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NCF 2005 treats boredom in a learner primarily as a signal that the task has become:
A{'text': 'Too challenging for the current age group', 'label': 'A'}
B{'text': 'Mechanically repetitive with little value', 'label': 'B'}
C{'text': "Inappropriate for the school's level", 'label': 'C'}
D{'text': "Above learners' developmental readiness", 'label': 'D'}
Answer & Solution
Correct answer: B. {'text': 'Mechanically repetitive with little value', 'label': 'B'}
1. NCF 2005 §2.3.2 lists principles of learning, one of which states: 'Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value.'
2. The framework does not treat boredom as a sign of over-difficulty or over-readiness; it is read as a cognitive-poverty signal.
3. The implication is that the teacher must re-design the task to engage with concepts, not increase its volume.
_Source: NCF 2005 Ch 2, p. 16, §2.3.2 (third bullet)_
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