NIOS Class 12 Home Science Chapter 19 Growth and Development (6-11 yrs)

NIOS Class 12 Home Science Chapter 19 Growth and Development (6-11 yrs) Solutions to each chapter is provided in the list so that you can easily browse throughout different chapters NIOS Class 12 Home Science Chapter 19 Growth and Development (6-11 yrs) and select need one. NIOS Class 12 Home Science Chapter 19 Growth and Development (6-11 yrs) Question Answers Download PDF. NIOS Study Material of Class 12 Home Science Notes Paper 321.

NIOS Class 12 Home Science Chapter 19 Growth and Development (6-11 yrs)

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Also, you can read the NIOS book online in these sections Solutions by Expert Teachers as per National Institute of Open Schooling (NIOS) Book guidelines. These solutions are part of NIOS All Subject Solutions. Here we have given NIOS Class 12 Home Science Chapter 19 Growth and Development (6-11 yrs), NIOS Senior Secondary Course Home Science Solutions for All Chapter, You can practice these here.

Growth and Development (6-11 yrs)

Chapter: 19




Q. 1. Tick mark the most appropriate answer.

(i) By middle childhood, the number of teeth in a child’s mouth are

(a) 20

(b) 24

(c) 28

(d) 32

Ans: (c) 28

(ii) Head to body proportion during middle childhood is

(a) 1/8

(b) 1/6

(c) 1/4

(d) 1/2

Ans: (b) 1/6

(iii) All the bones of the body are formed by:

(a) infancy.

(b) early childhood.

(c) middle childhood.

(d) adolescence.

Ans: (c) middle childhood.

(iv) Boys are stronger because they have more:

(a) bones.

(b) muscles.

(c) fat.

(d) calcium.

Ans: (b) muscles.


Q. 1. Carefully read the list of activities given in column A. Rearrange them in column B as a child learns them age-wise. Mention the age in column C.

Column AColumn BColumn C
(i) Hops and jumps in small squaresSkips with both legs6 years
(ii) Skips with both legsHops and Jumps in small squares7 years
(iii) Runs and jumps hurdlesJumps as high as onself9 years
(iv) Jumps as high as oneselfRuns and Jumps hurdles10 years


Column AColumn BColumn C
(i) Hops and jumps in small squaresSkips with both legs7 years
(ii) Skips with both legsHops and Jumps in small squares6 years
(iii) Runs and jumps hurdlesJumps as high as onself10 years
(iv) Jumps as high as oneselfRuns and Jumps hurdles9 years

Q. 2. These activities are performed by you everyday. Separate the fine muscular coordination from the gross muscular coordination.

(i) Sharpening a pencil.

(ii) Walking on the road.

(iii) Eating food with spoon.

(iv) Climbing stairs.

(v) Running and jumping hurdles.

(vi) Tacking a button on the shirt.

Ans: Fine muscular coordination: 

(i) Sharpening a pencil.

(iii) Eating food with spoon.

(vi) Tacking a button on the shirt.

Gross muscular coordination:

(ii) Walking on the road.

(iv) Climbing stairs.

(v) Running and jumping hurdles.


State whether the following statements are true or false. Give justification for your answer.

(i) Children between 6-11 years get confused between words which are pronounced the same way but have different meanings. Justification __________.

Ans: False – 6-11 year olds cannot only differentiate between such words but also enjoy using them.

(ii) Children of middle childhood find it difficult to speak tongue twisters. Justification __________.

Ans: False – 6-11 year olds enjoy speaking tongue twisters.

(iii) Confident parents have confident children. Justification __________.

Ans: True – Confident parents bring up children democratically which helps in giving confidence to children.

(iv) Democratic method of disciplining hinders development of self-confidence in children. Justification __________.

Ans: False – It encourage self-confidence in children.

(v) Peer group provides emotional security and comfort. Justification __________.

Ans: True – They know that others also feel the same way on many similar issues.

(vi) Peer group makes children dependent on their parents. Justification __________.

Ans: False – They learn from each other’s experiences and gradually learn to be independent.


I. Using the following clues unscramble the letters to find out the various areas of cognitive develoment being exhibited:

(i) Seema arranged all the water bottles height wise. (SRAINOTIE)

Ans: Seriation.

(ii) Shankar is trying arrange six marbles in different shapes. (NIARSOCNEVTO)

Ans: Conservation.

(iii) Radhika replies loudly to tell her mother that she does not want to watch TV just now. (YAPHTME)

Ans: Empathy.

II. 1. When a child is able to arrange A,B and C in ascending order he/she is:

(a) 3 old.

(b) 5 year old.

(c) 6 year old.

(d) 10 year old. 

Ans: (a) 3 year old.

2. When a child is able to say that a car moving at 50 miles/hour speed will reach its destination before the one moving at 40 miles/hour he/she is:

(a) 3 years old. 

(b) 5 years old.

(c) 6 years old.

(d) 10 years old.

Ans: (d) 10 years old.

3. A 9 year old child can arrange leaves from plants in

(a) one way.

(b) two different ways.

(c) ten different ways. 

(d) many different ways.

Ans: (c) ten different ways.

4. Differentiation between fantasy and reality comes to a child when he/she is

(a) 3 years old.

(b) 5 years old.

(c) between 3-5 years of age. 

(d) between 6-11 years of age.

Ans: (c) between 3-5 years of age. 


Q. 1. Describe how the physical and motor development in middle childhood is different from early childhood.

Ans: Physical growth:

1. During infancy and early childhood, children grow from top to bottom (cephalocaudal). However, during middle childhood, we reverse in development – we grow from bottom to top.

2. In the early periods of development, we also grow proximodistal (from center outward). This development reverses during middle childhood.

3. Females accumulate more fat after the age of 8 (note, this accumulation continues throughout adolescence).

Q. 2. Give examples to show how the socio-emotional development of an 8 year old child is different from a 4 year old.

Ans: The 4 to 8 year old changes in four ways: physically, mentally, socially and emotionally. However, as you read about these changes, keep in mind, that each child grows at his or her own rate. It is important not to compare children. Your child may be going through the stages at a slower or faster rate than your neighbour’s child. This doesn’t mean your child is less intelligent, has less potential or will not catch up. The ages and stages are listed for a range in years since the abilities and changes occur a time span of several years.

EmotionalDevelopment4 year olds5 year olds6-8 year olds
FeelingIncreased feelings of security when adults are not present. Intense frustration may lead youth to turn back to infant behaviours, i.e., thumb sucking, beginning to be able to say how they feel- happy, sad, proud and excited.Is independent and very secure in this independence as wide range of emotions and feelings which are easily expressed. Sometime during the year the child may become emotionally intense. Is starting to interpret the feelings of others.More realistic fears replace common fears of ghosts, creatures in dark places. New fears revolve around school, friendships and family income. Ability to feel for others. Release tension through physical activity. Strong desire for affection and attention of parents. A lot of “reporting” of the child’s activities to the family.
Self ImageSense of self or self- concept continues to develop and needs strengthening.Self-concept continues to need strengthening.Good and bad is what’s approved by the family. Positive self esteem grows through successful experiences. Sensitive to criticism and does not know how to accept failure. May try out new behaviour or imitate a friend to see how it feels and who they are.
Social Development PlayPlays well with other children. Beys and girls have similar interests, so will often play together and share same toys such as dolls or trucks. Beginning to learn that others have “rights” as games are played.Seems to play best with children of the same age and plays better outdoors than indoors. Physical aggression, like hitting another child, decreases, however, verbal aggression, like name calling may increase.Girls don’t want boys playing in their games and vice versa. Children tend to be competitive, bossy and unhappy if they lose in a competition. Like to win or be first in competition.
FriendsFriendships with peers are constantly being worked out. Friendships change often-one minute s/he is a friend, next minute a fighting enemy.“Best friends” can still change quickly. School provides the perfect opportunity for getting together with friends and meeting new people.Most children have a best friend” and often an “enemy”. Friends are likely to be of the same sex. Friend influence is growing. Concerned about being liked by their friends.
Adult InfluenceInvolved in jealousy and rivalry to gain parents’ approval.Being good and “big” is very important.Tattling is one common way to attract adult attention. Becoming attached to another adult besides parent, i.e., teacher, caregiver, club leader.

Q. 3. Give the details of language development of a 10 year old child. 

Ans: Language is made up of socially shared rules that include the following:

(i) What words mean (e.g., “star” can refer to a bright object in the night sky or a celebrity). 

(ii) How to make new words (e.g., friend, friendly, unfriendly).

(iii) How to put words together (e.g., “Priti walked to the new store” rather than “Priti walk store new”). 

(iv) What word combinations are best in what situations (“Would you mind moving your foot?” could quickly change to “Get off my foot, please!” if the first request did not produce results).

Language development results from a complex interweaving of biological and social/ environmental factors. Childhood is in two stages. The first stage, ages 0-6, attend the early school, beginning at ages three, the second stage, ages 6-12, children enter the school’s elementary grade. Whereas in the first stage a child lives primarly within the life of the family and a limited area outside the home, children in the second stage of development begin to interact in a larger social arena, within larger and more complex settings and in an increasingly interdependent society.

Language is a powerful tool to enhance cognitive development. Using language allows the child to communicate with others and solve problems. By age eight, children are able to demonstrate some basic understanding of less concrete concepts, including time and money. However, the eight-year old still reasons in concrete ways and has difficulty understanding abstract ideas.

As with physical development, the cognitive. development of middle childhood is slow and steady. Children in this stage are building upon skills gained in early childhood and preparing for the next phase of their cognitive development. Children’s reasoning is very rule based.

Middle childhood is also a time when children develop competence in interpersonal and social relationships. Children have a growing peer orientation, yet they are strongly influenced by their family. The social skills learned through peer and family relationships and children’s increasing ability to participate in meaningful interpersonal communication.

Q. 4. What are the cognitive characteristics of a 11 year old child? 

Ans: Middle marks the beginning of concrete operational thinking, occurring at around age 7, in which fantasy or “make-believe” type of thinking gives way to logical thinking and the ability to understand cause-and-effect relationships. Children in middle childhood (ages 6-11) continue to grow in their mental abilities, physical abilities, use of language, self-control, friendships, and social skills. They are usually able to think logically and know the difference between fantasy and reality. They get better at problem- solving skills, show a longer attention span, become increasingly aware of time and the world around them, and learn to organise and plan.

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