Aspirant Academy
ENHI

MCQ

growth-and-development MCQ - Practice Questions with Answers

Solve 100 growth-and-development questions for RAS/RPSC preparation.

Practice questions

Q1Two learners join a group project. One begins sharing ideas confidently because classmates listen and encourage him, while the other stops contributing after repeated teasing by peers. What is the best conclusion?

A Peer group has no effect on development.
B Peer group can strongly shape social participation and confidence.
C Only physical growth is changing in both learners.
D The teacher should ignore peer interaction and focus only on marks.
Explanation

The case shows that supportive peers can encourage participation, while teasing can suppress it. This makes peer group influence on social development and confidence the best conclusion.

Q2Which teacher feedback best supports the learner's next possible step?

A You gave one reason, but I will wait until your answer is perfect.
B You gave one reason; now add an example and try once with a peer.
C Try again only after all faster learners have answered.
D That is a good answer; remember it for the test.
Explanation

Option B is correct: it acknowledges what the learner already produced, names a small next step (add an example), and adds a peer attempt, which scaffolds the next possible move. Option A withholds support until the answer is perfect and gives the learner nothing to act on. Option C delays the learner behind faster peers without responding to the reason given. Option D praises the answer without specifying any next step the learner can take.

Q3Match the classroom evidence with the most relevant development dimension. Evidence: 1. Gives reasons for a choice 2. Waits for turn in group work 3. Describes feeling after losing a game 4. Uses new words correctly. Dimensions: a. Cognitive b. Social c. Emotional d. Language. Which match is correct?

A 1-social, 2-language, 3-cognitive, 4-emotional
B 1-emotional, 2-cognitive, 3-language, 4-social
C 1-cognitive, 2-social, 3-emotional, 4-language
D 1-physical, 2-physical, 3-physical, 4-physical
Explanation

Reasoning is cognitive, turn-taking is social, expressing feeling is emotional and correct word use is language development. The distractors either mismatch dimensions or reduce development to physical growth.

Q4A learner becomes unusually quiet in class after repeated criticism at home. Which factor is most likely affecting development?

A Emotional security in the home environment
B Number of pages in the textbook
C Board exam style
D The colour of the classroom wall
Explanation

Repeated criticism can reduce a learner's emotional security and affect participation in class. The other options are not the main factor suggested by the situation.

Q5Assertion: A learner who has rapid physical growth may still need emotional support in classroom participation. Reason: Different dimensions of development are related, but one dimension does not fully prove progress in every other dimension.

A Both assertion and reason are true, but the reason does not explain the assertion
B Assertion is true, but reason is false
C Assertion is false, but reason is true
D Both assertion and reason are true, and the reason explains the assertion
Explanation

The assertion and reason are both correct. The reason explains that rapid physical growth is only one dimension and cannot be used to infer complete emotional readiness.

You've seen 5 of 100 sample questions

Unlimited practice on growth-and-development comes with the RAS Test Series + Practice pack or Gate Pass.

More questions

6A Class VI teacher begins a lesson with abstract definitions. Several learners copy the words but cannot use them in examples. The teacher then uses objects, pictures and peer discussion before returning to the definition. Which growth-and-development idea best supports this change?

AWritten copying proves that conceptual learning has already happened.
BDevelopment has no relation with the way learning material is presented.
CThe teacher should remove learners who need concrete examples.
DInstruction should match learners current readiness and then guide them toward the next step.

7A learner solves written work carefully but gets angry quickly when the group disagrees with him. What should the teacher infer first?

AThe learner has no development at all.
BDifferent dimensions of development may be moving at different speeds.
CAll dimensions must always develop at exactly the same speed.
DThe learner should be judged only by body size.

8In a Social Studies lesson, a learner can name a rule from the textbook but cannot explain why it matters in a classroom example. The teacher wants to connect development with learning. Which response is most appropriate?

AAsk the learner to repeat the rule ten more times without discussion.
BConclude that the learner lacks ability in every subject.
CIgnore the difficulty because naming the rule is enough.
DUse a familiar situation, ask for reasons and guide the learner from recall to use.

9A teacher has three records for the same learner: a diary entry showing improved questioning, an observation note showing hesitation in group work, and a progress chart showing better use of examples. What should guide the support plan?

AUse only the hesitation note and ignore the other two records
BTreat the improved questioning as proof that no support is needed
CConvert the records into a permanent rank for the learner
DCombine the records to build on strengths and support group participation

10Consider these statements about using development dimensions for support. 1. A learner's difficulty in one dimension should be checked with evidence from other tasks. 2. Support can target a specific dimension without calling the whole learner weak. 3. A single dimension fully explains every learning problem. Which statements are correct?

A1 and 2 only
B1 and 3 only
C2 and 3 only
D1, 2 and 3

11Which observation belongs to language development rather than physical growth?

AThe learner's weight has increased.
BThe learner has become taller.
CThe learner uses clearer sentences to ask questions.
DThe learner's shoe size has gone up by one number.

12A learner writes quickly and neatly but waits for clear cues before joining group planning. What should the teacher conclude first?

AAssume writing speed is enough evidence for group readiness.
BDifferent dimensions may progress at different rates, so group participation should be supported.
CUse neat writing as the main sign of social confidence.
DGive planning roles only after the learner volunteers without cues.

13In a project, some learners finish quickly while others need more examples and revision time. Which plan best respects development differences?

AGive flexible support, examples and revision time while keeping the learning goal clear.
BGive extra examples only after final submission.
CSet the same time limit and allow corrections later.
DLet quick learners present first and use remaining time for others.

14Which sign is mainly related to physical growth rather than classroom development in behaviour or thinking?

AIncrease in body weight recorded over time
BUsing evidence to support an answer
CCooperating during group work
DNaming ones feeling during a conflict

15Assertion: A learner who feels confident in speaking is more likely to participate in discussion tasks. Reason: Development in one area always stays separate from development in other areas. Which option is correct?

ABoth Assertion and Reason are true, and Reason correctly explains Assertion.
BBoth Assertion and Reason are true, but Reason does not correctly explain Assertion.
CAssertion is true, but Reason is false.
DAssertion is false, but Reason is true.

More topics in Child Development & Pedagogy

action-researchprinciples-and-dimensions-of-developmentpersonality-and-intelligencemotivation-and-learningheredity-and-environmentgifted-creative-and-specially-abled-learnersfactors-affecting-development-family-and-schooldiverse-learnersdisadvantaged-learnersconstructivist-approach-and-experiential-learningassessment-measurement-evaluation-cce-and-achievement-testsadjustment-and-teacher-roleteaching-learning-process-ncf-2005learning-meaning-concept-process-and-factorsrte-act-2009-teacher-role-and-responsibilitieslearning-difficultiesindividual-differencesconcept-mapping-investigatory-approach-and-problem-solvinglearning-theories-behaviourist-gestalt-bandura-piagetIndividual Differencesbehaviourist-gestalt-bandura-and-piaget-learning-theoriesConcept Mapping, Investigatory Approach, and Problem SolvingLearning DifficultiesRTE Act 2009: Teacher Role and ResponsibilitiesLearning — meaning, concept, process, factorsMotivation and Implications for LearningPrinciples & Dimensions of DevelopmentTeaching-Learning Process — NCF 2005 viewHeredity and Environmentcce-and-formative-assessment-primaryGrowth & Developmentncf-2005-and-ncf-fs-primarynipun-bharat-and-fln-missionAssessment, Measurement, Evaluation, CCE & Achievement Testsplay-based-and-activity-based-learningprimary-stage-classroom-managementrte-act-2009-primary-stageLearning theoriesConstructivist Approach & Experiential Learninginclusive-education-primary-stageAction ResearchConcept Mapping, Investigatory Approach & Problem SolvingAdjustmentRTE Act 2009 — teacher's role & responsibilitiesFactors affecting Development — family & schoolDisadvantaged and Deprived LearnersGifted, Creative & Specially Abled LearnersPersonality & IntelligenceUnderstanding Diverse Learners

Explore other subjects

Current AffairsIndian EconomyReasoning & Mental AbilityScience & TechnologyIndian Constitution & GovernanceRajasthan History, Art & CultureEnvironment & EcologyGeography of Rajasthan