- •- ·· • • ·· PART - I / 1f111· - I ·.

·
CHILD DEVELOPMENT AND PEDAGOGY/ iilil ftaciilfl clft'illli,110
Direction: Answer the following questions (Q. Nos. 1 to 30) by-selecting tlte correct/most appropriate options.
Aw : HAfflHfirl '>fRT (">I. fl&QJ 1 ti 30) # fc;rrJ: 'Rtt1t1dlR 349/RI fctcnf4 I
1. Dyslexia is a _ _ _ condition which impacts learner's ability to _ __
' . .
(1) physiological, socialize with peers
(2) sensory, coordinate body movements
(3) emotional, draw pictures

r; neurological, link sounds. with symbols

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s
I w~ t- m?.J ftl'-tiajcfi{Oj

t '
J (1) ~ll•t1Rcfi,
•I

e
(2) ft·~c:.1, ~IR1Rcfi Jj@fqf~ t- ft'-l;qlf

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I
(3) \ilq1lf'icfi, ffi
(4) df?tcf>1lf/~-Ot1Tf'11cfit1, ~R~'i 'ct,) Stfficf>l t- m~ ~1-s~.

2. Assertion {A) :
Learning from real-life problems and concrete experiences give_s the children multiple pathways
for learning and retrieving information. • · •
Reason (R) :
Development is relatively orderly and sequential.

N !
Choose the correct option :

R
(1) (A) is true but (R) is false.

LE A
,.{2) Both {A) and (R) are false.
Both {A) and (R) are true and (R) is the correct explanation of (A).
(4) Both {A) and (R) are true but (R) is not the correct explanation of (A).
~{A):
q,~fqcfi ajq1 "cf>1 (4'-tf4,-df am~ 31lcqq'f «1@~ cf;1' m~ ath '1i11cfi,-0 "5rra t-~
f'4t1d I

chl<Oi (R) :
fqcfiift arq~ oqqf~ am 64j~f'4cfi i I
fetch~ ~ I
(1) (A)~ i dfcf>1 (R) lTffiJ i I
(2) (A) am (R) lTffiJ i I
(3) {A) am (R) Gf1T ~~am(~) "cf>1 (R) oltl&-ii cfi{dl.i I

~) (A) am (R) Gf1T dfcf>1 (A) "cf>1 (R) olil@I cfi{dl iI

P-11 IIIIHIIIIHIIIIWHIIH 2 0
 .
3. Ask ing Criti cal ques tion s such "h h and in wha t way s are vario us gend er repr esen ted m
textb ooks and d. ,, as ow muc , .A . •_ .. .J .. , __. . . .
me 1a wou ld enco urag e :
'~1 Rein forc ing gend er iden tity . (2) Disc oura ging gend er role flexibility
J

Stre ngth enin g gend er cons tanc y

(3 ) • Que stion ing gend er stere otyp es (4)

, _4idil~fRlct,'i am tj)fsl fl -q fcrr~ °ffl cnr !-i@ Af~; (cfill 1I 3lT'{ a<lcfi *fcfilfl ~,' l-f6cq'iui

t __I .¥
f~ftcf,1 Sllffi l61 P-tcl'II ?
-
(1) (2) ~J HP-tcf>l _cfft 1D..fa1 "ch" 6ctlffilf~a cnt

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~tr ~(f il cf;1 '-1'31\d cf>(1I

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(3) (4)
:::. E

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:
-=-_ _:-=::F'

4. Asse rtio n (A) :

ld -Je;.1~~de in learn ing goal s, peda gogi cal strat egie s as
In an inclu sive class room , adap tatio ns shou •
well as asse ssme nt.
Rea son (R) :
on of all indi vidu al diffe renc es thro ugh peda gogi cal
The phil osop hy of inclu sion advo cate s elim inati
appr oach es and asse ssme nt.
Cho ose the correct opti on : - - -
[_~_1
(A) is true but (R) is false.

N !
(2) Both (A) and (R) are false.

R
Both (A) and (R) are true and (R) is the c9~-
ct expl anat ion of (A).

A
(3) -

LE
forre ct expl anat ion of (A).
(4) Both (A) and (R) are true but (R) is not 1¥-"
T =- '1
(A) : -==--~

cfiHOI (R) :

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cfiUi l I

f ~-1
~-----
Hfcf>1 (R) '1(1d I -
(1) (A)

(A) a:fR (R) '1(1ct I ( l

(2) f=E

(3) (A) a:fR (R) f am (A) q:;j- (R) i:fi{dl I

(4) (A) am (R) f clfcfi1 (A) q:;j- (R) ~ I

-;._- -=-- .:
i:fi@ I

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P-11 1111111111111111111111
 5. A teacher notices that one of her students is highly distractible and has trouble paying attention
clurins c}Ass. Which of the following strategies would is an effective strategy in helping the student
stay focused ?
-.fl:'[ Giving a timer to student for self-regula~d time-management.
(2) Calling the parents and taking strict disc! • ary action against the student.
(3) Giving the student repeated tasks to do db~g class.
(4) Strictly telling the student to increase the~~ttention span.
mfa_m 1~1fcft fcfiltl rcfi dft~I ffl?J fe1a t- afu: if CR~ll11 mffi
m
t- I f1"ife1f&d i f ~ ~ (Ol11fo ffl?J cf;) cfif~d >l'cqycfi (0111@ m7fl?
(1) ~-Hlt'-11 am ft'-1~-~~ ffl?I cf;)~:~ 1
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(2) -i:irar-furr cfi] ¥il<ii( WI il;: f~~l'h m9:I <1-1:!~f:Jf'-f<fi <iilhU~ <fi(-111

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cf>1 cf>aJr

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(3) ffl?I •
(4) cf>1 ft@n 31q~ arcff4tl ~~19 ~~111

6. Assertion (A) :
Teachers should constantly reflect on their own stereotypes and bias.

'I
.. Reason (R) :
Culturally responsive teaching means that teae,) are re!1ective.
Choose the correct option : (()
I
I
(1) (A) is true but (R) is false. • ""'Cc..i:,,
~¼.:
'
(2) Both (A) and (R) are false. r-.w;.."1!

!
~ - Both (A) and (R) are true and (R) js the c;0.~ct explanation of (A).

N
(4) Both (A) and (R) are true but (R) is not tfti.~orrect explanation of (A).

R
~(A): ~J

A
=;;;=;:i;

LE
cf>1 H<d< am' ffl {'\f~ciifGdl 3lR <[cti~~- ~~+.fa1 cfi{1I +.41f~Q. l
-=-.....
cfiHOI (R) :

I fti~@cfi
fctcfic?tf I
d~R~l4l ffi~ cnT 3l~ i ffia:fc:f; f+.fa1~TI~ mI
(1) (A) 00 i <Afcfi1 (R) Ji~d i I
(2) (A) am (R) Ji~d iI
(3) (A) am (R) 00 am (A) cfft (R) 00 • cfi{dl iI
(4) (A) am (R) 00 _<Afcfi1 (A) cf>l (R) ~flU}iq1 "ffl cfi{dl t I
~~"l
'[',;~

7. Which of the following process is essential in ~)ring-making of the information received from
environment and store it further in memory-. ? rf"'\ "'i; ,..Ji .
(1) Forge~g . . Retrieval "(IJt)Attention (4) Decay .
HJ.rif<'.1f&a if m
51fsti~I ctldlct{Uj "5ITTf '51Hcfi~~i; 3l~-f.:1¥-tl01 if 3Wf ...... am~~
fl!l..,....;~....,a cfi"8
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(1) "tt111 (2) 9;151rft1 (3) (4) ap:r~

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8. In which stage of Kohlber 's mor
law ? . ,
g al development do children s reasoning revolve around ethics of

(1) Heteron omous morality (2)

Autonomous morality
(3) Pre-conv entional morality Conventional morality •
1'iltR1ot•f ~fdcfi fclcfiH-1 <fiT ~ i f ~ oci;- cfiF(1 cift ~Ricfidl '{'-!di ~?
(1) fqqq ~fdcfia1 M--:
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~1<ra %1cfia1
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(3) ~-qj{qRc :fi ~@c:fidl G,-) 41{4Rc:fi ~facfia1

9. Which of the following -is a core princip~ ¥~ constructivist learning theory ?

' s
-=- ..

t
-=-=-===-
Students construc t their own knowledge through active engagement with their environm ent.

L e
(2) Learning is primarily a passive process that involves receiving and ~emoriz ing information.
(3) Teachers should provide direct instruction and explicit guidance to students.
(4) Learning occurs when students receiv~ correct answers and feedback from teachers.
H'-1f~f& a 'ff~~ m ,g\+.111ct1e., aTIWll=r ft'I~ f~4;.ia ~?
---~
(1) 3TCR q4fq(Oj if;- m~ ~f~ll tj~~1fi ~i:rr~ 3ltR cf;l f..11-1fo1
(2) a:ffel1J1i $§I.I~ ~~ f1f¼.;;q !lfsMI e1l.gif ~-i:111 cfi(11 3m: <ITC. (l!sl11 ~llf<lc:.1 iI

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(3) ctTT
f..1~~1 3m: ~q~~ l1 Sl~H cfi(11 +.tlfuct I

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- - --

R
(4) affe.TT rqoGfm oJi~fflc fi)fu~ir ~1 sifa~~ f'-l~o1 i1 am:

E A
-- - --
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10. Accordi ng to Vygotsky, what is the role of the teacher in facilitating cognitive developm ent?
(1) To allow the student to learn completely independ ently.
(2) to give only those tasks that the student can currently do independ ently.
(3) To provide informat ion and knowled ge to the student.
To guide and support the student 'C,,rnin g through scaffolding.

ctlfiflf(4>1 -~jftR, ti~l1l(i-ic:fi_ fctc:fii~ cfil 'tl\'-F)11~ -ij ffiaJcn cf>1 cfllT "if'-lc:til i?
(1) ~ci31 «\@.\ jl);¾:1qfd t-=lT I
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(2) aficl<.1 cfTI t-=lT fcml~ cid~•f~ ~d51 Bc:fidl i I

(3 ) ;;t11cfilil 3m: ~1 !IGl1 cfi(11 I 7)

(4)

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 11. Which of the following does not exemplify
an inclusive clas sroo m?
(1) Offering differentiated instructio1;1,..,...--,
(2) Encouraging competitive etho s
~) Incorporatipn of diverse perspectives
(4) Following reas onab le a c c o ~ o ~
Hi.;.ffclf&a # el.fl~~n cfil a~1~<01 i?
(1)
(2)
(3)

t ' s
(4) dfi:.ld fil-fl~ ~l1 cf;l q1t11

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12. An elem enta ry scho ol teac her can stron gly influ
ence stud ents ' deve lopm ent of acad emic self-conc
by: ept
Rew ardi ng auto nom y and initiative in stud ents
(2) Kee ping very low expectations from special stud
ents
(3) Kee ping very low expectations from all stud ents
(4) Pun ishi ng auto nom y and ini ti~ in stud ents
vrl f~ fct,gJl{1ll cnT ffl~ "@l"?i ~ir¾_cfi ~-ft Slfl P~ i fctcf>l{i cf>1 c;~al "5f\ilfcta {ic:f;dl :
(1) if ~lllt jdl aw qt?{1 cJ;1' 3<~~~<11

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(2) fcf i! ll ffl:if it cfi1'f 3'41 ~ (<511,<

A R
(3) ~ctjt fc1,g ,1f~ cpf a:rq ~\(1 1

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=
(4)
r=-~
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13. Acc ordi ng to Lev-Vygotsky chil dren bene fit from
the experience of inte ract ing with _ _ __
whi le wor king _ _ _ thei r zone of prox imal
development.
(1) the phys ical envi ronm ent; with in
(2) the physical envi ronm ent; just outs ide
$ mor e know ledg eabl e others; within
(4) mor e know ledg eabl e others; ju;,!_ i!utside
ffi-c tlll'T l~1
f
&ije R ~ - - a:kf:fstilll. -~ ~cq q (1'l~ lf~a ffl aw &f q,llfl cf>T q){ "tr@"
a1~ e4\q g;<1 f~ fctcf>1e ar,r C 1
i .s e
(1) cq}fctcf> ctldlct{UI; ;-~
~..r-- -

(2) cq}fucf> ctldlct{UI; &41~{ t---_g__J-

au' ~ =-=-
(3) \J'1 Hcf>R a:p;J ; = -=-
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E -
=iF
(4) a:Jf ~ \J'tl1cf>R a:p;f ; &41~{ i_#-_-ff
?~-
i. ::: =
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14. Assertion (A) : . ..
I ' •

There is no objectively definable moment when a child enters middle childhood or adolescence.
Reason (R) :
Development is continuous in nature.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
~(A): •
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f1~i:4d 1=1'~ <i41~1c4~ "llT fcf>~TI(lc4~ ~- cfi(dl I

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cfiHOI (R) :

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. fqcfil-R, ~ - -q H<a< .~ i 1

fqcfi~~I
(A)~ i _~fcf>1 (R) •ll1q i I
• I

(1)
(2) (A) ath: (R) •ll1d tI : .
(3) (A) ath: (R) f ath: (A) qft (R) ~. ¥1@1 cfi(dl tI
(4) (A) ath:·(R) f {1fcf>1 (A)-cf>1·(R).-~ [email protected] ffl. cfi(di t1

15. In a progressive classroom assessment_is:

!
(1) Summative (2) Normative

R N
~ynamic (4) Objective

A
-q

E
51•1@~fll1 ¢ilcfil11 _ __

L
(1) ~">i•llfl-icfi t' 1 (2) J.!Hcfi ~ ~ i i

(3) •l@~ft(1 t' I (4) ct«If'1td

--
i I

16. In order to address the individual differences among learners, a teacher should:
consider differences as obvious· feature of human diversity
(2) implement a rigid and uniform curriculum for all learners
(3) acknowledge differences
. as abnormal and kind of deficit
, , ,

- (4) •· b~ indifferent towards indiv~dual differences

ma.:llf~ % f~ari "cfiT fi~,r'f".«f
Slifc:fd•,a q;) :
(1) f~afi "cfiT J.l 11ct fqfqmrr cfft ~a_:r fq :fl tSld I -q J.I 111I i:I If~((
(2) ~ctjt ma.:llf~ % 3i1'4_ afu: -l-lJ.111 qlc:lll~'i cfi{1l i:llf~(t

(3) lIB~ q:;) 3i .fl 1141..lt afu: 51 c:fi R cfft cfilft -q fc4l c:fi R c:fi {11 i:11 f~ ((
(4) oqfc:fd'ld f~aif q:;) ~ - • . c:fi{11 i:41f~((

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 •ti.on wh en rea din g; sq\lu\. f
17. Alok shows the following be head in an aw kw ar~ po :~ ers :i
an d rubbing the eye frequen haviours: Holdslling of eyes; confusUlg 1 . Th es e ca n be syxnpt~g
tly; red ne ss/ swe l't\s
of potential :
(1) Autistic spectrum ommuruc . . dis or de r
disorder ation
(3) Visual problems he ns ion pr ob lem s
(4) Language co mp re
~- 3lf{g cf;) ~- -a m :~ ~
•

~l~lt.f> Hi..tf("tf&a ~c ----. ..-r

ftff ( fc:.&ldl i : ctft a:t'3flcsl "1 -qc f>4 ,
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'~ q6....
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'\-
I "lffl' fcfittcr>
·cnTrcfo
.., ..
m f? vi,~

(1) '8:4C111dl fcft.f>R

(2) · ~-ell{ ~m fqc:f>I{ •
(3) ~'-H41
(4) cqym cf>1 tll- i~ cf>1 -"BqP'P'T',f4'TTTIT

e t' s
18 . Which of the following de
scribes a mastery goal or ien

L
tat ion ?
(1) focus on achieving
a hig h grade for receiving
ex ter na l rew ard s.
(2) focus on av oid ing fai
lure or pu nis hm en t for fea
r of hu mi lia tio n.
(3) focus on achieving a
certain level of performan f
ce or co mp etin g wi th oth er s..
f t focus on improving ones' ski
lls an d un de rst an din g of a
task.
f.:n:;f i f ~ ~ m l46Rd cf>T cf>{dl i?
(1) ci:41~.0 9: <~ R> Tr ac m
-~ ~~ W >l ra cm -"t R
(2) 3iqq11 3-ttl4icldl "lJT
"tR: ~- I

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(3) m~ 51fa~aj c m -~ ~ ~ H~ -qd

N
«R 51G~f1 cfiT Vf8' "ti'{ I

R
(4) fcfi«} 3ltFit c1,1~1cl aw tfl-i~ cfiT

A
"tR

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19 . According to Jean Pia ge t the
ab_ility to us e symbols for
an un kn ow n nu me ral de sy mb ols su ch as let tin g th
ve lop s du rin g _ _ _ _ e let ter X stand for
an d en ab les th e ch ild re
(1) for ma l op era tio na l n to lea rn _ _ _.
stage; alg eb ra an d calculus
.
' formal op era tio na l stage
; co ns erv ati 9n an d se ria tio
n
(3) concrete op era tio na
l stage; alg eb ra an d calcu
lus
(4) concrete op era tio na
l stage; co ns erv ati on an d
se ria tio n
"1r-l N<u;it i!f; -6 t~R r~ t- floro:
cfil ~<fl•r cfiB q:jt 8fftlffl
% a:iim: X cfi't
&l11ffi - - - t" mFf fqcfif~a ffl° aw. fq ~l f~ cnT - - - ~l@i -qdi~~akf:Ttr G4 llFFl <fi1
(1) 6{)q~IRcf> ftfst>ltkt.lcfi ~ 1lffi t-1
; arl'1i•1fo1a aw •10111
(2)
; m ~ am ~t.i~°"ar
3-flq+-4,n:cfi fffsJ>ct1("t.1cfi. ~

(3) 1icf ftfsti41fl-icf> ~ ; ~1'1i•1fo1a aw ,,0111

(4) 1lcf ~·fst>ltkt.lcfi ~ ; m ~ aw ~t.l<S4;J;.d
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20. Assertio n (A) :
Students are more likely to d O
school and believe that the Well and stay in school if they have emotional attachme nt to their
Reason (R) : Y matter.
Emotions play a significa nt roe1 m.
• lea •
Choose the correct option : rrung.
(1) (A) is true but (R) is fals
(2) Both (A) and (R) are fal=~ •
Both (A) and (R) are tru •
(4) Both (A) and (R) e and (R) is the correct explanation of (A).
(A) : are true but (R) is not the correct explanation df (A).

. ' -

s
-m;n- ~~ !,l~~f .:r~atn :~-q~~ etft 3lf~~~lq 11 i~ d1Chl
~'P'!'I'""-~~

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'il1Cl Q ICf> d1cfit l-tllf~ \<9df I .

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611~ q
-cfi-HU'"'T (R):
,uq11 fll-019 -q i:t t;~ '{Of ~~cfir R\ffifi 1
lftl" fctcfi(.Yll I
(1) (A)~ i ~fq:,1 (R) •lt1d t" I
(2) (A) at)-{ (R) "$ff 11t1a t" 1
(3) (A) at)-{ (R) "$ff i afu: (A) etft (R) olll@I cfiU11 iI
(4) (A) at)-{ (R) "$ff~ i (?lfc:fi1 (A) et}- (R) ~l@I 1'm cfi{dl i I

21. Which of the followin g best describes the role of the teacher in progressive educatio n?

!
(1) The teacher is responsi ble for ensuring_filrict adherence to curriculu m standard s.

N
(2) The teacher lets the children learn independently and does not interfere in their ~earning.

R
(3) The teacher is the primary source of kno~led ge and au~ority in the classroom.

A
j4if The teacher provides diverse materials for children to experiment and provides scaffolding

LE
as and when required .
r1-"if~f&a -ij 5111fa~flt1 firan-ij marcf>.cfft ~~chi cfiT cfOR cti<a1 t"?
(1) 41dili:lllf i.tl1c:hl. cf;l q1t11 ~f1~i:td -m f'JfA4~R i I

(2) cfi1" fc4a31 m&~ -em i aw~ ftl&~ -ij ~PJCr cfi<a1 i 1

(3) fflafq; -q 3W mf~ cnT m~f~cfi Wo i I

(4) ffiafq; cfi1" 514',•1 cf)0 ~lli£1l SIGl1 cfi{dl i afu: ~lq~lfcfidl "tR 6ilclkf1 Sl~H cfi{dl

ti

22. Which of the followin g characte rise the process of socializa tion?
• lin (b} It is a complex process. . . .
(a ) It 1S a ear process. • nal process• (d} •. It takes place uruquely m different cultures.
. mu ti.d.rmens1O •
(c) It 1S a 1
(b), (c), (d) (2) (a), {b), (c), (d) (3) fa): ,Cb) •(4) (b), (c)
fo::1 fold if if m @ 1;sfl c!,{IJJ <!ft "!,Ifs1,<1 I <!ft fq ,ii <HU I!( •
fs tI (b) 'l1flcl Slf~lll i I
(a) 7-:ffl" ~&14 "SI sh lf I • ft ,. fc
~"1Tffl'1lt fsT i I (d) lctl~ d~l +-t<:4 If!~~ Ql~ll {? I
(4) •(b) ( )
(c) 7-:ffl" ~s\711"1,...,, SI sh~ 3 ) ( ) (b)
(1) (b), (c), (d) • (2) (a), (b), (c), (d) ( a, , c

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23. Which of the following statem •

ent t rre
(1) Adolescence is developm s about_ ~dolescence •is ~o co ct?ad ult •
ho od entaiH •
ng physical d
ental transition bet we en chi ldh
cognitive an d psychosocial cha oo d an
~ ) Children across different nges. • ,
cultures ush er in an d experi•enc ce in a sim ila r mann
(3) Adolescence is a social con e ad o1esc en . .• er.
(4) Adolescence is generally struction. -th at lea ds to se
1 considered to be gin wi th pu be
rty - the pro ces s.
maturity an d the ability to rep • xua1
roduce.
fcf i~f l{lq ~ -q H'-1f<1f&a -q ff l m ~ - ';fg
f t?
(1) fcf i~f l{lq ~ isfqlf1 qlffcfidl
t
fqcfil-E-ilfl-icfi fi~qo1 f..:it-E-lq ~IIU
_.. :.._ ..~ :r am . .
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24. Work in pro gre ss Portfolios are

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an eff~~tj.ve .~q?l for, formati~~

(a) They involve stu de nts in _as_sessment beca:use :
the process of assessment.
(b) They offer ins igh ts ab ou
t' the progress :of intHvidual stu
+ (c). Th ey focus ma inl y in the den ts.
'
(d) They offer tan gib le eviden 9~ 1$~ -~ cµ p~ odu ct.
ce of stu de nt learrring.
(1) (a), (b), (c)
(a), (b), (d) (3)' (b), (c)
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(1) (a), (b), (c) (2) (a), (b), (d) (3) (b), (c) (4) . (a), (d)
25. A mi dd le school teacher wa nts
to enable me ani ng ful lea rni ng
be tw een con cep ts an d rea l-w by he lpi ng stu de nts ma ke con
orl d app lic ati on s. Wh ich of nections
ap pro pri ate pedagogical str ate the fol low ing act ivi tie s wo uld
gy ? • be an
. (1) Let the stu de nts lea rn
by the me tho d of sti mu lus -re
Let the stu de nts res ear ch on a spo nse ·conditioning.
class. cu rre nt iss ue in sm all gro up s ~d prese11t the ir fin din
• • · gs to the
(3) Let the stu de nts me mo riz · •• •
e ter ms an d definitions.
(4) Let the stu de nts comple ..
te wo rks he ets wi th -multiple
cho ice qu~stjq~,. . . . . . ·,-, .·
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(2) 1 .
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 is interested in winni ng the
~uj:ta :particfipates eagerly in the dance competition only because she
26.
rrs prize o cash. Sujata is :
(l) Maste ry-Or iented learne r (2) Failu ~oid ing learner
(3) Intrinsically motiv ated Extr~ ~lly motivated

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(3) ~iaf<cf> ~ * m i 1 (4) ~ltR1 ~'M tfi1

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t ' s
ts to analyz e inform ation ?
Which of the following is an example of a question that requires studen

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27.
How does the autho r use symbolism in "To Kill a Mockingbirc;l"?
(2) Who is the protag onist of "To Kill a Mockingbird"?
(3) What is the plot of the novel "To Kill a Mockingbird" ?
(4) What is the theme of the novel "To Kill a Mo@ iigbir d"?
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28. Jean Piage t believ ed that know ledge is:

.
(1) co-co nstruc ted in i11teractions with more knowl edgea ble others
lity.
(2) a visibl e behav ioural chang e that can be measu r~d with reliabi
the environment.
(3) constr ucted by the child rather than being pa~ passively from
ns.
• ~ i n n a t e and _give~ rather th~ acqu~red thr~u fflter ~~tio
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fcf;" (_ a)
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29. The central argument of Carol Gilligan's critique of Kohlberg's theory of moral development is
around:
(1) Use of experimental design in studying ~en.
U,1
(2) Educational implications of the study for~~l going children.
Ethics of care and the feminist· perspectivq
(4) Overestimation of children's moral abilitle't.)
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30. Assertion (A) :

The less abie a child is to do a task the more dir9gns the teachers should give and as the child can
, do more anq ~ore the tea~er should help les~~ less.
-:
Reason (R) : =
--..;
Intelligence cannot be accurately measured by~calulating IQ.

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Choose the correct option. ,;r'

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(1) • (A) is true but (R) is false. - : ;!

A R
(2) Both (A) and (R) are false.

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(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
~ - Both (A) and (R) are true but (R) is not the correct ~xplanation of (A).·.
. . .
~(A):
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