Growing Up with Media — Mastery

Q1. The rapid increase in children's access to digital media is best illustrated by the spread of

• A. Landline telephones and shortwave radios
• B. Audio cassette players
• C. Black-and-white film cameras
• D. Tablets and other touch-screen devices

Q2. Media influences three dimensions of children's wellbeing. The three are

• A. Mental, emotional and social wellbeing
• B. Spiritual, financial and political wellbeing
• C. Geographical, cultural and dietary wellbeing
• D. Linguistic, athletic and culinary wellbeing

Q3. A teacher claims, 'Vygotsky's ZPD is irrelevant to the digital age because children today learn alone on devices without any adult.' The teacher's claim is flawed because

• A. Vygotsky never wrote about children, only adults
• B. ZPD applies only to children below age three
• C. Devices have replaced cognition altogether, making developmental theory unnecessary
• D. ZPD requires the guidance of more expert adults — which in the digital age includes parents, teachers and even curated media as cultural tools — so adult mediation is essential, not absent

Q4. A Class 3 child in Kanpur uses an educational YouTube channel about the solar system while her father pauses videos to ask questions and explain new words. The BEST description of what is happening is

• A. Pure operant conditioning by video stimuli
• B. Habituation that weakens learning
• C. Imitation through classical conditioning
• D. Co-viewing serving as scaffolding within the child's Zone of Proximal Development

Q5. For adolescents, social-skill learning through media specifically takes the form of

• A. Learning online etiquettes such as respectful posting, not trolling, and responsible commenting
• B. Mastering classical music notation
• C. Memorising railway timetables
• D. Practising calligraphy on screens

Q6. That, beyond academics, media helps adolescents acquire

• A. Only entertainment value with no informational content
• B. Skills exclusive to professional sports
• C. Mainly fashion sense for branded clothing
• D. General knowledge and political awareness through news channels, websites and social platforms

Q7. Geeta, a Class 5 teacher in Patna, wants to use a half-hour TV programme to reinforce moral behaviour in her students. The BEST choice is

• A. A value-based serial that depicts characters facing moral dilemmas and choosing pro-social actions
• B. A reality dance contest with elimination drama
• C. A news debate full of personal attacks
• D. A film trailer about action heroes seeking revenge

Q8. It is argued that the increase in eve-teasing and domestic-violence scenes on Indian TV in the infotainment era is harmful PRIMARILY because such scenes

• A. Reduce the entertainment value of the serial
• B. Make the actresses uncomfortable while shooting
• C. Normalise harassment and violence against women in the minds of young viewers and present them as routine drama
• D. Increase the cost of production for channels

Q9. Sonia, a Class 7 girl, suddenly starts dressing, speaking and posing exactly like three glamorous TV characters to get attention from classmates. The BEST classroom-level response is to

• A. Punish Sonia in front of the class to discourage imitation
• B. Suspend Sonia from school until the imitation stops
• C. Ignore the behaviour as a private fashion choice
• D. Open a guided classroom discussion on how TV characters are scripted constructions, model healthy ways to seek peer recognition, and involve parents in co-viewing

Q10. Two teachers debate a lesson on Indian TV shows that depict adolescents constantly partying and spending money freely. Teacher P says, 'These shows reflect real teen lifestyles and we should let students relate to them freely.' Teacher Q says, 'These shows depict unreal experiences that we are warned against; we should help students decode them as scripted lifestyles, not norms.' Who is correct and why?

• A. Teacher Q,, because such depictions are 'unreal experiences' which distort adolescents' life goals and require teacher-led decoding
• B. Teacher P, because TV always mirrors reality
• C. Both teachers are equally correct
• D. Neither teacher; the issue is outside the school's concern

Q11. Research is cited showing that juveniles can be motivated to commit crime after exposure to crime details in TV and newspaper coverage. The pedagogic moral drawn for teachers is

• A. Crime coverage should never be discussed in class because the topic itself triggers crime
• B. Newspapers should be banned from school libraries
• C. Teachers should help children critically discuss what they see, because media's portrayal of violence as entertainment — without consequences — is what increases risk
• D. Only English-language newspapers cause this effect

Q12. The influence of peers becomes strongest at which stage and through which channel?

• A. Pre-school stage, through nursery rhymes
• B. Infancy, through grandparents' lullabies
• C. Old age, through community radio
• D. Adolescence, through shared media use such as mobile phones, WhatsApp groups and social platforms

Q13. Rohan, a Class 8 boy, posts a question about his own appearance on an anonymous site and refreshes it every few minutes to count up-votes from strangers. This behaviour is BEST understood as

• A. An adolescent need for validation being routed to unknown online sites, which the unit links to the cyber-bullying risk that struck Hannah Smith
• B. Healthy curiosity that needs no attention
• C. A normal sign of high self-esteem
• D. Evidence that Rohan is gifted in technology

Q14. It is suggested that parents should set 'home rule time' on online hours. The reason for this is that

• A. It prevents the child from ever learning to manage time on her own
• B. It ensures the child has more time to watch TV instead
• C. Excessive media use is linked to attention, sleep, eating, school and obesity problems, so limited and discussed hours protect children's wellbeing
• D. It saves on electricity bills only

Q15. Sanjeev, a Class 6 boy, has stopped playing with his usual friends, sits alone, cannot concentrate in class and has started disliking his own face in mirrors. His teacher's BEST diagnosis-and-action is

• A. He is being lazy; mark him absent and inform parents only at the term-end
• B. Assign extra homework to keep him busy
• C. Move him to a back-bench to avoid distracting others
• D. Treat the pattern as warning signs — social withdrawal, loss of concentration, negative self-perception — likely linked to media-driven body image or cyber bullying; activate the 'third eye', involve parents, and seek counsellor support

Q16. It is recommended that schools organise 'parenting workshops' MAINLY in order to

• A. Sensitise parents to the kinds of media exposure their children face and to the unit's intervention strategies
• B. Collect a small fee from parents for the PTA fund
• C. Replace the in-service training of teachers
• D. Distribute free tablets to every household

Q17. 'Regular dialogues' between parents and children are framed as a form of everyday parenting because

• A. They keep children obedient through constant scolding
• B. They replace the need for any kind of school-level intervention
• C. They build a trusting space in which children share what they see online, allowing parents to address concerns before they grow
• D. They are useful only when the child has already been a victim of cyber bullying

Q18. Suresh, a father in Lucknow, constantly scrolls his phone at the dinner table while telling his Class 4 daughter to stop using devices. The main correction for him is that parents must

• A. Hide their own phone use from the child only at dinner
• B. Use only different brands of phones than the child
• C. Stop talking about media use entirely at home
• D. Model the desired online behaviour themselves, because children copy what parents actually do, not what they are told to do

Q19. 'In-service training' of teachers is called for specifically on

• A. Personality development, behaviour change and how to use the third eye to read children's distress signals
• B. Operating projectors and smart-boards
• C. Filing examination records on time
• D. Designing school uniforms

Q20. A Class 3 teacher in Varanasi wants to begin discussing cyber bullying with her eight-year-olds. The main argument for starting early is that

• A. Children under ten cannot be victims of cyber bullying, so the discussion is purely theoretical
• B. It is part of the official Class 3 examination syllabus
• C. Early, age-appropriate conversation builds children's vocabulary and confidence to report online harm before it escalates, as the Hannah Smith case warned
• D. It will scare children away from using any device, which is the unit's aim

Q21. 'Negative self-perception and sudden friendship shifts' are listed as signs that something has gone wrong with a student. Which is NOT a correct teacher response?

• A. Note the pattern privately and observe across a few days before reacting
• B. Quietly bring the parents into a conversation rather than confronting the child first
• C. Treat the signs as cosmetic teenage drama not worth a teacher's time
• D. Combine the observation with the third eye to look for screen-time changes and possible cyber bullying

Q22. The teacher is described as 'an agent of social change' in the digital age. Which classroom practice BEST captures the unit's idea?

• A. Reading the textbook aloud and dictating notes the whole period
• B. Conducting only one annual lecture on cyber safety
• C. Banning any reference to media in classroom talk
• D. Holding a weekly guided discussion in which students examine an ad, a TV scene or a viral post for stereotypes, manipulation and impact, and propose alternatives

Q23. Statement A: On Indian TV and in advertising, women are typically shown in either submissive or very provocative roles, with little space in between. Statement B: This binary is treated as a balanced reflection of real Indian society that schools should leave undisturbed. Which is correct?

• A. Only A is correct
• B. Only B is correct
• C. Both A and B are correct
• D. Neither A nor B is correct

Q24. Ashie, a Class 4 girl, sits beside her grandmother watching a serial in which a good daughter-in-law is praised for never answering back. After a week Ashie tells her brother, 'Good girls don't argue.' The BEST teacher response is to

• A. Open a gentle classroom discussion on how TV serials script women's silence as virtue, model respectful disagreement as healthy, and brief the grandmother during co-viewing
• B. Praise Ashie for adopting traditional values without further conversation
• C. Tell Ashie she is wrong and ban her from watching TV at her grandmother's house
• D. Wait for Ashie to outgrow the idea on her own

Q25. Shama, a Class 5 girl, sits before the TV every evening for three hours, snacks while watching, has stopped playing outdoors and has gained noticeable weight. The teacher's BEST diagnosis is

• A. Shama is suffering from an unrelated thyroid disorder
• B. Shama is simply taller than the rest of her class
• C. Long TV hours have produced the physical lethargy and snacking pattern the unit links to childhood obesity, and screen-time, outdoor play and diet need to be addressed together
• D. Shama needs more homework so she stops watching TV

Q26. 'Shared media use' — particularly mobile phones and WhatsApp groups — is called a powerful channel of peer penetration because

• A. It carries peer messages, jokes, dares and trends straight into the child's pocket, twenty-four hours a day, often unfiltered by adults
• B. It is the only way Indian children make friends
• C. It teaches children to write better Hindi essays
• D. It is supervised by the government in real time

Q27. Kavita teaches Class 2 in a government school near Lucknow. She has access to one school tablet and wants to use it to foster creativity. The BEST activity is

• A. Let children swipe through silent advertisements for one period
• B. Open a drawing-and-rhyme app where children create their own pictures, colour combinations and short rhymes, then share with the class
• C. Play a continuous news bulletin in the background
• D. Use the tablet only for marking attendance

Q28. A trainer running a CTET workshop says, 'Piaget's theory, which sees the child as a lone scientist constructing knowledge through individual interaction with objects, explains Growing Up with Media better than Vygotsky's socio-cultural theory does.' This claim is

• A. Correct, because Piaget's stages map perfectly onto screen time
• B. Incorrect, because the unit explicitly places Vygotsky — not Piaget — at the centre, treating media as a cultural tool that mediates social interactions and so requires more expert adults inside the ZPD
• C. Correct, because Vygotsky never wrote about media
• D. Incorrect only if the child is below age six

Q29. Two head teachers debate a school policy. Head Teacher X says, 'The safest media policy is a complete ban on every device in students' homes; we should formally write to parents requiring this.' Head Teacher Y says, 'Co-viewing, home-rule time, regular dialogue, modelling and media literacy — not a blanket ban — are what should be prescribed, because the goal is critical use, not avoidance.' Whose position is BETTER supported and why?

• A. Head Teacher X, because banning all devices is the only way to protect children
• B. Head Teacher Y, because the unit prescribes guided, layered intervention (co-viewing, home-rule time, dialogue, modelling, media literacy) rather than a ban, treating media as both a benefit and a risk that must be navigated, not avoided
• C. Both head teachers, because the unit endorses every kind of restriction equally
• D. Neither head teacher, because the unit treats media use as outside the school's remit

Q30. Two teachers compare the account of 'digiphrenia' with Erikson's psychosocial stage of identity-vs-role confusion in adolescence. Which combination is MOST consistent?

• A. Both describe the same biological disorder caused by overuse of bright screens
• B. Digiphrenia is the unit's media-specific version of an identity-confusion experience — trying to exist in more than one self at once — that aggravates the normal identity work Erikson placed in adolescence, requiring teacher-parent intervention rather than waiting it out
• C. Erikson's stage replaces digiphrenia in the digital age, so teachers can ignore digiphrenia
• D. Digiphrenia happens only in primary school, so adolescent identity work is unaffected