Cambridge IGCSE Child Development 0637 — 2019 May/June Paper 1 · Variant 1

This document consists of 9 printed pages, 3 lined pages and 4 blank pages. DC (CE) 181060 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education * 6 2 8 0 6 5 5 7 3 1 * CHILD DEVELOPMENT 0637/11 Paper 1 May/June 2019 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 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.

2 0637/11/M/J/19 © UCLES 2019 Section A Answer all questions. 1 Give two ways of assessing young children’s development. 1 … … 2 … … [2] 2 There are differences in the physical characteristics of adult males and females. Give three physical characteristics that females have that are different from males. 1 … … 2 … … 3 … … [3] 3 Give four possible effects of smoking during pregnancy. 1 … … 2 … … 3 … … 4 … … [4]

3 0637/11/M/J/19 © UCLES 2019 [Turn over 4 Explain how each type of twin pregnancy occurs at conception. Identical twins Non-identical twins [6] 5 Pre-term or premature babies might need special care after their birth. State three types of extra care that pre-term babies might need. 1 … … 2 … … 3 … … [3]

4 0637/11/M/J/19 © UCLES 2019 6 Complete the table to give four reasons why mothers might choose a hospital or home birth. Home 1 2 3 4 Hospital 1 2 3 4 [8] 7 Give two ways that parents and carers can help to encourage young children to enjoy bath and meal times. Bath times … … Meal times … … [4] [Total: 30]

5 0637/11/M/J/19 © UCLES 2019 [Turn over Section B Answer all questions. 8 (a) Ill health can have a huge impact on normal life. Complete the table to describe one possible symptom and one long term effect of each sexually transmitted disease. Disease Symptoms Long term effects Chlamydia Genital Herpes Syphilis HIV [8] (b) Some illnesses can be dangerous during pregnancy. Describe the possible effects for the baby if a pregnant woman catches Rubella. … … … … … … [3]

6 0637/11/M/J/19 © UCLES 2019 (c) Some treatments for illnesses can have side effects, including infertility. Give two possible treatments for infertility. Explain how each treatment works. Type of treatment How it works [6] (d) Immunisation/vaccination can help to prevent some diseases. Discuss the reasons why some parents might choose not to immunise or vaccinate their children. … … … … … … … … … … [5] (e) Some children might need special care to meet their needs. Explain one type of provision for sick children and how it helps the child. Type of provision … How it helps the child … … … … … … [4]

7 0637/11/M/J/19 © UCLES 2019 [Turn over 9 (a) Young children often learn about relationships from imitating others. Explain how role play can help children to learn about relationships. … … … … … … … … … … … … [6] (b) The relationship between young children and their parents/carers is important. Explain two reasons why the relationship can be disrupted. Reason 1 … … … … … … Reason 2 … … … … … … [6]

8 0637/11/M/J/19 © UCLES 2019 (c) Young children need to build relationships with other children. Explain two ways that parents can help them to do this. … … … … … … … … [4] (d) When developing relationships with others, children might experience new emotions. Outline two possible causes for each emotion in children. Emotion Possible cause Shyness 1 2 Anxiety 1 2 Jealousy 1 2 Anger 1 2 [8] [Total: 50]

9 0637/11/M/J/19 © UCLES 2019 [Turn over Section C Answer one question. 10 (a) Attitudes towards marriage and partnerships are affected by social class and cultural differences. Outline how each can affect attitudes towards different pairings, such as same sex marriage and arranged marriage. Discuss the possible implications for parenting in each pairing. [20] Or (b) Children need to become independent through learning self-help skills. Outline how parents and carers can help children to become independent in eating and drinking, toileting and dressing. Explain what safety measures parents need to take to help keep children safe in the kitchen and bathroom as they become more independent. [20] [Total: 20]

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16 0637/11/M/J/19 © UCLES 2019 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. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. BLANK PAGE

This document consists of 11 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education CHILD DEVELOPMENT 0637/11 Paper 1 Theory May/June 2019 MARK SCHEME Maximum Mark: 100 Published 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0637/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 2 of 11 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0637/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 3 of 11 Question Answer Marks SECTION A 1 Height, weight, head circumference, comparing to developmental milestones. Any other correct response should be given a mark. 2 2 Must be a physical characteristic – possible answers might include: genitals (vagina, vulva), wider hips, breasts, lack of hair on face. Any other correct response should be given a mark. 3 3 Miscarriage, low birth weight of baby, still birth, premature birth, higher risk of sudden infant death. Any other correct response should be given a mark. 4 4 Identical twins One egg is fertilised by one sperm and splits into two, babies share same placenta, babies will be same sex (3) Non identical twins Two separate eggs are fertilised by two sperm each baby has own placenta, babies might have different mother or father, babies might be male or female (3) 6 5 Answers might include: Needing a feeding tube, having oxygen (help with breathing), warmth (incubator), protection from infection. One mark for each different type of care. Any other correct response should be given a mark. 3 6 Home Familiar surroundings, friends and relatives can visit when they wish, older children can be involved, less noise, mum might feel calmer and less stressed, mum has her own time for doing things. 1 mark per response maximum of 4 Hospital Help is at hand in an emergency, no need to do washing, can have a break from visitors, support with breast feeding. 1 mark per response maximum of 4 Any other correct response should be given a mark. 8

0637/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 4 of 11 Question Answer Marks 7 Bath times Add toys, add bubbles, keep the water warm. (2) Meal times Provide small meals, make food look appealing, give child friendly cutlery, sit with children. (2) Any correct response should be given a mark. 4

0637/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 5 of 11 Question Answer Marks SECTION B 8(a) There might be a range of responses. Description needed. Disease Symptoms Long term effects Chlamydia Often has no symptoms at all. (1) Can lead to infertility in males and females. (1) Genital Herpes Blisters on genitals, pain and itching. (1) Not harmful to long term health but unpleasant and painful. (1) Syphilis Sore spots in genital area, pain when urinating. (1) Serious complications affect the heart and brain and can lead to death. (1) HIV No early signs, can develop flu symptoms after exposure to virus. (1) Develops into AIDS if untreated resulting in death. (1) 8 8(b) Effects can be: blindness which means the baby cannot see the world around them leading to difficulty in learning; heart disease which can lead to the child needing medication or operations; learning disabilities which can delay the child’s development and their potential to attend school. Any correct response should be given a mark. 3 8(c) Type of treatment How it works Sperm donation A donor gives sperm which is used to fertilise the egg and implanted in the womb. Egg donation A donor gives an egg that is fertilised with a sperm and implanted in the womb. IVF Egg and sperm are fertilised outside of the body and implanted in the womb, both could be donated or own couples’ egg and sperm. Award one mark for each correctly identified type of treatment and up to two marks for an explanation of how each works. The learner may describe surrogacy as a treatment, Where this is the case, explanation must be given as to why this is a treatment for fertility. Adoption not awarded a mark. 6

0637/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 6 of 11 Question Answer Marks 8(d) Possible responses include: Parents are fearful that the vaccination/immunisation will cause unwanted side effects; parents might not have enough money to be able to afford immunisations/vaccinations; parents might dislike the idea of chemicals in their children’s bodies and chose natural methods, such as breastfeeding; some parents might feel that children will have immunity from mixing with other children who have been vaccinated/immunised. Accept any other reasonable response. Marks will be awarded where there is discussion and at least two reasons are explained in depth. 5 8(e) Award one mark for the identification of a correct provision and up to three marks for an explanation of how the provision will help the child. Provision How it helps the child Hospital This is a medical facility. The hospital will be able to offer support for the child, including counselling and discussion to understand their illness, they will offer pain relief to make the child to feel more comfortable. Hospice This supports children at the end of their life. They will help children to prepare for death and support them to think about end of life care and activities. The children will have pain relief and treatment to make them more comfortable. Respite care When children are very poorly respite care helps families. Children might be taken to a place where they can play or have some rest. There will be specialist people who know about their condition and can give them treatment and support. Any correct response should be given a mark. 4

0637/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 7 of 11 Question Answer Marks 9(a) Responses will be varied. Any correct response should be awarded marks. Explanations may include specific examples of role play which should be linked to how children learn about relationships. Possible answers include: Children pretend to be other people they encounter such as parents, teachers and doctors. By acting like other people they can start to understand the way that other people act in different situations, helping children to develop empathy. Children can act out things that confuse or upset them in a safe way. By doing this they can develop their thinking without any risk to themselves and can start to work out how to deal with difficult situations. Children can understand how they fit into family life and express strong emotions such as jealousy or anger without getting told off by parents/carers. Any correct response should be given a mark. 6 9(b) Award up to 3 marks for each reason. Reasons should be explained. If a parent dies this will lead to children having no contact with the parent and will lead to grief. If a parent is in hospital for a long period this might frighten and upset children. They might be unable to fulfil the role as parent and so the child forms a closer bond with another care giver. If a parent is in prison the child will not have regular contact with them and they will be unable to fulfil the role of parent. Children might stop seeing the parent for a period of time or they may be unsuitable to have contact with the child. Parents who work away will have less time with their children and this can lead children to not building such a close bond with them. They might not respond to the absent parent as well, such as not wanting affection from them when upset. Any correct response should be given a mark. 6 9(c) Answers might include: Taking children to places outside of the home where they can play with other children, such as toddler groups and playgrounds. The parent can also invite other children round to their house to play and supervise children to help them to learn to share and take turns. Children can attend nurseries and learn to play together as part of a group. Children also need supervision to play with their siblings so they know that they must be kind, share and take turns. Any correct response should be given a mark. 4

0637/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 8 of 11 Question Answer Marks 9(d) There will be a wide variation in correct responses. Responses must not be repeated and no mark will be awarded where this is the case. The response must be relevant to the emotion shown. Maximum of 8 marks, two for each emotion. Emotion Possible cause Shyness Meeting new people for the first time, such as family members or friends. New situations such as starting school or nursery for the first time. (2) Anxiety Separation from parents or main carer can make children anxious. Children sometimes have a comfort item, if this is lost children can become very upset and will not settle without it. (2) Jealousy Having a new baby in the family so the child feels left out or not having enough of adult’s attention. Children might get jealous if they see a child has something that they want. (2) Anger Children might be unable to express their feelings and so they become angry and start to shout and have a tantrum. Children might become angry if another child takes something that belongs to them. (2) 8

0637/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 9 of 11 Question Answer Marks SECTION C 10(a) 0–7 low level response The response does not link to the question specifically. The candidate has attempted only part of the question. Responses are bullet points or not clearly explained or relevant. 8–11 Medium level response The candidate has answered all parts of the question although without the same depth. The candidate has made some logical links between how social class and cultural differences can affect attitudes towards same sex and arranged marriages. There will be reference to, and may be some discussion of, the implications for parenting in the different pairings. 12–20 High level response Both question parts have been responded to well and in depth. Several good responses have been given for the ways that social class and cultural differences can affect attitudes towards same sex and arranged marriages. There is a discussion of the possible implications for parenting in same sex and arranged marriages. Indicative content: Same sex marriages are considered unacceptable in some cultures. Some religions and faiths believe that homosexuality is wrong. This can cause people who are homosexual to hide their relationship from the public and their family. This can lead to people being very unhappy. In some countries, homosexual couples can celebrate their love for each other by having their relationship recognised through marriage. For others, they might face a life of persecution and violence or even death because of their sexuality. Some people who want to have a same sex marriage sacrifice their relationship with their families who refuse to recognise their partner. They might be unable to practice the religion they grew up in because it is not compatible with their relationship. This causes a great deal of distress and anxiety to all concerned. In some countries and cultures, parents arrange the marriage of their children. This is so they can help to choose a person for their child to marry who they feel is suitable. This can sometimes mean that the bride and groom barely know each other when they get married. Some of these marriages are very successful and happy and last for several years. However, some people are not happy with the choices their family have made for them and do not fall in love with their partner. This can lead to them feeling unhappy and trapped. In some circumstances, divorce is not an option because their religion does not allow it. When a couple have a same sex marriage or relationship they are not able to conceive a baby naturally because a male sperm and female egg is needed to do this. Therefore, they will need help to conceive or raise children. Some families will adopt children and raise the children together as their own. It is possible for couples to have artificial insemination in order to conceive. Female couples can use sperm donated by a male. Sometimes, the female whose egg has been used does not have the egg implanted in her womb so that both parents have a physical connection with the baby. 20

0637/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 10 of 11 Question Answer Marks 10(a) In male couples, a surrogate mother will give birth to the baby that might have been created using one or both of the partner’s sperm. In an arranged marriage, couples might not have had an opportunity to discuss their beliefs about parenting before they married. This can mean that they have different ideas about how many children they want to have and when they want to have them. This can cause anxiety. The female may not want to have a baby straight away or may feel ready to have a baby when her partner does not. Having a shared culture, the parents might be more likely to have the same beliefs when raising children and want them to follow their religion and culture. 10(b) 0–7 low level response The response does not link to the question specifically. The candidate has attempted only part of the question. Responses are bullet points or not clearly explained or relevant. 8–11 Medium level response The candidate has answered all parts of the question although without the same depth. The candidate has outlined some ways that parents/carers can help children to become independent in one of the skills (eating, toileting, dressing) but has not covered all three. There may be some mention of safety measures, but this will not be very detailed. 12–20 High level response Both question parts have been responded to well and in depth. Several good responses have been given for the ways that parents/carers can help children to become independent in eating, toileting and dressing. There is a good explanation of safety measures. Indicative content: The best way for children to learn is by watching others and having a go for themselves. Parents can help with this by letting children see them do things and not being worried about them making a mistake or a mess. When helping children to feed themselves, parents can give children finger food when they are very young. They can also give children a spoon so they practice to feed themselves. Cups with a lid help children to drink without spilling this over themselves. Eating with their family will help young children to develop good manners and to enjoy eating. Parents should not rush their children and should make meal times an enjoyable occasion. Children will need to wear nappies when they are young. Parent must help them to learn how to hold on and use the toilet. Parents need to provide a potty or a step to help children to be able to go to the toilet comfortably. They also need to reassure children when they have an accident that this is ok. Children can become anxious if they have a bad experience when using the toilet. Accidents are common in the early stages of parenting so parents need to be patient. Children also need to wear clothes that are easy to get on and off when they first start to use the toilet by themselves. 20

0637/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 11 of 11 Question Answer Marks 10(b) Children need to wear clothes and shoes that are easy to get on and off. Clothes that have too many zips or buttons are difficult for young children to put on. Shoes with laces are too difficult for young children to use so they need slip on shoes and pull on clothes. Parents can lay out children’s clothes in the morning and praise and encourage them when they manage to dress themselves. When children start to use the bathroom by themselves parents need to make sure it is safe for them. Any dangerous chemicals, such as toilet cleaners should be removed or locked away. Razors and scissors must be locked out of reach. Medication should be put out of children’s reach as these can be very toxic for young children and an overdose can be fatal. In the kitchen, kettles can be a risk because children can pull these over themselves and burn themselves. The oven is hot and children will have no concept of this danger so a stair gate could be used to prevent children from going in to the kitchen or a guard placed over the oven door. Knives need to be kept in a drawer or out of reach.