Child Development And Pedagogy Question

Q1. “Development is a never-ending process.” This idea is associated with the
(a) principle of Integration
(b) principle of Interaction
(c) principle of Interrelation
(d) principle of Continuity

Q2. Four distinct stages of children intellectual development are identified by
(a) Skinner
(b) Piaget
(c) Kohlberg
(d) Erikson

Q3. Parents should play a __________ role in the learning process of young children.
(a) sympathetic
(b) neutral
(c) negative
(d) proactive

Q4. The ‘Insight Theory of Learning’ was promoted by
(a) Jean Piaget
(b) Vygotsky
(c) Gestalt
(d) Pavlov

Q5. Motivation, in the process of learning,
(a) makes learners think unidirectional
(b) creates interest for learning among young learners
(c) sharpens the memory of learners
(d) differentiates new learning from old learning.

Q6. Which of the following is not a sign of an intelligent young child?
(a) One who carries on thinking in an abstract manner
(b) One who can adjust oneself in a new environment
(c) One who has an ability to cram long essays very quickly
(d) One who has the ability to communicate fluently and appropriately

Q7. Which is the place where the child’s ‘cognitive’ development is defined in the best way?
(a) Auditorium
(b) Home
(c) Playground
(d) School and classroom environment

Q8. The stage in which a child begins to think logically about objects and events is known as the
(a) pre-operational stage
(b) concrete operational stage
(c) sensory-motor stage
(d) formal operational stage

Q9. Which of the following is not related to the socio-psychological needs of a child?
(a) Regular elimination of waste products from the body
(b) Need for company
(c) Need for appreciation or social approval
(d) Need for emotional security

Q10. Which of the following will foster creativity among learners?
(a) Emphasizing achievement goals from the beginning of school life
(b) Coaching students for getting good marks in an examination
(c) Teaching student the practical value of good education
(d) Providing opportunities to raise questions and to nurture the innate talents of every learner

Solutions:

S1. Ans.(d)
S2. Ans.(b)
S3. Ans.(d)
S4. Ans.(c)
S5. Ans.(b)
S6. Ans.(c)
S7. Ans.(d)
S8. Ans.(b)
S9. Ans.(a)
S10. Ans.(d)

Child Development And Pedagogy Question

Q1. A creative learner refers to one who is
(a) very talented in drawing and painting
(b) highly intelligent
(c) capable of scoring consistently good marks in tests
(d) good at lateral thinking and problem solving

Q2. Individual learners differ from each other in
(a) principles of growth and development
(b) rate of development
(c) sequence of development
(d) general capacity for development

Q3. Every learner is unique means that
(a) no two learners are alike in their abilities, interests and talents
(b) learners do not have any common qualities, nor do they share common goals
(c) a common curriculum for all learners is not possible
(d) it is impossible to develop the potential of learners in a heterogeneous class

Q4. Constructivism as a theory
(a) focuses on the role of imitation
(b) emphasizes the role of the learner in constructing his/her own view of the world
(c) emphasizes memorizing information and testing through recall
(d) emphasizes the dominant role of the teacher

Q5. Development of concepts is primarily a part of
(a) emotional development
(b) intellectual development
(c) physical development
(d) social development

Q6. Heredity is considered a __________ social structure.
(a) primary
(b) secondary
(c) dynamic
(d) static

Q7. The most intense and crucial socialisation takes place
(a) throughout the life of a person
(b) during adolescence
(c) during early childhood
(d) during adulthood

Q8. Helping learners to recapitulate or recall what they have already learnt, is important because
(a) it is a convenient beginning for any classroom instruction
(b) relating new information to prior knowledge enhances learning
(c) it is an effective way of revising lessons
(d) it enhances the memory of learners thereby strengthening learning

Q9. According to Piaget, during the first stage of development (birth to about 2 years age), a child learns best by
(a) using the senses
(b) comprehending neutral words
(c) thinking in an abstract fashion
(d) applying the newly acquired knowledge of language

Q10. The theory of learning that totally depends on ‘observable behaviour’ is associated with the __________ theory of learning.
(a) cognitivist
(b) development
(c) behaviourist
(d) constructivist

Solutions
S1. Ans.(d)
S2. Ans.(b)
S3. Ans.(a)
S4. Ans.(b)
S5. Ans.(b)
S6. Ans.(d)
S7. Ans.(b)
S8. Ans.(b)
S9. Ans.(a)
S10. Ans.(c)

Differences between formative evaluation and summative evaluation

1. Formative assessments are given more frequently than summative assessments.

2. Formative assessments are less formal than summative assessments.

3. Formative assessments are used to determine how much the students have learned and what they still have to learn, while summative assessments are used to determine a student’s overall performance in a certain unit.

4. Formative assessments allow teachers to assess their teaching methods and make changes to help students understand the lesson, while summative assessments will allow teachers to change her teaching methods for the next school year, if students did not perform well.

5. Formative assessment grades do not carry much weight, while summative assessment grades are the basis for determining the readiness of the student to take statewide tests and in evaluating his overall academic performance.

Van Hiele levels of geometry understanding

What are the van Hiele levels of geometry understanding?

A . There are five levels, which are sequential and hierarchical. They are:

Level 1 (Visualization): Students recognize figures by appearance alone,
often by comparing them to a known prototype. The properties of a figure
are not perceived. At this level, students make decisions based on perception,
not reasoning.
Level 2 (Analysis): Students see figures as collections of properties. They
can recognize and name properties of geometric figures, but they do not see
relationships between these properties. When describing an object, a student
operating at this level might list all the properties the student knows, but not
discern which properties are necessary and which are sufficient to describe
the object.
Level 3 (Abstraction): Students perceive relationships between properties
and between figures. At this level, students can create meaningful definitions
and give informal arguments to justify their reasoning. Logical implications
and class inclusions, such as squares being a type of rectangle, are
understood. The role and significance of formal deduction, however, is not
understood.

Level 4 (Deduction): Students can construct proofs, understand the role of
axioms and definitions, and know the meaning of necessary and sufficient
conditions. At this level, students should be able to construct proofs such as
those typically found in a high school geometry class.

Level 5 (Rigor): Students at this level understand the formal aspects of
deduction, such as establishing and comparing mathematical systems.
Students at this level can understand the use of indirect proof and proof by
contrapositive, and can understand non-Euclidean systems.

Clements and Battista (1992) also proposed the existence of Level 0, which
they call pre-recognition. Students at this level notice only a subset of the
visual characteristics of a shape, resulting in an inability to distinguish
between figures. For example, they may distinguish between triangles and
quadrilaterals, but may not be able to distinguish between a rhombus and a
parallelogram.