HSSC JBT Teacher Child Development and Pedagogy Questions Solved Problems with Detailed Solutions [Free PDF]

In the social constructivist theory of Lev Vygotsky, learning is viewed as a social process that occurs through interactions with others.

Key Points

•  Vygotsky's theory emphasizes the importance of social interaction and collaboration in the learning process.
• Collaborative projects, where students work together to solve problems, create something, or achieve a common goal, are in line with the social constructivist approach.
• This method allows students to engage in joint activities, share perspectives, and learn from each other, fostering social and cognitive development.

Thus, According to the social constructivist theory of Lev Vygotsky collaborative project method should be used to assess the student.

In a progressive classroom ecosystem, the focus is on fostering a learner-centric environment that encourages students' engagement, inquiry, and active participation in the learning process. This modern pedagogical approach contrasts with traditional "teacher-centric" models where students were often merely recipients of knowledge.

Key Points

In a progressive classroom, students are viewed as active investigators.

• They are encouraged to ask questions, explore, and seek answers, fostering a sense of curiosity and engagement with the material.
• This active involvement enables students to construct their understanding and paves the way for a deeper learning experience.
• Within this environment, students don't merely absorb information but actively create knowledge, applying what they've learned to problem-solving and real-world situations.

In conclusion, progressive education sees students as active investigators, emphasizing the development of skills such as critical thinking, problem-solving, and collaboration. 

An exceptional child deviates physically, intellectually, emotionally, or socially, from the normal child so markedly that he cannot receive maximum benefit from the regular school program and requires modification in the school practices and programmes or requires special educational services or supplementary instruction.Key Points

• Such a child begins to show signs of exceptionality from
  birth or during the developmental stages as the child races ahead of others or lags behind in terms of growth and development in various dimensions, viz.,
  Physical, Mental, Emotional, Social and Moral.
• An exceptional child has some needs like those of the normal child and like his peer group children, and does have some different needs pertinent to the child’s own
  particular type of exceptionality.
• The term exceptional child, includes all those children who experience difficulties in learning as well as those whose performance is so superior that modifications in curriculum, teaching methodology, and instructions are necessary to help them fulfill their potential.

Hence, it can be concluded that “Special Education” is related to instructions designed for exceptional children.

A school teacher wants his students to willingly take initiative to engage themselves in learning. The teacher should promote experiential learning.

Key Points

• Experiential learning is an engaged learning process whereby students “learn by doing” and by reflecting on the experience. 
• Experiential Learning is the process of learning by doing.
• By engaging students in hands-on experiences and reflection, they are better able to connect theories and knowledge learned in the classroom to real-world situations.
• When students participate in experiential  learning, they gain:
• A better understanding of course material
• A broader view of the world and an appreciation of the community
• Insight into their own skills, interests, passions, and values
• Opportunities to collaborate with diverse organizations and people
• Positive professional practices and skill sets
• The gratification of assisting in meeting community needs

• Self-confidence and leadership skills.

Hence, A school teacher wants his students to willingly take initiative to engage themselves in learning. The teacher should promote experiential learning.

• Reception Learning is a learning theory of instruction proposed by Ausubel who believed that learners can learn best when the new material being taught can be anchored into existing cognitive information in the learners.
• In a problem-solving method, children learn by working on problems.
• This enables the students to learn new knowledge by facing the problems to be solved.
• The students are expected to observe, understand, analyze, interpret find solutions, and perform applications that lead to a holistic understanding of the concept.
• Vicarious learning is a way of learning that allows individuals to learn from the experience of others.
• It is a conscious process that involves sensing, feeling, and empathizing with what people are doing and taking notes, and evaluating.
• Rather than direct, hands-on instructions, vicarious learning is derived from indirect sources such as hearing and seeing.

John Dewey, an American philosopher has proposed the concept of 'progressive education' which emphasizes that learning takes place only through 'hands-on' approach so the students must interact with their environment to adapt and learn.

Progressive education promotes learning by doing to make children self-reliant and productive to use their knowledge, talents, and skills to sustain themselves and promote economic growth.

• In the theory of learning by doing focus on whatever we want to learn we should learn by doing. Through this process, students enhance knowledge that is much more stable.
• when we memorize anything only without getting the concept of that, is very temporary knowledge not permanent.
• When we learn by process or by concept it goes into my conscious mind.
• When we memorize anything it goes into my unconscious mind.
• We should be practical instead of bookish knowledge.
• Students must learn from the environment and our society and friends and parents.
• In this process, we should engage ourselves in various forms of activities.
• Through this process, we acquire a lot of knowledge without any extra effort.

Hence, we can say that both Assertion and Reasoning are correct as the class teacher of Suman tries to give her practical knowledge instead of bookish knowledge because Student learns more by directly engaging in the activities related to the concepts.
Additional Information

• In this theory learning by doing said that if any student wants to learn anything he must talk to the environment around him.
• Learning by doing is based on active learning.
• John also considered that Education is a tripolar process.

Irreversibility: Irreversibility refers to the young child's difficulty mentally reversing a sequence of events. This is an age of a child between 2 years to 6 years, which is defined as a pre-operational stage by Jean Piaget.

Key Points

'Preoperational period' lasts around 2 to 6 or 7 years of age.

• In this stage, the child assumes that other people feel, see, and hear exactly the same as the child does.
• It refers to the child's inability to infer the perspective of other people or to see a situation from another's point of view.
• In this stage, the child faces problems with the irreversibility of thought, and the concept of conservation, and struggles with the idea of centration.
• Due to a lack of conservation, the child can't understand that a thing remains the same even if it changes in shape or appearance.
• Due to the Centration in thought, the child can focus his attention only on one aspect of the situation at a time and cannot reverse the direction of his thought. 
• Due to irreversibility, the child can't understand that things that have been changed can be returned to their original state.

Hence, we can conclude that a child is unable to understand if a round ball of clay is reformed into a conical shape then it can get back to the round shape, According to Jean Piaget at which stage does, the child belongs to the pre-operational stage.

Teaching Aptitude : The skills required to learn teacher raining and to become a an effective teacher after the training is over is called teaching aptitude.

Key Points Qualities of a effective teacher has been categorize into 3 domain 

1. Professional competence:- understanding of students emotional needs 
2. Qualities related to personality:- sympathetic qualities of teacher
3. Human qualities of  a teacher:- His interest in student's problem.

Hence , an effective teacher must take care of emotional needs of his students. 

Learning disabilities in language are often referred to as dysphasia.Key Points

• It involves difficulties with language comprehension and production, impacting a person's ability to effectively use and understand spoken or written language.
• It can manifest in various forms and degrees of severity.

Hint

• Dyslexia is a specific learning disability that primarily affects a person's ability to read, spell, and write. 
• Dysgraphia: This refers to a learning disability affecting writing, specifically in the areas of physical handwriting, spelling, and written expression. 
• Dyspraxia: This refers to a learning disability that affects motor skills and coordination, not specifically language skills.

Hence, the correct answer is Dysphasia.

Assessment refers to the collection of data and the gathering of evidence from different sources through different tools. It provides feedback on the performance of the student specifying his/ her strengths and areas for improvement which provides insights for taking appropriate steps for improving the learning.

Key Points Diagnostic Assessment:-

• It is an assessment made before the learning of a unit commences in order to determine what a student does and does not know about a topic.
• This form of assessment helps to identify where the students are in their learning and what course of action appropriate to the learning levels of the students are needed to be taken for continuing or improving their learning.
• For example,  A teacher wants to teach the different states of India in class VI, he needs to know whether the students are well conversant in using the atlas. He finds that most of the students in the class know how to use an atlas, he can engage a majority of the class in working on an application of using an atlas while he can work with a small group on how to use an atlas.

Thus, it is concluded that diagnostic type of assessment is used by the teacher with the small group in the class.

Hint

•  Formative assessment is an assessment through which the teacher can gather data during the learning process when the class progresses through a unit of study to determine a student’s knowledge and skills, including learning gaps. 
• Summative assessment refers to the assessment of the learning that ‘sums’ or ‘summarizes’ the development of students at a particular time. It is a process of assessing (and grading or ranking) the learning of students at a point of time.
• Remedial assessment is conducted to remove the weaknesses of the student after providing them remedial teaching.

Constructivism is centered on the idea that human knowledge and learning are actively constructed by the learner, not passively received from the environment. It is created or constructed by the experience of the individuals.

• 'Lev Vygotsky', a Russian psychologist, has propounded the "Socio-cultural Theory". This theory implies the idea that social interaction plays a crucial role in the development of a learner's ability. 

Key Points

• According to Vygotsky, social interaction is the primary cause of all-around development.
• His theory emphasizes that children learn through interaction and collaboration with skilled and knowledgeable people.
• More Knowledgeable Other (MKO) refers to a person with a higher skill level and a better understanding of the concepts than the learners like a teacher.
• Scaffolding refers to a process through which temporary support is imparted to the learners to enhance learning to achieve goals.​
• 'Zone of Proximal Development (ZPD)' in his theory refers to the difference between what a learner can do on his/her own and what he/she can do with someone's help.

Hence, we can conclude that Social interaction is the secondary cause of all-around development is not true about Socio-cultural Theory.

Jean Piaget, a Swiss psychologist, has made a systematic study of cognitive development in his theory that is categorized in four stages. 

Key Points

According to Piaget, in the 'Formal Operational Period', the child develops abstract thinking and begins to think logically about abstract propositions as in this period:

• mental capabilities develop to the maximum level.
• metacognition and problem-solving skills develop in children.
• children understand the world through abstract & scientific thinking.
• children become capable of hypothetical and deductive reasoning.

Hence, it could be concluded that according to Jean Piaget, the final stage of cognitive development in which the child develops abstract thinking is the 'Formal Operational Stage'.

To maximize students' learning and attainments, innovative and reflective teachers are always in search of methods of teaching and learning other than the conventional methods which in popular parlance are often labeled as chalk and talk or lecture methods. Besides enhancing the level of students' performance, cooperative learning methods and strategies have the potential to bring about desirable changes in students' behavior.

Key Points

 Cooperative learning is a set of teaching strategies used to help learners meet specific learning and interpersonal goals in structured groups. It is an instructional method in which students work in small groups to accomplish a common learning goal under the guidance of the teacher.

•  It is not a single teaching or learning strategy. It is a set of teaching strategies.
• It helps the learners to achieve two types of goals, i.e. learning goals and interpersonal goals. This implies that cooperative learning is conducive for the improvement of students' learning achievement as well as for the development of interpersonal skills.
• Cooperative learning takes place in structured groups, that is, the groups which are formed in a planned and systematic manner.

Important Points The cooperative learning strategies are as follows:-

• Group goals:-The goal of a learning group is evidently the successful completion of the given learning task. The group members work together, help each other, and win the reward as a group. On the other hand, in the whole class teaching system, each student competes for recognition and reward as an individual. 
• Individual accountability and Positive interdependence:-Each team member is responsible for mastering the content, as each student has to be assessed individually. Group performance and individual performance in a group are always interdependent; therefore, it is imperative to enhance the performance level of each member of the group.
• Equal opportunity for success:- In groups, all students, regardless of their past achievement, have an equal chance of contributing to the realization of group goals. Students compete with their own performance, not with each other. Thus, each member, irrespective of his\her level of past achievement, gets a similar opportunity to contribute to the accomplishment of the group.
• Group processing:-After completing their task, students must be given time and procedures for analyzing how well their learning groups are functioning and how well social skills are being employed. Group processing involves both taskwork and teamwork, with an eye to improving it on the next project.
• Collaborative and social skills:-  In cooperative learning groups, students learn academic subject matter (taskwork) and also interpersonal and small group skills (teamwork). Thus, a group must know how to provide effective leadership, decision-making, trust-building, communication, and conflict management.

​Thus, from the above-mentioned points, it is clear that Competition is NOT an element that defines true cooperative learning.

Assessment is educational evaluation, the systematic way of collecting information and reading the work of class which is used to guide and improve student's performance in terms of learning and development. 

• Formative Assessment (Assessment for Learning): It is also known as Assessment for Learning, used to evaluate student learning progress and achievement.

Key Points

Assessment for learning takes into account the followings:

• Learning styles of students: Assessment for learning considers the different ways students learn best, such as visual, auditory, or kinesthetic learning styles. 
• Strengths of students: This type of assessment identifies and builds upon the strengths of each student. 
• Needs of students: Assessment for learning also takes into account the individual needs of students, including any areas where they might be struggling or require additional support. 

Thus, it can be concluded that assessment for learning takes into account the following except mistakes of the student.

Development: Development describes the growth of humans throughout the lifespan, from conception to death. Development does not just involve the biological and physical aspects of growth, but also the cognitive and social aspects associated with development. 

Maturation and learning is the main principle of development

Maturation and learning: Maturation and learning are two intertwined processes. These are complementary to each other. Maturation facilitates learning. Maturation refers to the sequential characteristic of biological growth and development. The biological changes occur in sequential order and give children new abilities. Changes in the brain and nervous system help children to improve in thinking (cognitive) and motor (physical) skills. Also, children must mature to a certain point before they can progress to new skills (Readiness).

• For example, a four-month-old child cannot use language because the infant’s brain has not matured enough to allow the child to talk. By two years old, the brain has developed further and with help from others, the child will have the capacity to say and understand words.
• The child’s environment and the learning that occurs as a result of the child’s experiences largely determine whether the child will reach optimal development.
• A stimulating environment and varied experiences allow a child to develop to his or her potential.

Complimentary Relationship: Development is the result of the interaction of maturation and learning.​

• Maturity and learning both play their role simultaneously and therefore, it becomes difficult to determine which of the two is responsible for the behavior. 
• Maturation and learning are complementary processes.
• Maturation and learning are two processes through which development occurs.
• Maturation occurs due to the genetic raw material which an individual has.
• Learning or interactions with the environment in the form of doing various activities result in a behavior change.

Hence, we can conclude that the relationship between maturation and learning is complimentary.

The term curriculum refers to the lessons and academic content taught in a school or a specific course or program.

Key Points

• A school curriculum is a complete set of organized experiences in the school.
• It includes aims, objectives, teaching content, teaching strategies, and all teaching-learning aids to cater totality of students' experiences that occur in the educational process.
• The curriculum helps in the selection of learning experiences i.e. curriculum development is needed for the appropriate selection and organization of learning experiences.
• It helps in the selection of study matter and other activities so that learners can acquire the goals and objectives of teaching.

Hence, from the above points, we can infer that a school curriculum can be best defined as a complete set of organized experiences in the school.