CTET (Central Teacher Eligibility Test) Child Development and Pedagogy Flashcards

24 sample cards from the Child Development and Pedagogy deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. Describe the two stages of Kohlberg's post-conventional level.

   Stage 5: Social contract and individual rights (laws are social agreements that can be changed for the greater good). Stage 6: Universal ethical principles (acting on self-chosen, universal principles of justice and human rights).

2. What is the 'constructivist' view of knowledge (construction of knowledge)?

   The view that learners actively construct their own knowledge and meaning by connecting new information to prior experiences, rather than passively receiving it from a teacher. Learning is an active, personal sense-making process.

3. What is the teacher's role in a constructivist classroom?

   The teacher is a facilitator, guide and co-learner who creates problem-rich, activity-based experiences, encourages questioning, exploration and discussion, and builds on learners' prior knowledge rather than transmitting facts.

4. What does it mean to address learners from diverse backgrounds in an inclusive classroom?

   Recognising and respecting differences in language, culture, religion, caste, gender, socio-economic status and ability, and adapting teaching so that every child can participate and learn equitably without discrimination.

5. What does the abbreviation CWSN stand for, and who does it cover?

   CWSN = Children With Special Needs. It covers children with physical, sensory, intellectual, learning or emotional disabilities as well as the gifted, who require special attention or support to learn.

6. What is the difference between 'integrated' education and 'inclusive' education for CWSN?

   Integrated education places special-needs children in regular schools but expects them to adjust to the system. Inclusive education modifies the system, curriculum and methods to accommodate and welcome all children, regardless of ability, in the same classroom.

7. What is 'dyslexia' and to what category of learning difficulty does it belong?

   Dyslexia is a specific learning disability affecting reading: difficulty in accurate word recognition, spelling and decoding despite normal intelligence. It is one of the specific learning disabilities (SLD).

8. Match these learning difficulties to the skill affected: dyslexia, dysgraphia, dyscalculia.

   Dyslexia - reading; Dysgraphia - writing/handwriting; Dyscalculia - mathematics/number skills.

9. What is 'dyscalculia'?

   A specific learning disability affecting the ability to understand numbers and mathematical concepts, learn arithmetic facts and perform calculations, despite otherwise normal intelligence.

10. What is ADHD and what are its core features?

    Attention Deficit Hyperactivity Disorder: a neurodevelopmental condition marked by persistent inattention, hyperactivity and impulsivity that interferes with learning and behaviour.

11. Distinguish between 'gifted' children and children with learning disabilities as types of CWSN.

    Gifted children have exceptionally high ability/intelligence/creativity and need enrichment and challenge. Children with learning disabilities have specific difficulties acquiring skills despite normal intelligence and need remedial support. Both are special-needs learners requiring differentiated teaching.

12. List common strategies a teacher can use to support children with learning difficulties.

    Early identification, individualised/differentiated instruction, multisensory teaching, extra time, peer support, positive reinforcement, breaking tasks into small steps, remedial teaching, and a supportive, non-judgemental environment.

13. How do behaviourist and constructivist views of 'how children learn' differ?

    Behaviourism sees learning as a change in observable behaviour produced by stimulus-response associations and reinforcement (learner is passive). Constructivism sees learning as the active building of understanding by the learner connecting new ideas to prior knowledge.

14. What is the difference between formative and summative assessment?

    Formative assessment is ongoing, during learning, to monitor progress and guide teaching (assessment FOR learning). Summative assessment is at the end of a unit/term to judge overall achievement (assessment OF learning).

15. What is the difference between 'errors' and 'misconceptions' in children's learning, and how should a teacher view errors?

    An error is an occasional incorrect response; a misconception is a consistent, systematic wrong understanding. Errors should be seen as a natural, valuable part of learning that reveal a child's thinking and guide instruction, not merely as failures to be punished.

16. What is intrinsic motivation versus extrinsic motivation in learning?

    Intrinsic motivation comes from within - learning for interest, curiosity or satisfaction. Extrinsic motivation comes from external rewards or pressures - marks, prizes, praise or avoiding punishment.

17. How does the gender 'as a social construct' affect classroom learning?

    Gender roles and stereotypes (not biological sex) shape expectations, e.g., assuming boys are better at maths or girls at languages. Teachers should avoid gender bias and provide equal opportunities and encouragement to all children.

18. What does Piaget's concept of 'egocentrism' mean in early childhood?

    Egocentrism is the young child's inability to distinguish their own perspective from that of others - they assume everyone sees, thinks and feels exactly as they do. It is characteristic of the pre-operational stage.

19. What is the difference between 'reliability' and 'validity' of an assessment tool?

    Reliability is the consistency of results (the same test gives the same result on repetition). Validity is whether the test actually measures what it is intended to measure.

20. What is meant by the 'concept of inclusive education' as a right in India?

    Inclusive education means all children, including CWSN, learn together in mainstream schools with appropriate support; in India it is backed by the Right to Education (RTE) Act 2009 and the RPwD Act 2016, making education a right for every child without discrimination.

21. What is the 'more knowledgeable other' (MKO) in Vygotsky's theory?

    Any person (or resource) who has greater knowledge or skill than the learner about a task or concept - a teacher, parent, older sibling or even a more capable peer - who helps the learner progress through the ZPD.

22. What does 'learning by doing' (activity-based learning) emphasise?

    That children learn best through active, hands-on experience, experimentation and participation rather than passive listening; knowledge is built through real activity and reflection. It is a cornerstone of progressive, child-centred education.

23. What is 'temperament' and is it primarily a product of heredity or environment?

    Temperament refers to a child's inborn, characteristic style of emotional reactivity and behaviour (e.g., easy, difficult, slow-to-warm-up). It is largely influenced by heredity, though environment shapes how it develops.

24. According to developmental principles, why must teaching be matched to the child's developmental stage?

    Because development is sequential and stage-related: children can only learn concepts their cognitive maturity allows. Matching instruction to the child's developmental level (readiness) makes learning meaningful and avoids frustration or boredom.

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Child Development and Pedagogy flashcards FAQ