WGU D664 Exam 2025 | WGU D664 Objective Assessment
Final Exam | WGU D664 Learners and Learning Science OA
Exam | Just Released
Sensory Exploration
Definition: Activities that engage the senses—touch, sight, hearing, smell, and taste—help
children explore and understand the world around them.
Rationale: Sensory play helps build neural connections essential for cognitive growth and fine
motor skills. By exploring through multiple senses, children strengthen attention, observation,
and problem-solving abilities that form the foundation for later academic learning.
Trust vs. Mistrust Stage (Erikson)
Definition: Infants learn to rely on caregivers for their basic needs, fostering trust—while
inconsistency can lead to mistrust and anxiety.
Rationale: When caregivers provide consistent care and comfort, infants form a secure
attachment, which becomes the basis for emotional stability. Conversely, inconsistent or
neglectful caregiving can create fear and difficulty trusting others later in life.
Autonomy vs. Shame/Doubt Stage
Definition: This stage involves a child’s journey toward independence and decision-making
(ages 1–3).
Rationale: Allowing toddlers to make small choices builds self-confidence and a sense of
control. Overly strict or critical environments can lead to shame and doubt in their own abilities,
affecting independence later on.
Initiative vs. Guilt Stage
Definition: Children begin asserting control over their environment and initiating activities (ages
3–6).
Rationale: Positive reinforcement of curiosity and initiative encourages creativity and
leadership. Excessive punishment or discouragement can lead to feelings of guilt, reducing
motivation to explore or take initiative.
, Industry vs. Inferiority Stage
Definition: School-age children focus on mastering new skills, intellectual curiosity, and
achieving competence (ages 6–12).
Rationale: Recognition and praise for effort encourage a sense of accomplishment. Repeated
failure or criticism can create feelings of inferiority, leading to low academic confidence.
Identity vs. Role Confusion
Definition: Adolescents form a sense of self, influenced by peers, family, and societal
expectations (ages 12–19).
Rationale: This stage is critical for developing personal values and career goals. Supportive
environments help adolescents build stable identities; lack of guidance can cause confusion and
poor decision-making.
Sensorimotor Stage (Piaget)
Definition: Infants (0–2 years) explore through senses and movement, developing object
permanence.
Rationale: Through touching, looking, and listening, infants learn cause-and-effect and that
unseen objects still exist. This stage lays the groundwork for symbolic thought and future
learning.
Preoperational Stage (Piaget)
Definition: Children (2–7 years) use language and imagination to represent objects; thinking
remains egocentric.
Rationale: Pretend play and symbolic thought expand creativity, though logic is limited.
Teachers can use storytelling and play to strengthen communication and early reasoning.
Concrete Operational Stage (Piaget)
Definition: Children (7–11 years) develop logical thinking and understand conservation and
classification.
Rationale: This stage emphasizes hands-on learning and reasoning based on tangible examples.
Activities like sorting, measuring, and experimenting build foundational scientific and
mathematical reasoning.
Final Exam | WGU D664 Learners and Learning Science OA
Exam | Just Released
Sensory Exploration
Definition: Activities that engage the senses—touch, sight, hearing, smell, and taste—help
children explore and understand the world around them.
Rationale: Sensory play helps build neural connections essential for cognitive growth and fine
motor skills. By exploring through multiple senses, children strengthen attention, observation,
and problem-solving abilities that form the foundation for later academic learning.
Trust vs. Mistrust Stage (Erikson)
Definition: Infants learn to rely on caregivers for their basic needs, fostering trust—while
inconsistency can lead to mistrust and anxiety.
Rationale: When caregivers provide consistent care and comfort, infants form a secure
attachment, which becomes the basis for emotional stability. Conversely, inconsistent or
neglectful caregiving can create fear and difficulty trusting others later in life.
Autonomy vs. Shame/Doubt Stage
Definition: This stage involves a child’s journey toward independence and decision-making
(ages 1–3).
Rationale: Allowing toddlers to make small choices builds self-confidence and a sense of
control. Overly strict or critical environments can lead to shame and doubt in their own abilities,
affecting independence later on.
Initiative vs. Guilt Stage
Definition: Children begin asserting control over their environment and initiating activities (ages
3–6).
Rationale: Positive reinforcement of curiosity and initiative encourages creativity and
leadership. Excessive punishment or discouragement can lead to feelings of guilt, reducing
motivation to explore or take initiative.
, Industry vs. Inferiority Stage
Definition: School-age children focus on mastering new skills, intellectual curiosity, and
achieving competence (ages 6–12).
Rationale: Recognition and praise for effort encourage a sense of accomplishment. Repeated
failure or criticism can create feelings of inferiority, leading to low academic confidence.
Identity vs. Role Confusion
Definition: Adolescents form a sense of self, influenced by peers, family, and societal
expectations (ages 12–19).
Rationale: This stage is critical for developing personal values and career goals. Supportive
environments help adolescents build stable identities; lack of guidance can cause confusion and
poor decision-making.
Sensorimotor Stage (Piaget)
Definition: Infants (0–2 years) explore through senses and movement, developing object
permanence.
Rationale: Through touching, looking, and listening, infants learn cause-and-effect and that
unseen objects still exist. This stage lays the groundwork for symbolic thought and future
learning.
Preoperational Stage (Piaget)
Definition: Children (2–7 years) use language and imagination to represent objects; thinking
remains egocentric.
Rationale: Pretend play and symbolic thought expand creativity, though logic is limited.
Teachers can use storytelling and play to strengthen communication and early reasoning.
Concrete Operational Stage (Piaget)
Definition: Children (7–11 years) develop logical thinking and understand conservation and
classification.
Rationale: This stage emphasizes hands-on learning and reasoning based on tangible examples.
Activities like sorting, measuring, and experimenting build foundational scientific and
mathematical reasoning.
