are innumerable and cannot be satisfied at
one time. As satisfaction of needs is an
unending process, the process of motivation
is also unending.
6. Motivation is Related to Person in Totality
A person’s basic needs are inter-related
because each individual is an integrated
organised whole.
21.1.3 Principles of
Motivation in Learning
Motivating students is a complicated business
no matter what age they may be. When
students want to complete their work and want
to succeed, things will go well in your
classroom — they will learn and you will have a
rewarding day at school. Useful ideas for
teaching are as follows
1. All Learning Must have a Purpose Teachers
and students should work together to
establish long-term goals so that the work is
relevant to students’ lives and driven by a
purpose. There is rarely a student who
wants to work just for the sake of working.
2. Students Need Skills and Knowledge All
students require necessary knowledge to
complete their work and achieve their goals.
Help students to achieve their short-term
goals to develop the competencies they need
to be successful. Listening carefully and
paying attention are some of the skills that
students need to make learning accessible.
3. Specific Directions Empower Students
When students know exactly what they
must do to complete assignments, they will
approach their work with confidence and
interest. Giving good directions requires
practice. Keep them simple, brief and
logical.
188
4. Students want to have Fun While they
Work Teachers who offer enjoyable learning
activities find that students are less likely to
be bored.
5. Offer Activities that Involve Higher-order
Thinking Skills Students find open-ended
questions and critical thinking more
engaging than activities involving just recall
of facts. Rote drills do have a place in any
learning environment, but few learners are
really inspired by them. Work that requires
higher-level thinking skills will move your
students in the right direction.
6. Curiosity is an Important Component of
Motivation When students want to learn
more about a topic, they will tackle
challenging assignments in order to satisfy
their curiosity. Even something as simple as
asking a provocative question to get
students thinking in a new way can spark
curiosity.
7. A Blend of Praise and Encouragement is
Effective in Building Self-Reliance Teachers
who offer sincere praise and encouragement
establish a positive, nurturing classroom
atmosphere. When students know that they
are on the right track, they will want to
continue.
8. A Combination of Extrinsic and Intrinsic
Rewards Rewards help in increasing the
student’s focus and time on task behaviour.
When used separately, both types of rewards
motivate students. However, when teachers
combine them, the effect is much greater.
9. Involve Students in Collaborative
Activities When students work together,
motivation and achievement both increase.
10. Students tend to Work Harder When
students believe that their teacher likes
them, this is probably the most important
principle of motivation. Why should students
work for a bad-tempered teacher? If your
students know that they matter to you, then
they will be much more inclined to continue
working than if they believe that you are not
interested in their success.
CTET & TETs ~ Child Development & Pedagogy
21.2 Maslow’s Hierarchy
of Needs
Maslow's theory of motivation states that man's
behaviour is controlled by both internal and external
motivational factors which he calls ‘needs’. In addition
he emphasised that humans have the unique ability to
make choices and exercise free-will. He said that these
needs are the same in all cultures and are both
physiological and psychological. He described these
needs as being hierarchal in nature, meaning that
some needs are more basic or more powerful than
others and as these needs are satisfied, other higher
needs emerge. He classified them into two categories,
i.e. into basic needs and growth needs. Originally, he
proposed only five levels of needs, but other
psychologists added the ‘Understanding and
knowledge’ and ‘Aesthetics’ needs later on.
The two basic needs are as follows
1. Physiological The needs for sleep and rest, food,
drink, shelter, sex and oxygen.
2. Safety The needs to be safe from harm, for a
predictable world with consistency, fairness,
routine, for a sense of stability and security.
The growth needs are as follows
1. Love and Belonging The need for love and
affectionate relationships, belonging to a group,
and caring.
2. Esteem This has two parts
(i) Self-respect, meaning a desire for confidence,
competence, adequacy, achievement and
mastery.
(ii) Respect of others, meaning a desire for
acceptance, recognition, reputation,
appreciation, status and prestige.
3. Understanding and Knowledge The need to satisfy
curiosity, explore, discover, find solutions, look for
relationships and meaning, and seek intellectual
challenges
4. Aesthetics The need for beauty in the surroundings
5. Self-Actualisation The need for growth,
development and utilisation of potential, achieving
what you wanted to achieve in life and
self-fulfilment.
CHAPTER 21 : Motivation and Learning
21.2.1 Suggestions for
Application to Education
Maslow’s theory may be applied in education by
fulfilling each of the above needs as given below
Need Suggestions for applying
Physiological Subsidised food and snacks from the
school canteen, comfortable classroom
temperature, bathroom breaks and water
breaks etc.
Safety Emergency procedures well planned,
discussed & practised, controlled
classroom behaviour, fair discipline,
accepting & non-judgemental attitude of
teacher etc.
Love and l Teacher-student relationship : Teacher
belonging personality is empathetic, considerate
and interested in the individual, is
patient, fair, having a positive attitude, a
good listener, provide positive
comments and feedback rather than
negative, available for students in need,
listens to students, shows trust in
students etc.
l Student-student relationships: Class
meetings, group discussions, peer
tutoring, provide situations requiring
mutual trust, show and tell, sharing etc.
Esteem Teacher uses scaffolding methods to
teach, takes individual needs and abilities
into account when planning and executing
lessons, involves all students in class
participation, disciplines a student, when
necessary, as privately as possible etc
Self-actualisation Expect students to do their best, give
students freedom to explore and discover
on their own, make learning meaningful by
connecting to real life situations, plan
lessons involving metacognitive activities,
get students involved in creative activities
and self-expressive projects etc.
21.3 Motivation and
Learning
Motivation has several effects on a student’s learning
and behaviour.
˜ Motivation directs behaviour towards particular
goals. Motivation determines the specific goals
towards which learners strive. Thus, it affects the
choices students make; for instance, whether to
enroll in physics or art, whether to spend an
189
evening completing a challenging homework
assignment, or playing videogames with friends.
˜ Motivation leads to increased effort and energy.
Motivation increases the amount of effort and
energy that learners expend in activities
directly related to their needs and goals.
˜ It determines whether they pursue a task
enthusiastically and wholeheartedly or
apathetically and lackadaisically.
˜ Motivation increases initiation of, and
persistence in, activities. Learners are more
likely to begin a task they actually want to do.
They are also more likely to continue working
at it until they’ ve completed it, even if they are
occasionally interrupted or frustrated in the
process.
˜ Motivation affects cognitive processes.
Motivation affects what learners pay attention
to and how effectively they process it.
˜ For instance, motivated learners often make a
concerted effort to truly understand classroom
material — to learn it meaningfully — and
consider how they might use it in their own
lives.
˜ Motivation determines which consequences are
reinforcing and punishing.
˜ The more learners are motivated to achieve
academic success, the more they will be proud
of an ‘A’ grade and upset by a low grade.
˜ Motivation often enhances performance.
Because of the other effects like goal directed
behaviour, effort and energy, initiation and
persistence, cognitive processing and the
impact of consequences, motivation often leads
to improved performance.
21.3.1 Important Suggestions to
Keep Students Motivated
for Learning
Plan for every class; never try to go without
˜
preparation.
˜ Pay attention to the strengths and limitations of
each of your students. Reward their strengths
and strengthen their weaknesses.
˜ Vary your instructional strategies, lectures,
demonstration, discussions, case studies, group
activities and other activities.
˜ Review the learning objectives with your
students. Be sure that students know what they
are expected to learn, do, know etc.
190 CTET & TETs ~ Child Development & Pedagogy

˜ Encourage students to share their ideas and
comments, even if they are incorrect. Involve
your students in your teaching. Ask for feedback.
21.3.2 Importance of Motivation
for Teachers
˜ Make sure that your tests are current, valid and
reliable.
˜ Tie your assessment to your course objectives.
Provide opportunities for students to speak to
the class.
Plan around 30 to 40 minute periods. Students
˜

have difficulty maintaining attention after a

˜ Make your classes relevant. Be sure students see longer period of time.
how the content relates to them and the world ˜ Make yourself expressive and productive.
around them. Make yourself consistent in your ˜ Make your class environment competitive.
treatment of students.

CHAPTER EXERCISE
1. Human behaviour is a result of .... stimulus. 6. The theory similar to Maslow’s theory of
(1) physiological (2) environmental motivation is
(3) All of these (4) None of these (1) Drive theory (2) Social theory
2. Which of the following factors is not related (3) Instinct theory (4) None of these
to motivation? 7. Consider the following the following
(1) Interest (2) Objectives of life statement(s)
(3) Physical fitness (4) Mental health I. Learning-objectives and its level is taken
3. Consider the statements given below and into account during the selection of a
choose the one that is correct. motivation technique.
(1) Maslow gave the theory of motivation in the II. The technique of motivation can work only
perspective of need upto the highest level of cognitive domain.
(2) When motivation ceases, the activity of the Which of the statement(s) given above is/are
person doesn’t cease correct?
(3) With the stopping of motivation, the need of the (1) Only I (2) Only II
activity becomes stronger (3) Both I and II (4) Neither I nor II
(4) None of the above
8. There may be several principles of motivation
4. In which situation the goals of life can be a that are applied in learning. Among the given
motivating source? options, which one is not a principle?
(1) When the goals become the need of the person (1) Rewards to the learner for a performance
(2) When the goals are different from the usual ones (2) Complication in the problems to be taught
(3) When achieving a goal becomes proximity for (3) Curiosity of the learner in learning a thing
the person (4) None of the above
(4) None of the above
9. Whenever Salim (age 32) gets into the car
5. Which of the following will be an encouraging with his mother (age 62), he puts on his
factor in relation to motivating a person to seatbelt. Salim knows that if he doesn’t, he
learn? will be listening to a lecture for the entire car
(1) When the learner has the choice of subject that ride, and he wants his mother to approve of
he thinks easy his choices. According to taxonomy for
(2) When the learner achieves the target with intrinsic and extrinsic motivation, at what
personal satisfaction level is Salim working with regard to his seat
(3) When the learner does not have any fear of belt?
failure (1) External regulation (2) Identification
(4) None of the above (3) Integration (4) Introjection
CHAPTER 21 : Motivation and Learning 191

10. With reference to activities relating to the 15. Which of the following statements is not
issue of motivation, match two columns appropriate to motivation as a process?
(RTET Feb 2011)
Key Elements Action
(1) It causes a person to move towards a goal
A. Intrinsic 1. Begin with some (2) It satisfies the person’s biological needs
motivation unconditional positive
(3) It helps in achieving a psychological ambition
praise. ‘You did that well’
(4) It keeps away from an unpleasant situation
B. Extrinsic 2. The teacher and/or the
motivation pupils reconnect with 16. Motivation begins with needs, exists in all of
the lesson overview and us. The need, that the student would tend to
specific objectives and fulfill first pertains to (PTET Nov 2011)
with agreed personal (1) esteem (2) physiological
goals and targets (3) social (4) self-actualisation
C. Expectation 3. Encourage learners to 17. Which of the following motives are
for success identify their own
considered as primary motives?
reasons for taking part in
the lesson (1) Physiological motives (PTET Nov 2011)
(2) Psychological motives
Codes (3) Social motives
A B C (4) Educational motives
(1) 2 1 3
18. According to theories of motivation, a teacher
(2) 3 1 2
can enhance learning by (CTET Jan 2012)
(3) 1 2 3
(1) setting realistic expectations from students
(4) 1 3 2
(2) setting uniform standards of expectations
Previous Years’ Questions (3) not having any expectations from students
(4) setting extremely high expectations from student
11. Motivation, in the process of learning,
(CTET June 2011) 19. A student works hard to clear an entrance
(1) sharpens the momory of learners test for admission into a medical college. The
(2) differentiates new learning from old learning student is said to be motivated
(3) makes learners think unidirectional (1) individually (CTET Jan 2012)
(4) creates interest for learning among young (2) experientially
learners (3) intrinsically
(4) extrinsically
12. ..... is considered a sign of motivated
teaching. (CTET June 2011)
20. For an intrinsically motivated student,
(1) Maximum attendance in the class (CTET Nov 2012)
(2) Remedial work given by the teacher (1) the level of motivation is lower than an
extrinsically motivated student
(3) Questioning by students
(2) there is no need of formal education
(4) Pin drop silence in the class
(3) rewards are not at all required
13. Which of the following is not a characteristic (4) external rewards are not enough to keep
feature of intrinsically motivated children? him/her motivated
(CTET June 2011) 21. Achievement motivation is (CTET Nov 2012)
(1) They enjoy doing their work
(1) willingness to accept success and failure equally
(2) They display a high level of energy while working
(2) tendency to act impulsively
(3) They like challenging tasks
(3) the tendency to persist at challenging tasks
(4) They always succeed
(4) the tendency to avoid failure
14. Extrinsic motivation may include
22. The news of ‘a woman selling her child to
I. praise and blame. (RTET Feb 2011)
obtain food’ may be understood best on the
II. rivalry. basis of (CTET Nov 2012)
III. rewards and punishment. (1) Psychosocial theory
IV. knowledge of results. (2) Theory of reinforced contingencies
(1) I and II (2) I, II and III (3) Psychoanalytical theory
(3) Only II (4) All of these (4) Theory of hierarchical needs
192
23. Which one of the following optimises
motivation to learn? (CTET Nov 2012)
(1) Tendency to choose very easy or difficult goals
(2) Personal satisfaction in meeting targets
(3) Extrinsic factor
(4) Motivation to avoid failure
24. A motivated child does not show which of the
following characteristics? (HTET June 2013)
(1) Willingness to learn
(2) Involvement in learning
(3) Level of aspiration
(4) Isolated from the group
25. Even though this was clearly in violation of
his safety needs, Captain Vikram Batra died
fighting in the Kargil War, while protecting
his country. He might have (CTET July 2013)
(1) sought novel experience
(2) achieved self-actualisation
(3) ignored his belogingness needs
(4) wanted to earn a good name to his family
26. Rajesh is a voracious reader. Apart from
studying the course books, he often goes to
library and read books on diverse topics.
Rajesh does his project even in the lunch
break. He does not need prompting by his
teachers or parents to study for texts and
seems to truly enjoy learning. He can be best
described as a (n)...... . (CTET July 2013)
(1) internally motivated learner
(2) fact-centred learner
(3) teacher motivated learner
(4) measurement-centred learner
27. To motivate the children to learn, the teacher
should promote (UTET Sept 2013)
(1) competition
(2) reward the children who stands first in class
(3) creation of appropriate situation and
environment for learning
(4) talented students of the class by praising
28. For an effective and permanent learning
learner should have (UTET Sept 2013)
(1) opportunities to learn
(2) desired level of ability and motivation
(3) requisite level of intelligence
(4) ability to learn
29. The Government of India has started
Mid-day Meal Scheme for the elementary
schools. Which of the following theories of
motivation supports this scheme?
(CTET Feb 2014)
(1) Cognitive (2) Humanistic
(3) Behaviourist (4) Socio-cultural
CTET & TETs ~ Child Development & Pedagogy
30. .........word is also often used for motivation.
(UPTET Feb 2014)
(1) Emotion (2) Need
(3) Feeling (4) Perception
31. Which of the following characteristic is not
true in reference to intrinsically motivated
children? (UPTET Feb 2014)
(1) They like challenging tasks
(2) They are always successful
(3) They feel joy during the work
(4) They express his level energy in difficult tasks
32. What should not be used in order to eliminate
‘plateaus of learning’? (UPTET Feb 2014)
(1) The learner should be motivated and
encouraged
(2) The good methodology of learning should be
adapted
(3) He should be punished
(4) The causes of it should be studied
33. In order to develop motivation among
students, a teacher should (UPTET Feb 2014)
(1) encourage cut throat competition
(2) set an unachievable goal before student
(3) use new techniques and novel methods
(4) reduce their level of aspiration
34. Rajesh is struggling to solve a problem of
Mathematics completely. The inner force
compelling him to search for a way to solve it
completely, is known as (CTET Sept 2014)
(1) motive (2) personality trait
(3) emotion (4) perception
35. Which of the following is properly sequenced
in the context of motivation cycle?
(CTET Sept 2014)
(1) Arousal, Drive, Need, Achievement,
Goal-directed behaviour, Reduction of arousal
(2) Drive, Need, Arousal, Goal-directed behaviour,
Achievement, Reduction of arousal
(3) Need, Goal-directed behaviour, Drive, Arousal,
Achievement, Reduction of arousal
(4) Need, Drive, Arousal,Goal-directed behaviour,
Achievement, Reduction of arousal
36. The inner force that stimulates and compels
a behavioural, response and provides specific
direction to that response is (CTET Sept 2014)
(1) motive (2) perseverance
(3) emotion (4) commitment
37. ..... motives deal with the need to reach
satisfying feeling states and to obtain
personal goals. (CTET Sept 2014)
(1) Effective (2) Affective
(3) Preservation-oriented (4) Safety-oriented
CHAPTER 21 : Motivation and Learning 193

38. A teacher wants to ensure that her students (2) Help children set goals as per their interests and
are motivated intrinsically. She would support them in working towards the same
(CTET Feb 2015) (3) Set standard goals for the entire class and have
(1) specify uniform standards of achievement for all rigid parameters to assess achievement of
children those goals
(2) plan learning activities which encourage (4) Encourage competition for marks amongst
convergent thinking individual student
(3) focus on the processes of learning of individual 43. Which one of the following statements about
children rather than on the final outcome motivation and learning is correct?
(4) offer tangible rewards (CTET Feb 2016)
39. Making students members of a cleanliness (1) Learning is effective only when the students
community to motivate them for the same, have intrinsic motivation-a desire to learn from
reflects (CTET Feb 2015) inside
(1) socio-cultural conceptions of motivation (2) Learning is effective only when the students are
(2) behaviouristic approach to motivation extrinsically motivated by external factors
(3) humanistic approach to motivation (3) Motivation does not have any role to play in
(4) cognitive approach to motivation learning
(4) Learning is effective only when the students are
40. Which one of these statements in the context motivated using external rewards
of emotions, learning and motivation is most
appropriate? 44. Powerful motivation is effective factor of
(CTET Sept 2015)
learning. (REET Feb 2016)
(1) Emotions need to be pushed aside to allow for
(1) Child becomes healthy
learning to take place
(2) Does meditation
(2) Emotions are inextricably intertwined with
(3) Learns rapidly
motivation and learning
(4) Feels happy
(3) Emotions do not play any role in motivating us
to learn 45. Motivation is characterised by (REET Feb 2016)
(4) Learning something new is dependent on how (1) cognitive arousal (2) affective arousal
good we are at that (3) All of the above (4) None of the above
41. To encourage children to put in efforts in 46. Which of the following factors affect
their studies, teachers need to (CTET Sept 2015) learning? (CTET Sept 2016)
(1) control the child I. Motivation of the learner
(2) compare the child with others II. Maturation of the learner
(3) motivate the child III. Teaching strategies
(4) scold the child IV. Physical and emotional health of the
42. Which one of the following strategies should learner
a primary school teacher adopt to motivate (1) I and II
her students? (CTET Sept 2015) (2) I, II and IV
(1) Use incentives, rewards and punishment as (3) I and III
motivating factors for each activity (4) I, II and III

ANSWERS
1. (3) 2. (3) 3. (1) 4. (1) 5. (2) 6. (4) 7. (3) 8. (2) 9. (4) 10. (1)
11. (4) 12. (3) 13. (4) 14. (4) 15. (4) 16. (2) 17. (2) 18. (1) 19. (3) 20. (3)
21. (3) 22. (4) 23. (2) 24. (4) 25. (2) 26. (1) 27. (3) 28. (2) 29. (2) 30. (2)
31. (2) 32. (3) 33. (3) 34. (1) 35. (4) 36. (1) 37. (2) 38. (3) 39. (1) 40. (2)
41. (3) 42. (2) 43. (1) 44. (3) 45. (3) 46. (2)
194
4. (1) The goals of life can be a
motivating source when the goals
become the need of the person.
5. (2) When the learner achieves the
target with personal satisfaction then
it becomes an encouraging factor in
relation to motivating a person to
learn.
8. (2) It is not a principle of motivation
that complication in the problems are
to be taught, but problems are
identified.
9. (4) According to taxonomy for
intrinsic and extrinsic motivation,
Salim is working at introjection level
with regard to his seat belt.
12. (3) Questioning by students is
considered a sign of motivated
teaching.
13. (4) It is not a characteristic
feature of intrinsically motivated
children that they always succeed.
15. (4) The statement, that is not
appropriate for motivation to be
called a process is, it keeps away
from an unpleasant situation.
Child Development & Pedagogy
Explanations
18. (1) According to theories of
motivation, a teacher can enhance
learning by setting realistic
expectations from students.
20. (3) For an intrinsically motivated
student rewards are not at all
required because it is related to
internal force.
22. (4) The news of ‘a woman selling
her child to obtain food’ may be
understood best on the basis of
theory of hierarchical needs.
23. (2) Personal satisfaction in
meeting targets is the optimiser in the
motivation to learn.
27. (3) To motivate the children to
learn, the teacher should promote
creation of appropriate situation and
environment for learning.
28. (2) For an effective and
permanent learning, a learner should
have desired level of ability and
motivation.
31. (2) It is not true in reference to
intrinsically motivated children that
they are always successful.
33. (3) In order to develop motivation
among students, a teacher should
use new techniques and novel
methods.
36. (1) The inner force that stimulates
and compels a behavioural response
and provides specified direction to
that response is motive.
37. (2) Affective motives deal with
the need to reach satisfying feeling
states and to obtain personal goals.
40. (2) In the context of emotions,
learning and motivation, it is most
appropriate that emotions are
inextricably intertwined with
motivation and learning.
41. (3) To encourage children to put
in efforts in their studies the teachers
need to motivate them towards their
goals.
43. (1) About motivation and
learning, it is correct that learning is
effective only when the students have
the intrinsic motivation -a desire to
learn from inside.
Chapter 22

National Curriculum
Framework 2005
The National Policy on Education stressed the need to employ educational
technology to improve the quality of education. The policy statement led to two
major centrally sponsored schemes, namely, Educational Technology (ET) and
Computer Literacy. Educational technology also found a significant place in the
National Curriculum Framework (NCF) 2005.

With the convergence of technologies, it has become imperative to take a comprehensive

look at all possible information and communication technologies for improving school
education in the country. The comprehensive choice for holistic development of education
can be built only on a sound policy. The initiative in School Education is inspired by the
tremendous potential for enhancing outreach and improving quality of education. This
policy endeavours to provide guidelines to assist the states in optimising school education
within a national policy framework.

22.1 What and How to Teach Children?

The NCF 2005 begins with a quotation from Tagore’s essay ‘Civilisation and Progress’ in
which the poet reminds us that a ‘creative spirit’ and ‘generous joy’ are keys in childhood,
both of which can be distorted by an unthinking adult world. Seeking guidance from the
constitutional vision of India as a secular, egalitarian and pluralistic society, founded on the
values of social justice and equality, certain broad aims of education have been identified in
the document NCF 2005.
These include independence of thought and action, sensitivity to others’ wellbeing and
feelings, learning to respond to new situations in a flexible and creative manner,
predisposition towards participation in the democratic process, and the ability to work
towards and contribute to economic processes and social change.
For teaching to serve as a means of strengthening our democratic way of life, it must
respond to the presence of first generation school goers, whose retention is imperative
owing to the constitutional amendment that has made elementary education a fundamental
right of every child (RTE, 2009). The fact that learning has become a source of burden and
stress on children and their parents is an evidence of a deep distortion in educational aims
and quality.
196 CTET & TETs ~ Child Development & Pedagogy
To correct this distortion, the present NCF proposes
five guiding principles for curriculum development
(i) Connecting knowledge to life outside the
school
(ii) Ensuring that learning shifts away from rote
methods.
(iii) Enriching the curriculum so that it goes beyond
textbooks.
(iv) Making examinations more flexible and
integrating them with classroom life.
(v) Nurturing an over-riding identity informed by
caring concerns within the democratic polity of
the country.
22.1.1 Implications for Curriculum
In the construction perspective, learning is the
process for the construction of knowledge. Learners
actively construct their own knowledge by
connecting new ideas to existing ideas on the basis
of materials/activities presented to them
(experience). e.g. using a text or a set of
pictures/visuals on the topic a transport system
coupled with discussions will allow young learners to
be facilitated to construct the idea of a transport
system.
˜ Initial construction (mental representation) may
be based on the idea of the road transport system
and a child from a remote rural setting may form
the idea centred around the bullock cart. Learners
construct mental representations (images) of
external reality (transport system) through a given
set of activities (experiences).
˜ The structuring and restructuring of ideas are
essential features as the learners progress in
learning. For instance, the initial idea of a
transport system built around road transport will
be reconstructed to accomodate other types of
transport systems - sea and air - using appropriate
activities.
˜ The engagement of learners, through relevant
activities, can further facilitate in the construction
of mental images of the relationships
(cause-effect) between a transport system and
human life/economy.
˜ However, there is a social aspect in the
construction process in the sense that knowledge
needed for a complex task can reside in a group
situation. In this context, collaborative learning
provides room for negotiation of meaning, sharing
of multiple views and changing the internal
representation of the external reality.
˜ Construction indicates that each learner
individually and socially constructs meaning as
he/she learns. Constructing meaning is
learning. The constructivist perspective
provides strategies for promoting learning
by all.
˜ The teacher’s own role in children’s cognition
could be enhanced if they assume a more active
role in relation to the process of knowledge
construction in which children are engaged.
˜ A child constructs her/ his knowledge while
engaged in the process of learning. Allowing
children to ask questions that require them to
relate what they are learning in school to things
happening outside
˜ Encouraging children to answer in their own
words and from their own experiences, rather
than simply memorising and getting answers
right in just one way - all these are small but
important steps in helping children develop
their understanding.
˜ ‘Intelligent guessing’ must be encouraged as a
valid pedagogic way too. Quite often, children
have an idea arising from their everyday
experiences, or because of their exposure to
the media, but they are not quite ready to
articulate it in ways that a teacher might
appreciate.
˜ It is in the ‘zone’ between what you know and
what you almost know that new knowledge is
constructed. Such knowledge often takes the
form of skills, which are cultivated outside the
school, at home or in the community.
˜ All such forms of knowledge and skills must be
respected. A sensitive and informed teacher is
aware of this and is able to engage children
through well-chosen tasks and questions, so
that they are able to realise their developmental
potential.
22.1.2 The Value of Interactions
Learning takes place through interactions with
the environment around, nature, things and
people, both through actions and through
language. The physical activity of moving,
exploring and doing things on one’s own, with
one’s peers or in the company of adults and using
language - to read, to express or ask, to listen and
to interact - are the key processes through which
learning occurs. The context in which learning
takes place is thus of direct cognitive significance.
CHAPTER 22 : National Curriculum Framework 2005
Much of our school learning is still individual based
(although not individualised). The teacher is seen as
transmitting ‘knowledge’, which is usually confused
with information, to children, and organising
experiences in order to help children learn. But
interaction with teachers, with peers, as well as
those who are older and younger can open up many
more rich learning possibilities. Learning in the
company of others is a process of interacting with
each other and also through the learning task at
hand. This kind of learning is enriched when
schools enrol children from different
socio-economic backgrounds.
22.1.3 National Curriculum
Framework
National Curriculum Framework 2005 is divided
into five areas, which are as follow
1. Perspective
˜ To uphold values enshrined in the Constitution of
India.
˜ To reduce curriculum load.
˜ To ensure quality education for all.
˜ To initiate certain systemic changes.
2. Learning and Knowledge
˜ Correspondence between learner development
and learning is intrinsic to curricular practices.
˜ Knowledge is different from information.
˜ Organising learning experiences for construction
of knowledge and fostering creativity.
˜ Connecting knowledge across disciplinary
boundaries for insightful construction of
knowledge. Learning experiences for developing
critical perspectives on social issues.
˜ Plurality of textbooks and other material
incorporating local knowledge mediated through
constitutional values and principles.
3. Curriculum Areas, School Stages and
Assessment
˜ Implementation of three language formula with
renewed efforts.
˜ The idea that home language/mother tongue is
the best medium to build a foundation for
education, which applies to tribal languages and
dialects as well.
˜ Multi-lingual character of Indian society is a
resource for promoting language proficiency.
197
˜ Teaching Mathematics to focus on developing
the child’s resources to think and reason, to
visualise abstractions and to formulate and solve
problems.
˜ Teaching of Science to be recast to enable
learners to acquire methods and processes that
will nurture the thinking process, curiosity and
creativity.
˜ Social Sciences to be considered from
disciplinary perspective while emphasising
integrated approach in the treatment of
significant themes.
˜ Enabling pedagogic practices as critical for
developing thinking process, decision making
and critical reflections on social issues.
˜ The arts and heritage, crafts, and health and
physical education to form critical components
of the school curriculum.
4. School and Classroom Environment
˜ Critical pre-requisites for improved performance
are a minimum of infrastructure and material
facilities and support for planning a flexible daily
schedule.
˜ Focus on nurturing an enabling environment.
˜ Revisit traditional notions of discipline.
˜ Discuss needs for providing space to parents and
community.
˜ Discuss other learning sites and resources like
texts and books, libraries, laboratories, media and
ICT (Information and Communication
Technologies, meaning knowedge from the
internet, websites, blogs, webinars etc).
˜ Address the need for plurality of material and
teacher autonomy/professional independence to
use such material.
5. Systemic Reform
˜ Teaching is a professional activity.
˜ Availability of the minimum infrastructure and
material facilities for improved teacher
performance. Locally planned, flexible school
calendars and time tables.
˜ Reconceptualisation of textbooks, teachers’
handbooks and other material based on new
perspectives and access to interactive
technologies.
˜ Strengthening the Panchayati Raj Institutions and
encouraging community participation for
enhancing quality and accountability.
198
˜ Teacher education programmes to be recast to
reflect professionalism in the process of
training and teaching.
˜ Productive work as pedagogic medium in the
school curriculum from pre-primary to senior
secondary stages.
˜ Vocational education and training to be
conceived and implemented in a mission mode.
22.1.4 Right to Education
(RTE) Act, 2009
The RTE Act provides for the
˜ Right of children to free and compulsory
education till completion of elementary
education in a neighbourhood school.
˜ It clarifies that ‘compulsory education’ means
obligation of the appropriate government to
provide free elementary education and ensure
compulsory admission, attendance and
completion of elementary education to every
child in the six to fourteen age group.
˜ ‘Free’ means that no child shall be liable to pay
any kind of fee or charges or expenses which
may prevent him or her from pursuing and
completing elementary education.
˜ It makes provisions for a non-admitted child to
be admitted to an age appropriate class.
˜ It specifies the duties and responsibilities of
appropriate governments, local authorities and
parents in providing free and compulsory
education, and sharing of financial and other
responsibilities between the Central and State
Governments. It lays down the norms and
standards relating to Pupil Teacher Ratios
(PTRs), buildings and infrastructure, school-
working days and teacher working hours.
˜ It provides for rational deployment of teachers
by ensuring that the specified pupil teacher
ratio is maintained for each school, rather than
just as an average for the State or District or
Block, thus ensuring that there is no urban-
rural imbalance in teacher postings. It also
provides for prohibition of deployment of
teachers for non-educational work, other than
decennial census, elections to local authority,
state legislatures and parliament, and disaster
relief.
˜ It provides for appointment of appropriately
trained teachers, i.e. teachers with the
requisite entry and academic qualifications.
CTET & TETs ~ Child Development & Pedagogy
˜ It prohibits
(i) physical punishment and mental harassment.
(ii) screening procedures for admission of children.
(iii) capitation fee.
(iv) private tuition by teachers.
(v) running of schools without recognition.
˜ It provides for development of curriculum in
consonance with the values enshrined in the
Constitution, and which would ensure the all-round
development of the child, building on the child’s
knowledge, potentiality and talent and making the
child free from fear, trauma and anxiety through a
system of child friendly and child centred learning.
The Act has also recommended that children belonging
to disadvantaged groups, e.g. SC/ ST/ BPL, have
specific economic and social problems and special
focus is needed to ensure RTE to the children of these
categories. Further, various categories of children with
disabilities have special needs depending on the nature
of disability. Therefore, special aids and appliances,
educational materials, special teacher support and
infrastructural modifications are required to ensure
RTE to these children.
Rather than segregating children with disabilities in
special schools, inclusive education entails providing
meaningful learning opportunities to all students
within the regular school system. Ideally, it allows
children with and without disabilities to attend the
same age appropriate classes at the local school, with
additional, individually tailored support as needed.
22.2 Approaches to Planning
˜ Our educational practice is still based on limited
‘lesson plans’ aimed at achieving measurable
‘behaviours’. According to this view, the child is akin
to a creature that can be trained or a computer that
can be programmed.
˜ Hence, there is too much focus on ‘outcomes’ and
presenting knowledge divided into bits of
information to be memorised directly from the text
or through activities after ‘motivating’ children and
finally on evaluating to see if children remember
what they have learnt. Instead, we need to view the
child as ‘constructing knowledge’ all the time.
˜ This is true not only of ‘cognitive subjects’ such as
Mathematics and Science, language and social
science, but equally of values, skills and attitudes.
˜ This perspective on the learner may sound ‘obvious’,
but, in fact, many teachers, evaluators and textbook
writers still lack the conviction that this can become
a reality.
CHAPTER 22 : National Curriculum Framework 2005
The term ‘activity’ is now a part of the register of
most elementary school teachers, but in many cases
this has just been grafted onto the ‘Herbarian’ lesson
plan, still driven by the information given at the end
of each lesson. There is now same talk of
competencies, but these competencies are still
pegged onto lessons much in the manner of
‘outcomes’.
Instead, teachers need to develop the ability to plan
‘units’ of four or five sessions for each topic. The
development of understanding and of competencies
is also possible only through repeated opportunities
to use the competencies in different situations, and
in a variety of ways. While the development of
knowledge, understanding and skills can be assessed
both at the end of a unit and revisited at a later date,
the assessment cycle for competencies needs to be
longer.
Organising Experiences
l Observing something happen, say, the process of
seed germination, in a real situation or observing
different stages of milk collection, processing and
packaging of different kinds of products in a dairy
farm.
l Participating in an exercise involving body and
mind such as planning a role play around a theme
and presenting it.
l Talking about and reflecting on something the
child has experience of (e.g. dialogue on
gender-differentiated practices in the family) and
society or participating in a mental game of
numbers.
l Making something, say, a system of gear wheels or
trying out an experiment to lift a load using a
system of pulleys.
After the experience, teachers could organise a
discussion, an exercise involving writing, drawing and
display. She could identify along with the children
questions to be thought about and answered.
She could connect the experience with textbook
knowledge and other references and deepen the
experience.
Such experiences and post-experience activities would
be valuable at any level of schooling. Only the nature
and complexity of the experience would need to
change over the years. Language is the key to
organising experiences. Hence, there should be a
proper coordination between the kind of experience
and the level of language development.
199
˜ Activities could enable teachers to give
individualised attention to children, and make
alterations in a task depending on their
requirements and variations in the level of
interest. In fact, teachers could also consider
involving children and older learners in planning
the class work, such variety would bring
tremendous richness to the classroom processes.
It would also allow teachers to respond to the
special needs of some children without making it
seem as if it is an obvious exception. There is still
not enough engagement on the part of the
teacher with the learning of each child, children
are treated en masse, and only those who are
regarded as ‘stars’ or ‘problematic’ are noticed.
All children would benefit from such attention.
˜ A lesson plan or unit plan for an inclusive class
should indicate how the teacher alters the
ongoing activity to meet the different needs of
children. Failure to learn is currently being
mechanically addressed through ‘remediation’
which usually means simply repeating lessons.
˜ Many teachers are also looking for ‘cures’ to set
right the problems that some children may
experience. They still find it difficult to
individualise learning for children by buiding
upon the strengths that children may have.
˜ Teachers need to understand how to plan lessons
so that children are challenged to think and to
try out what they are learning, and not simply
repeat what is told to them. A new problem is
that in the name of ‘activities’ and ‘play way’
methods, a lot of learning is being diluted by
giving children things to do that are far below
their capability.
˜ One concern is that a focus on activities would
become too time consuming and make greater
demands on teachers’ time. Certainly, doing
activities requires that time be spent in planning
and preparing for the activities. Initially, teachers
need to make an effort to establish the classroom
culture for activities and to establish the rules
that will govern the space and use of materials.
˜ Planning with the support of appropriate
material resources for, individualised, small
groups and whole group work is the key to
effective management of instruction in a
multigrade, multiability or vertically grouped
classroom.
200 CTET & TETs ~ Child Development & Pedagogy
˜ Instead of finding ways of juggling lesson plans
based on mono-grade textbooks, teachers would
need to devise, in advance, thematic topic plans in
order to engage learners with exercises created
for their level.
˜ The practices of teachers in classrooms, the
materials they use, and the evaluation techniques
employed must be internally consistent with each
other.
22.3 Discipline and
Participatory
Management
˜ The pupils ‘own’ the school as much as the
teachers and headmasters, especially in
government schools. There is a relationship of
interdependency between the teacher and the
pupils, especially in this era when the learning
transaction is based on access to information, and
knowledge creation is based on a foundation of
resources of which the teacher is the pivot. One
cannot function without the other.
˜ Educational transactions have to shift from the
benefactor (teacher) and the beneficiary (pupil) to
a motivator, facilitator and learner, all of whom
have rights and responsibilities in ensuring that
the educational transaction takes place.
˜ At present, school rules, norms and conventions
define permitted ‘good’ and ‘proper’ behaviour for
individuals and groups of students. Maintaining
discipline in schools is usually the prerogative of
teachers and adults in positions of authority
(often the principal and administrators).
˜ Frequently, they also induct children as ‘monitors’
and ‘prefects’ and delegate the responsibility of
maintaining ‘order’ and ensuring control.
Punishment and reward play an important role in
this. Those who implement this rarely question
the rules, or the implications that ensuring
compliance may have for children’s overall
development, self-esteem and also their interest
in learning.
˜ Forms of disciplining, such as corporal
punishment and verbal and non-verbal abuse of
children, continue to feature in many schools, and
are used to humiliate children in front of their
peers. Yet many teachers and even parents still
believe that such punishment is important,
unaware of the immediate and long-term
detrimental effects of these practices.
˜ It is important for teachers to reflect on the
rationale that underlies the rules and
conventions that govern schools, and whether
these are consistent with our aims of education.
˜ For instance, rules such as the length of socks
and the whiteness of sports shoes are of no
educationally defensible importance. Rules
regarding maintaining silence in classrooms,
answering ‘one at a time’, and answering only if
you know the right answer, can undermine the
˜
values of equality and equal opportunity.
Such rules may also discourage processes that
are integral to children’s learning and the
development of a sense of community among
peers, though they may make the class ‘easy to
manage’ for the teacher and facilitate ‘covering
the syllabus’.
22.4 Aims of Education
The aims of education serve as broad guidelines to
align educational processes to chosen ideals and
accepted principles. The aims of education
simultaneously reflect the current needs and
aspirations of a society as well as its lasting values,
and the immediate concerns of a community as
well as broad human ideals.
˜ At any given time and place they can be called the
contemporary and contextual articulations of
broad and lasting human aspirations and values.
˜ Educational aims turn the different activities
undertaken in schools and other educational
institutions into a creative pattern and give
them the distinctive character of being
educational.
˜ An educational aim helps the teacher connect
her present classroom activity to a cherished
future outcome without making it instrumental,
and therefore gives it direction without
divorcing it from current concerns. Thus, an aim
is a foreseen end; it is not an idle view of a mere
spectator; rather, it influences the steps taken
to reach the end.
˜ An aim must provide foresight. It can do this in
three ways
(i) First, it involves careful observation of the
given conditions to see what means are
available for reaching the end, and to
discover the hindrances in the way. This
may require a careful study of children, and
an understanding of what they are capable
of learning at different ages.
CHAPTER 22 : National Curriculum Framework 2005 201

(ii) Second, this foresight suggests the proper
order or sequence that would be effective.
(iii) Third, it makes the choice of alternatives
possible. Therefore, acting with an aim allows
us to act intelligently.
˜ The school, the classroom and related learning
sites are spaces where the core of educational
activity takes place. These must become spaces
where learners have experiences that help them
achieve the desired curricular objectives. An
understanding of learners’ educational aims, the
nature of knowledge and the nature of the school
as a social space can help us arrive at principles
to guide classroom practices.
˜ The guiding principles discussed earlier provide
the landscape of social values within which we
locate our educational aims. The first is a
commitment to democracy and the values of
equality, justice, freedom, concern for others’
well-being, secularism, respect for human dignity
and rights. Education should aim to build a
commitment to these values, which are based on
reason and understanding.
˜ The curriculum therefore, should provide
adequate experience and space for dialogue and
discourse in the school to build such a
commitment in children.
˜ Independence of thought and action points to a
capacity of carefully considered, value-based
decision making, both independently and
collectively.
˜ A sensitivity to others’ well-being and feelings,
together with knowledge and understanding of
the world, should form the basis of a rational
commitment to values.
˜ Learning to learn and the willingness to unlearn
and relearn are important as a means of
responding to new situations in a flexible and
creative manner. The curriculum needs to
emphasise the processes of constructing
knowledge.

CHAPTER EXERCISE
1. Learners construct mental representations 5. As per NCF-2005, the teachers’ classroom
.......... of external reality through a given set practices and materials used as well as
of activities ....... . evaluation technique used must be ...... with
(1) thinking, tasks (2) images, experiences each other.
(3) experiences, pictures (4) visuals, sounds (1) internally consistent (2) externally consistent
2. Which of the following is not an area in (3) externally promotional (4) internally promotional
which NCF, 2005 is divided? 6. Match the following
(1) Systemic reforms (2) Quality education for all
List I List II
(3) Perspective (4) Curriculum areas (Curriculums) (Characteristics)
3. Integration of child-centred learning with the A. Official 1. This is learning the rules
curriculum is aimed at curriculum of behaviour needed to
(1) making the learners account table for their own function in formally
learning organised groups
(2) strengthening the motivation of students to B. Social 2. This curriculum often
facilitate learning curriculum reinforces what was
(3) promoting active learning and attitude learned in the family, but
pertaining to discovering or exploring it can also challenge
family socialisation
(4) All of the above
C. Hidden 3. Reinforces gender role
4. NCF-2005 has some guiding principles of the curriculum socialisation started in
given statements, which one is not a part of it? the family and continued
(1) Creating a mix of exam and classroom life in the peer group
(2) Discouraging the conventional rote learning Codes
(3) Advancement in the curriculum and making it A B C A B C
beyond textbooks (1) 1 3 2 (2) 1 2 3
(4) A mix of knowledge with the life inside the school (3) 3 4 1 (4) 2 3 1
202
7. Mrs Gupta a Science teacher announces a
class test on the coming Monday for one of
the chapters. While drafting questions, she
was checking whether the questions are
related to the chapter choose for the test. She
is concerned about question paper’s
(1) validity (2) durability
(3) coverage of content (4) None of these
8. For the exceptionally bright students, the
teacher should adopt which teaching method?
(1) Teach them when they are willing to learn
(2) Allow them to sit in a class that is filled with the
bright students
(3) Teach them with an enriched curriculum
(4) None of the above
9. Consider the codes given below
I. Learning takes place through interactions
with the environment through language
and actions.
II. The role of the teacher in the learners
cognition can’t be increased by the teacher
becoming more active in the process of
knowledge construction by the learners.
Which one is a correct statement?
(1) Only I (2) Only II
(3) Both I and II (4) Neither I nor II
10. In trial and error theory
(1) success (learning) is obtained by chance
(2) right responses are selected from among so
many responses after repeated trials
(3) the organism reaches to point of success slowly
(4) All of the above
Previous Years’ Questions
11. The National Curriculum Framework, 2005
suggests which of the following examination
reforms? (RTET Feb 2011)
(1) Class X examinations optional
(2) State level exams to be conducted at different
stages of schools education
(3) Competitive entrance examinations optional
(4) All of the above
12. The Right to Education Act, 2009 specifies
that if the number of children admitted for
I-V class is above 200, then the pupil-teacher
ratio required is (RTET Feb 2011)
(1) 30 (2) 40 (3) 45 (4) 50
13. Right to Education Act, 2009 specifies the
minimum number of working hours per
week for the teacher as (RTET Feb 2011)
(1) 40 h (2) 45 h (3) 50 h (4) 55 h
CTET & TETs ~ Child Development & Pedagogy
14. Right to Education Act, 2009 states that a
teacher shall perform which of the following
duties? (RTET Feb 2011)
(1) Maintain regularity and punctuality in attending
school
(2) Conduct and complete the curriculum
(3) Complete entire curriculum in a specified time
(4) All of the above
15. National Curriculum Framework, 2005
suggests some activities to promote peace
education. Which one of the following is
enlisted in the curriculum framework?
(RTET Feb 2011)
(1) Organise programmes to promote an attitude of
respect and responsibility towards women
(2) Teach moral education
(3) Teach peace education as a separate subject
(4) Integrate peace education in the curriculum
16. National Curriculum Framework, 2005 talks
of major shifts from ( RTET Feb 2011)
(1) knowledge as given and fixed as it evolves and
is created
(2) educational focus to disciplinary focus
(3) learner centric to teacher centric
(4) None of the above
17. In the National Curriculum Framework,
2005 under the heading ‘Examination
Reforms’ which of the following reforms has
been suggested? (RTET Feb 2011)
(1) Open book exams
(2) Continuous and comprehensive evaluations
(3) Group work evaluation
(4) All of the above
18. Sandhya and Mamta of class VII are bright
students, but are extremely jealous of each
other. How will you, as a teacher, handle
them? (CGTET Jan 2011)
(1) Not bother as they will outgrow it
(2) Talk to them discreetly about healthy
competition
(3) Discuss this with the whole class
(4) Convey your disapproval to them
19. Salim is very good in music, but is not able to
do well in Mathematics. As a teacher of
Mathematics, how will you handle Salim?
(CGTET Jan 2011)
(1) Tell him that music does not have a future
(2) Tell him to leave music and study Maths
(3) Call his parents and talk to them
(4) Tell him that he can do well and explain the
concepts to him
CHAPTER 22 : National Curriculum Framework 2005
20. Manjusha is very interested in sports and
wants to pursue her career in sports. What
will you suggest to her? (CGTET Jan 2011)
(1) Girls have no future in sports
(2) She should put in hard work to achieve her
ambition
(3) Ask her to be focused only in academics
(4) Girls cannot excel in sports as they are not
physically strong
21. According to the Right to Education Act,
admission of children to particular class has
been proposed to be on the basis of
(1) ability of the child (CGTET Jan 2011)
(2) age of the child
(3) socio-economic status of the child
(4) education of the parents
22. The term ‘curriculum’ in the field of
education refers to (CTET June 2011)
(1) methods of teaching and the content to be taught
(2) overall programme of the school which students
experience on a day-to-day basis
(3) evaluation process
(4) text-material to be used in the class
23. Young learners should be encouraged to
interact with peers in the classroom so that
(CTET Jan 2012)
(1) the teacher can control the classroom better
(2) they can learn answers to questions from each
other
(3) the syllabus can be covered quickly
(4) they learn social skills in the course of study
24. The word ‘compulsory’ in the “Right to Free
and Compulsory Education 2009” means,
(CTET Nov 2012)
(1) Central Government will ensure admission,
attendance and completion of elementary
education
(2) appropriate governments will ensure admission
attendance and completion of elementary
education
(3) parents are compulsorily forced to send their
children to school to avoid punitive action
(4) compulsory education will be imparted through
continuous testing
25. Classrooms after the implementation of RTE
Act, 2009 are (CTET Nov 2012)
(1) unaffected, as RTE does not affect the average
age of a class in a school
(2) gender wise more homogeneous
(3) age-wise more homogeneous
(4) age-wise more heterogeneous
203
26. What type of education system does
NCF-2005 encourage? (HTET June 2013)
(1) Inclusive (2) Integrated
(3) Special (4) Regular
27. A child having some problems in seeing
objects. According to NCF 2005, he should be
admitted in (HTET June 2013)
(1) regular school (2) special school
(3) inclusive school (4) integrated school
28. Children of 6 to 14 years who have never
gone to school or have not completed their
school education, the Right to Education
Act, 2009 has done a provision to mainstream
them with education by (UPTET Sept 2013)
(1) emphasising on implementing, special syllabus
(2) emphasising on implementing special
(3) opening separate schools for them
(4) appointing teachers for them
29. As per recommendations of NCF 2005,
evaluation mode for students of 1st and 2nd
standard should be (UPTET Sept 2013)
(1) based on written test
(2) based on oral test
(3) based on written and oral test
(4) based on observation
30. Which statement is not true regarding
recommendation of NCF-2005?
(UPTET Sept 2013)
(1) Keeping universities free from politics
(2) Connecting knowledge to outside life
(3) Respecting democratic values nation
(4) Flexibility in examination
31. “The curriculum must enable children to find
their voices, nurture their curiosity - to do
things, to ask questions and to pursue
investigations, sharing and integrating their
experiences with school knowledge-rather
than their ability to reproduce textual
knowledge.” (National Curriculum
Framework 2005, p-13)
Against this backdrop, what should be the
primary role of the teacher? (CTET Feb 2014)
(1) To give plenty of opportunities to children to
share their own understanding and knowledge
(2) To discard the experiences of the children and
focus on the textbook
(3) To do the chapters of the textbooks sequentially
(4) To ensure that the teacher asks good questions
and the children write the answers in their
notebooks
204 CTET & TETs ~ Child Development & Pedagogy

32. ‘Operation Black Board’ was the outcome of (3) Only I is correct
(HTET Feb 2014) (4) Both I and II are correct
(1) Kothari Commission 37. NCF 2005 lays emphasis on ...... .
(2) National Curriculum Framework 2005 (NCF-
(1) learning by doing (REET Feb 2016)
2005)
(2) rote method
(3) National Policy on Education 1986 (NPE-1986)
(3) solving the problem
(4) National Curriculum Framework 2000 (NCF-
(4) All of the above
2000)
38. Assessment is purposeful if (CTET Sept 2016)
33. According to NCF-2005, errors are important
(1) it serves as a feedback for the students as well
because they (CTET Feb 2015)
as the teachers
(1) are an important tool in classifying students into
(2) it is done only once at the end of the year
groups of ‘passed’ and ‘failed’
(3) comparative evaluations are made to
(2) provide a way to the teachers to scold the
differentiate between the students’
children
achievements
(3) provide an insight into the child’s thinking and
(4) it induces fear and stress among the
help to identify solutions
students
(4) provide space for removing some children from
the class 39. According to NCF-2005, the role of a teacher
has to be ( CTET Sept 2016)
34. Which among the following is true statement (1) dictatorial
regarding NCF-2005? (UTET April 2015) (2) permissive
(1) This is a constitutional amendment regarding (3) facilitative
school education in India (4) authoritative
(2) This is a document prepared by NCERT, which
is presenting suggestions regarding school
40. According to the Right to Education Act,
education in India 2009, children with special needs should
(3) This is the document signed by UNESCO and study (CTET Sept 2016)
India regarding qualitative education in India (1) in special schools created exclusively for them
(4) None of the above (2) at home with their parents and caregivers
providing necessary support
35. Right of children to Free and Compulsory (3) in an inclusive education set-up with provision
Education Act, 2009 was applied in country to cater to their individual needs
(1) 1st April, 2009 (REET Feb 2016) (4) in vocational training centres which would
(2) 1st April, 2010 prepare them for life skills
(3) 1st November, 2009 41. According to the National Curriculum
(4) 1st November, 2010
Framework, 2005, learning is ..... and ....... in
36. In NCF-2005, the objective of including art its character. (CTET Sept 2016)
education in schools is (REET Feb 2016) (1) passive, simple
(1) To appreciate cultural heritage (2) active, social
(2) To develop students, personality and mental (3) passive, social
health (4) active, simple

ANSWERS
1. (2) 2. (2) 3. (4) 4. (4) 5. (1) 6. (1) 7. (3) 8. (3) 9. (1) 10. (4)
11. (1) 12. (2) 13. (2) 14. (4) 15. (1) 16. (1) 17. (4) 18. (2) 19. (4) 20. (2)
21. (2) 22. (2) 23. (4) 24. (2) 25. (3) 26. (1) 27. (3) 28. (2) 29. (4) 30. (1)
31. (1) 32. (3) 33. (3) 34. (2) 35. (2) 36. (4) 37. (1) 38. (2) 39. (3) 40. (3)
41. (2)
CHAPTER 22 : National Curriculum Framework 2005
1. (2) Learners construct mental
representations images of external
reality through a given set of activities
experiences.
4. (4) It is not the guiding principles
of NCF- 2005 that a mix of knowledge
with the life inside the school is a part
of it.
5. (1) As per NCF- 2005, the
teachers’ classroom practices and
materials used as well as evaluation
technique used must be internally
consistent with each other.
8. (3) For the exceptionally bright
students, the teacher should adopt
the teaching method that is to teach
them with an enriched curriculum.
15. (1) For promoting peace
education, NCF- 2005 suggests to
organise programmes to promote an
attitude of respect and responsibility
towards women.
Explanations
16. (1) National Curriculum
Framework (NCF), 2005 talks of
major shifts from knowledge as given
and fixed as it evolves and is created.
21. (2) According to the Right to
Education Act, admission of children
to a particular class has been
proposed to be on the basis of age of
the child.
22. (2) The term 'curriculum' in the
field of education refers to overall
programme of the school which
students experience on a day-to-day
basis.
23. (4) Young learners should be
encouraged to interact with peers in
the classroom so that they learn
social skills in the course of study.
24. (2) The word ‘compulsory’ in the
‘Right to Free and Compulsory
Education 2009’ means appropriate
governments will ensure admission,
205
attendance and completion of
elementary education.
30. (1) It is not true regarding the
recommendations of NCF-2005
to keep universities free from
politics.
33. (3) According to NCF-2005,
errors are important because they
provide an insight into the child’s
thinking and help to identify the
solutions.
34. (2) It is true regarding NCF-2005
that it is a document prepared by
NCERT, which is presenting
suggestions regarding school
education in India.
40. (3) According to RTE-2009,
children with special needs should
study in an inclusive education set-up
with provision to cater to their
individual needs.
206 CTET & TETs ~ Child Development & Pedagogy
Practice Sets 207
CTET &
OTHER TETs

PRACTICE
SETS 1-5
Child Development and
Pedagogy
208 CTET & TETs ~ Child Development & Pedagogy
Practice Sets 209

Practice Set 1
1. Constructivism as a theory 10. Individual learners differ from each other in
(1) focuses on the role of imitation (1) principles of growth and development
(2) emphasises the role of the learner in (2) rate of development
constructing his own view of the world (3) sequence of development
(3) emphasises on memorising information and (4) general capacity for development
testing through recall
(4) emphasises on the dominant role of the teacher 11. The best place of social development for a
12 years old child is ……… .
2. Which of the following statements is not (1) neighbourhood (2) family
appropriate to motivation as a process? (3) playground (4) school
(1) It causes a person to move towards a goal
(2) It satisfies the person’s biological needs 12. Select ‘the educable’ group of students from
(3) It helps in achieving a psychological ambition the following groups, indicating different I.Q.
(4) It keeps away from an unpleasant situation levels
(1) 50 to 70 (2) 30 to 50 (3) 70 to 90 (4) 40 to 80
3. A child writes with his/her left hand and is
comfortable doing things with it, she/he
13. IQ scores are generally ………… correlated
with academic performance.
should be
(1) least (2) perfectly (3) highly (4) moderately
(1) discouraged
(2) made to write with the left hand 14. Nature of children is like
(3) allow his preference (1) imitative (2) constructive
(4) send to seek medical help (3) imaginative (4) destructive
4. Which of the following is not a sign of ‘being 15. Theory of Multiple Intelligence implies the
gifted’? following except
(1) Curiosity (1) intelligence is a distinct set of processing
(2) Creativity operations used by an individual to solve
(3) Poor relationship with peers problems
(4) Interest in extra reading (2) disciplines should be presented in a number of
ways
5. Language of word is not necessary for (3) learning could be assessed through a variety of
(1) imaginative thinking means
(2) conceptual thinking (4) emotional intelligence is not related to IQ
(3) associative thinking
(4) perceptual thinking 16. Gifted students are
(1) non-assertive of their needs
6. Which indicates the change in the quality or (2) independent in their judgements
character of a child? (3) independent of teachers
(1) Growth (2) Development (4) introvert in nature
(3) Learning (4) Environment
17. The cardinal principles of learner centered
7. Single Factor Theory of Intelligence was education are ………… .
given by ………… . (1) learning by doing (2) learning by living
(1) Alfred Binet (2) Thorndike (3) Both (1) and (2) (4) None of these
(3) Freeman (4) None of these 18. ………… is the capacity to acquire and apply
8. Who is the father of ‘Theory of Multiple knowledge.
Intelligence’? (1) Personality (2) Intelligence
(1) Gardner (2) Vygotsky (3) Aptitude (4) Attitude
(3) Bruner (4) Piaget 19. Adolescents may experience
9. Who gives more stress to the philosophy of (1) feeling of self-actualisation
(2) feeling of satiation about life
social constructivism?
(3) anxiety and concern about themselves
(1) Piaget (2) Kohlberg
(4) feeling of fear about sins committed in
(3) Vygotsky (4) Dewey
childhood
210 CTET & TETs ~ Child Development & Pedagogy

20. Helping learners recapitulate or recall what 24. What is the unit of heredity?
they have already learnt is important because (1) Chromosome (2) Gene
(1) it is a convenient beginning for any classroom (3) Fertilized cell (4) Zygote
instruction
(2) relating new information to prior knowledge
25. Which one of the following is an example of a
enhances learning fine motor skill?
(3) it is an effective way of revising old lessons (1) Climbing (2) Hopping
(4) it enhances the memory of learners thereby (3) Running (4) Writing
strengthening learning 26. ………. is the ratio of mental age to the
21. Every learner is unique means that chronological age multiplied by 100.
(1) no two learners are alike in their abilities, (1) Emotional quotient (2) Intelligence quotient
interests and talents (3) Both (1) and (2) (4) None of these
(2) learners do not have any common qualities, nor 27. Which of the following is not a product of
do they share common goals
learning?
(3) a common curriculum for all learners is not
(1) Skill (2) Knowledge
possible
(3) Maturation (4) Physical structure
(4) it is impossible to develop the potential of
learners in a heterogeneous class 28. Common source of physical discomfort for the
22. Development of concepts is primarily a part children is
of (1) long way to school (2) corporal punishment
(1) emotional development (3) heavy school bags (4) All of these
(2) intellectual development 29. Teacher as per NCF 2005 is a
(3) physical development (1) boss (2) leader
(4) social development (3) facilitator (4) All of these
23. The raw material of thinking is 30. Several studies have shown that bilingual
(1) symbols proficiency raise the level of
(2) semantics (1) cognitive growth (2) social tolerance
(3) man (3) diversified thinking (4) All of these
(4) child

Practice Set 2
1. According to Piaget, during the first stage of 4. Teaching learning process fundamentally
development (birth to about 2 years age), a completed in
child learns best (1) class room (2) school
(1) by using the senses (3) society (4) home
(2) by comprehending neutral words
5. In which of the following stages the child
(3) by thinking in an abstract fashion
looks self-centered?
(4) by applying newly acquired knowledge of
language (1) Infancy (2) Early childhood
(3) Adolescence (4) Adulthood
2. Intelligence testing is useful for knowing
………… . 6. Primary education helps ………… .
(1) individual difference (1) socialisation of child
(2) mental retardation (2) democratisation of child
(3) educational backwardness (3) in course understanding
(4) All of the above (4) All of the above

3. The process of expansion of an individual’s 7. Theory of Learning which totally and only
capacities quantitatively, should be termed as depends on ‘observable behaviour’ is
(1) development (2) growth associated with Theory of Learning
(3) equilibration (4) maturation (1) Cognitivist (2) Developmental
(3) Behaviourist (4) Constructivist
Practice Sets
8. Who is the father of Genetic Epistemology?
(1) Piaget (2) Bruner
(3) Vygotsky (4) Dewey
9. Multilingual character of Indian society
should be seen as
(1) a hindrance in teaching-learning process
(2) a resource for enrichment of school life
(3) a challenge to teacher’s capacity to motivate
students to learn
(4) a factor that makes school life a complex
experience for the learners
10. The most important quality of an effective
teacher is
(1) deep knowledge about the subject taught
(2) a strict disciplinarian
(3) good rapport with the students
(4) a good motivator
11. Questioning in the class room
(1) clarifies the subject-matter
(2) develops inactivity
(3) is a wastage of time
(4) creates indiscipline
12. Diagnosis of the gaps in the learning of
students should be followed by
(1) appropriate remedial measures
(2) intensive drill and practice
(3) systematic revision of all lessons
(4) reporting the findings to learners and parents
13. The best method of study growth and
development of child is
(1) Psychoanalytic (2) Comparative method
(3) Development method (4) Statistical method
14. Which of the following is true statement
corresponding to Cephalocaudal Principle of
Child’s Development?
(1) Development is from head to foot
(2) Development is from foot to head
(3) Development is from middle to periphery
(4) None of the above
15. Vygotsky proposed that child development is
(1) due to genetic components of a culture
(2) a product of social interaction
(3) a product of formal education
(4) a product of assimilation and accommodation
16. Gardner formulated a list of seven
intelligencies, which among the following is
not one of them?
(1) Spatial intelligence
(2) Emotional intelligence
(3) Interpersonal intelligence
(4) Linguistic intelligence
211
17. Determinates of individual difference in
human being is relate to
(1) difference in environment
(2) difference in heredity
(3) interaction between heredity and environment
(4) Both heredity and environment interacting
separately
18. Which of the following statements cannot be
considered as a feature of ‘learning’?
(1) Learning is a process that mediates behaviour
(2) Learning is something that occurs as a result of
certain experiences
(3) Study of behaviour is learning
(4) Unlearning is also a part of learning
19. Navodaya schools have been established to
(1) increase number of school in rural areas
(2) provide good education in rural areas
(3) complete ‘Sarva Shiksha Abhiyan’
(4) check wastage of education in rural areas
20. ‘Self-regulation’ of learners refers to
(1) their ability to monitor their own learning
(2) creating regulations for student behaviour
(3) rules and regulations made by the student body
(4) self-discipline and control
21. Inclusive education
(1) celebrates diversity in the classroom
(2) encourages strict admission procedures
(3) includes indoctrination of facts
(4) includes teachers from marginalised groups
22. If a child writes 16 as 61 and gets confused
between B and D, this is case of
(1) visual impairment (2) learning disability
(3) mental impairment (4) mental retardation
23. Which of the following does not reflect
‘teaching for understanding’?
(1) Ask students to explain a phenomenon or a
concept in their own words
(2) Teach students to provide examples to illustrate
how a law works
(3) Help students see similarities and differences
and generate analogies
(4) Enable students to memorise isolated facts and
procedures
24. Which of the following is a feature of
progressive education?
(1) Instruction based solely on prescribed
text-books
(2) Emphasis on scoring good marks in
examinations
(3) Frequent tests and examinations
(4) Flexible time-table and seating arrangement
212 CTET & TETs ~ Child Development & Pedagogy

25. A child has been admitted to your school that (1) content coverage
belongs to a backward family/background (2) typology of questions
from the cultural viewpoint. You will (3) reliability
(1) keep him in a class in which, there are many (4) validity
more students of backward background from
the cultural viewpoint 28. The aim of teaching English as per NCF
(2) send a teacher to know more about the 2005 is the creation of
backward cultural background of the child (1) bilingualism
(3) keep him in a normal class but will make special (2) multilingualism
arrangements for teaching him, keeping his (3) english only
special needs in view (4) None of these
(4) advise him to take up vocational education
29. The purpose of evaluation is not
26. Critical pedagogy formally believes that (1) to motivate children to study under threat
(1) the learners need not reason independently
(2) to label the children as slow learners
(2) what children learn out of school is irrelevant
(3) the experiences and perceptions of learners are (3) to identify child who need remediation
important (4) All of the above
(4) the teacher should always lead the classroom
30. MLL approach
instruction
(1) Minimum Level of Learning
27. A teacher, after preparing a question paper, (2) Maximum Level of Learning
checks whether the questions test specific (3) Minimum Level of Listening
testing objectives. He is concerned primarily (4) None of the above
about the question papers’

Practice Set 3
1. The term ‘Mnemonics’ is associated with 5. A child cannot distinguish between ‘saw’ and
(1) Memory (2) Amnesia ‘was’, nuclear’ and ‘unclear’. She/He is
(3) Cognitive behaviour (4) Anaemia suffering from
(1) dyslexia (2) word jumbling disorder
2. Human development is based on certain
(3) dyslexemia (4) dysmorphemia
principles. Which of the following is not a
principle of human development? 6. A child of 16 years scores 75 in an IQ test;
(1) Continuity (2) Sequentiality his mental age will be ………… years.
(3) General to specific (4) Reversible (1) 12 (2) 8
(3) 14 (4) 15
3. The main purpose of assessment should be
(1) to point out the errors of the learners 7. Why is it important for teachers to know
(2) to measure the achievement of learners about the various stages of child
(3) to decide if a student should be promoted to the development?
next class I. To produce a comfortable environment
(4) to diagnose and remedy gaps in learning for teaching and learning process.
4. If you found a child in your class who always II. To know and understand the problems
isolates from the rest of the class, you would faced by a child.
(1) ask the child to be normal by taking example of III. To establish an effective communication
his classmates with the child.
(2) try to understand the underlying clause Select the correct answer using the codes given
(3) leave the child alone so that the child comes out below
of his own (1) Only I (2) Only II
(4) inform the management that his presence may (3) I and III (4) All of these
eject other students of the class
Practice Sets 213

8. Vygotsky theory implies Select the correct answer using the codes given
(1) child will learn best in the company of children below
having IQ lesser than his/her own (1) I and II (2) II and III
(2) collaborative problem solving (3) I and III (4) All of these
(3) individual assignments to each student
16. An empowering school will promote which of
(4) after initial explanation, do not support a child in
solving difficult questions the following qualities the most in its
teachers?
9. Centrally sponsored scheme of Integrated (1) Tendency to experiment
Education for disabled children aims at (2) Memory
providing educational opportunities to (3) Disciplined nature
children with disabilities in (4) Competitive aptitude
(1) regular schools
(2) special schools
17. A teacher can make problem-solving fun for
(3) open schools students by doing all the following except
(4) Blind Relief Association schools (1) providing open ended material
(2) giving time for free play
10. Assessment for learning takes into account (3) providing endless opportunities for creative
the following except thinking
(1) mistake of students (4) expecting perfection from the students while
(2) learning styles of students they are trying to do things by themselves
(3) strengths of students
18. Socialisation is a process by which children
(4) needs of students
and adults learn from
11. Which of the following is not a sign of reading (1) family (2) school
difficulty among young learners? Difficulty in (3) peers (4) All of these
(1) letter and word recognition
19. Which of the following is not a characteristic
(2) reading speed and fluency
(3) understanding words and ideas
feature of intrinsically motivated children?
(1) They always succeed
(4) spelling consistency
(2) They enjoy doing their work
12. A teacher wants the gifted children of her (3) They display a high level of energy while
‘class to achieve their potential. Which of the working
following should she not do to achieve her (4) They like challenging tasks
objective?
20. The stage in which the ‘Self Initiative Skill’
(1) Teach them to enjoy non-academic activities
(2) Teach them to manage stress
of a child develops when it is let free
(1) 2-3 years (2) 1 year
(3) Segregate them from their peers for special
attention (3) 6th year onwards (4) 4-6 years
(4) Challenge them to enhance their creativity 21. An apparatus to found the span of visual
13. In order to instil a positive environment in a attention is
primary class a teacher should (1) Tachitoscope (2) Telescope
(1) wish each child in the morning (3) Learning Cards (4) Ink Blot Test
(2) narrate stories with positive endings
22. The Two Factor Theory of Intelligence was
(3) allow them to make groups on their own on the
basis of sociometry during group activities.
proposed by
(1) Spearman (2) Wechsler
(4) not discriminate and set the same goal for every
child (3) Piaget (4) Binet

14. Successful inclusion requires the following 23. The term that does not coincide with the
except styles of learning
(1) involvement of parents (2) capacity building (1) oral learning (2) continuous learning
(3) sensitisation (4) segregation (3) comparative learning (4) rote learning

15. Heredity and development have influence over. 24. “Child should be treated as child” – was said
I. Social and emotional development by
II. Physical and mental development (1) Rousseau (2) Wechsler
III. Cultural development (3) Binet (4) Gagne
214 CTET & TETs ~ Child Development & Pedagogy

25. Piaget’s principle is related to child’s ……… . 28. NCF 2005 says that Children do not fail; they
(1) psychological development indicate the failure of the school
(2) emotional feelings (1) agree (2) strongly agree
(3) cognitive development (3) disagree (4) strongly disagree
(4) physical development
29. Eliminate the terminology of pass-fail
26. A person believes that nurture strongly indicate lack of adequate
influences the development of his child. He (1) proficiency
would not agree with the importance of (2) efficiency
(1) genetic factors (3) knowledge
(2) exposure to peers (4) All of the above
(3) the types of toys at home
(4) the warmth displayed by the parents
30. Malpractices in examinations can be avoided
by keeping invigilators from
27. Long term memory is through (1) own school only
(1) learning by reading (2) other schools
(2) learning by listening (3) Both own and others
(3) learning by multi sensory organs (4) None of the above
(4) learning by visualising

Practice Set 4
1. Which of the following does not belong to the (3) Error free and quick evaluation is possible by
categories of coping strategies that women computer
commonly engaged in? (4) Only one of the choices is the correct answer
(1) Acceptance (2) Resistance 6. What type of evaluation identifies learning
(3) Revolution (4) Adaptation deficiencies and difficulties of the learners?
2. Which one of the following indicates child’s (1) Placement (2) Summative
physical growth? (3) Continuous (4) Diagnostic
(1) Negative (2) Quantitative 7. Both the chronological age and the mental
(3) Qualitative (4) Positive age of a pupil is 7 years. He may be classified
3. “Individual learns from his own mistakes”. into which category?
This statement is based on which learning (1) Below normal intelligence
theory? (2) Normal intelligence
(1) Instrumental conditioning (3) Superior intelligence
(2) Insight (4) Genius
(3) Trial & error 8. Which is different from the other three with
(4) Classical conditioning respect to fine motor movement?
4. Which of the following statements is not (1) Dot joining
true? (2) Dictation
(1) Growth is a biological process (3) Handwriting
(2) Development is a quantitative process (4) Separation of fruits and vegetables
(3) Education is a goal oriented process 9. At the preprimary stage reading aloud while
(4) Learning is a process of behavioural changes writing is given importance. This is based on
5. Which of the following statements is not true which theory of learning?
in case of multiple choice questions? (1) Trial & Error (2) Conditioning
(1) Even an inexperienced teacher can prepare the (3) Insight (4) Imitation
questions easily
(2) All choices appear to be plausible
Practice Sets 215

10. Which one of the following is not taken into 20. Which of the following is a dimensional
consideration while preparing the blueprint teaching aid?
for a test? (1) Black board (2) Display board
(1) Topic (3) Still picture (4) Model
(2) Instructional objectives
21. In the context of education, socialisation
(3) From of questions
means
(4) Teaching time
(1) creating one’s own social norms
11. Psychology is a ………… . (2) respecting elders in society
(1) science of soul (2) science of mind (3) adapting and adjusting to social environment
(3) science of consciousness (4) always following social norms
(4) science of behaviour
22. A school gives preference to girls while
12. Which of the following is not an appropriate preparing students for a state level solo song
tool for formative assessment? competition. This reflects
(1) Assignment (2) Oral questions (1) global trends
(3) Term test (4) Quiz and games (2) pragmatic approach
(3) progressive thinking
13. Learners should not be encouraged to
(4) gender bias
(1) ask as many questions as possible both inside
and outside the class 23. Vygotsky emphasised the significance of the
(2) actively interact with other learners in group role played by which of the following factors
work in the learning of children?
(3) participate in as many co-curricular activities as (1) Hereditary (2) Moral
possible (3) Physical (4) Social
(4) memorise all the answers to questions which
the teacher may ask 24. A teacher makes use of a variety of tasks to
cater to the different learning styles of her
14. The teacher studies pupils group behaviour
learners. She is influenced by
mainly by which of the following methods?
(1) Kohlberg’s Moral Development theory
(1) Interview (2) Experimentation
(2) Gardner’s Multiple Intelligence theory
(3) Case history (4) Observation
(3) Vygotsky’s Sociocultural theory
15. Which one does not indicate child’s emotion? (4) Piaget’s Cognitive Development theory
(1) Pleasure (2) Sorrow
25. A teacher never gives answers to questions
(3) Curiosity (4) Tolerance
herself. She encourages her students to
16. Which one is not an element of intellectual suggest answers, have group discussions and
development? adopt collaborative learning. This approach is
(1) Creativity (2) Tolerance based on the principle of
(3) Thinking (4) Imagination (1) proper organisation of instructional material
(2) setting a good example and being a role
17. Which class of learners are not included
model
under ‘Exceptional Category’? (3) readiness to learn
(1) Slow (2) Retarded (4) active participation
(3) Normal (4) Gifted
26. Which of the following is a teacher related
18. Which one of the following is not an element factor affecting learning?
of mastery learning? (1) Proper seating arrangement
(1) Use of alternate textbook (2) Availability of teaching learning resources
(2) Alternate methods of teaching (3) Nature of the content or learning experiences
(3) Child centred learning activity (4) Mastery over the subject matter
(4) Group teaching
27. According to Kohlberg, a teacher can instill
19. Which one of the following is measured by moral values in children by
continuous comprehensive evaluation? (1) giving importance to religious teachings
(1) Holisitic development (2) laying clear rules of behaviour
(2) Development of creativity (3) involving them in discussions on moral issues
(3) Development of experience (4) giving strict instructions on ‘how to behave’
(4) Development of divergent thinking
216
28. Who recommended that in-service courses
and refresher courses should be related to the
specific needs of the teachers?
(1) Acharya Ramamurthy Review committee
(2) Education commission
(3) Kothari committee
(4) None of the above
Practice Set 5
1. Human personality is the result of
(1) upbringing and education
(2) interaction between heredity and environment
(3) only environment
(4) only heredity
2. Individual attention is important in the
teaching learning process because
(1) learners always learn better in groups
(2) teacher training programmes prescribe it
(3) it offers better opportunities to teachers to
discipline each learner
(4) children develop at different rates and learn
differently
3. Which of the following is the first step in the
scientific method of problem solving?
(1) Verification of hypothesis
(2) Problem awareness
(3) Collection of relevant information
(4) Formation of hypothesis
4. Which of the following is a domain of
learning?
(1) Experiential
(2) Affective
(3) Spiritual
(4) Professional
5. When a child gets bored while doing a task, it
is a sign that
(1) the task may have become mechanically
repetitive
(2) the child is not intelligent
(3) the child is not capable of learning
(4) the child needs to be disciplined
6. Errors of learners often indicate
(1) how they learn
(2) the need for mechanical drill
(3) absence of learning
(4) socioeconomic status of the learners
CTET & TETs ~ Child Development & Pedagogy
29. A teacher should understand the children
within
(1) social context (2) cultural context
(3) political context (4) All of these
30. Educational technology should be viewed as
(1) supplement (2) substitute
(3) all in all (4) None of these
7. Irfan breaks toys and dismantles them to
explore their components. What would you do?
(1) Never let Irfan play with toys
(2) Always keep a close watch
(3) Encourage his inquisitive nature and channelise
his energy
(4) Make him understand that toys should not be
broken
8. Mayank, a student of class four, can play
games on cell phone without anybody’s help
but he is able to open a world file on
computer with the help of his father only.
This difference is
(1) area of optimal development
(2) zone of proximal development
(3) region of conitive development
(4) concept of trivial development
9. The emphasis from teaching to learning can
be shifted by
(1) adopting childcentred pedagogy
(2) encouraging rote learning
(3) adopting frontal teaching
(4) focusing on examination results
10. The statement “Men are generally more
intelligent than women”
(1) is true
(2) may be true
(3) shows gender bias
(4) is true for different domains of intelligence
11. Understanding the principles of development
of a child helps a teacher in
(1) identifying the social status of the learner
(2) identifying the economic background of the
learner
(3) rationalising why the learner ought to be taught
(4) effectively catering to the different learning
styles of learners
Practice Sets
12. The statement: “An important precondition
for the proper development of a child is
ensuring her/his healthy physical
development”
(1) is untrue as physical development does not
affect other domains of development in anyway
(2) may be incorrect as development varies from
individual to individual
(3) is true because physical development occupies
the topmost place in the sequence of
development
(4) is true because physical development is
interrelated with other domains of development
13. A child has been admitted to your school that
belongs to a backward family/background
from the cultural viewpoint. You will
(1) keep him in a class in which, there are many
more students of backward background from
the cultural viewpoint
(2) send a teacher to know more about the
backward cultural background of the child
(3) keep him in a normal class but will make special
arrangements for teaching him, keeping his
special needs in view
(4) advise him to take up vocational education
14. Critical pedagogy firmly believes that
(1) the learners need not reason independently
(2) what children learn out of school is irrelevant
(3) the experiences and perceptions of learners are
important
(4) the teacher should always lead the classroom
instruction
15. A teacher, after preparing a question paper,
checks whether the questions test specific
testing objectives. He is concerned primarily
about the question papers’
(1) content coverage
(2) typology of questions
(c) reliability
(4) validity
16. School based assessment is primarily based
on the principle that
(1) teachers know their learners’ capabilities better
than external examiners
(2) students should at all costs get high grades
(3) schools are more efficient than external bodies
of examination
(4) assessment should be very economical
17. Learners display individual differences. So, a
teacher should
(1) provide a variety of learning experiences
(2) enforce strict discipline
(3) increase number of tests
(4) insist on uniform pace of learning
217
18. Which of the following is a principle of
development?
(1) It does not proceed at the same pace for all
(2) Development is always linear
(3) It is a discontinuous process
(4) All processes of development are not
interconnected
19. Human development is divided into domains
such as
(1) physical, cognitive, emotional and social
(2) emotional, cognitive, spiritual and social
psychological
(3) psychological, cognitive, emotional and
physical
(4) physical, spiritual, cognitive and social
20. A teacher uses a text and some pictures of
fruits and vegetables and holds a discussion
with her students. The students link the
details with their previous knowledge and
learn the concept of nutrition. This approach
is based on
(1) Classical conditioning of learning
(2) Theory of reinforcement
(3) Operant conditioning of learning
(4) Construction of knowledge
21. A child starts to cry when his grandmother
takes him from his mother’s lap. The child
cries due to
(1) social anxiety (2) emotional anxiety
(3) stranger anxiety (4) separation anxiety
22. What is the meaning of child development?
(1) Development in the length, breadth and fatness
of the children
(2) Development of the mental and intellectual
ability
(3) Overall development of the child
(4) Development of the child
23. In this contemporary environment, one is the
successful teacher who
(1) wears modern dresses and comes in the class
(2) comes with mobile or iPod in the class
(3) creates the situation to learn something
(4) have skills to make an effective contact with
students
24. What do you think about the students during
teaching them?
(1) They may be a reformer and a founder
(2) To be a politician and do work for the progress
of country
(3) Their merit/ intelligence might be developed so
that they can get best success
(4) They might become a learned and might be
famous in their work region
218 CTET & TETs ~ Child Development & Pedagogy

25. The best method to study growth and 28. NCF 2005 recommends that 25 to 40 per cent
development of the child is of the questions should be on
(1) Psychoanalytic method (1) short answer type
(2) Comparative method (2) long answer type
(3) Developmental method (3) objective type question
(4) Statistical method (4) None of the above
26. Theory of Multiple Intelligence implies the 29. NCF 2005 states that the Board should
following except conduct re-examination
(1) intelligence is a distinct set of processing (1) immediately
operations used by an individual to solve
(2) after one month
problems
(2) disciplines should be presented in a number of (3) after two months
ways (4) None of the above
(3) learning could be assessed through a variety of
30. The chairperson of the National Steering
means
(4) emotional intelligence is not related to IQ
committee was
(1) Professor Yashpal
27. John Dewey advocated ‘Lab Schools’. These (2) Dr Krishna Kumar
schools are an example of (3) Professor Arvind Kumar
(1) factory schools (2) private schools (4) Professor Gopal Guru
(3) government schools (4) progressive schools

Answers
Practice Set 1
1. (4) 2. (4) 3. (3) 4. (3) 5. (1 ) 6. (2) 7. (1) 8. (1) 9. (3) 10. (2)
11. (3) 12. (1) 13. (3) 14. (1) 15. (4) 16. (2) 17. (3) 18. (2) 19. (1) 20. (2)
21. (1) 22. (2) 23. (1) 24. (2) 25. (4) 26. (2) 27. (3) 28. (4) 29. (3) 30. (4)

Practice Set 2
1. (1) 2. (4) 3. (1) 4. (1) 5. (2) 6. (2) 7. (3) 8. (1) 9. (2) 10. (4)
11. (1) 12. (1) 13. (3) 14. (1) 15. (2) 16. (2) 17. (3) 18. (3) 19. (2) 20. (1)
21. (1) 22. (2) 23. (4) 24. (2) 25. (3) 26. (3) 27. (1) 28. (2) 29. (4) 30. (1)

Practice Set 3
1. (1) 2. (4) 3. (4) 4. (2) 5. (1) 6. (1) 7. (4) 8. (2) 9. (2) 10. (1)
11. (3) 12. (3) 13. (4) 14. (4) 15. (1) 16. (4) 17. (4) 18. (4) 19. (1) 20. (1)
21. (1) 22. (1) 23. (4) 24. (2) 25. (3) 26. (1) 27. (3) 28. (2) 29. (1) 30. (2)

Practice Set 4
1. (3) 2. (2) 3. (3) 4. (2) 5. (1) 6. (4) 7. (2) 8. (4) 9. (2) 10. (4)
11. (4) 12. (2) 13. (4) 14. (4) 15. (4) 16. (2) 17. (3) 18. (4) 19. (1) 20. (4)
21. (3) 22. (4) 23. (4) 24. (2) 25. (4) 26. (4) 27. (3) 28. (1) 29. (4) 30. (1)

Practice Set 5
1. (2) 2. (4) 3. (2) 4. (2) 5. (1) 6. (2) 7. (3) 8. (2) 9. (1) 10. (3)
11. (4) 12. (4) 13. (3) 14. (3) 15. (4) 16. (1) 17. (1) 18. (1) 19. (3) 20. (4)
21. (4) 22. (3) 23. (4) 24. (4) 25. (3) 26. (4) 27. (4) 28. (1) 29. (1) 30. (1)