Child Development and Pedagogy MCQ Quiz - Objective Question with Answer for Child Development and Pedagogy - Download Free PDF

The most important component of the teaching-learning process is Learner as all the activities and the whole process is centered and planned around him.

Important Points

Learning-centered education focuses on the learning process. Although its primary concern is on the learning of the students, all those involved in the education of students such as teachers are also co-learners with the students in the learning-centered education. 

Key Points 

Characteristics of learner-centered teaching and learning​:

• It stresses the importance of inquiry, observation, and investigation.
• It takes into account the learner's capabilities, capacities, and preferred learning styles.
• It uses methods like experiential learning, problem-solving, concept mapping, and creative writing.
• In this method, teachers facilitate students as a facilitator by providing them with the proper environment and materials to learn at their own pace.
• Students work in flexible, cooperative groupings to solve problems to demonstrate an understanding of the task that ensures their holistic development.
• It refers to an education system that accommodates all children regardless of their physical, intellectual, social, emotional, linguistic, or other conditions.
• It’s based on the premise that learning is a right of every child and ensuring that no child is left behind in education.
• It refers to a learning environment where the students of different backgrounds (economically disadvantaged children, children from remote populations, children belonging to ethnic, linguistic, or cultural minorities, or children from other marginalized groups, gifted and weak students) learn together in the same class.

​Thus, option 3 is correct.

Formative evaluation is an ongoing, dynamic assessment process that occurs during the teaching and learning process. It involves collecting information and feedback to make informed decisions for improving instructional strategies, addressing student needs, and enhancing the overall learning experience. 

Key Points

During the Teaching Learning Process:

• Formative evaluation is conducted during the teaching and learning process, providing real-time feedback to teachers and students.
• It allows educators to monitor progress, identify areas of improvement, and make adjustments to instructional methods.
• It emphasizes the importance of continuous feedback for instructional improvement and student development. While summative evaluations (after) and pre-assessments (before) have their roles, they serve different purposes than formative evaluation.

Therefore, formative evaluation is distinct in its focus on ongoing assessment during the teaching and learning process. 

Progressive Theory of Education: It is defined as change or movement in the direction of the end; and, conversely, movement in any other direction toward any other end is regressive.

Key Points

• This theory stated education through experience or experiment or solving problems.
• It emphasized the value and importance of experience, experiment, purposeful learning, freedom, etc. 
• The problem-solving method is based upon the progressive theory. This theory stresses that students should test ideas through active experimentation.
• Learning is rooted in the questions of learners that arise through experiencing the world.

Additional Information

Hence, we conclude that the Problem-solving teaching method is based on progressive theory.

Teaching is a process related to the effective transmission of knowledge and skills in an individual. It limits or enhances the ways the learners learn and assimilate concepts and ideas.

• Teachers are the implementers of education who foster the potential of young seedlings to grow and bloom.
• They carry a huge responsibility to shape and mold students' future and to contribute to their success.
• Sound knowledge of subject-matter is the most important quality of a good teacher as it is the most important factor on which the effectiveness of teaching depends.

• Patience and perseverance are considered as the most important qualities of a teacher at the primary level because children are too young and naughty at this stage.
• The teacher carries a huge responsibility to shape and mould future generations and contribute to their student's successes.
• So, having patience and perseverance will help a teacher to be goal-oriented and responsible for their work.

Key Points

Other qualities of a teacher:

• Devoted and dedicated.
• Responsible and caring.
• Impartial to all children.
• Good communication skills.
• A good speaker and listener.
• Concern for students' welfare

Hence, we can conclude that patience and perseverance should be considered the most important quality of a teacher at the primary level.

Lev Vygotsky was a Russian psychologist and a social constructivist. He has propounded 'Socio-cultural Theory' which emphasizes the role of social interaction in cognitive development.

Key Points

• Lev Vygotsky emphasized that the acquisition of speech is the major activity in cognitive development. 
• Vygotsky embedded in Socio-cultural Theory, the concept of 'private speech' which is a kind of speech directed to self with no communicative function.
• Children use private speech to guide their actions by speaking to themselves.

Important Points 

Private Speech:

• It refers to the speech produced aloud by young children which seems to be addressed either to the self or to others, which sometimes cannot be easily conceived by a listener.
• It has a major role in the augmentation of the self and self-consciousness. It is the main aspect in the development of self and subjectivity.
• This phenomenon starts in the early years of life and proceeds to the end of adolescence and even later.

Hence, from the above-mentioned points, it becomes clear that the above-mentioned kind of 'private speech' is a sign of Self-regulation.

Development can be defined as the change of shape, size, health or change in psychology. The development of human beings is divided into different stages: Infancy, Early Childhood, Late Childhood, Adolescence and Adulthood. It should be noted that the age 2-8 covers three stages fully or partially (Infancy- 2 years, Early Childhood- 3 to 5/6 years and Late Childhood- after 5/6 years)

Key Points

Early Childhood (2- 8 yrs):

• Also known as the pre-school stage, the imagination at this stage is limitless.
• Growth rate during this period is slower and steadier than in infancy.
• The brain continues to grow rapidly, achieving 90 per cent of its full weight by the time the child reaches age 5.
• Hand preference (whether left-handed or right-handed) is established by the age of 4.
• The children of this age need about 12 hours of sleep a day to function efficiently.
• The development of language is fast at this stage.
• Vocabulary is acquired at a rapid rate and the child uses these words to ask questions about things and people.
• He learns about numbers, colours, shapes and the reasons for everyday events. 

Hence, we conclude that for children in the age group of 2 - 8 years old, the pattern of development include motor, social, emotional, cognitive and ​language skills.

Development refers to qualitative changes in an individual such as a change in personality or other mental and emotional aspects.

• The term individual development is the process of maturation of a child up to a stage where he\she can independently make their own decisions about their life.
• Individual development caters to the overall development of the child in terms of its physical, mental, emotional, and psychological growth.

Key Points

• ​As we live in a society, we come across persons who are followers of different cultures which allows us the opportunity to understand and expose our minds to the different customs and cultures of the society.
• When individual experiences and interacts with different persons he is influenced by them and this influence plays an important role in the psychological development of a person.
• It not only affects psychological development, but it also affects the other factors of development as the kind of society we grow up in, makes an impact on our lifestyle.
• Such as if a person grows up in a family of sportspersons he is also going to be affected and influenced to participate in sports which will impact his physical and mental development.

Thus, it is concluded that there is cultural diversity in the process of development is correct for the process of development of an individual.

Hint

•  As development occurs in various dimensions such as social, mental, physical, and emotional, it is a multidimensional characteristic instead of unidimensional.
• Heredity and environment are not the only significant parameters that define the development of an individual. Other factors such as individual mindset, economical condition, and social interaction also play an important role in individual development.

Classical Conditioning is a type of learning in which a neutral stimulus comes to evoke a response after being paired with a stimulus that naturally evokes a response. This process involves associating two stimuli, where one stimulus (the neutral stimulus) comes to elicit a response similar to the one evoked by the other stimulus (the unconditioned stimulus).

Key Points

•  The classic example of classical conditioning is the work of Ivan Pavlov with dogs. In his experiments, Pavlov noticed that dogs would salivate when presented with food (unconditioned stimulus). He then introduced a neutral stimulus, such as a bell, before presenting the food. After repeated pairings of the bell with the food, the dogs started to salivate in response to the bell alone, even without the presence of food. In this way, the neutral stimulus (bell) became a conditioned stimulus that triggered a conditioned response (salivation).
• Associative learning involves forming connections or associations between stimuli and responses.
• Classical Conditioning is one specific form of associative learning where an association is made between a neutral stimulus and an unconditioned stimulus to produce a conditioned response.

Thus, it is concluded that Classical Conditioning is Associative learning.  

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

Key Points

• Both growth and development are natural processes that occur in living organisms.
• Growth typically refers to the physical increase in size or mass of an organism, while development encompasses the qualitative changes and maturation that occur throughout the lifespan, including cognitive, emotional, and social aspects.
• Both processes occur naturally from infancy through adulthood and are influenced by a combination of genetic factors and interactions with the environment. 
• These processes are intrinsic to life and occur without the need for external intervention, although environmental factors can influence the pace and trajectory of development.

Hence, we can conclude that "Both are natural processes" is true for the processes of growth and development.

Development refers to an increase in structure for better and enhanced functioning of organs.

Key Points

• Development is a continuous process from the womb to the tomb and continues gradually until reaching its maximum growth.
• The rate of development is not uniform and everyone has their own particular rate of development.

• It is a wide and complex process, thus there are some principles that need to be followed for a better understanding of the concept.
• Principles of development include:
  • Development is cumulative.
  • Development is predictable.
  • Development is the process of interaction.
  • Development follows uniformity of pattern.
  • Development is predictable and sequential.
  • Development proceeds from general to specific.
  • Development rate varies from person to person.

Hence, it could be concluded that 'Development is the result of coincidences' is not a principle of development.

The moral development of an individual is a sine-quo-non of being educated, without which education is relegated to mere literacy and proves to be not only harmful but dangerous to the individual as also to society. Feelings and emotions play a significant role in the moral development of man. They are not merely to be considered as an unpleasant reminder of human infirmity.

Key PointsFactors Play Important Role in Moral Development: There are many factors like school environment, social, Home environment, and cognition that plays important role in the Moral development of a child.

• School: National Policy on Education (NPE), 1986, and its Programme of Action stated that there is an increased emphasis on introducing moral or value-oriented education, especially at the school level. 
  • Moral Values at School: Values form an integral part of the school curriculum. Values are related to both the cognitive and affective domains of human behavior.
  • At school, moral values developed through role-plays, Prayer assemblies, and curricular and co-curricular programs of the school.
• Socialization: Moral values originate in the socio-cultural environment of society, they are governed by the standards and norms of that particular society.  
  • It provides individuals with the skills and habits necessary for participating within their society and it takes place through fond education in schools, through non-formal programs, or informal education such as family upbringing.
• Intellect: Cognition or Intellect plays an important role in developing moral values among children.
  • It can be based on the environment that the person has grown up in, along with the emotional intelligence and cognitive skills of the person.
  • The aim of moral education is the development of knowledge and understanding, a kind of cognitive perspective, and also to develop of critical awareness while in moral training.

Hence, we can conclude that all the above factors plays important role in the development of moral values in the child.

Lev Vygotsky, a Russian psychologist and a contemporary of Jean Piaget proposed a theory of cognitive development known as the ‘Socio-Cultural Theory’.

Key Points

•  According to Vygotsky, social interaction is the primary cause of learners' development as his theory emphasizes that children learn through interaction and collaboration with skilled and knowledgeable people.
•  The society and culture of the children play a vital role in the development of their cognition.
• The sign system or the language of society works as a tool for gaining knowledge.
• Inputs from others and especially from more knowledgeable people and adults have the capacity to affect the development of cognition.

Thus, it is concluded that according to Vygotsky, cognitive development depends on social interactions.

Additional Information There are three ways discussed in his theory that help a child in shaping his/her ideas: the zone of proximal development, scaffolding, and private speech. 

Development can be defined as the changes in the structure, thought or behaviour, of a person that occurs as a function of both biological and environmental influences.

Key Points

• Development refers to an increase in form or structure for better and enhanced functioning of organs that can't be measured thus implies qualitative changes.
• Qualitative changes occur when an individual progresses in his/her way of thinking and behaving.
• It is a continuous process from the womb to the tomb and continues gradually until reaching its maximum growth.

Hint

• Growth refers to an increase in height, weight, and length which can be measured thus it implies quantitative changes.

Hence, from the above-mentioned points, it becomes clear that Development implies Qualitative changes.

Development can be defined as the change of shape, size, health, or change in psychology. The development of human beings is divided into different stages: Infancy, Early childhood, Late Childhood, Adolescence, and Adulthood.

Key Points 'Adolescence' comes from the Latin word 'Adolescere' which means 'to grow to become mature'. It a stage which lies between the age of '12 to 19 years'.

• Adolescence is the transitional stage of childhood and adulthood when a child develops physically and psychologically into an adult.
• It is a stage of storm and stress because in this stage children are in conflict with their parents, are moody, and tend to spend more time with their peers.
• It is also known as the problem age because the rapid physical growth leave teenagers often feel awkward, self-conscious, uncoordinated, embarrassed, and even confused.

Hence, it could be concluded that 'Smart age' is not the other name of Adolescence.

Additional Information

Characteristics of Adolescence Stage:

• Maturity in sexual organs
• Start thinking about future career
• Attraction towards the opposite sex
• Becoming conscious about outward appearance
• Heightened emotions such as getting easily frustrated
• Cognitive developments such as the ability to think abstractly
• Physical changes such as an increase in height, weight, and body composition

Stage theories of development divide the development process of a child into various stages according to the age of the child from newborn to becoming a grown-up.

• The development process occurs multi-dimensionally in various stages and different proportions like for a newborn child the physical growth is more significant than the mental growth and as we grow older mental growth rate increases. 
• 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. All children pass through these stages of development at or around the age levels suggested for them

Key Points

• The continuous-discontinuous issue addresses how developmental events manifest a smooth progression across the life stages (continuity) or a series of distinct stages (discontinuity).
• Discontinuity approach considers development as occurring in distinct and abrupt changes, with an emphasis on qualitative experiences that are different at each stage.
• The discontinuity approach gives rise to “stage theories”, where development is illustrated with a metaphor of "climbing the stairs" where each step signifies an advanced way of functioning than the previous step.
• This suggests that the individual undergoes rapid changes as they step up to a different developmental stage, where change is considered to be sudden rather than gradual. 

Thus, it is concluded that a stage theory of development explicitly emphasizes the principle of discontinuity of development.

Hint

• Proponents of continuous development claim that development is gradual and cumulative; that each development event builds upon later development, such that later development can be predicted from the ‘happenings’ in earlier life stages. These changes are considered to be quantitative in nature, with a focus on the ‘amount’ of a trait that an individual has.
• An example of continuous development includes the instances of physical growth, such as height. Also, healthy peer relationships in adolescence can be traced back to healthy parent-child relationships.