Dimensions of Child Development — Quiz

Q1. The material contrasts the pace of growth in 3-6 years and 7-12 years. Which statement matches the material?

• A. The pace of growth is faster in early childhood than in later childhood
• B. Body proportions remain unchanged across both stages
• C. Growth completely stops between 3-6 years
• D. The pace of growth is more in later childhood (7-12) than in early childhood (3-6)

Q2. The breaking and deepening of voice during adolescence in boys is caused by

• A. Growth of the larynx
• B. Broadening of the pelvic bone
• C. Maturity of the hypothalamus
• D. Production of melanin

Q3. Nalini works hard on her dance and refuses to perform on stage if she misses even a single move — only 'cent percent' satisfies her. This is best read as

• A. A normal classroom disturbance to be ignored
• B. Evidence of post-conventional moral judgment
• C. A clear sign of formal operational reasoning
• D. An emotional pattern of perfectionism needing teacher's empathic support

Q4. Emotion has been defined as a 'stage of agitation' and

• A. Sustained calmness of the nervous system
• B. A purely cognitive judgement about right and wrong
• C. Permanent personality trait fixed in infancy
• D. Disturbance of equilibrium / intense disorganized response to a stimulus

Q5. After seeing several camels, a Class 1 child in Rampur drops his earlier label 'horse' for camel and creates a fresh mental category just for camels. Piaget calls this

• A. Assimilation
• B. Equilibration
• C. Accommodation
• D. Object permanence

Q6. When a child experiences disequilibrium and gradually moves to a balanced state of thought, Piaget terms this shift as

• A. Equilibration
• B. Conservation
• C. Classification
• D. Reversibility

Q7. A Class 3 student says, 'If I tear this sheet into four pieces and tape them back, it is still the same amount of paper.' By Table 6.1, the student demonstrates

• A. Egocentrism
• B. Adolescent egocentrism
• C. One-way logic
• D. Conservation

Q8. Sixteen-year-old Harish argues with his Physics teacher and refuses to agree without evidence, demanding scientific reasoning for every claim. Per Piaget, Harish is at the stage of

• A. Sensorimotor
• B. Preoperational
• C. Concrete operational
• D. Formal operational

Q9. Per Piaget, a student who judges Rajat's stealing of kachoris for his hungry brother as less guilty than Shivani's stealing of a hair band is reasoning at

• A. Autonomous morality
• B. Heteronomous morality
• C. Pre-conventional level
• D. Stage of basic trust

Q10. A Class 5 girl in Bihar does her homework neatly mainly because she wants her teacher and parents to approve of her as a 'good girl'. Kohlberg places her at

• A. Stage 2: Personal Reward Orientation
• B. Stage 5: Social Contract Orientation
• C. Stage 4: Law and Order Orientation
• D. Stage 3: Good Boy-Nice Girl Orientation

Q11. In the Heinz dilemma discussed in the material, the response 'Heinz should steal the medicine because human life has more value than the property rights of the pharmacist' belongs to

• A. Stage 1: Punishment-Obedience
• B. Stage 3: Good Boy-Nice Girl
• C. Stage 4: Law and Order
• D. Stage 6: Universal Ethical Principle Orientation

Q12. Carol Gilligan's main critique of Kohlberg's theory is that Kohlberg's stages are

• A. Biased in favour of males because his study was on men only
• B. Too few to capture moral growth
• C. Useful only for children below 6 years
• D. Not based on any dilemma method

Q13. Ten-year-old Ravi is excellent at drawing but has reading-writing difficulties. His parents and teachers always punish him and call him careless, so he stops drawing too. Per Erikson, Ravi is moving into

• A. Basic trust
• B. Industry
• C. Inferiority
• D. Identity achievement

Q14. Per Table 6.2, the psychosocial task of the adolescent — to achieve identity in occupation, gender roles, politics and religion — fits Erikson's stage of

• A. Initiative vs Guilt
• B. Industry vs Inferiority
• C. Identity vs Role Confusion
• D. Intimacy vs Isolation

Q15. The most facilitative classroom action for a teacher who wants to promote psychosocial growth in primary children is to

• A. Rank children publicly by their marks to spark competition
• B. Allow only single-bench seating to maintain silence
• C. Stop all group work because it slows the syllabus
• D. Assign group tasks that value hard work and pair children with classmates with special needs