Cambridge IGCSE Child Development 0637 — 2013 May/June Paper 1 · Variant 1

This document consists of 8 printed pages, 3 lined pages and 1 blank page. DC (SJF/JG) 60878/3 © UCLES 2013 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 8 3 1 9 6 0 3 3 7 4 * CHILD DEVELOPMENT 0637/11 Paper 1 May/June 2013 2 hours Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams or graphs. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Section A and Section B Answer all questions. Section C Answer one question. Write your answers in the spaces provided on the Question Paper. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. For Examiner’s Use Section A Section B Section C Total

2 0637/11/M/J/13 © UCLES 2013 For Examiner’s Use Section A Answer all questions. 1 State two ways of measuring growth. (i) … …[1] (ii) … …[1] 2 Explain the term development. … …[1] 3 List six environmental influences upon development. (i) … (ii) … (iii) … (iv) … (v) … (vi) …[6] 4 What is the average length of the female menstrual cycle? …[1] 5 Outline the five stages of the menstrual cycle. (i) … (ii) … (iii) … (iv) … (v) …[5]

3 0637/11/M/J/13 © UCLES 2013 [Turn over For Examiner’s Use 6 Label the five parts marked on the diagram of the female reproductive system below. … … … … … [5] 7 (a) Explain how identical (uniovular) twins occur. … …[2] (b) Explain how non-identical (binovular) twins occur. … …[2] 8 List three possible reasons for male infertility and three reasons for female infertility. (a) Male … … …[3] (b) Female … … …[3] [Total: 30 marks]

4 0637/11/M/J/13 © UCLES 2013 For Examiner’s Use Section B Answer all questions. 9 (a) Outline three different signs and/or symptoms of each of the infectious diseases listed below. The first one has been completed as an example. Disease Signs and/or Symptoms Mumps Painful swelling in the glands around the jaw line, aching, ear ache, high temperature. (i) Whooping cough (ii) Chicken Pox (iii) Measles (iv) Meningitis [12] (b) Immunisation programmes can help to reduce the likelihood of children contracting some infectious diseases. State five reasons why some parents decide against having their child immunised. 1 … 2 … 3 … 4 … 5 …[5]

5 0637/11/M/J/13 © UCLES 2013 [Turn over For Examiner’s Use (c) List six items that might be found in a first aid kit and give one use for each. 1 … … 2 … … 3 … … 4 … … 5 … … 6 … …[6] 10 (a) Name and describe four types of play. The first one has been completed as an example. Name Description Physical Where children use gross motor skills or large muscles. (i) (ii) (iii) (iv) [8]

6 0637/11/M/J/13 © UCLES 2013 For Examiner’s Use (b) State one suitable toy for each of the following children and explain how it helps promote development. (i) A 3 month old who prefers to lie on its back. … …[2] (ii) A 6 month old who is not mobile, but is sitting up. … …[2] (iii) A 9 month old who is crawling. … …[2] (iv) A 16 month old who is walking steadily. … …[2] (c) Explain five points to consider when selecting toys for children. 1 … … 2 … … 3 … … 4 … … 5 … …[5]

7 0637/11/M/J/13 © UCLES 2013 [Turn over For Examiner’s Use (d) Describe two places designed especially for children to play in the community. 1 … … 2 … …[2] (e) Give four benefits of encouraging children to play with natural materials. 1 … … 2 … … 3 … … 4 … …[4] [Total: 50 marks]

8 0637/11/M/J/13 © UCLES 2013 Section C Answer one question. Answer (a) or (b) of this question. Write your answers on the following pages. 11 (a) Many women undergo routine checks and procedures during pregnancy. Explain what checks and procedures are available. Discuss the benefits of these for parents. [Total: 20 marks] OR (b) Children go through many changes in their normal routine, some of these are planned and some are unplanned. Explain what these changes could be. Discuss the possible feelings and behaviours the child might show in these situations. [Total: 20 marks] [Total for paper 100 marks]

9 0637/11/M/J/13 © UCLES 2013 [Turn over For Examiner’s Use … … … … … … … … … … … … … … … … … … … … … … … … … … … …

10 0637/11/M/J/13 © UCLES 2013 For Examiner’s Use … … … … … … … … … … … … … … … … … … … … … … … … … … … …

11 0637/11/M/J/13 © UCLES 2013 For Examiner’s Use … … … … … … … … … … … … … … … … … … … … … … … … … … … …

12 0637/11/M/J/13 © UCLES 2013 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2013 series 0637 CHILD DEVELOPMENT 0637/11 Paper 1 (Theory Paper), maximum raw mark 100 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0637 11 © Cambridge International Examinations 2013 Section A 1 Weight, height and size. Two to be given for full marks. [2] 2 The process of gaining, learning new skills or learning to control physical actions, growth. Total of one point awarded. [1] 3 Environmental factors – Where the child lives, who cares for them, whether they attend nursery/preschool, friends, parental engagement/encouragement, culture, education, finances, diet. [6] 4 28 days [1] 5 1 Menstruation/period 2 Repair, lining of the womb/uterus starts to develop 3 Ovulation, egg released 4 Receptive phase, lining of the womb thickens 5 Pre-menstruation, lining of the uterus/womb breaks down. [5] 6 Fallopian tube, ovary, uterus/womb, cervix, vagina. [5] 7 (a) One sperm fertilises one egg and divides into two. (2) [4] (b) Two sperm fertilise two eggs. (2) [4] In order to achieve 4 marks the italics section must be completed. 8 Male Blockage of the vas deferens due to STI, very low sperm count, contracted mumps, cancer treatment, poor diet lifestyle, injury. (3) Female Damaged fallopian tubes, irregular hormone levels, fibroids, polycystic ovary syndrome, endometriosis, cancer treatment, age, STI, poor diet. (3) [6] [Total: 30]

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0637 11 © Cambridge International Examinations 2013 Section B 9 (a) Whooping cough – restlessness, persistent coughing ending in a whoop, disturbed sleep, fretfulness, watery eyes, drooling, distress. (3) Meningitis – Fever, vomiting, rash, high pitched cry, bulging fontanelle, headache, stiff neck, drowsiness, unresponsive, dislike of bright lights, fits. (3) Chicken pox – Small blistery spots, intense itching, agitation, feeling unwell, high temperature. (3) Measles – Fever, severe coldness, cough, rash develops on face and body, feeling unwell. (3) [12] (b) Fear of side effects of immunisation, upset by thought of needles, do not see benefit of immunisation, parents had disease and were not overly unwell, think it is not effective, dislike chemicals, their child is unwell, they think breastfeeding will provide immunity, media reporting. [5] (c) Wipes (used to clean wound), plasters (to cover wound), gauze (to cover wound), bandages (to stem bleeding, support broken bones, cover wound), sling (to elevate arm injury), tape (to secure bandage), safety pins (to secure bandage), scissors (to cut bandages to size or tape), tweezers (to remove foreign objects such as splinter), eye bath (to flush out foreign bodies), eye pads (to cover injured eye), plastic gloves (to prevent the spread of infection), disposal bag (to dispose of soiled items to reduce the spread of infection). This list is not exhaustive. [6] 10 (a) Four of the following – Physical – Where children use gross motor skills or large/big muscles. Imitative – Copying the actions of others. Imaginary/pretend – Making up games and activities from own imagination. Exploratory – Learning through discovery or trial and error. Creative – Making something from own ideas such as art work, dance or song. Solitary – Playing alone in the company of others. Looking on – Watching others, then often copying what they are doing. Parallel – Playing alongside, but not with others. Co-operative – Playing together, sharing resources and equipment, negotiating roles. [8] (b) 1 Should suggest toys that respond/operate without action and can be seen from lying down on back (mobiles, rattles, baby gyms, light displays, musical toys). This stimulates the senses. 2 Toys that will remain static, these could be placed just out of reach to encourage crawling but would not roll away and frustrate (push button/pop up toys, books, dolls, stacking rings, shape sorters). 3 Toys that will move freely and can be followed or moved along (balls, large cars, bricks, electronic movement toys) This promotes movement and develops large muscles. 4 Toys that the child can move themselves (push-a-long, ride on, play tables, pull along toys). To encourage co ordination and balance. There might be varied correct answers. [8]

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0637 11 © Cambridge International Examinations 2013 (c) Cost – whether the toy is expensive. Age of child – if the toy is too small and could be a choking hazard or too easy or difficult. Play value, – whether there are open ended opportunities for the child to play. Strong/durable – if it will last after repeated use or play. Sustained interest – whether the child will remain engaged and interested to want to play with it. Developing learning – if the child will learn new things by playing with it. Environmentally sound – whether the materials it is made from are recyclable and biodegradable. Natural – if the material is natural, appealing – if it encourages the child to want to play with it, links to child’s interest – whether it contains images of a child’s favourite character or is related to what they enjoy. Safety – if it is non toxic, does not contain sharp edges or has loose ties or cords. [5] (d) Places should be specifically for play – Parks – open field spaces where children can run around freely. Parks – with slides and swings and equipment to encourage rigorous play. Preschools – where children can go to play without their parents to socialise with other children. Parent and toddler groups – where children and parents meet with others and children play with toys. Indoor play centres – large areas for physical play, such as climbing frames. Adventure playgrounds – outdoor areas where children can climb on apparatus etc. [2] (e) Stimulates children’s senses, encourages imaginative play, helps children to understand world, helps hand eye co-ordination, encourages explorative play, helps to promote language, builds concentration. [4]

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0637 11 © Cambridge International Examinations 2013 Section C 11 (a) Responses might include the names of individual checks and procedures such as blood test, weight, blood pressure, urine test, vaginal examination, baby’s heart beat, ultra scan, nuchal translucency, serum, amniocentesis, chronic villus sampling. Reasons for testing could include: Confirms dates of pregnancy Check normality of growth Check number of babies Determine sex Check for Down’s syndrome Check size, function and position of placenta Detect spina bifida, hydrocephalus, cleft palate Detect heart, brain, liver and kidney abnormality Check for ectopic pregnancy Detection of STI Determining blood groups Benefits for parents: Reassurance Gives them chance to see the baby Promotes bonding Helps to make decisions early if abnormality found Prepares parents for multiple birth Helps to keep mother to be safe Can help make decisions on birth options Can find out sex Does not harm mother or baby 0–6 marks – Low level response, suggestion the purpose is to see the baby without explaining the medical purpose. Benefits for parents not adequately explained or areas not covered. 7–12 marks – Medium response, each area covered but not in detail. Medical and emotional, social reasons given. Accurate reasons given for scanning in pregnancy. 13–20 marks – High level response, includes stages or dating for scans with explanation for why. Accurate explanation of why scans are carried out social, emotional and medical reasons given in detail. Or (b) Answers should be explained and expanded upon. It is expected that there will be comment upon planned and unplanned changes such as Transitions could be: Planned – Starting school, nursery, going on holiday, hospital stay, moving house, arrival of sibling, introduction of step family. Unplanned – Death of a parent/close relative, serious illness, parental divorce, moving home unexpected, death of a pet, accident/injury. Resulting emotions and feelings: Frightened, scared, nervous, anxious, shy, excited, jealous, angry, confused. Behaviours could include: Tearfulness

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0637 11 © Cambridge International Examinations 2013 Standing by the door where parent left Hiding face Not wanting to join in Regression Quietness Lashing out Crying Searching Panic It is expected that responses will be given in structured sentences for example: An unplanned change children might experience is the death of a close relative. This will be a shock for the child as they were not expecting it. They are likely to feel confused, sad, angry and scared that another family member might also die. They might start to become clingy to members of their family, wanting to stay with them all the time. They might start to cry over little things because they feel sad and cannot express it. 0–6 marks – Low level, not all areas attempted, poor understanding of questions or misunderstood question. Inappropriate or incorrect explanations given. Limited development and weak responses. Responses are listed and not explained. 7–11 marks – Well explained transition. Feelings and behaviour outlined briefly but without depth or development. Limited responses to some sections or repeated responses. No fluid sentences and development. 12–20 marks – High level response, good suggestion for transitions and feelings and behaviours are relevant to transition chosen. Developmentally accurate behaviours for stage described. [20]