Perspectives on Development (Piaget formal-operational, Erikson identity-vs-role confusion) — Quiz

Q1. On Gesell's maturational view, the order in which developmental milestones appear in children is mainly decided by

• A. the teaching method used in the school
• B. the child's biological and evolutionary history
• C. the rewards and punishments given by parents
• D. the language spoken at home

Q2. Two Class 7 students in a school in Rampur master long division at different times. A teacher who follows Gesell's maturational view will MOST likely

• A. blame the slower child for not paying attention
• B. respect that children mature at different genetic rates and adjust the pace
• C. give the slower child extra punishment to speed up learning
• D. assume socio-economic background fully explains the gap

Q3. A class 8 student keeps emotional distance from peers and the class teacher and is often rejected by teachers. As per Table 5.2, this matches which attachment pattern?

• A. Secure attachment
• B. Resistant / Ambivalent attachment
• C. Avoidant / Dismissing attachment
• D. Disorganised / Disoriented attachment

Q4. Adolescents who enjoy SECURE attachment relationships with their parents generally have

• A. weaker sense of identity and lower self-esteem
• B. stronger sense of identity, higher self-esteem and better emotional control
• C. the same outcomes as adolescents with avoidant attachment
• D. more conduct disorders and self-injury

Q5. An upper-primary teacher in a hostel school deliberately offers warmth and steady support to a class 7 child whose parents live abroad. According to the attachment viewpoint, the teacher is acting as

• A. a behaviourist trainer
• B. a substitute / surrogate attachment figure
• C. a chronosystem influence
• D. a developmental cognitive neuroscientist

Q6. A class 10 student withdraws from her school's drama club because her studies now need more time. In Baltes' SOC model this is an example of

• A. loss-based selection
• B. elective selection
• C. compensation
• D. optimization

Q7. A visually impaired student switches from print to the Braille system to continue reading. This represents which process of Baltes' SOC model?

• A. Selection
• B. Optimization
• C. Compensation
• D. Assimilation

Q8. Per the life-span perspective's educational implication, the teacher's role in an upper-primary classroom should shift from

• A. director of learning to facilitator of learning
• B. facilitator of learning to director of learning
• C. evaluator of grades to record-keeper of marks
• D. subject expert to discipline officer

Q9. Aarti's mother is denied a job promotion at her workplace, which then affects how she supports Aarti's studies at home. In Bronfenbrenner's model, the workplace event sits in which system?

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

Q10. A father attends a parent–teacher meeting and enquires about his class 7 daughter's progress. In Bronfenbrenner's model this linkage between home and school is an example of

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

Q11. The macrosystem in India includes

• A. only the child's immediate family
• B. the ideology of democracy and individual freedom that shape a child's growth as a citizen
• C. only the school timetable and curriculum
• D. the parent's workplace and salary structure

Q12. Per Table 5.4, children aged 7 to 11 years 'begin to think logically about concrete things but have difficulty in understanding abstract concepts'. This is the

• A. sensorimotor stage
• B. preoperational stage
• C. concrete operational stage
• D. formal operational stage

Q13. Asked how raindrops look, 11-year-old Amina replies that 'the shape of raindrops depends on their size — small drops are spherical, large ones get distorted until they break'. Her thinking is at the

• A. sensorimotor stage
• B. preoperational stage
• C. concrete operational stage
• D. formal operational stage

Q14. Piaget and Vygotsky may be contrasted thus: Piaget saw children as ____ while Vygotsky saw them as ____.

• A. passive recipients; biological machines
• B. independent explorers; social beings who develop through interactions with parents, teachers and others as scaffold
• C. social beings; independent explorers
• D. behaviourist subjects; maturationally driven organisms

Q15. A class 6 teacher in rural Bihar judges 'school readiness' by looking at the support a child gets from family and community, not by a test score 'within the child'. Which perspective is she using?

• A. Gesell's maturational perspective
• B. Bowlby's attachment perspective
• C. Vygotsky's socio-cultural perspective
• D. Developmental cognitive neuroscience perspective