Assertion (A) : The less able a child is to do a task the more directions the teachers should give and as the child can do more and more the teacher should help less and less.
Reason (R) : Intelligence cannot be accurately measured by calculating IQ.
Choose the correct option.

Correct option is A

Both (A) and (R) are true but (R) is not the correct explanation of (A). Assertion (A) refers to the pedagogical strategy of scaffolding, where the level of support and instruction provided by the teacher is adjusted based on the child's current abilities and competence with a task. As the child becomes more skilled and able to complete tasks independently, the teacher gradually reduces the amount of guidance and support, encouraging autonomy and skill mastery. This approach is consistent with Vygotsky's concept of the Zone of Proximal Development (ZPD) and is a widely accepted educational practice.
Reason (R) discusses the limitations of using IQ as the sole measure of intelligence, highlighting the complexity of human intelligence and the challenges associated with capturing its multifaceted nature through a single metric. While this is a valid point that reflects the views of many psychologists and educators, it does not directly explain or relate to the assertion about the application of scaffolding in teaching practices.
Information Booster:
The practice of adjusting support based on a learner's abilities is aimed at optimizing learning and is not directly related to the debate over the measurement of intelligence or the validity of IQ tests. Both concepts are important in educational psychology but address different aspects of learning and assessment.