Prof ed 4 Development Act of 1994, which

was signed into law by?

1. In Pre-spanish era, what teachings
A. Fidel Ramos
have taught to children?
B. Carlos P. Garcia
A. Survival practical skills
8. During her presidency, she signed
B. Religion
Republic Act No. 9155, also known
2. In Spanish era, the subject of
as the Governance of Basic
teachings is focus more on.
Education Act of 2001, which
A. Praising God
strengthened the DepEd’s mandate
B. Religion
to provide quality basic education
3. Who is the President during
to all Filipinos
Philippines Commonwealth?
A. Corazon Aquino
A. Sergio Osmena
B. Gloria Macapagal Arroyo
B. Manuel L. Quezon
9. He increased the funds for
4. He served as the President of the
education by 20%, gave free
Japanese-occupied Second
education, and implemented the
Philippine Republic, a puppet state
ADOPT- A SCHOOL PROGRAM.
during World War II, from October
A. Joseph Estrada
14, 1943 to August 17, 1945 .
B. Corazon Aquino
A. Jose P. Laurel
10. He was the President who launched
B. Diosdado Macapagal
the K-12 PROGRAM
5. Republic Act No. 6655, more widely
A. Rodrigo Duterte
known as the FREE PUBLIC
B. Benigno Aquino III
SECONDARY EDUCATION ACT OF
11. Republic Act No. 10648, also
1988 was approved by President?
known as the “Iskolar ng Bayan Act
A. Corazaon Aquino
of 2014,” was enacted on November
B. Fidel Ramos
27, 2014, during the presidency of
6. He signed the CHED and TESDA
__________ 1. The law provides
Acts into law. The Commission on
scholarship grants to top graduates
Higher Education (CHED) was
of all public high schools in state
established through Republic Act
universities and colleges (SUCs)
No. 7722, also known as the Higher
and appropriates funds for this
Education Act of 1994, which was
purpose
signed into law by President Ramos
A. Rodrigo Duterte
on May 18, 1994
B. Benigno Aquino III
A. Fidel Ramos
12. He signed into law Republic Act
B. Carlos P. Garcia
No. 11510 which institutionalized
7. . The Technical Education and Skills
the Alternative Learning System
Development Authority (TESDA)
(ALS) program
was established through Republic
A. Rodrigo Duterte
Act No. 7796, also known as the
B. Benigno Aquino III
Technical Education and Skills
13. He signed into law Republic Act
No. 10931 or “Universal Access to
Quality Tertiary Education Act,”
which provides free tuition and
other school fees in state
universities and colleges (SUCs),
local universities and colleges
(LUCs), and state-run technical-
vocational institutions
A. Ferdinand Marcos Jr.
B. Rodrigo Duterte
14. The four pillars of education are
a framework for understanding the
goals of education. They were first
proposed by?
A. UN
B. UNESCO
15. This pillar emphasizes the
importance of acquiring knowledge
and skills in various fields,
including science, history,
mathematics, and languages.
A. Learning to do
B. Learning to know
16. It emphasizes the need to promote
respect for diversity and human
rights, as well as the ability to work
collaboratively with others.
A. Learning to live together
B. Learning to transform oneself &
society
17. It includes vocational training,
apprenticeships, and other forms of
hands-on learning.
A. Learning to do
B. Learning to be
18. It involves developing knowledge,
skills, and values that enable
individuals and groups to create
positive change in their
communities and the world at
large.
A. Learning to live together
B. Learning to transform oneself &
society.
19. A student studying history and
learning about the causes and
effects of World War II is an
example of ?
A. Learning to be
B. Learning to know
20. A student who is learning how to
repair a car engine or operate a
lathe is an example of ?
A. Learning to do
B. Learning to know
21. A student who participates in a
multicultural festival and learns
about different cultures is an
example of?
A. Learning to transform oneself &
society
B. Learning to live together
22. A student who takes part in
activities that promote personal
growth, such as meditation or yoga,
is an example of ?
A. Learning to be
B. Learning to do
23. This stage lasts from conception to
around two weeks after
conception. During this time, the
fertilized egg undergoes rapid cell
division and travels down the
fallopian tube to the uterus, where
it implants in the uterine wall.
A. Fetal Stage
B. Germinal Stage
24. This stage lasts from around two
weeks after conception to eight
weeks after conception. During this
time, the embryo develops major
organs and structures, including
the heart, brain, and limbs.
 A. Embryonic stage
B. Fetal stage
25. This stage lasts from eight weeks
after conception until birth. During
this time, the fetus continues to
grow and develop, and its organs
become more mature. The fetus
also begins to move and respond to
external stimuli.
A. Fetal Stage
B. Embryonic Stage
26. The fetus’s sex is determined
during this month, although it may
not be detectable on ultrasound
yet .
A. 3rd month (weeks 9)
B. 5th month (weeks 17)
27. In this month of pregnancy, its
eyelids begin to part and you may
notice regular, jerky movements.
The fetus responds to sounds by
moving or increasing its pulse.
A. 6th month (weeks 24)
B. 8th month (weeks 29)
28. This month is mostly about putting
the finishing touch on growth and
brain development
A. 9th month (weeks 33)
B. 8th month (weeks 29)
29. The fetus changes position
frequently and responds to stimuli,
including sound, pain and light. The
amniotic fluid begins to diminish.
A. 5th month (weeks 17)
B. 7th month (weeks 25)
30. Your pregnancy care provider can
hear the fetal heartbeat loud and
clear on a Doppler ultrasound. The
fetus can even suck its thumb,
yawn, stretch and make faces.
A. 4th month (weeks 13)
B. 7th months (weeks 25)
31. The brain develops most rapidly
during this time. The fetus can see
and hear most stimuli. Most
internal systems are well-
developed, but the lungs may still
be immature.
A. 8th month (weeks 29)
B. 5th month (weeks 17)
32. You may even get to find out the
fetus’s assigned sex.
A. 8th month (weeks 29)
B. 5th month (weeks 17)
33. This stage is more on dependence
on adults & psychological activities.
A. Early childhood (3-5yrs)
B. Infancy (birth – 2 yrs)
34. This stage is about school
readiness, more hours of play.
A. Early childhood (3-5yrs)
B. Infancy (birth – 2 yrs)
35. Explored to larger worlds & culture,
fundamentals skills 3r’s more
central theme of child’s world &
self-control increases.
A. Adolescence (13-18yrs)
B. Middle & late childhood (6-12
yrs)
36. Rapid physical changes, sexual
characteristics.
A. Early adulthood (19-29 yrs)
B. Adoloscence (13-18 yrs)
37. Career development and intimate
relationships.
A. Early adulthood (19-29 yrs)
B. Adoloscence (13-18 yrs)
38. Maintain career satisfaction,
expanding personal & social
involvement.
A. Late adulthood (61-above)
B. Middle adulthood (30-60 yrs)
39. Adjustment to decreasing strength 44. Which of the ff is example of
& health. CONSCIOUS MIND when A PERSON
A. Late adulthood (61-above) IS DRIVING A CAR.
B. Middle adulthood (30-60 yrs) A. The conscious mind is focused
40. Who is the theorist of on driving the car and
Psychoanalysis Theory? responding to traffic signals and
A. Sigmund Freud other drivers.
B. Erik Ericksons B. The conscious mind might be
41. According to Freud, A CONSCIOUS thinking about what to make for
MIND is; dinner later that evening.
A. The conscious mind is what we C. The conscious mind might be
are aware of at any given processing emotions or
moment. memories that are outside of
B. The conscious mind contains the person’s awareness.
information that we are not 45. Which of the ff is example of
currently aware of but can PRECONSCIOUS MIND when A
easily bring to consciousness. PERSON IS TRYING TO
42. According to Freud, A REMEMBER A NAME.
PRECONSIOUS MIND IS; A. The preconscious mind is
A. The preconscious mind focused on trying to recall the
contains thoughts, feelings, and name.
memories that are outside of B. The preconscious mind might
our awareness and can only be be searching through related
accessed through memories or associations that
psychoanalysis could help with the recall.
B. The preconscious mind C. The preconscious mind might
contains information that we be processing emotions or
are not currently aware of but memories that are related to the
can easily bring to name but are outside of the
consciousness. person’s awareness.
43. According to Freud, a 46. Which of the ff is example of
UNCONSCIOUS MIND IS; UNCONSCIOUS MIND when A
A. The unconscious mind contains PERSON IS EXPERIENCING
thoughts, feelings, and ANXIETY.
memories that are outside of A. The unconscious mind might be
our awareness and can only be focused on the source of the
accessed through anxiety, such as a stressful
psychoanalysis situation at work.
B. The unconscious mind contains B. The unconscious mind might be
information that we are not considering different coping
currently aware of but can strategies or ways to manage
easily bring to consciousness. the anxiety.
 C. The unconscious mind might be
processing deeper emotions or
memories that are contributing
to the anxiety but are outside of
the person’s awareness.
47. According to Freud’s Personality
theory THE ID is;
A. The id is the most primitive part
of the personality and is driven
by instinctual needs and
desires.
B. The id is responsible for
mediating between the id’s
demands and the demands of
reality.
48. According to Freud’s Personality
theory THE EGO is;
A. The ego represents our
internalized sense of right and
wrong
B. The ego is responsible for
mediating between the id’s
demands and the demands of
reality.
49. According to Freud’s Personality
theory THE SUPEREGO is;
A. The superego is the most primitive
part of the personality and is driven
by instinctual needs and desires.
B. The superego represents our
internalized sense of right and
wrong
50. A Kid In The Candy Store: A child
is in a grocery store with their
parent, and they pass by the candy
aisle. The child sees a chocolate bar
that they really want. Which of the
ff is THE ROLE OF ID from this
scenario?
A. Role of Id: The ID, seeking
immediate gratification, urges
the child to grab the chocolate
bar and eat it right away,
without any consideration for
the consequences or the fact
that it hasn’t been paid for.
B. Role of ID: The ID
understanding the reality of the
situation, recognizes that the
child cannot just take the
chocolate bar without paying. It
prompts the child to ask the
parent if they can buy the
chocolate for them, attempting
to satisfy the id’s desire in a
socially acceptable and realistic
manner.
C. Role of ID: The ID reminds the
child that stealing is wrong and
that they should not take
something that does not belong
to them.
51. Finding A Lost Wallet: A student is
in a classroom and finds a forgotten
wallet on the floor, filled with
money. Which of the ff is THE ROLE
OF EGO from this scenario?
A. Role of Ego: The id, driven by
immediate desires, tempts the
student to take the money from
the wallet for personal gain,
without considering the
consequences or ethical
implications of such an action.
B. Role of Ego: The ego recognizes
that taking someone else’s
money is wrong and could have
serious consequences. It
prompts the student to turn in
the wallet to their teacher or
school office.
 C. Role of Ego: The superego
reminds the student that
stealing is wrong and that they
should always try to do what is
right
52. Which of the ff scenario is example
of SUPEREGO?
A. A student taking an exam: The
student is taking an exam and
feels anxious about their
performance. The superego
helps the student to stay
focused on the task at hand and
to use their knowledge and
skills to answer the questions to
the best of their ability.
B. A person who is tempted to
cheat on a test: The superego
reminds the person that
cheating is wrong and that it
goes against their values of
honesty and integrity. It
prompts them to resist the
temptation to cheat and to do
their best on the test through
their own efforts.
53. What type of Defense Mechanism is
this “Refusing to acknowledge the
existence of a problem or situation.”
A. Denial
B. Rationalization
54. Attributing one’s own unacceptable
thoughts or feelings to others. Is
type of Mechanism which is?
A. Regression
B. Projection
55. Redirecting one’s emotions from
the original source to a substitute
target.
A. Sublimation
B. Displacement
56. Creating a logical explanation for
an irrational behavior or thought.
A. Rationalization
B. Repression
57. Reverting to an earlier stage of
development in response to stress.
A. Regression
B. Denial
58. Redirecting unacceptable impulses
into socially acceptable outlets.
A. Sublimation
B. Undoing
59. is a defense mechanism in which a
person unconsciously replaces an
unwanted or anxiety-provoking
impulse with its opposite, often
expressed in an exaggerated or
showy way .
A. Compensation
B. Reaction formation
60. is a defense mechanism in which a
person tries to cancel out or
remove an unhealthy, destructive,
or otherwise harmful thought or
action by engaging in other
behaviors .
A. Undoing
B. Projection
61. Overachieve in one area to
compensate for failures in another.
A. Compensation
B. Displacement
62. Which of the ff is example of
DENIAL?
A. A person who has received a
cancer diagnosis does not
acknowledge their condition
and plans a vacation during the
time treatments will be
starting .
B. A person who is angry with
their boss takes out their anger
 on their spouse instead of
confronting their boss .
63. Which of the ff is example of
PROJECTION?
A. A person who is angry with
their boss takes out their anger
on their spouse instead of
confronting their boss .
B. A person who is feeling guilty
about cheating on their partner
accuses their partner of being
unfaithful
64. Which of the ff is example of
DISPLACEMENT?
A. A person who is angry with
their boss takes out their anger
on their spouse instead of
confronting their boss .
B. A person who is feeling guilty
about cheating on their partner
accuses their partner of being
unfaithful
65. Which of the ff is example of
RATIONALIZATION?
A. A person who is feeling
overwhelmed by stress starts
sucking their thumb like they
did when they were a child
B. A person who has been denied a
loan for their dream house says
it’s a good thing because the
house was too big anyway
66. Which of the ff is example of
REGRESSION?
A. A person who is feeling
overwhelmed by stress starts
sucking their thumb like they
did when they were a child
B. A person who has been denied a
loan for their dream house says
it’s a good thing because the
house was too big anyway.
67. Which of the following is example
of SUBLIMATION?
A. Redirecting unacceptable
impulses into socially
acceptable outlets.
B. Pushing unwanted thoughts or
feelings out of conscious
awareness.
68. Which of the following is example
of Repression?
A. Redirecting unacceptable
impulses into socially
acceptable outlets.
B. Pushing unwanted thoughts or
feelings out of conscious
awareness.
69. Which of the ff is example of
Reaction formation?
A. a person who is attracted to
someone but cannot face the
reality of their romantic feelings
may express distaste toward
that person instead of
appreciation
B. A person after thinking about
being violent with someone, a
person might be overly nice or
accommodating to them
70. Which of the ff is example of
UNDOING?
A. a person who is attracted to
someone but cannot face the
reality of their romantic feelings
may express distaste toward
that person instead of
appreciation
B. A person after thinking about
being violent with someone, a
person might be overly nice or
accommodating to them
71. According to Freud’s Psychosexual
theory, During this stage, the
 infant’s primary source of pursue their interests develops
interaction occurs through the a sense of initiative. A baby who
mouth. The mouth is vital for is overly criticized or punished
eating, and the infant derives may develop a sense of guilt.
pleasure from oral stimulation B. A baby who is well-cared for
through gratifying activities such as and has their needs met
tasting and sucking . develops a sense of trust in the
A. Phallic stage world around them. A baby who
B. Oral stage is neglected or mistreated may
72. During this stage, sexual impulses develop a sense of mistrust.
are repressed, and children focus 77. How can parents encourage their
on developing social and toddlers to explore their
intellectual skills environment and make choices?
A. Genital stage What happens if a toddler is overly
B. Latency stage controlled or criticized?
73. During this stage, the child learns to A. A toddler who is praised for
control their bowel movements and their accomplishments and
derive pleasure from given opportunities to learn
defecation. The child also learns new skills develops a sense of
about cleanliness and orderliness industry. A toddler who is not
A. Anal stage given these opportunities or
B. Phallic stage who is overly criticized may
74. During this stage, children become develop a sense of inferiority
aware of their gender identity and B. A toddler who is encouraged to
develop sexual feelings for the explore their environment and
opposite-sex parent. This is known make choices develops a sense
as the Oedipus complex for boys of autonomy. A toddler who is
and the Electra complex for girls overly controlled or criticized
A. Anal stage may develop a sense of shame
B. Phallic stage and doubt.
75. During this stage, sexual impulses 78. How can parents encourage their
re-emerge, and individuals begin to preschoolers to take on new
develop mature sexual challenges and pursue their
relationships with others interests? What happens if a
A. Genital stage preschooler is overly criticized or
B. Phallic stage punished?
76. How does a baby develop a sense of A. A preschooler who is
trust in the world around them? encouraged to take on new
What happens if a baby is neglected challenges and pursue their
or mistreated? interests develops a sense of
A. A baby who is encouraged to initiative. A preschooler who is
take on new challenges and
 overly criticized or punished
may develop a sense of guilt.
B. A preschooler who is
encouraged to explore different
roles and identities develops a
strong sense of self-identity. A
preschooler who is not given
these opportunities or who
feels pressured to conform may
experience role confusion.
79. How can parents praise their
children for their accomplishments
and give them opportunities to
learn new skills? What happens if a
child is not given these
opportunities or is overly
criticized?
A. A child who is praised for their
accomplishments and given
opportunities to learn new
skills develops a sense of
industry. A child who is not
given these opportunities or
who is overly criticized may
develop a sense of inferiority.
B. A child who feels satisfied with
their life and has few regrets
develops a sense of integrity. A
child who feels unfulfilled or
has many regrets may
experience despair
80. How can teenagers be encouraged
to explore different roles and
identities? What happens if they
are not given these opportunities or
feel pressured to conform?
A. A teenager who is able to
contribute to society and make
a positive impact on others
develops a sense of generativity.
A teenager who feels
unproductive or uninvolved
may experience stagnation.
B. A teenager who is encouraged
to explore different roles and
identities develops a strong
sense of self-identity. A
teenager who is not given these
opportunities or who feels
pressured to conform may
experience role confusion.
81. How can young adults form close,
meaningful relationships with
others? What happens if they are
unable to form these relationships?
A. A young adult who is able to
form close, meaningful
relationships with others
develops a sense of intimacy. A
young adult who is unable to
form these relationships may
experience isolation.
B. A young adult who is well-cared
for and has their needs met
develops a sense of trust in the
world around them. A young
adult who is neglected or
mistreated may develop a sense
of mistrust.
82. How can adults contribute to
society and make a positive impact
on others? What happens if they
feel unproductive or uninvolved?
A. An adult who is able to
contribute to society and make
a positive impact on others
develops a sense of
generativity. An adult who feels
unproductive or uninvolved
may experience stagnation.
B. A child who is praised for their
accomplishments and given
opportunities to learn new
 skills develops a sense of
industry. A child who is not
given these opportunities or
who is overly criticized may
develop a sense of inferiority.
83. How can older adults feel satisfied
with their lives and have few
regrets? What happens if they feel
unfulfilled or have many regrets?
A. An older adult who feels
satisfied with their life and has
few regrets develops a sense of
integrity. An older adult who
feels unfulfilled or has many
regrets may experience despair.
B. An older adult who is
encouraged to explore different
roles and identities develops a
strong sense of self-identity. An
older adult who is not given
these opportunities or who
feels pressured to conform may
experience role confusion.
84. What is the stage 1 of psychosocial
theory of Erik Erikson’s theory?
A. Initiative vs Guilt
B. Trust vs Mistrust
85. What is the stage 2 of psychosocial
theory of Erik Erikson’s theory?
A. Industry Vs Inferiority
B. Autonomy vs Shame & doubt
86. What is the stage 3 of psychosocial
theory of Erik Erikson’s theory?
A. Intiative vs guilt
B. Trust vs Mistrust
87. What is the stage 4 of psychosocial
theory of Erik Erikson’s theory?
A. Industry Vs Inferiority
B. Autonomy vs Shame & doubt
88. What is the stage 5 of psychosocial
theory of Erik Erikson’s theory?
A. Identity vs Role Confusion
B. Ego integrity vs Despair
89. What is the stage 6 of psychosocial
theory of Erik Erikson’s theory?
A. Generativity vs Stagnation
B. Intimacy vs Isolation
90. What is the stage 7 of psychosocial
theory of Erik Erikson’s theory?
A. Generativity vs Stagnation
B. Intimacy vs Isolation
91. What is the stage 8 of psychosocial
theory of Erik Erikson’s theory?
A. Ego integrity vs. Despair
B. Identity vs Confusion
92. It is a mental framework that helps
us organize and interpret
information about the world
around us. It is a way of organizing
knowledge and experiences into
categories
A. Accommodation
B. Schema
93. is the process of taking in new
information and fitting it into an
existing schema. This happens
when we encounter new
information that is similar to what
we already know, so we can easily
incorporate it into our existing
knowledge
A. Assimilation
B. Equilibrium
94. is the process of changing an
existing schema to fit new
information. This happens when
we encounter new information that
does not fit into our existing
knowledge, so we must modify our
schema to accommodate this new
information
A. Assimilation
B. Accommodation
95. is the balance between assimilation
and accommodation. When we
encounter new information, we
experience a state of
disequilibrium, which means that
our current schemas are not
sufficient to explain the new
information. We then modify our
schemas through accommodation
until we reach a state of
equilibrium again .
A. Schema
B. Equilibrium
96. Which of the ff describes “Schema”
A. A child has a schema for birds
that includes wings and
feathers.
B. A child has a schema for birds
that includes wings and
feathers. When they see a
butterfly for the first time, they
may assimilate the butterfly
into their existing schema for
birds because it has wings
97. Which of the ff describes
“Assimilation”
A. A child has a schema for birds
that includes wings and
feathers.
B. A child has a schema for birds
that includes wings and
feathers. When they see a
butterfly for the first time, they
may assimilate the butterfly
into their existing schema for
birds because it has wings
98. Which of the ff describes
“Accommodation”
A. A child has a schema for birds
that includes wings and
feathers. When they see a
butterfly for the first time, they
may assimilate the butterfly
into their existing schema for
birds because it has wings and
their parents will educate them
that not all animals that has
wings are birds.
B. A child has a schema for birds
that includes wings and
feathers.
99. Which of the ff describes
“Equilibrium”
A. A child has a schema for dogs
that includes four legs, fur, and a
tail. When they see a cat for the
first time, they experience
disequilibrium because the cat
does not fit into their existing
schema for dogs. They then
modify their schema through
accommodation until they
reach equilibrium again.
B. A child has a schema for birds
that includes wings and
feathers. When they see a
butterfly for the first time, they
may assimilate the butterfly
into their existing schema for
birds because it has wings
100. A child's entire experience
at the earliest period of this stage
occurs through basic reflexes,
senses, and motor responses.
A. Concrete Operational Stage
B. Sensorimotor stage
101. Babies develop ______ _______
which is the understanding that
objects continue to exist even when
they can no longer be seen or
heard
A. Reflexes
B. Object Permanence
102. Infants begin to imitate
others after the event. For example,
they might repeat a facial
expression or action that they saw
someone else do earlier .
A. Goal-directed action
B. Deferred imitation
103. Begin to think symbolically
and learn to use words and pictures
to represent objects.
A. Pre-operational stage
B. Formal operational stage
104. This is the tendency to focus
on only one aspect of a situation at
a time. For example, if you line up
two rows of paper clips in such a
way that a row of five paper clips is
longer than a row of seven paper
clips and ask your young child to
point to the row that has more
paper clips, they’ll point to the row
of five. This scenario is example of?
A. Egocentrism
B. Centration
105. This is the understanding
that a quantity stays the same even
if you change the size, shape, or
container it’s in.
A. Size difference
B. Conservation
106. In this stage, children
develop increasingly advanced
reasoning. Their thinking becomes
better organized, more logical and
systematic. In this stage, they are
able to apply the rules of logic to
physical objects, and representing
those objects mentally becomes
much easier.
A. Concrete operational stage
B. Pre-operational stage
107. Children in this stage are
able to classify objects based on
shared characteristics. For
example, they can group animals by
type (mammals, birds, etc.) or by
size (big animals vs. small animals)
A. Seriation
B. Classification
108. is the ability to arrange
objects in order based on a specific
characteristic. For example,
children can arrange sticks from
shortest to longest or blocks from
lightest to heaviest.
A. Seriation
B. Classification
109. Children in this stage
understand that changing the
shape or appearance of an object
does not change its quantity. For
example, if you pour water from a
short, wide glass into a tall, thin
glass, the amount of water remains
the same
A. Convertion
B. Conservation
110. The final stage of Piaget's
theory involves an increase in logic,
the ability to use deductive
reasoning, and an understanding of
abstract ideas.
A. Formal operational stage
B. Concrete operational stage
111. Lawrence Kohlberg
formulated a theory asserting that
individuals progress through six
distinct stages of moral reasoning
from infancy to adulthood.
A. Socio-cultural theory
B. Stages of Moral Development
112. It is the earliest period of
moral development. It lasts until
around the age of 9. At this age,
children's decisions are primarily
shaped by the expectations of
adults and the consequences of
breaking the rules.
A. Post-conventional
B. Pre-conventional
113. The next period of moral
development is marked by the
acceptance of social rules regarding
what is good and moral. During this
time, adolescents and adults
internalize the moral standards
they have learned from their role
models and from society.
A. Conventional
B. Post Conventional
114. At this level of moral
development, people develop an
understanding of abstract
principles of morality.
A. Post Conventional
B. Pre-conventional
115. Which of the ff is true about
Stage 1 of Moral Development?
A. Obedience & Punishment
A child refuses to take a cookie
from the cookie jar because
they know they will be
punished if they do .
B. Individualism & Exchange
A child shares their toys with a
friend because they know that
their friend will share their toys
in return
116. Which of the ff is true about
Stage 2 of Moral Development?
A. Obedience & Punishment
A child refuses to take a cookie
from the cookie jar because
they know they will be
punished if they do .
B. Individualism & Exchange
A child shares their toys with a
friend because they know that
their friend will share their toys
in return
117. Which of the ff is true about
stage 3 of Moral Development?
A. Law & Order
A person follows traffic laws
because they believe it is their
duty to maintain social order
B. Good interpersonal
relationships
A child shares their toys with a
friend because they want to be
seen as a good friend
118. Which of the ff is true about
stage 4 of Moral Development?
A. Law & Order
A person follows traffic laws
because they believe it is their
duty to maintain social order
B. Good interpersonal
relationships
A child shares their toys with a
friend because they want to be
seen as a good friend
119. Which of the ff is true about
stage 5 of Moral Development?
A. Universal Ethical Principles
Mahatma Gandhi: He was an
Indian independence activist
who fought against British
colonial rule in India. He
believed in non-violent civil
disobedience and fought for the
rights of the oppressed and
marginalized
 B. Social Contract & Individual
rights
The case of Edward Snowden,
who leaked classified
information from the National
Security Agency (NSA) in 2013.
Snowden believed that the
NSA’s surveillance programs
were unconstitutional and
violated individual privacy
rights. He was willing to break
the law to expose what he
believed was an unjust practice
120. It refers to anyone who
understands or has a higher
competence level than the learner
in relation to a specific action,
process, or idea.
A. More Knowledgeable Other
B. Scaffolding
121. When a teacher provides a
student with a series of questions
that guide them through the
problem-solving process.
A. More Knowledgeable Other
B. Scaffolding
122. It refers to the difference
between what a learner can do
without help and what they can
achieve with guidance and
encouragement from a skilled
partner
A. Scaffolding
B. Zone Proximal Development
123. If a learner can complete a
task independently, this is an
example of __________ In this case,
the learner has developed the skills
and knowledge needed to complete
the task without assistance .
A. Can Do With Guidance
B. Can do Alone
C. Can’t do even with guidance
124. In this case, the teacher or
mentor provides support and
guidance to help the learner
complete the task.
A. Can Do With Guidance
B. Can do Alone
C. Can’t do even with guidance
125. If a learner is unable to
complete a task even with
guidance, it is important to identify
the specific areas where the learner
is struggling and provide additional
support or modify the task to make
it more accessible .
A. Can Do With Guidance
B. Can do Alone
C. Can’t do even with guidance
126. is a framework developed by
Urie Bronfenbrenner to
understand the complex systems
that influence human development
A. Economical Theory
B. Ecological Theory
127. A child’s family, school,
religion, peer groups, and
neighborhoods are all examples of?
A. Microsystem
B. Chronosystem
128. The relationship between a
parent and their child’s teacher, or
the relationship between a child’s
siblings and their friends are
examples of
A. Macrosystem
B. Mesosystem
129. is any setting in which a child
is not directly involved yet still
influences them
A. Exosystem
B. Chronosystem
130. The economic conditions of B. Microsystem
society, laws in society, taboos and 136. Catastrophic events such as
customs of society, and cultural wars and calamities have a lasting
beliefs in the society in which a impact on the development of an
child lives are all examples of? individual.
A. Macrosystem A. Chronosystem
B. Mesosytem B. Macrosystem
131. Parental divorce, birth of a
sibling, wars and calamities, and
major life transitions such as
graduating from school or marriage
are all examples
A. Chronosystem
B. Exosystem
132. For example, children who
grow up in neighborhoods with
high levels of crime and violence
may be more likely to experience
trauma and stress
A. Mesosystem
B. Microsystem
133. For example, a teacher who
communicates regularly with
parents about their child’s progress
is example of
A. Mesosystem
B. Microsystem
134. if a parent has a job that
requires frequent travel, this can
impact the child’s development by
disrupting their routine and
limiting the amount of time they
spend with their parent .
A. Chronosystem
B Exosystem
135. if a child grows up in a country
with a democratic political system,
they may develop a greater sense of
civic responsibility and
participation than if they grew up
in an authoritarian regime
A. Macrosystem