1. A quantitative change that take place within the organism as he progresses in chronological age.

a. Growth
b. Increase
c. Development
d. None of the choices

2. A relatively permanent change in behavior that results from one’s experiences is called as:
a. Behavior
b. Attitude
c. Learning
d. Feelings

3. This can be traced directly to physical growth.

a. Changes in attitude
b. Changes of feelings
c. Changes in behavior
d. None of the choices

4. These are developmental changes that characterize most or all members of a species; typical patterns of
development.
a. Normative development
b. Idiographic development
c. Physical development
d. None of the choices

5. 18 months to 3 years belongs to what period of life?

a. Infancy
b. Preschool period
c. Toddlerhood
d. Infancy

6. 12 years old to 20 years old belongs to what period of life?

a. Middle age
b. Adolescence
c. Young adulthood
d. Adulthood

7. Teacher Gomez of Makinem National High School is 41 years old. Whatperiod of life does Mr. Gomez
belong?
a. Middle age
b. Adolescence
c. Young adulthood
d. Adulthood

8. Teacher Sta. Cruz handles a homogenous class of grade 8 students. What is the age bracket of her
students?
a. Middle adulthood
 b. Adolescence
c. Young adulthood
d. Adulthood

9. Under nature and nurture principle, what does nature refer to?
a. Environment
b. Hereditary
c. Food
d. Shelter

10. A holistic process that includes emotions, personally and the growth of interpersonal relationships.
a. Physical growth
b. Psychosocial aspects
c. Cognitive aspects
d. None of the above

11. A capacity for change in response to positive or negative life experiences.

a. Elasticity
b. Moldability
c. Plasticity
d. Malleability

12. Teachers should consider the maturity level of the child in asking him/her to do something. Forcing a child
who is not mature or ready may lead to personality disturbance.
a. Principle of nature and nurture
b. Principle of stages of development in traits
c. Principle of growth is sequential
d. Principle of maturation and readiness

13. Teachers need to know which particular stage of growth the child is so he/she would know what to expect
and what to do to prepare the child for the next stage of development.
a. Principle of nature and nurture
b. Principle of stages of development in traits
c. Principle of growth is sequential
d. Principle of maturation and readiness

14. Knowledge of characteristic traits at different stages can be of considerable value for teachers in
choosing the appropriate activities as well as the methods of teaching.
a. Principle of nature and nurture
b. Principle of stages of development in traits
c. Principle of growth is sequential
 d. Principle of maturation and readiness

15. Teachers to take note or consider the family background of the child as well as the environment where
he/she was born or grew up to better understand him/her especially his/her behavior.
a. Principle of nature and nurture
b. Principle of stages of development in traits
c. Principle of growth is sequential
d. Principle of maturation and readiness

16. Children should never be compared unless their rate and pattern of growth have been taken into account.
a. Principle of nature and nurture
b. Principle of growth is patterned
c. Principle of growth is sequential
d. Principle of development may vary

17. Teacher to understand that girls mature earlier than boys. Growth rate maybe retarded by illness and certain
types of deprivation such as prolonged poor nutrition.
a. Principle of nature and nurture
b. Principle of growth is patterned
c. Principle of growth is sequential
d. Principle of development may vary

18. This is a stage when mothers undergo birth giving to their offspring.
a. Prenatal
b. Postnatal
c. Perinatal
d. Caesarian

19. Prenatal period extends from conception to birth and lasts about
a. 9 months
b. 10 months
c. 8 months
d. 7 months

20. Fertilized ovum is called

a. Ovary
b. Fetus
c. Egg
d. Zygote
21. Fertilized ovum is under what stage
a. Germinal stage
b. Fetal stage
c. Embryonic stage
d. Birth giving stage

22. These were the sequence where newborn abilities were developed.
I. Emotional ability
II. Motor ability
III. Sensory ability
a. II, I, II
b. I, II, II
c. III, II, I
d. I, III, I

23. This states that parts closer to the center of the infant’s body develop before parts farther away.
a. Cephalocaudal
b. Cephalodistal
c. Proximocaudal
d. Proximodistal

24. States that parts of the body closer to the head develop before parts closer to the feet. Cephalocaudal
25. This is the regularity/predictability of bodily functions such as eating, sleeping and bowel functioning of a
newborn. Rhythmicity
26. The length of time child orients to and focuses on objects or events of interests. Attention
span/persistence
27. This characteristic uses their parent as a safe home base from which they can wander off and explore their
environments. Secure attachment
28. This characteristic avoids or shows ambivalence or resistance toward their parent or caregiver. Insecure
attachment
29. This is imbalances between or contradictions between one’s own thoughts processes and environmental
events. Disequilibrium
30. This is a process by which a child uses old methods or experiences to deal with new situations.
Assimilation
31. This is the balanced, harmonious relationship between one’s cognitive structures and the environment.
Equilibrium
32. This is a process by which a child changes old methods to deal with or adjust to new situations.
Accommodation
33. This is an organized pattern of thought or action that a child constructs to make sense of some aspect of
his/her experience. Schema
34. These are Piaget’s stages of cognitive development except.
Sensorimotor stage informal operations
Preoperational stage concrete operations
35. This is when infants interact with and learn about their environments by relating their sensory experiences to
their motor experiences. Sensorimotor stage
36. This refers to seeing and thinking of the world only from your own viewpoint and having difficulty
appreciating someone else’s viewpoint. Egocentric thinking
37. This refers to the understanding that objects or events continue to exist even if they can no longer be heard,
touched or seen. Object permanence
38. This refers to the fact that even though the shape of some object or substance is changed, the total amount
remains the same. Conservation
39. Let the students have the feel of things through the hands-on activities. What principle does this statement
belong to? Learning by doing
40. Teachers should be very creative, resourceful and imaginative in teaching so as not to make the students as
well as themselves get bored. Concepts presented in varied ways
41. Teaching is a two-way process. It’s not always the teacher who will do the the talking and asking. Students
should be given a chance to do the same thing. Learning is added by formulating and asking questions
42. In giving tasks to students, the teacher should consider that the tasks are not too difficult nor too easy and
simple to do. Effort is put forth when tasks are challenging
43. According to him, “Individual learns when a previously neutral stimulus is paired with an unconditioned
stimulus until the neutral stimulus evokes a conditioned response.” Ivan Pavlov
44. He is a strong proponent of the importance of learning in human development and the father of a school of
thought known as behaviorism. John Watson
45. Believed that all learning is explained by bonds or connections that are formed between he stimulus and
response. Edward Thorndike
46. He viewed the infant as a tabula rasa to be written on by experience. Children have no inborn tendencies.
John Locke
47. Emphasized the greater influence of the environment or learning and behavior, that is either to reinforce or
eliminate. B. F. Skinner
48. The more intelligent a person and the more experience he has, the more capable he will be for gaining insight.
W. Kohler
49. Life space of an individual consists of everything one needs to know about a person in order to understand
his/her behavior in a specific psychological environment at a specific time. Kurt Lewin
50. Observational learning or Social Learning Theory or it signifies learning takes place when person observes
and then imitates the behavior of others. Albert Bandura
51. He is the proponent of Meaningful Learning Theory. David Ausubel
52. “Theory of Instruction” was created by? Jerome Brunner
53. The proponent of “Cumulative Leaning” is? Robert Gagne
54. Different developmental periods: Genital, Anal, Phallic
55. He was the one who proposed the eight developmental periods during which an individual’s primary goal is
to satisfy desires associated with social needs.
56. This is a set of information and rules organized around how either a male or a female should think and behave.
Gender Schemas
57. This is the traditional or stereotypic behaviors, attitudes and personality traits that parents, peers an society
expect us to have because we are male or female. Gender Roles
58. This emphasizes the influence of social and cognitive processes on how we interpret, organize and use
information. Social Role Theory
59. When children develop mental skills and interact with their environment, learn one set of rules for male
behaviors and another set of rules for female behavior is called Cognitive Developmental Theory
60. The first menstrual cycle of female during their adolescence period is called as Menarche.
61. Conforming to the standards of others, we value Good Boy/Nice Girl orientation is under what stage? Social
Approval/Conventional
62. This is how we describe ourselves and includes our values, goals, traits and perceptions, interests and
motivations. Self-identity
63. This feeling close and connected to someone develops through sharing and communicating. Intimacy
64. Every learner is unique. Why is this so? No two learners are alike in their abilities and interests.
65. What makes growth and maturation alike? Both are attributed to changes brought about by experience.