Understanding the Child (ages 11-14) — Practice

Q1. In the study of human development, growth refers to

• A. Qualitative changes in function and character
• B. Increase in size — height, weight and length — which brings quantitative changes
• C. Changes that continue throughout the span of life
• D. Overall changes in personality as a whole

Q2. Which statement correctly distinguishes growth from development?

• A. Growth continues throughout life; development stops with maturity.
• B. Growth stops with maturity; development continues throughout the span of life.
• C. Both growth and development stop with adolescence.
• D. Both growth and development continue from womb to tomb.

Q3. The 'cephalo-caudal' principle of development means that development proceeds

• A. From the centre of the body to the periphery
• B. From head to limbs along the longitudinal axis
• C. From general responses to specific responses
• D. From parts to whole and back to parts

Q4. The rate of growth and development is NOT uniform — there is again a sudden rise during which stage?

• A. Infancy (birth to 2 years)
• B. Early childhood (2 to 6 years)
• C. Adolescence
• D. Old age

Q5. According to the principle of individual difference, in the upper-primary classroom the teacher should expect that

• A. Boys and girls mature at exactly the same rate
• B. Girls mature earlier than boys and may appear taller and well developed than boys of the same age
• C. Boys always mature earlier than girls of the same age
• D. Maturation rate is the same for every child in the class

Q6. Among the internal factors influencing growth and development, which of the following is NOT an internal factor?

• A. Heredity factors
• B. Intelligence
• C. Emotional factors
• D. Quality of schooling received

Q7. A Class 7 student in Rampur shows sudden hormonal imbalance. Which internal factor is most directly responsible?

• A. Biological / constitutional make-up via ductless (endocrine) glands
• B. Social nature of the child
• C. Quality of the neighbourhood
• D. Emotional adjustability alone

Q8. Among the external factors available after birth, which of these is NOT an external factor?

• A. The quality of the neighbourhood and surrounding environment
• B. The quality of peer group relationships and company of a child
• C. The quality of schooling received by a child
• D. The quality of the ductless glands inside the child's body

Q9. The major stages of growth and development are correctly ordered as

• A. Infancy (0-2), early childhood (2-6), later childhood (6-12), adolescence (12-19)
• B. Infancy (0-3), early childhood (3-7), later childhood (7-13), adolescence (13-20)
• C. Infancy (0-1), pre-school (1-5), school age (5-11), teen (11-18)
• D. Foetal stage, infancy, childhood, youth

Q10. During later childhood (6-12 years), physiologically the girls at the age of 11 are

• A. Fully one year ahead of the boys
• B. Two years behind the boys
• C. Exactly equal to boys of the same age
• D. Three years behind the boys

Q11. During later childhood, the concept of natural laws becomes almost fully developed by what age?

• A. 6 years
• B. 8 years
• C. 12 years
• D. 16 years

Q12. A Class 7 boy in a rural Bihar school is fiercely loyal to his same-sex friend group. This stage of later childhood is called

• A. Ego stage
• B. 'Gang age' period
• C. Stranger anxiety stage
• D. Symbolic play stage

Q13. Among the educational implications of later childhood, which directive is given to the upper-primary teacher?

• A. Compare boys with girls so they push each other
• B. Do not compare boys with girls
• C. Always praise boys more than girls
• D. Ignore individual differences while marking

Q14. Regarding the gang membership of 6-12 year olds, the correct advice to parents and teachers is to

• A. Resent and break it because it pulls children from school work
• B. Not resent it because it provides self-expression, importance and security
• C. Ignore the peer group entirely while teaching
• D. Forbid all out-of-classroom friendships

Q15. The teacher is primarily described as

• A. An agent of society responsible for bringing desirable changes in the behaviour of children
• B. A neutral information-transmitter who must not influence behaviour
• C. A disciplinarian who only enforces school rules
• D. A subject specialist whose only role is content delivery