KNEC

9018

UDECTE

CHILD DEVELOPMENT AND PSYCHOLOGY WITH INCLUSIVE EDUCATION

Section A: Child Development and Psychology (70 Marks)

1. Role of Play in Child Growth and Development (10 marks)

a. Explain the role of play in child growth and development. (5 marks)

1. Physical Development: Play activities like running, jumping, and climbing help
develop gross motor skills, while activities such as drawing or puzzles enhance
fine motor skills.

2. Cognitive Development: Through play, children learn to solve problems, make

decisions, and think creatively. It enhances their memory, attention span, and
ability to process information.

3. Social Development: Play encourages children to interact with their peers,

learn to share, take turns, and understand social norms and rules.

4. Emotional Development: Play allows children to express their feelings, develop

empathy, and build self-confidence. It helps them understand and manage their
emotions.

5. Language Development: During play, children communicate with others,

expanding their vocabulary, improving their grammar, and enhancing their
conversational skills.
b. Identify five types of play together with the materials used. (5 marks)

1. Constructive Play: Building blocks, LEGO sets, construction toys.

2. Pretend Play: Dolls, action figures, costumes, play kitchen sets.

3. Physical Play: Balls, jump ropes, playground equipment.

4. Sensory Play: Sand, water tables, play dough, sensory bins.

5. Board Games: Puzzles, board games, card games.

2. Adverse Effects of Rhesus Factors in Blood (10 marks)

a. List down all the possible group types a mother would have. (4 marks)

1. A+

2. A-

3. B+

4. B-

5. AB+

6. AB-

7. O+

8. O-
b. Distinguish between a universal donor and a universal recipient of blood. (2
marks)

1. Universal Donor: An individual with O- blood type can donate blood to any
other blood type because O- blood lacks A, B, and Rh antigens.

2. Universal Recipient: An individual with AB+ blood type can receive blood from
any other blood type because AB+ blood contains all A, B, and Rh antigens, thus
not reacting against any other blood type.

c. Describe the adverse effects of the Rhesus factor in blood to expectant

mothers. (4 marks)

1. Hemolytic Disease of the Newborn (HDN): If an Rh-negative mother carries an

Rh-positive baby, her immune system may produce antibodies that attack the
baby's red blood cells, leading to anemia, jaundice, or even fetal death.

2. Miscarriage: Severe incompatibility may result in the mother's body rejecting

the fetus, leading to a miscarriage.

3. Severe Jaundice: High levels of bilirubin from the breakdown of red blood cells
can cause jaundice in newborns, potentially leading to brain damage if untreated.

4. Hydrops Fetalis: This severe condition involves an abnormal accumulation of

fluid in the fetal tissues and organs, leading to heart failure and death if not
treated promptly.
3. Materials for Holistic Development of Children (10 marks)

a. Prepare a list of five materials the school should acquire. (5 marks)

1. Books: Picture books, storybooks, educational books.

2. Art Supplies: Crayons, paints, clay, drawing paper.

3. Educational Toys: Puzzles, building blocks, educational games.

4. Musical Instruments: Drums, tambourines, maracas.

5. Sports Equipment: Balls, jump ropes, cones for obstacle courses.

b. Explain the importance of the materials listed in a) above. (5 marks)

1. Books: Enhance literacy skills, foster a love for reading, and improve
comprehension and vocabulary.

2. Art Supplies: Encourage creativity and self-expression, improve fine motor

skills, and help children understand and manage emotions.

3. Educational Toys: Develop problem-solving skills, promote logical thinking, and

enhance fine motor coordination.

4. Musical Instruments: Improve auditory skills, encourage rhythmic movement,

and promote understanding of patterns and sequences.

5. Sports Equipment: Promote physical health, improve gross motor skills,

encourage teamwork and cooperation.
4. Cognitive Abilities Development (10 marks)

a. Identify any five cognitive abilities learners should develop. (5 marks)

1. Memory

2. Attention

3. Problem-solving

4. Language

5. Critical thinking

b. Describe a learning activity for developing each of the five cognitive abilities
in a) above. (5 marks)

1. Memory: Playing memory matching games where children flip cards to find
pairs.

2. Attention: Engaging in "Simon Says" to follow instructions and maintain focus.

3. Problem-solving: Providing puzzles or simple mazes for children to solve.

4. Language: Reading aloud and discussing stories to expand vocabulary and

comprehension.

5. Critical thinking: Encouraging children to sort objects by size, color, or shape,

and explain their reasoning.
5. Motivation in Learning (10 marks)

a. Distinguish between intrinsic and extrinsic motivation. (4 marks)

1. Intrinsic Motivation: The drive to engage in an activity for its own sake, due to
personal interest, enjoyment, or inherent satisfaction.

2. Extrinsic Motivation: The drive to perform an activity to achieve an external

reward or avoid punishment, such as receiving praise, grades, or prizes.

b. Describe three types of reinforcement a teacher would apply in a class of

young children. (6 marks)

1. Positive Reinforcement: Giving praise, stickers, or small rewards to encourage

desired behavior.

2. Negative Reinforcement: Removing an unpleasant task when a child

demonstrates desired behavior, such as stopping a repetitive drill when a child
answers correctly.

3. Social Reinforcement: Providing social approval through smiling, clapping, or

verbal encouragement to reinforce good behavior.
6. Bloom’s Classification of Cognitive Levels (10 marks)

a. Distinguish between the revised Bloom’s classification of cognitive levels of

2001 and the earlier version of 1956. (4 marks)

1. 1956 Version: Focused on six cognitive domains: Knowledge, Comprehension,

Application, Analysis, Synthesis, and Evaluation.

2. 2001 Revised Version: Updated to include Remembering, Understanding,

Applying, Analyzing, Evaluating, and Creating. The revisions also incorporated a
dynamic model, emphasizing that cognitive processes are interrelated.

b. Develop one question indicating the expected response in each of the highest
three levels of cognition according to the revised Bloom’s (2001) taxonomy. (6
marks)

1. Analyzing: "Compare and contrast the characters of the two main protagonists
in the story."

- Expected Response: A detailed comparison highlighting similarities and

differences in characteristics, motivations, and development.

2. Evaluating: "Evaluate the effectiveness of the author's use of symbolism in the

narrative."

- Expected Response: A reasoned judgment on how well the symbolism

conveyed deeper meanings and contributed to the overall theme.

3. Creating: "Create an alternative ending to the story that maintains the original
themes and tone."
 - Expected Response: A new ending that is coherent with the story's themes
and style, demonstrating originality and creativity.

7. Language Acquisition (10 marks)

a. Explain five principles of language development. (5 marks)

1. Interaction: Children learn language through social interactions with caregivers

and peers.

2. Imitation: Children imitate the speech they hear from others, which helps them
learn pronunciation and sentence structure.

3. Repetition: Repeating words and phrases reinforces learning and aids in

memorization.

4. Contextual Learning: Children acquire language more effectively when it is

used in meaningful and relevant contexts.

5. Incremental Learning: Language development occurs gradually, with children

building on their existing knowledge to acquire new vocabulary and grammatical
structures.

b. Outline five stages of language development. (5 marks)

1. Pre-linguistic Stage: From birth to around 12 months, characterized by cooing,

babbling, and the use of gestures.

2. Single-word Stage: Around 12 to 18 months, where children begin to use

single words to convey whole sentences (holophrases).
3. Two-word Stage: Around 18 to 24 months, where children start combining two
words to form simple sentences (telegraphic speech).

4. Early Multi-word Stage: Around 24 to 30 months, characterized by the use of

short sentences with a basic grammatical structure.

5. Later Multi-word Stage: From 30 months onwards, where children’s sentences

become more complex, incorporating proper grammar and a broader vocabulary.

Section B: Inclusive Education (30 Marks)

8. Special Schools and Inclusive Education (10 marks)

a. Identify four special schools in terms of type of disability, level of basic

education, and location in the country (Kenya). (8 marks)

1. Kilimani Primary School for the Deaf:

- Type of Disability: Hearing impairment

- Level: Primary

- Location: Nairobi

2. Kibos School for the Blind:

- Type of Disability: Visual impairment

- Level: Primary and Secondary

- Location: Kisumu
3. Joytown Primary School:

- Type of Disability: Physical disabilities

- Level: Primary

- Location: Thika