Factors affecting Development — family & school MCQ - Practice Questions with Answers

The assertion is correct because school factors operate independently of home conditions; even a child from a stimulating home benefits from predictable routines and supportive peers in primary classes. The reason is also correct and is a direct paraphrase of the syllabus position that family, school and heredity interact across the developmental period. Because the school's role is exactly the named factor that justifies designing a responsive classroom for every learner, the reason explains why the assertion holds.

Baumrind described four parenting styles based on warmth and demands. The authoritative style is high on both warmth and reasonable demands, with rules explained to the child. Children of authoritative parents typically show better self-regulation, school engagement and social adjustment in primary classes. Authoritarian style is high on demands but low on warmth, permissive style is high on warmth but low on demands, and uninvolved style is low on both.

Statement 1 reflects a stereotyping response that the syllabus and CDP guidance explicitly warn against — labelling the family and lowering expectations harms the child and violates inclusive practice. Statement 2 is consistent with NCF 2005 and the CDP focus on factors affecting development: explore the home context with curiosity, plan a manageable supportive task and keep expectations clear so that the school adds structure and warmth without diminishing the child. Therefore Statement 1 is incorrect and Statement 2 is correct.

Bronfenbrenner places the child at the centre and arranges environments as nested layers. The microsystem is innermost — direct face-to-face settings of family and classroom. The mesosystem is the next layer and links two microsystems, like home-school communication. The exosystem follows and includes settings the child does not directly enter, such as a parent's workplace. The macrosystem is the broadest layer and carries cultural values, laws and ideologies. The chronosystem captures change over time and is sometimes drawn alongside. From innermost outward the order is: microsystem, mesosystem, exosystem, macrosystem.

Baumrind's classification, in the form taught in REET CDP material, identifies four parenting styles: authoritative, authoritarian, permissive and uninvolved (sometimes called neglectful). The fifth label in the question, cooperative-democratic, is not part of Baumrind's classification — it is a distractor often confused with the authoritative style by candidates. So four of the five listed styles are recognised: (i) authoritative, (ii) authoritarian, (iii) permissive and (iv) uninvolved.