Types of Development MCQ Quiz - Objective Question with Answer for Types of Development - Download Free PDF

In the field of educational psychology, it is well-established that emotions are deeply intertwined with learning and cognitive processes. Emotions influence how learners absorb, process, and retain information. Positive emotions can enhance motivation, engagement, and problem-solving, while negative emotions like anxiety or fear can hinder these abilities.

Key Points

• Statement A is true because emotions impact how students approach learning tasks, make decisions, and develop understanding.
• Statement B is also true because emotional well-being directly affects attention and memory, two core components of cognition. For example, a child who is emotionally distressed may struggle to focus or recall information, whereas a happy and supported learner is more likely to stay attentive and remember what they’ve learned.

Hence, the correct answer is both A and B are true.

Social development refers to the process of learning how to interact with others and form relationships. This process begins in infancy and continues throughout our lives.

Key Points

There are many factors that influence social development, including:

• Social anxiety: Social anxiety can make it difficult to interact with others and form relationships. Children who are socially anxious may fear rejection or ridicule, and they may avoid social situations.
• Social standards: Social standards are the norms for behavior in a particular group or society. Children learn social standards by observing others and by being told what is right and wrong. Social standards can influence how children behave and interact with others.
• Culture: Culture is the set of shared beliefs, values, and customs of a particular group of people. Culture can influence how children learn to interact with others, how they express themselves, and how they view the world.

Hence, we can conclude that all of the above are the factors influencing social development.

Development refers to the process of growth, change, and maturation that occurs in individuals over time.

 Key Points

• The development of children follows the principle of individual differences. This means that each child is unique and may progress and achieve developmental milestones at different rates and in different ways.
• Factors such as genetic predispositions, environmental influences, experiences, and learning opportunities contribute to these individual variations in development.
• While there are general patterns and sequences of development that most children follow, there is also considerable diversity in how children grow, learn, and acquire new skills.
• As a result, it is essential for educators, caregivers, and parents to recognize and accommodate these individual differences to support each child's optimal development.

Thus, it is concluded that Development of children follows the principle of individual differences.

Cognitive development refers to the process through which individuals acquire, organize, and use knowledge.

• It involves the development of thinking, memory, problem-solving, and reasoning abilities.

Key PointsThe characteristics of cognitive development include:

• Perception: Perception refers to the ability to interpret and make sense of sensory information. It is an essential aspect of cognitive development, helping individuals understand and interact with the world around them.
• Abstraction: Abstraction is the ability to understand complex concepts that are not directly tied to concrete experiences. It allows for the development of higher-level thinking skills, such as problem-solving and critical thinking.
• Transfer: Transfer refers to the ability to apply learned knowledge or skills to new situations. This characteristic allows individuals to use what they have learned in one context and apply it in different contexts, facilitating learning and adaptation.

Hence, the correct answer is 'All of the above'.

Human development involves various domains, including emotional, cognitive, language, and personality development.

• Each domain progresses through specific stages and is influenced by various factors. The development of communication skills and emotions in children plays a vital role in their overall growth and interaction with the world.

Key Points

• Crying and vocabulary are both integral to language development.
• Crying is one of the earliest forms of communication in infants, serving as a way to express needs, discomfort, and emotions.
• As children grow, they begin to develop vocabulary, which is the foundation of language skills and communication.

Hint

• Emotional development refers to the development of emotions and emotional regulation.
• Cognitive development relates to the growth of thinking, problem-solving, and understanding.
• Personality development involves the formation of an individual's characteristic patterns of thinking, feeling, and behaving.

Hence, the correct answer is 'Language Development'.

• The major domains of development such as physical, cognitive, social-emotional, and language are developed in an integrated and holistic process.

Key Points

• Motor and cognitive development happen throughout the lifespan as development is a continuous process that continues throughout one’s life span, from the womb to the tomb.
• Development can be assessed not measured. It refers to an increase in structure for better and enhanced functioning of organs.
• It is concerned with the overall and progressive changes taking place in an individual including both quantitative as well as qualitative aspects.

Hence, motor and cognitive development happen throughout the lifespan.

Hint

• Cognitive development refers to the development of the ability to understand, learn, reason, think, perceive, and solve a problem.
• Motor development is related to the development of Motor skills. A motor skill is a function, which involves the precise movement of muscles with the intent to perform a specific act. Motor skill development is defined as the process by which movements are executed more quickly and accurately with practice. 

The language of the child develops very fast. Before children are of preschool age they are already using words for communicating. They can identify and combine sounds to make words, use a sizeable vocabulary and follow some rules of grammar to make sentences.

• The first 'sentences' appear between 18 and 24 months of age. Toddlers form these 'sentences' by combining two words. Some examples of these two-word sentences are "see cat", "where Baba", "more milk, "bus go", "give me.

Key Points

• Gradually, between 1.5 to 2.5 years of age, children start combining single words to produce two-word utterances. Thus begin an understanding of syntax.
• These early syntactical communications seem more like telegrams than conversation. In these short and simple early sentences, toddlers use only the essential words to convey their meaning- the noun, the verb, and the adjective and omit the rest.
• Hence, linguists refer to these early utterances as telegraphic speech as it is like what we say when we send a telegraph, e.g. “want juice”, doggie bite”, “mommy sit”.
• These simple pairings of words convey a wealth of information about a child’s intentions and needs.

Thus, it is concluded that the two-word utterances often used by young children between 1.5 to 2.5 years of age are called Telegraphic speech.

Hint

• Babbling comprises consonant as well as vowel sounds; to most people’s ears, the babbling of infants growing up among speakers from different language groups sounds very similar. 
• Neologisms are newly coined words or old words which have been given new meanings.
• Once a child learns a word, she/he overuses it in expressing all other objects along with the original reference. This is known as an overextension of speech.

Development, which is continuous change, is a phenomenon which is observed both in terms of quality and quantity. In quantity, we measure terms like height, weight. Measuring quantitively is called growth which is a subset of development. When measured qualitatively as well that is, in terms of skills, it becomes development. 

The following are types of development:

In Intellectual development, a child can recognize colour, shape, size of objects (physical reality). Also, his imagination develops, he wants to know about things around him and thus he questions about it, he is interested to form concepts of social reality as well.
 

Hence, we conclude that the above statement is the characteristics of Intellectual Development.

Cognitive development at age 6 or 7 (Early Childhood stage): Considerable part of cognitive development takes place during early childhood. That is, initial years of life are formative in the development of cognition. 

• The mental processes described in this stage are fairly developed by this stage.
• The child at this age cannot understand the other’s point of view. In this sense, the child in this age group tends to think that what s/he thinks and understands is the understanding all have and that there can be no other view of this.

Thinking in Early Childhood is marked by:

• Egocentricim: Have difficulties seeing things from another person’s point of view, they think their own perspective is the only one possible. Eg: If a little boy is afraid of dogs, he may assume that all children share this fear
• Realism: At this stage is the child’s increasing ability to represent reality in terms of symbols and engage therefore in symbolic interaction with the environment and his/her world of imagination. The child works best with the world of her immediate surroundings and her own perceptions of reality.

Hence, we can conclude that a child of 6 or 7 years old is not able to accept other's view point because he is ego centric.

Development occurs when there are orderly and progressive changes in a human being due to maturation and experience while growth refers to structural and physiological changes, development is concerned with growth as well as those changes in behaviour which result from the environmental situation. Development is thus a more inclusive term that has another element called ‘maturation’. When measured qualitatively as well that is, in terms of skills, it becomes development.

Key Points

• The development reflects the qualitative changes in the individual. It may be defined as a progressive series of orderly, coherent changes.
• The term progressive denotes that changes lead forward.
• Orderly and coherent assume that there is a definite relationship between the changes occurring and those that precede or will follow them.
• These changes bring functional maturity in the individual. So, development is qualitative changes in the person which is reflected in the improvement in working or functioning of the person.
• It is a blend of both heredity and environment, thus, it is affected by cultural changes.
• It is categorized in different stages such as physical, motor, intellectual/cognitive, language, moral and social development. Each stage’s behaviour is listed below.

Hence, we conclude that ​developmental changes bring qualitative changes in function or character of a child.

Development, which is continuous change, is a phenomenon which is observed both in terms of quality and quantity. In quantity, we measure terms like height, weight.

• Measuring quantitively is called growth. i.e. growth in terms of structural and physiological changes, which is a subset of development. 
• Growth is a ceaseless change measurable in terms of weight, height, and size. When measured qualitatively as well that is, in terms of skills, it becomes development. 

Key Points

Physical & Motor Development:

It refers to the growth of body parts both internally and externally. It is the first step of growth and development.

• While motor development is the ability to move body parts and is of two types: Gross Motor Skills and Fine Motor Skills
• Gross Motor Skill is the ability to use large body parts like kicking a football with legs.
• On the other hand, fin motor skill refers to use small body parts like writing with a pen using fingers.

Additional Information

The following are types of development:

Hence, we conclude that  Physical development is the first step of growth and development.

Noam Chomsky, the linguist gave an explanation that human beings have an innate ability to acquire language. He put forth the innate proposition of the development of language. 

• This knowledge is given to them by nature – the rules that govern language are part of a biologically based human language faculty. This is called the Language Acquisition Device (LAD). 

Key Points Nativist theory: The nativist theory of language development proposed by Noam Chomsky, argues that language is a unique human accomplishment.

Some major points of his theory are-

• The rate at which children acquire words and grammar without being taught can not be explained by learning principles.
• Children also create all sorts of sentences they have never heard and, therefore, could not be imitating.
• Chomsky believes language development is just like physical maturation- given adequate care, it “just happens to the child”.
• Children are born with “universal grammar”. They readily learn the grammar of any language they hear. 
• Children throughout the world seem to have a critical period, a period when learning must occur if it is to occur successfully, for learning the language.
• Children across the world also go through the same stages of language development.
• Chomsky’s emphasis on our innate readiness to learn grammar helps explain why children acquire language so readily without direct teaching.

Thus by all these references, we can conclude that Noam Chomsky is related to language development.

Hint

• Jean Piaget Proposed the Cognitive theory of development.
• The moral development theory is proposed by Lawrance Kohalberg.

The language of human beings has certain characteristics which give a definite meaning to their communication. We can talk about the past, the present, and the future with the help of language.

• Language development is a process starting early in human life when a person begins to acquire language by learning it as it is spoken and by mimicry. Children’s language development moves from simple to complex.
• Language development is the main concern in early childhood. Language is the only powerful tool to enhance the ability of cognitive development. A good language always allows the child to communicate or interact with other persons and solve their problems.

Key Points A special sensitivity to particular stimuli during a particular time is called “Sensitive Periods.” Early childhood is a sensitive period of language development.

• Beginning the first three years of life, children develop a spoken vocabulary of between 300 and 1,000 words, and they are able to use language to learn about and describe the world around them.
• By age five, a child’s vocabulary will grow to approximately 1,500 words. Five-year-olds are also able to produce five-to seven-word sentences, learn to use the past tense, and tell familiar stories using pictures as cues.

More sensitive periods:

• Acquisition of language - birth to around 6 years old.
• Interests in small objects - from around 18 months to 3 years old.
• Order- from around 1 to 3 years old.
• Sensory refinement - from birth to around 4 years old.
• Social behavior - from around 2½ to 4 years old. 

Hence, it is concluded that the Early childhood period is a 'sensitive period' pertaining to language development.

Hint

• Pre-natal period(before birth): The period from conception to birth is known as the prenatal period. Typically, it lasts for about 40 weeks. Prenatal development is affected by maternal characteristics, which include the mother’s age, nutrition, and emotional state.
• Middle childhood:- The period extends from age 6 to age 12 years. During this time, the growth rate is slow but steady. Children learn motor skills like throwing and running to perfection. The child's thinking develops rapidly and his\her store of information grows at a fast pace.
• Adolescence: It is considered to be a transitional period between childhood and adulthood. During this time, the final height is achieved, internal organs and systems reach adult size and sexual maturity is reached.

The term growth and development are often used interchangeably with each other. Let's understand:

• Growth: It refers to a quantitative change which results in an increase in height, weight, and length of the child.
• Development: It refers to a qualitative change which results in an increase in structure for better and enhanced functioning of organs.

Key Points​ Growth of a child is mainly related to 'Physical Development' which refers to physical changes that occur in humans throughout life.

• Growth talks about the quantitative changes, for instance, an increase in size and structure.
• The child not only becomes larger in stature, but the size and structure of the internal organs and the brain also increases.
• Physical growth goes on from birth onwards, in tissues, muscles, bones, height, weight, strength, brain, and in fact, in every physical aspect, function, or formation.

H ence, it could be concluded that the growth of a child is mainly related to  'Physical Development'.

Additional Information

Development can be defined as the change of shape, size, health, or change in psychology.

• The development of human beings is divided into different stages: Infancy, Early childhood, Late Childhood, Adolescence, and Adulthood.
• Language development is a process that starts early in life by which children begin to understand and express feelings through languages.

Key Points

• Two-word utterances: ​Gradually, between 1.5 to 2.5 years of age, children start combining single words to produce two-word utterances. Thus begin an understanding of syntax.
• Each milestone that develops is dependent upon the previous milestone and does not depend on age.
• The development of the child is different in all individuals, it depends on many factors such as biological needs, nutrition, social interactions, etc.

Thus by all these references, we can conclude that Both (A) and (R) are false. Important Points Other stages of language development in the child are as follows: 

• Cooing: Around one month of age babies begin to make cooing sounds in addition to crying. This stage lasts till 4-5 months after birth. Cooing is a vowel-like sound, particularly like 'moo.....'. Babies make cooing sounds when they are content and satisfied.
• Babbling: Between six and ten months, the infant begins to babble. She repeats syllables like 'ma', 'da', 'ki', and 'ne' over and over again so that we can hear sounds like "dadada ...", "kikikikiki...", "mamama....". This is referred to as babbling. 
• One-word utterances: Sometime between ten, and twelve months, often around the first birthday, the infant says the first word. This word may not match the words adults use but it is a word that the child uses consistently to refer to something, action, or quality.
• Basic adult sentence structure (present by about age 4 years), with continuing vocabulary acquisition. Vocabulary expands rapidly. It more than triples from 300 words at about 2 years of age to about 1000 words at 3 years of age.  Almost incredible, by age of 4, children acquire the foundations of adult syntax and language structure.