Different Perspectives in Child Development — Quiz

Q1. Why does Gesell's maturational viewpoint claim that the SEQUENCE of developmental stages is the same for every child across cultures?

• A. Because schools follow the same curriculum everywhere
• B. Because attachment to the mother unfolds in a fixed pattern
• C. Because cultural training shapes children in similar ways
• D. Because the biological and evolutionary history of the species decides the order

Q2. The strongest criticism of Gesell's maturational viewpoint is that it

• A. Did not acknowledge individual and cultural differences in child development
• B. Used too small a sample of children for its norms
• C. Did not give any role to brain and body maturation
• D. Was based only on adolescents and ignored infants

Q3. In attachment theory, the 'internal working model' refers to

• A. A child's mental rehearsal of school routines
• B. A teacher's lesson plan for emotional learning
• C. The biological clock that determines language milestones
• D. Cognitive representations the child develops about herself, himself and others

Q4. A Class 3 boy in Rampur keeps emotional distance from his teacher and shows difficulty with closeness even with classmates. Going by Table 5.2, this pattern BEST matches

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

Q5. A primary teacher in rural Bihar finds that a child with attachment difficulties shows lack of concentration in class. The unit's BEST suggestion is that the teacher should

• A. Send the child for medical evaluation immediately
• B. Place the child in a separate class for slow learners
• C. Reduce contact with the child to avoid encouraging dependence
• D. Act as a surrogate or substitute attachment figure for the child

Q6. An older musician reduces the number of pieces she plays, rehearses them more often, and sings them in a lower key. In Baltes's SOC model, these three actions illustrate (in order)

• A. Selection, optimization, compensation
• B. Optimization, selection, compensation
• C. Compensation, selection, optimization
• D. Selection, compensation, optimization

Q7. Priya, a visually impaired student in Class 5, loses her ability to read printed text and instead learns to read using the Braille system. In Baltes's SOC model, using Braille is an example of

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

Q8. Table 5.3 illustrates the 'gain and loss' feature with the example: as children gain command over language, they lose their ability to use 'babble sounds.' This feature is BEST described as

• A. Development is lifelong
• B. Development is contextual
• C. Development requires multiple disciplines
• D. Development involves both gain and loss

Q9. In Bronfenbrenner's bioecological model, the mesosystem is BEST described as

• A. The largest cultural context surrounding the child
• B. The immediate environment such as the family
• C. Social settings the child does not experience directly
• D. The interrelationships or linkages between two or more microsystems

Q10. Aman, a Class 4 student, starts struggling to pay school fees and buy notebooks because his father lost his job. In Bronfenbrenner's model, the parent's workplace affecting Aman BEST illustrates the

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

Q11. In the Indian context the ideology of democracy and individual freedom that affects a child's growth as a responsible citizen belongs to the

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

Q12. In Piaget's theory, when a child modifies an existing schema to fit new information, the process is called

• A. Assimilation
• B. Maturation
• C. Reinforcement
• D. Accommodation

Q13. Rohit (age 9) of Class 4 can think logically about real objects in front of him but struggles with purely abstract ideas like 'justice'. Per Table 5.4, which Piagetian stage is Rohit MOST likely in?

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

Q14. Why does Vygotsky claim that thinking varies across social and historical contexts?

• A. Because each child's brain matures at a unique pace
• B. Because schemas develop biologically without social input
• C. Because attachment styles differ across families
• D. Because each culture provides its members with certain tools of thought such as language and mathematical systems

Q15. Which statement BEST captures the core difference between Piaget's and Vygotsky's views of the child?

• A. Piaget saw children as social beings; Vygotsky saw them as independent explorers
• B. Piaget emphasised language; Vygotsky emphasised reflexes
• C. Both Piaget and Vygotsky saw children as passive recipients of cultural knowledge
• D. Piaget saw children as independent explorers; Vygotsky saw them as social beings who develop minds through interaction