Cambridge IGCSE Child Development 0637 — 2014 Oct/Nov Paper 1 · Variant 1

This document consists of 9 printed pages and 3 lined pages. DC (LK) 76915/4 © UCLES 2014 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 7 6 5 9 0 8 8 9 0 5 * CHILD DEVELOPMENT 0637/01 Paper 1 October/November 2014 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 an HB soft pencil for any diagrams or graphs. Do not use staples, paper clips, 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. PAPA CAMBRIDGE

2 0637/01/O/N/14 © UCLES 2014 Section A Answer all questions. 1 At around the age of 45 to 55 the menstruation cycle and periods gradually stop, making conception less likely. What is this stage called? …[1] 2 Give two possible risks associated with smoking during pregnancy. 1 … 2 … [2] 3 Give four advantages of breastfeeding. 1 … … 2 … … 3 … … 4 … … [4] 4 Give three possible reasons why a family may be a single-parent family. 1 … … 2 … … 3 … … [3]

3 0637/01/O/N/14 © UCLES 2014 [Turn over 5 State six possible behaviours displayed by children when separated from a loved one. 1 … 2 … 3 … 4 … 5 … 6 … [6] 6 State three situations with reasons, which can delay cognitive development. Situation … Reason … Situation … Reason … Situation … Reason … [6]

4 0637/01/O/N/14 © UCLES 2014 7 Young children need to learn about their emotions and how to manage them. Complete the table below to outline two possible causes for each emotion. Emotion Cause Shyness (i) (ii) Worry (i) (ii) Anger (i) (ii) Jealousy (i) (ii) [8] [Total: 30 marks]

5 0637/01/O/N/14 © UCLES 2014 [Turn over Section B Answer all questions. 8 (a) Give an explanation of how babies and young children might have the following types of immunity. Natural Immunity Explanation Actively acquired Passively acquired Artificial Immunity Explanation Actively acquired Passively acquired [8] (b) Explain how immunisation and vaccination programmes can help to prevent ill health in children. … … … … … … … …[4]

6 0637/01/O/N/14 © UCLES 2014 (c) Outline three diseases that can be immunised against, and describe the symptoms for each disease. Disease … Symptoms … Disease … Symptoms … Disease … Symptoms … [6] (d) Some sexually transmitted diseases can have an effect on fertility or pregnancy. List two of these and the possible consequences of each. Disease … Consequence… Disease … Consequence… [4]

7 0637/01/O/N/14 © UCLES 2014 [Turn over 9 Play is essential to children’s learning and development. (a) Explain how play can help to channel aggressive behaviour. … … … … … … … …[4] (b) Explain the term ‘manipulative play’ and give an example of an activity that would be suitable for each age given below. Explanation of term … … 10 month old … … 2 year old … … 4 year old … … [8] (c) Explain two types of information that might help a parent or carer to choose a toy that is safe for their child. 1 … … 2 … … [4]

8 0637/01/O/N/14 © UCLES 2014 (d) Describe three factors together with reasons that might suggest that a toy is not safe for children to use. Factor … Reason … Factor … Reason … Factor … Reason … [6] (e) Using suitable natural materials for play helps to stimulate a young child’s senses. Suggest three natural materials a young child might enjoy playing with and outline how it promotes sensory learning. 1 … … … … 2 … … … … 3 … … … … [6] [Total: 50 marks]

9 0637/01/O/N/14 © UCLES 2014 [Turn over Section C Answer one question. Write your answer on the following pages. 10 (a) Male and female babies are often viewed as having differing characteristics. Discuss the perceived differences in character, attainment and vulnerability between boys and girls. Explain ways that adults can help both genders to develop and learn equally. OR (b) Breastfeeding is usually best for babies and mothers. Some mothers choose not to breastfeed and use infant formula milk instead. Explain the differences between formula milk and breast milk. Discuss reasons why a mother might choose to feed her baby formula milk. [Total: 20 marks]

10 0637/01/O/N/14 © UCLES 2014 … … … … … … … … … … … … … … … … … … … … … … … … … … … …

11 0637/01/O/N/14 © UCLES 2014 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … …

12 0637/01/O/N/14 © UCLES 2014 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. 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. … … … … … … … … … … … … … … … … … … … … … … … …

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the October/November 2014 series 0637 CHILD DEVELOPMENT 0637/01 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 October/November 2014 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components. PAPA CAMBRIDGE

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0637 01 © Cambridge International Examinations 2014 Section A 1 The menopause [1] 2 Miscarriage, low birth weight, stillbirth, premature birth [2] 3 Right amount of food, right temperature, easily digested, easily absorbed, clean and safe, no preparation needed, always available, available on demand, has antibodies, thought to reduce risk of cot death, quick and easier during night feeding. Any sensible and correct answer may be awarded a mark. [4] 4 Death, divorce, separation, choice, ill health, imprisonment, rape [3] 5 Regression, temper tantrums, jealousy, bed wetting, nightmares/terrors, aggression, refusal to speak, clinginess, sleep disruption, withdrawal. Any reasonable correct answer may be awarded a mark. [6] 6 Learners must give three situations and reasons in order to be awarded full marks. One mark for each situation, one mark for each reason. Lack of opportunity to play– Play stimulates development and is how children learn Lack of being talked to– Children copy language and if they do not hear it they will fall behind in other areas such as social development Not being stimulated– Children need to have opportunities to test ideas and learn through exploration Deafness– Without hearing language children are not stimulated to speak and struggle to make sense of things happening around them. Poor eyesight– Prevents children from participating fully in their environment Ill health– Repeated ill health can affect social skills and learning because education might be missed out Bullying– This can affect self-esteem and confidence so children’s emotional development falls behind making them less able to learn. Abuse– Children who have been abused might suffer from pain and the effects of abuse, this will disrupt their concentration and ability to think and enjoy learning. Any other reasonable response may be awarded a mark. [6]

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0637 01 © Cambridge International Examinations 2014 7 There might be a variety of correct responses which may be awarded a mark. Shyness– meeting new people for the first time, being in a new environment such as school, nursery, when wanting to play with other children they do not know, when in the spotlight such as on stage or asked a question Worry– Will be many answers– starting school, nursery, missing main carer, becoming lost, breaking objects, losing something special Anger– When frustrated, losing a game, being unable to do something, wanting something someone else has Jealousy– When new sibling arrives, when someone has something child wants, of someone else’s achievement, not winning. [8] Section B 8 (a) Natural Immunity Explanation Actively acquired When a child comes into contact with an illness/pathogen or has developed the illness previously, such as chicken pox Passively acquired Through antibodies/protection passed through the placenta and breast milk during breastfeeding Artificial immunity Actively acquired This is a vaccination at a time when the child does not have the disease– e.g. through routine vaccination/immunisation programmes. Passively acquired Readymade antibodies, destroy antigens given when child has been infected and has no previous immunity– for example tetanus injection Italics suggest where marks will be awarded– for full marks there should be two part answers for each section. [8]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0637 01 © Cambridge International Examinations 2014 (b) Immunisations make the body produce the right type of antibodies to destroy the germs that cause that particular disease. The child is unlikely to go on to contract that disease, or will have only mild form. Immunisation reduces the cases of disease. If all parents have children immunisation, some diseases can be eradicated. Helps to keep children free from disease and so healthier. Reduces risk of epidemics. Reduces risk of side effects of illness. [4] (c) Diptheria– Blocked throat with layer of white mucus covering, poison damages the heart and brain. Tetanus– Muscles in neck and jaw tighten, pain and swelling Whooping cough– Bouts of coughing with a whoop sound. Haemophilus Influenza type b– Fever, rash and vomiting Polio– Infection of the spinal cord, fever and paralysis Meningitis B– Bulging fontanelle, head ache, high pitched cry, stiff neck, drowsiness, fits Measles– Fever, rash, cough, extreme coldness Mumps– Swelling and pain around the jaw Rubella– Mild disease that makes glands swell and red rash. Other correct answers may be awarded a mark. [6] (d) Full marks will only be awarded where there is correct answers, where there is identification of disease and consequences for all 4, as question asks. Chlamydia– No symptoms and can cause pelvic inflammatory disease which leads to infertility in both men and women. Can lead to premature birth in pregnancy. Gonorrhoea– Symptoms might not be present but can lead to infertility in both men and women. Increases risk of miscarriage in pregnancy. HIV– Can be passed through the placenta to the baby Herpes– Active herpes lesions during birth can be passed on to the baby. Syphilis– causes birth defects and miscarriage. Any other correct answer will be awarded a mark. [4]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0637 01 © Cambridge International Examinations 2014 9 (a) Explanation is needed in order to achieve full marks. Some areas of discussion could be– Distraction– When child starts to behave in unwanted way distracting child can prevent escalating into aggression– or in dispute between two children over one toy. Anger– Allows children to work through anger for example by rigorous play such as hammering pegs into board or bouncing on trampoline. Frustration– play allows children to experience frustration and try again and work through feelings Sharing– When children are unable to share, group play and turn taking helps to understand rules and taking turns. [8] (b) Explanation– Skilful use of hands– hand-eye coordination, eye and brain working together (2) 10 month old– Rattles, play gyms, push button noise toys. Mainly toys that make a noise or have a function so that the child is encouraged to repeat the activity– Any other suitable answer that promotes hand-eye coordination and is age appropriate may be awarded a mark.(2) 2 year old– Farm sets, toys cars, dolls house, bricks. Mainly toys that the child can manipulate and have ideas about what they are doing or how each works e.g. pushing the car along. Any other suitable answer that promotes hand-eye coordination and is age appropriate may be awarded a mark.(2) [4] 4 year old– Play dough, painting, scissors and craft materials. Examples should demonstrate children’s ability to extend upon ideas using their hands. Any other suitable answer that promotes hand-eye coordination and is age appropriate may be awarded a mark.(2) Marks will not be awarded where learners repeat activities or do not demonstrate development of complexity through age stage. [2] (c) Explanation is required for each. 2 marks for information, 2 marks for explanation for full marks. Age range– to make sure the toy is not too young or old. Could contain small parts. CE symbol– Mark that says that a toy meets European Union Toy Safety Directive. So is important to only buy toys with this mark. Lion Mark– Available in Britain to show a toy meets rigorous safety tests. Age guidance– so it is suitable for the age of the child. Iram Certificate or any other correct answer may be awarded a mark. [8]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0637 01 © Cambridge International Examinations 2014 (d) Broken pieces– can effect use, making playing dangerous Small parts– could be risk of swallowing causing choking, putting into ears and noses Purchased second hand/not from shop– Could be faulty, not contain instructions or have packaging missing with age guide. No safety information– Could be too young/old for child, might not be designed for use as a toy Not intended for children– could be decorative but not intended for play Very old– Might have dangerous paint (lead), flammable stuffing Been left outdoors for long period of time– Weather might affect parts and cause damage to materials. Any other reasonable answer that is correct may be awarded a mark. [6] (e) Items must be suitable for young children to play with, there may be a variety of correct answers that are awarded a mark. Mark only awarded where a sense is mentioned in response. Lemon– stimulates sense of smell and touch as has a smooth feeling Wooden spoon– can be used to hit floor making sound stimulating hearing Brushes, feathers, sponge– can be brushed across skin to cause a nice sensation stimulating sense of touch Large pebbles– cold to touch so stimulate touch Piece of leather– has strong odour so stimulates sense of smell [6]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0637 01 © Cambridge International Examinations 2014 Section C 10 (a) Answers must be in full, well written sentences. Responses could include Boys are generally perceived as being more active, energetic, aggressive and competitive than girls and so might be steered into activities that allow for expression of this and encouraged to act more energetically through sports and team games. Boys are seen as being more hands-on explorative learners and so might be encouraged to get dirty and enjoy outdoor activities. They are considered to be braver, and less likely to cry than girls. Might be discouraged from crying. Girls are considered to be weaker, fragile and more delicate than boys. They are seen as talkative and people friendly and so more time might be invested in spending time with girls. They are seen as being more likely to enjoy domestic chores and brought toys to promote this such as irons, tea sets. Girls are considered nurturing and given dolls and prams to foster this. Girls are considered likely to potty train earlier and so encouraged at a younger age. Tend to be allowed to cry and treated more sensitively. Equality in learning can be encouraged by having positive role models so children can aspire to be like someone they know. Having equal images of gender– by seeing non-gender stereotypical images girls can believe that they can be fire fighters and boys can be nurses. Having a workforce that look after children that are male and female. Encouraging all children’s interests and supporting their ideas when they want to try something that is unique– such as boys wanting to wear dresses. Having wide ranging resources and toys not just based upon gender. Allowing children to express their own ideas and listening to children. Challenging stereotypes and giving children different insights. Not using gendered language such as ‘policeman’ etc. Any other reasonable response may be awarded a mark. 0–6 marks Low level response, not all areas attempted, incorrect or inaccurate information, no development of responses, question misunderstood. 7–12 marks Medium level response, all parts attempted and some evidence of understanding differences between genders and possible support adults can give but limited development or some information lacking detail. 13–20 marks High level response. All parts answered well and information correct and accurate. The responses are well written and logical and include development such as examples to further support answer.

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0637 01 © Cambridge International Examinations 2014 (b) Formula milk contains different fats and proteins. Has more proteins, salt and minerals, less sugar and no human antibodies. Formula milk needs to be made each feed with water. It is expensive to buy, whereas breast milk is free. Has to be heated to correct temperature, breast milk is correct temperature. Can make baby more likely to develop gastroenteritis if bottles not sterilised correctly. Does not have any benefits for mothers health. Does not have health benefits for baby. Is not available on demand like breast milk. Can be given by anyone; breast milk has to be expressed to be given by someone else. Mothers might choose to use formula because they feel self conscious, do not like the idea of breastfeeding, are HIV positive, are returning to work soon after birth, want father/other to take turns in feeding, not confident baby is getting enough milk, ill health after birth, infant formula milk is advertised and so parents might feel it is a better choice, perceptions about breastfeeding and poverty, believing that formula milk is better for their baby. All responses need to be in sentences and full answers that explain each response as question asks. Any other reasonable response may be awarded a mark. 0–6 marks Low level response, not all areas attempted, incorrect or inaccurate information, no development of responses, question misunderstood. 7–12 marks Medium level response, all parts attempted and some evidence of understanding differences between breast and bottle but not explained, limited development or some information lacking detail. 13–20 marks High level response. All parts answered well and information correct and accurate. The responses are well written and logical and include development such as examples to further support answer. [2]