NoChild Development

Short Questions:-
Q1) Explain nature verses nature?

Ans) . The nature versus nurture debate involves the extent to which particular aspects of behavior are a
product of either inherited (i.e., genetic) or acquired (i.e., learned) influences. Nature is what we think of
as pre-wiring and is influenced by genetic inheritance and other biological factors. Nature is what we
think of as pre-wiring and is influenced by genetic inheritance and other biological factors. Nurture is
generally taken as the influence of external factors after conception, e.g., the product of exposure, life
experiences and learning on an individual. Eye color and skin pigmentation are examples of “nature”
because they are present at birth and determined by inherited genes. Language and having a regional
accent are learned after birth and occur through nature.

Q2) what is your opinion about modern concept of intelligence?

Ans) Intelligence has been defined in many ways: the capacity for abstraction, logic, understanding, self-
awareness, learning, emotional knowledge, reasoning, planning, creativity, critical thinking, and
problem-solving. Intelligence is the ability to think, to learn from experience, to solve problems, and to
adapt to new situations. Intelligence is important because it has an impact on many human Intelligence
is the ability to think, to learn from experience, to solve problems, and to adapt to new situations.
Intelligence is important because it has an impact on many human behaviors.

Q3) Different b/w growth and development?

Ans) Growth is just ‘getting bigger’, whereas development is improvement. Growth can be explained as
becoming bigger or larger or having more importance. Growth is termed as a physical change, where as
development is said to be physical as well as social or psychological change.Growth is a process that
focuses on quantitative improvement. For instance, a child visibly grows in weight and height.
Development focuses on both qualitative and quantitative refinement. For instance, a child’s IQ
increases with the growing age.Thus, growth refers to an increase in physical size of whole or any of its
part and can be measured. Development refers to the qualitative changes in the organism as whole.
Development is a continuous process through which physical, emotional and intellectual changes occur.

Q4) write short note on law of learning?

Ans) Edward L. Thorndike in the early 1900's postulated several "Laws of Learning," that seemed
generally applicable to the learning process. Since that time, other educational psychologists have found
that the learning process is indeed more complex than the "laws" identified. However, the "laws" do
provide the instructor with insight into the learning process that will assist in providing a rewarding
experience to the trainee. Edward L. Thorndike in the early 1900's postulated several "Laws of Learning,"
that seemed generally applicable to the learning process. Since that time, other educational
psychologists have found that the learning process is indeed more complex than the "laws" identified.
However, the "laws" do provide the instructor with insight into the learning process that will assist in
providing a rewarding experience to the trainee. The laws that follow are not necessarily stated as
Professor Thorndike first stated them. Over the years, they have been restated and supplemented, but,
in essence, they may be attributed to him. The first three are the basic laws: the law of readiness, the
law of exercise, and the most famous and still generally accepted, the law of effect. The other three laws
were added later as a result of experimental studies: the law of primacy, the law of intensity, and the
law of recency. As with anything else relative to the instruction and learning process, nothing that we
do is a singular item; a combination of activities occurs at the same time to make the experience
completThe laws that follow are not necessarily stated as Professor Thorndike first stated them. Over
the years, they gyhave been restated and supplemented, but, in essence, they may be attributed to him.
The first three are the basic laws: the law of readiness, the law of exercise, and the most famous and still
generally accepted, the law of effect. The other three laws were added later as a result of experimental
studies: the law of primacy, the law of intensity, and the law of recency. As with anything else relative
to the instruction and learning process, nothing that we do is a singular item; a combination of activities
occurs at the same time to make the experience complete.In simple terms, this law states three things:
Learning is strengthened when associated with a pleasant or satisfying feeling. Learning is more likely to
happen again in the future. Learning is weakened when associated with an unpleasant feeling, becoming
less likely for learning to occur again in the future.

Q5) How intelligence implications in educational setting?

Ans) The relationship between intelligence and education is one that scientists have been studying for
years. It is correct to say that higher level of education leads to greater level of intelligence and also true
the other way around, however, it does not apply for every situation. The educational implication of
Piaget’s theory is the adaptation of instruction to the learner’s development level. It is important that
the content of instruction needs to be consistent with the developmental level of the learner.

Q6) what is the concept of learning?

Ans) Concept learning describes the process by which experience allows us to partition objects in the
world into classes for the purpose of generalization, discrimination, and inference. Models of concept
learning have adopted one of three contrasting views concerning category representation. An example
for concept-learning is the learning of bird-concept from the given examples of birds (positive examples)
and non-birds (negative examples). We are trying to learn the definition of a concept from given
examples. A set of example days, and each is described by six attributes.

Q7) How intelligence is measured?

Ans) The intelligence quotient (IQ) is a measure of intelligence that is adjusted for age. The Wechsler
Adult lntelligence Scale (WAIS) is the most widely used IQ test for adults. Brain volume, speed of neural
transmission, and working memory capacity are related to IQ.we administer tests of intelligence to
inform us about how well a student can think. In general an IQ test is used to evaluate a person’s
reasoning and problem-solving skills. Some of the most widely used IQ tests include: Wechsler
Intelligence Scale for Children (WISC-V) Wechsler Intelligence Scale for Adults (WAIS).

Q8) write short note on pre-birth time period?

Ans) The prenatal period is the period of time before birth. A woman's nutritional needs are high during
this time. Because a woman may not know that she is pregnant, she may be poorly nourished. She may
also consume alcohol or caffeine in excess, which may affect the growing embryo or fetus.Preterm birth
occurs for a variety of reasons. Most preterm births happen spontaneously, but some are due to medical
reasons such as infections, or other pregnancy complications that require early induction of labour or
caesarean birth. More research is needed to determine the causes and mechanisms of preterm
birth.The prenatal development period covers the time from conception to birth and is sometimes
described in terms of trimesters (first, second, and third) or of three stages (germinal, embryonic, and
fetal).

Q9) Different between social and moral development?

Ans) Social development is about improving the well-being of every individual in society so they can
reach their full potential. The success of society is linked to the well-being of each and every citizen.
Social development means investing in people.Moral development refers to the process whereby
people form a progressive sense of what is right and wrong, proper and improper.Moral and social
values are often one and the same. But moral values are based on perceptions of right and wrong,
whereas social values may also include ideas about things being socially acceptable. Social values are
often based on things like majority rule and tradition.

Q10) How learning can be enhanced effectively?

Ans) Use different activities in class – videos, discussions, lecture, groups, guest speakers, pairwork. Use
different assignment methods – written, oral, projects, etc. – so as to engage as many ways of learning
as possible (e.g., visual, auditory). Give students a real-world problem to solve that has multiple
solutions. Having compassion and empathy. …

Creating a secure and dependable structure. …

Ramping up the positive. …

Supporting academic risk. …

Teaching active listening. …

Embedding strategy instruction. …

Building collaborative relationships.

Q11) what are the general principal of child development on a child?

Ans) The five principles of sustainable development are as follows:

Conservation of the ecosystem or the environment.

Conservation of biodiversity of the planet.

Sustainable development of the society.

Conservation of human resources.

Population control and management.

Long Questions:-
Q1) Differentiate between growth and development elaborating general principals of child
development?
Ans) GROWTH: CONCEPT AND DEFINITION
Growth refers to physical increase in some quantity over time. It includes
changes in terms of height, weight, body proportions and general physical
appearance.
In Encyclopedia Britannica, growth is defined as “an increase in size or the
amount of an entity”. It means growth involves all those structural and
physiological changes that take place within individual during the process of
maturation. For example, growth of a child means the increase in weight, height
and different organs of the child‟s body.
Hurlock has defined Growth as “change in size, in proportion, disappearance
of old features and acquisition of new ones”.
Growth refers to structural and physiological changes (Crow and Crow, 1962).
Thus, growth refers to an increase in physical size of whole or any of its part and
can be measured.
DEVELOPMENT: CONCEPT AND DEFINITION
Development refers to the qualitative changes in the organism as whole.
Development is a continuous process through which physical, emotional and
intellectual changes occur. It is a more wider and comprehensive term than growth.
It is also possible without growth.
Comparison of Growth and Development
Growth refers to physiological Changes. Development refers to overall Changes in the
individual. It Involves changes in an orderly And coherent type towards the Goal of maturity.
Changes in the quantitative .Respect is termed as growth. Development changes in the Quality
along with quantitative Aspect.Growth does not continue Throughout life. Development
continues
Throughout life. Growth stops after Maturation. Development is progressive. Growth occurs
due to the Multiplication of cells. Development occurs due to Both maturation and Interaction
with the Environment. Growth is cellular. Development is
Organizational. Growth is one of the part of The developmental process. Development is a
wider and Comprehensive term.
Child Development Principles
Child development refers to the way a child grows and learns. There are four areas, or domains,
of child development:

Physical – the development and growth of the child’s body, muscles, and senses.
Physical development (PD) is the growth and development of both the brain and body in
infancy and early childhood. PD is the growth and development of both brain and body and
involves developing control of muscles and physical coordination.
Social – how the child relates, plays and talks to others.
Social development is about improving the well-being of every individual in society so they can
reach their full potential. The success of society is linked to the well-being of each and every
citizen. Social development means investing in people.
Emotional – the child’s awareness of self, how the child feels about himself, expression of
feelings and how he helps care for himself.
Emotional development involves learning what feelings and emotions are, understanding how
and why they occur, recognizing your own feelings and those of others, and developing
effective ways for managing those feelings.
Emotional development means how children start to understand who they are, what they are
feeling and what to expect when interacting with others. It is the development of being able to:
Form and sustain positive relationships.
Cognitive – the way children think, reason, solve problems, and understand and use language.
Cognitive development means the growth of a child’s ability to think and reason. This growth
happens differently from ages 6 to 12, and from ages 12 to 18. Children ages 6 to 12 years old
develop the ability to think in concrete ways.
Cognitive skills allow children to understand the relationships between ideas, to grasp the
process of cause and effect and to improve their analytical skills. All in all, cognitive skill
development not only can benefit your child in the classroom but outside of class as well.
Q2) How Islamic values can be included in social and moral development of child?
Ans)One of the most important aspects of a Muslim's life is to have a high moral standard. It
mainly concerned with teaching and disciplining the students to have the best manners and
personal characteristics. In this case, developing the student's moral is automatically linked to
the educational system.
How to Instill Islamic Values for Your Children
Islamic values. If you are a Muslim, you will understand the importance of raising your children
in an Islamic way. …
Set a Strong Islamic Foundation. …
Pray Together. …
Take Them to the Mosque. …
Organize Quran Sessions. …
Organize a Party……
If you are a Muslim, you will understand the importance of raising your children in an Islamic
way. There are religious benefits, as well as, spiritual advantages to be enjoyed when one lives
on the right path of Islam.Raising a child in an Islamic way and teaching them the ways and path
of Islam is a major responsibility of all Muslim parents.Achieving this in the present age is a
challenging task, considering that there are a lot of changes in our environment.Nowadays,
many parents are incapable of instilling proper Islamic values in their children, largely because
they themselves are not well-drilled. By and large, if you want your children to be good
ambassadors of Islam, you need to cultivate the good habits and lifestyle of Islam yourself.Our
children nowadays are being influenced by a lot of factors which affect their response to the
teachings of Islam. The effect of exposure to television, internet games and social media can
have a negative effect on our children and this can, to a large extent, determine how their
character and Islamic values are formed.With all these distractions, does it mean that raising a
Muslim child is unachievable? Definitely not! So then what should parents do to make sure that
their children are brought up in the way of Islam?This article discusses practical steps every
Muslim parent can take to make sure that they raise their children in an Islamic way.
Set a Strong Islamic Foundation
If you want to raise your children successfully in the Islamic way, you have to lay a solid
foundation for your children in the Islamic way.That is to say that, you have to be a good
teacher yourself, in terms of how you live, act, talk, and behave. It is very essential that parents
practice the true ways of Islam. Teaching your children the principles of Allah and the Qur’an
from an early stage of life will help them grow in the way of Allah and live on His path.Islam is a
religion of morals and a religion rich in good doctrines. So, if you are able to instill the good
morals of Islam into your children, it will go a long way in shaping their personalities when they
come of age.It Is the duty of parents to instill love and devotion for Allah in their children as
they grow up, as this will help them make the right decisions when they are mature enough to
decide for themselves. Children learn from what they see and what they experience, so the
best way to raise them in an Islamic way is to act as their mentor and a role model. If you are
the type who adheres strictly to all Islamic instructions, it would be easy to raise your kids In the
same way.
Q3) what is concept of learning also discuss various factor leading learning?
Ans) Learning is “a process that leads to change, which occurs as a result of experience and
increases the potential for improved performance and future learning” (Ambrose et al, 2010,
p.3). The change in the learner may happen at the level of knowledge, attitude or behavior. As a
result of learning, learners come to see concepts, ideas, and/or the world differently. Learning
is not something done to students, but rather something students themselves do. It is the
direct result of how students interpret and respond to their experiences. While there are
disciplinary differences in what students learn, it is important to keep in mind that learning
content or information constitutes only one part of learning in university courses. Regardless of
the field of study, students need to have significant opportunities to develop and practice
intellectual skills/thinking processes (e.g. problem-solving, scientific inquiry), motor skills and
attitudes/values that are important to their fields of study. In addition, students need
opportunities to develop interpersonal and social skills (often referred to as soft skills) that are
important for professional and personal success. Examples of these skills include teamwork,
effective communication, conflict resolution and creative thinking. As teaching assistants and
instructors, we need to keep in mind that there is much more to learning than content and that
we should pay attention not only to the content but also to thinking processes and other types
of learning.
Factors Affecting Learning
Every person is different, and so is their learning ability. Different people learn differently, and it
is important to understand what the factors affecting learning are to get a better understanding
of how they affect individuals.
Aptitude
Goals and Aspirations
Motivation
Locus of Control
Learning Style
Aptitude
This is one of the most important factors affecting learning across ages. Different people will
have different aptitudes – some people might be better skilled at mathematics, and as a result
might find sciences easier to learn, while others have difficulty in the same subject. Again, the
people who find mathematics difficult might find economics and humanities easier to
comprehend. It is always important to consider a person’s aptitude before deciding what they
want to do in life in the future. If someone feels that they do not know what their aptitude is, it
is better to take an aptitude test and find out what works for them best so that they do not get
stuck doing something that they cannot do.
Goals and Aspirations
Now, just because a person is good at something does not mean that it should be their goal in
life. People who are talented in one field sometimes excel in other fields as well. A top example
would be Hedy Lamarr. She was one of the most brilliant engineers at the time and invented
signal-hopping technology that turned out to be one of the most fundamental requirements of
later technologies like GPS and WiFi. However, even though she was good at her work, her
Interests lay in acting, and today she is considered one of the best actors that the world. So
goals and aspirations also come into play when it comes to learning – learning something that
you don’t like will invariably make you hate it even if you are good at it.
Motivation
Motivation is another one of the driving factors affecting learning. A person’s motivation to do
work is directly related to how motivated they are to do that particular piece of work. To study,
a student must have both intrinsic motivation as well as extrinsic motivation. In fact, there are
10 types of motivation – all of which are essential in a student’s life.
Locus of Control
Locus of control refers to the belief held by a person regarding the positive or negative
outcomes in a person’s life. What that means is that a person might believe that what they do
influences their outcome. For example, a person with a high internal locus of control would feel
that their work and talent were the reason for their success. Such students will be proactive in
their approach to learning and actively seek ways to improve themselves. A student with a low
locus of control would not take steps towards learning about their weaknesses and rectifying
them.
Learning Style
Different students have different learning styles. Some students prefer visual learning because
it helps them remember the concepts better, while some students find an auditory learning
experience the best way to learn. Some other students might prefer a lesson that makes them
feel like they had any experience with the thing they were learning – this type of learning is
called kinesthetic learning. So whether a student prefers a visual, auditory, or kinesthetic
learning style is also one of the most important factors affecting learning among students.
Q4) write a short note on life before birth ?
Ans) The life of a human being begins at fertilization (or conception), when a sperm cell fuses
with an oocyte (egg) to produce a new human organism. This individual is called a zygote at the
one-cell stage of development, an embryo through the first eight weeks, and a fetus from eight
weeks until birth. Each of us was once a zygote, embryo, and fetus, just as we were once
infants, toddlers, and adolescents. All of these terms refer to stages in the life of a member of
the species Homo sapiens.
Conception: A new member of the human species begins. The zygote has a complete and
unique set of 46 chromosomes (23 from each parent), the entire genetic blueprint. He or she
needs only a suitable environment and nutrition in order to develop himself or herself through
the different stages of human life.
6 days: The developing embryo, called a blastocyst at this stage, begins attaching to the wall of
the mother’s uterus.
17 days: Blood cells have developed.
19 days: The eyes start to develop.
20 days: The foundation of the nervous system has been laid.
18-21 days: The heart begins to beat.
28 days: 40 pairs of muscles have developed along the trunk of the new individual; arms and
legs are forming.
30 days: Regular blood flow exists within the vascular system; the ears and nasal passages have
begun to develop.
6 weeks: The skeleton is complete and reflexes are present. The child has measurable brain
waves.
7 weeks: The baby has the appearance of a tiny infant, with fingers, toes, and ears.
8 weeks: All organs are functioning—stomach, liver, kidney, brain—and all systems are intact.
9-10 weeks: The baby squints, swallows, and retracts his or her tongue.
11-12 weeks: The baby sucks his or her thumb and inhales/exhales amniotic fluid.
16 weeks: The mother may begin to feel her child’s movements. The baby grasps with hands,
swims, kicks, and turns somersaults
18 weeks: The vocal cords are working.
20 weeks: A wealth of evidence indicates that, at least by 20 weeks, unborn children can
experience pain. In the fifth and sixth months, the child responds to outside stimuli, including
music and voices.
22 weeks: Babies today are usually capable of surviving outside the womb (with assistance) at
22 weeks post-conception (24 weeks from the last menstrual period). They can often survive
even earlier. This is called viability
38 weeks: The unborn child dramatically increases in size and weight during the second half of
pregnancy until birth at about 38 weeks (40 weeks from the last menstrual period).
Q5) Briefly explain Bloom’s Taxonomy?
Ans) Bloom’s taxonomy was developed to provide a common language for teachers to discuss
and exchange learning and assessment methods. Specific learning outcomes can be derived
from the taxonomy, though it is most commonly used to assess learning on a variety of
cognitive levels. The table below defines each cognitive level from higher- to lower-order
thinking.Bloom’s taxonomy was developed to provide a common language for teachers to
discuss and exchange learning and assessment methods. Specific learning outcomes can be
derived from the taxonomy, though it is most commonly used to assess learning on a variety of
cognitive levels. The table below defines each cognitive level from higher- to lower-order
thinking. The goal of an educator’s using Bloom’s taxonomy is to encourage higher-order
thought in their students by building up from lower-level cognitive skills. Behavioral and
cognitive learning outcomes are given to highlight how Bloom’s taxonomy can be incorporated
into larger-scale educational goals or guidelines. The key phrases can be used (e.g., Example
Assessments) to prompt for these skills during the assessment process. Bloom’s Taxon The goal
of an educator’s using Bloom’s taxonomy is to encourage higher-order thought in their students
by building up from lower-level cognitive skills. Behavioral and cognitive learning outcomes are
given to highlight how Bloom’s taxonomy can be incorporated into larger-scale educational
goals or guidelines. The key phrases can be used (e.g., Example Assessments) to prompt for
these skills during the assessment process.
Taxonomies are developed to provide a framework for organizing a continuum along an
underlying structure. For example, languages may be classified as Romantic, Germanic, etc.
based on their underlying grammatical structure and origin. Bloom’s taxonomy primarily
provides instructors with a focus for developing their course learning outcomes. There are a
number of reasons why a teacher would want to use Bloom’s taxonomy. Initially, it can be used
to increase one’s understanding of the educational process. Teachers can see and understand
complex cognitive development and how lower-level skills build into higher-order thinking (e.g.,
recalling facts and comprehending previous problems allows a student to apply their
experience to similar problems). Using this understanding facilitates the prioritizing of material
and can steer the organization of lessons to maximize class time. For example, lower-level skills
(e.g., memorizing factual knowledge) can be developed before higher-level skills are introduced
(e.g., analysis of relationships). Current educators frequently face a confusing array of standards
and curriculum requirements. Bloom’s taxonomy offers a guiding framework for breaking these
criteria down into accessible chunks which can be used to direct day-to-day lesson plans and
can be easily compared to their own goals for the class. Just as different levels require different
instructional delivery methods, they also require different assessment methods. Bloom’s
taxonomy can be used as a checklist to ensure that all levels of a domain have been assessed
and align assessment methods with the appropriate lessons and methodologies. In this way,
the taxonomy also makes it easier for you to maintain consistency between assessment
methods, content, and instructional materials and identify weak areas.
Q6) Explain philosophy of idealism?
Ans) In philosophy, the term idealism identifies and describes metaphysical perspectives which
assert that reality is indistinguishable and inseparable from perception and understanding; that
reality is a mental construct closely connected to ideas. Idealism is the metaphysical view that
associates reality to ideas in the mind rather than to material objects. It lays emphasis on the
mental or spiritual components of experience, and renounces the notion of material existence.
The saying "mind over matter” is another one that provides an example of idealism in everyday
life. The idea behind that saying is that if you believe something to be true and focus on that,
then ultimately it will come to reflect your reality.
Idealism is important to philosophical discourse because its adherents assert that reality is
actually dependent upon the mind rather than something that exists independent of the mind.
Or, put another way, that the ideas and thoughts of the mind constitute the essence or
fundamental nature of all reality.
Extreme versions of Idealism deny that any world at all exists outside of our minds. Narrower
versions of Idealism claim that our understanding of reality reflects the workings of our mind
first and foremost—that the properties of objects have no standing independent of the minds
perceiving them. Theistic forms of idealism limit reality to the mind of God.In any case, we
cannot truly know anything for certain about whatever external world may exist; all we can
know are the mental constructs created by our minds, which we can then attribute to an
external world.
Idealism is the metaphysical view that associates reality to ideas in the mind rather than to
material objects. It lays emphasis on the mental or spiritual components of experience, and
renounces the notion of material existence. Idealists regard the mind and spirit as the most
essential, permanent aspects of one’s being. The philosophical views Of Berkeley, Christian
Science, and Hinduism embrace idealist thought as they relate it to the existence of a supreme,
divine reality that transcends basic human understanding and inherent sensory awareness.-
Omnia.
Q7) write a note on summative assessment?
Ans) Summative assessments are used to evaluate student learning, skill acquisition, and
academic achievement at the conclusion of a defined instructional period—typically at the end
of a project, unit, course, semester, program, or school year. Generally speaking, summative
assessments are defined by three major criteria: The tests, assignments, or projects are used to
determine whether students have learned what they were expected to learn. In other words,
what makes an assessment “summative” is not the design of the test, assignment, or self-
evaluation, per se, but the way it is used—i.e., to determine whether and to what degree
students have learned the material they have been taught. Summative assessments are given at
the conclusion of a specific instructional period, and therefore they are generally evaluative,
rather than diagnostic—i.e., they are more appropriately used to determine learning progress
and achievement, evaluate the effectiveness of educational programs, measure progress
toward improvement goals, or make course-placement decisions, among other possible
applications. Summative-assessment results are often recorded as scores or grades that are
then factored into a student’s permanent academic record, whether they end up as letter
grades on a report card or test scores used in the college-admissions process. While summative
assessments are typically a major component of the grading process in most districts, schools,
and courses, not all assessments considered to be summative are graded.
Summative assessment aims to evaluate student learning and academic achievement at the
end of a term, year or semester by comparing it against a universal standard or school
benchmark. Summative assessments often have a high point value, take place under controlled
conditions, and therefore have more visibility.
Summative assessment examples:
End-of-term or midterm exams
Cumulative work over an extended period such as a final project or creative portfolio
End-of-unit or chapter tests
Standardized tests that demonstrate school accountability are used for pupil admissions; SATs,
GCSEs and A-Levels