Different Perspectives in Child Development — Hard

Q1. Statement A: For Gesell's maturational viewpoint, 'readiness' for a learning task lies entirely within the child and unfolds with brain-body maturation. Statement B: This view shifts the responsibility for readiness AWAY from the family, community and school. 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

Q2. Ms. Sharma, a Class 2 teacher in Rampur, notices that one of her students often clings to her, then suddenly pushes her away angrily, and frequently quarrels with both parents at the parent-teacher meeting. As per Table 5.2, this child's attachment pattern is MOST likely

• A. Secure attachment
• B. Resistant / ambivalent attachment
• C. Avoidant / dismissing attachment
• D. Disorganized / disoriented attachment

Q3. Assertion (A): A primary school should be designed as 'a home away from home' for the child. Reason (R): The teacher can serve as a substitute attachment figure who supports the child's emotional functioning when away from parents. Choose the correct option

• A. Both A and R are true and R is the correct explanation of A
• B. Both A and R are true but R is NOT the correct explanation of A
• C. A is true but R is false
• D. A is false but R is true

Q4. Per Table 5.2, which of the following developmental outcomes is NOT associated with disorganized / disoriented attachment in adolescence?

• A. Self-injury
• B. Conduct disorders
• C. Higher risk of poor mental health
• D. Warm, trusting relationships with peers

Q5. After Class 10, Meera chooses the Science stream because she wants to become a doctor, dropping Commerce and Arts even though she could manage them. In Baltes's SOC model, this CTET-style choice illustrates

• A. Elective selection
• B. Loss-based selection
• C. Compensation
• D. Optimization

Q6. Statement A: The life-span perspective expects the teacher to act as a facilitator of children's development rather than a director. Statement B: Therefore, a primary classroom in this perspective should be 'developmentally appropriate' — matched to the developmental level of each child. Which is correct?

• A. Only A is correct
• B. Only B is correct
• C. Both A and B are correct, and B follows from A
• D. Both are correct but B does NOT follow from A

Q7. Per Table 5.3, which one of the following is a 'non-normative life event' that influences development?

• A. All children entering school at age 6 in a country
• B. A whole generation experiencing the COVID-19 lockdown together
• C. An accident in a particular child's family that no one else faced
• D. Most adolescents reaching puberty around the same age range

Q8. Bronfenbrenner described the bioecological model as a 'spider's web' because

• A. Only the centre (the child's biology) really matters
• B. Each strand is independent of the others
• C. No aspect of the environment can be considered in isolation; touching one strand affects every other
• D. The model is fragile and breaks easily under criticism

Q9. A school in rural Bihar holds a regular Parent-Teacher Meeting where the class teacher discusses each child's progress with the parents. In Bronfenbrenner's model, this meeting BEST illustrates the

• A. Microsystem, because only the family is involved
• B. Mesosystem, because two microsystems (home and school) are linked
• C. Exosystem, because the child is not directly present
• D. Macrosystem, because cultural values are discussed

Q10. To prevent alcohol abuse in adolescents, a government bans liquor advertising on national TV. In Bronfenbrenner's bioecological model, this intervention works MAINLY at the level of the

• A. Microsystem
• B. Mesosystem
• C. Exosystem
• D. Macrosystem

Q11. A 4-year-old in Class 1 has a 'schema' that all four-legged furry animals are 'dogs'. On seeing a cat for the first time she calls it 'doggy'. Per Piaget, this is an example of

• A. Accommodation, because she has modified her schema
• B. Assimilation, because she is responding to a new object using her EXISTING schema
• C. Equilibration, because she has resolved the conflict
• D. Maturation, because her brain has developed

Q12. Which of the following is NOT a criticism recorded against Piaget's cognitive perspective?

• A. He viewed cognitive development as too discontinuous, in fixed stages
• B. He did not capture the gradual, continuous nature of cognitive growth in children
• C. He gave too much importance to children's own active exploration of the world
• D. He underestimated children's actual abilities at various ages

Q13. In the Information-Processing approach, 'mental hardware' and 'mental software' refer respectively to

• A. Computers in the school lab and the educational apps installed on them
• B. Cognitive structures including different memories AND organised cognitive processes that enable a child to complete specific tasks
• C. The child's brain weight AND the schemas she has built
• D. Reflexes present at birth AND the language the child later learns

Q14. Assertion (A): For Vygotsky, 'readiness' for a school task is shaped by the family and the community, not only by maturation. Reason (R): Children construct knowledge through social interaction with parents, teachers and peers, who scaffold their thinking. Choose the correct option

• A. Both A and R are true and R is the correct explanation of A
• B. Both A and R are true but R is NOT the correct explanation of A
• C. A is true but R is false
• D. A is false but R is true

Q15. Two Class 4 teachers plan a lesson on fractions. Teacher X seats students alone with worksheets to 'discover' the rule. Teacher Y forms small groups so students explain steps to each other while she scaffolds them. Teacher Y's plan is MORE consistent with

• A. Gesell's maturational viewpoint
• B. Bowlby and Ainsworth's attachment theory
• C. Vygotsky's socio-cultural perspective on knowledge construction
• D. Piaget's view of the child as an independent explorer