Western Governors University D094 Educational Psychology and Development of Children and Adolescents, Task 1 Video Observation: Four Classroom Cases Read Through Development and Learning Theory

Submit a Task 1 Video Observation response of roughly 1,200 to 1,800 words, four to six pages, built from four ATLAS classroom videos and answering the cognitive development, psychosocial, and learning theory prompts for each case. Western Governors University scores this performance assessment against a competency rubric, so every prompt needs an answer before any single answer gets polished.

Assessment Context

Western Governors University runs D094 Educational Psychology and Development of Children and Adolescents through the Teachers College, and Task 1 Video Observation carries the performance assessment code DJM4 in the current course version, with DJM3 named for the earlier version. Students who open the wrong task template lose days to formatting confusion before they write a sentence. The task asks for observation evidence, not opinion: each prompt requires a named theory, a described classroom moment, and an explanation of the link between the two. Modules 1 through 4 supply the theory, and Modules 5 and 6 supply the developmental barrier and learning needs vocabulary that the fourth video demands. The course page sits behind the WGU learning portal, so this brief rebuilds the task from the published ATLAS video list, the course module structure, and submissions from the last three terms. Where the portal prompt differs, the portal governs.

Evaluators return two failure patterns again and again. Students describe a lesson for a paragraph and then name a theorist at the end, which leaves the link unproven. Students also answer all four sections with Piaget and no other framework, which signals that one video was watched carefully and the other three were skimmed.

Competencies Assessed

• Identify developmental expectations in the physical, cognitive, social, emotional, and linguistic domains for children and adolescents.
• Apply Piaget or Vygotsky to a classroom moment and explain which features of the moment the theory accounts for.
• Place observed student behaviour inside one of Erikson’s first six psychosocial stages and justify the placement.
• Distinguish behaviourism, cognitivism, constructivism, and humanism by pointing to what a teacher does and what students then do.
• Name a developmental barrier and the instructional support that answers it.
• Write for a professional education audience, with source attribution where a claim rests on published work.

Task Instructions

1. Confirm the task code in your course portal before writing. Templates for DJM3 and DJM4 differ in prompt wording and in the number of required sections.
2. Open the ATLAS video library through the link posted in the course, and select one video from each of the four sections: Elementary School, Middle School, High School, and Students with Unique Needs.
3. Record the exact video title and case number at the head of each section. Evaluators check the number against the ATLAS catalogue, and an unnumbered response cannot be verified.
4. Answer every prompt under each video in prose paragraphs rather than bullet lists. One well-developed paragraph per prompt is the convention.
5. Follow the four-step pattern under each prompt: describe the moment, name the concept, explain why the moment counts as that concept, then state what the practice made possible for the learners.
6. Vary the frameworks across the four cases. If the elementary case uses Vygotsky, the middle school case should use Piaget, and the high school case should use a learning theory other than the one already applied.
7. Write the reflection last, in first person, and tie it to a decision you would carry into your own classroom.
8. Run the submission checklist in the course before uploading. A task missing one section returns as not yet competent regardless of the quality of the others.

Required Response Structure

Section	Video Source	Prompts to Answer
A. Elementary School	One video from the elementary list, with title and case number	A1 cognitive development through Piaget or Vygotsky, with one described example; A2 the Erikson stage the students occupy and why the evidence fits; A3 the learning theory the teacher’s practice reflects, with one example
B. Middle School	One video from the middle school list, with title and case number	B1 cognitive development, using a different theorist from section A; B2 the Erikson stage and its evidence; B3 the learning theory in use, named and illustrated
C. High School	One video from the high school list, with title and case number	C1 cognitive development, again shifting theorist; C2 the Erikson stage; C3 the learning theory, with attention to how the teacher handles abstract reasoning or self-regulation
D. Students with Unique Needs	One video from the unique needs list, with title and case number	D1 the developmental or learning barrier visible in the footage; D2 the instructional or environmental support the teacher provides; D3 the theory that explains why the support works

Section D does the most work toward the rubric and receives the least attention. Naming a barrier requires precision. A student who struggles to decode print has a language and literacy barrier, not a generic learning problem, and the support that follows must match. Pair the barrier with one strategy the footage actually shows, then explain the mechanism in one sentence.

Video Selection Rules

• Choose videos you can describe concretely. A lecture-heavy high school clip gives you little to analyse, while a group task or a demonstration gives you scaffolding, modelling, and feedback to work with.
• Watch each video twice. First pass for the sequence of events, second pass for the teacher’s exact words and the students’ responses.
• Take timestamped notes. A note that reads “teacher models at 4:10, students repeat at 6:30” produces a paragraph that an evaluator can trust.
• Do not reuse a video that appears in a posted sample response. Overlap with circulating samples invites an originality review.

Evidence and Citation Standards

• Cite the course text or a peer-reviewed source where you define a theory. Three to six sources across the task is a working range.
• Attribute every direct quotation. Paraphrased theory needs a citation as well, because the definition belongs to someone.
• Use APA 7th edition for in-text citations and the reference list. WGU accepts APA across Teachers College performance assessments.
• Keep first person for the reflection only. Theory sections read in third person, and mixing the two inside one paragraph weakens the analysis.

Submission and Academic Authenticity

• Upload as a single document through the performance assessment portal. No fixed word count applies, so length serves clarity rather than a target.
• Use 11 or 12 point font, double spacing, and a title page naming the task code, your name, and the date.
• Submit through the originality checker before final upload. Matches concentrated in the theory sections indicate copied definitions.
• Generative tools may support planning and proofreading. Copied or lightly edited generated prose counts as a conduct matter under the WGU Student Code of Conduct, and evaluators recognise the flat register within a paragraph.

Marking Criteria

WGU scores each rubric line at competent, approaching competence, or not yet competent, and the task passes only when every line reaches competent. The substance column shows how much of the response each line governs, which helps when a partner institution converts the task into a graded rubric.

Rubric Line	Substance	Not Yet Competent	Approaching Competence	Competent
Coverage of all four sections	15%	One or more sections missing, or video title and case number absent.	All sections present, with a case number missing or a prompt answered in a fragment.	All four sections complete, each headed by the exact video title and case number, every prompt answered in prose.
Cognitive development application	25%	Theorist named without an example, or the example does not match the theory.	Example described and theory named, with the link asserted rather than explained.	Example described precisely, the relevant construct named, and the reason the example counts as that construct made explicit, including a plausible limit.
Psychosocial stage placement	20%	Stage named incorrectly for the age group, or no evidence offered.	Stage correct, evidence thin or read off the students’ age alone.	Stage named with developmental reasoning and supported by behaviour visible in the footage, not by the grade level alone.
Learning theory identification	20%	Theory label applied loosely, or several theories listed without commitment.	Theory identified with one example, and the mechanism left unstated.	Theory identified and defended through the teacher’s moves and the students’ responses, with a competing reading acknowledged and set aside.
Barrier and support analysis	12%	Barrier described in vague terms, or support unrelated to the barrier.	Barrier named and support described, with the connection implied.	Barrier named with domain precision, the observed support described, and the reason the support reduces the barrier explained.
Professional writing and sources	8%	Sources uncited, APA absent, or errors that obscure meaning.	Citations present with formatting slips, or prose that reads as summary throughout.	Sources cited and referenced in clean APA 7th edition, prose direct and free of padding, reflection written in a genuine first person.

Example Student Response

In the second grade classroom shown in Observing and Measuring the Weather, the teacher hands each group a different instrument and asks the group to explain its reading to the class before anyone records a number. That sequence is scaffolding inside Vygotsky’s zone of proximal development as an overarching concept, because the children attempt the measurement with peer and teacher support before they attempt it alone (Eun, 2019). Erik Erikson’s industry versus inferiority stage fits the same footage: the children want their recorded data to be correct and look to the teacher for confirmation that the work counts. Behaviorist traces appear when the teacher praises a correctly read gauge, though the lesson leans constructivist because students build the meaning of the instrument together. Naming three theorists is not the goal. The goal is showing which evidence supports which claim, sentence by sentence. A reader should be able to check each assertion against a moment in the video, and that check is what separates analysis from description.

Video 1903, Analyzing Differences Between Parallel and Series Circuits, offers a cleaner example of cognitive load handled well, since the teacher labels every component on the diagram before asking for a prediction. Cognitivist theory accounts for the move, because the labelled diagram reduces what a student must hold in working memory while reasoning about current flow. Grade ten students occupy Piaget’s formal operational stage, and the teacher tests that assumption by demanding a prediction before any meter reading. Motivation deserves a sentence here, since Ryan and Deci (2020) show that supports for autonomy, competence, and relatedness predict persistence across educational levels. The teacher in this footage supports competence by letting groups check their own predictions against the instrument instead of announcing the answer. Keep the paragraph disciplined: the prompt asks for one theory and an example, not a catalogue. Six well-evidenced sentences carry more weight than a paragraph that names every framework in the module.

Scaffolding Holds Up Beyond Primary Grades

Students often treat scaffolding as a primary school technique and then struggle to find it in the high school footage. Reeve and Cheon (2021) describe autonomy-supportive teaching as a set of observable instructional moves rather than a personality trait, and the same logic applies to scaffolding: both are visible in what a teacher says and when support is withdrawn. Secondary footage rewards close attention to fading. A teacher who models a procedure once and then removes the model, leaving students to work with a partially completed example, is running a scaffold that a casual viewer would miss. Pairing that observation with the competence need from self-determination theory gives the paragraph an analytic spine that theory-naming alone cannot provide. Students who write about fading also avoid the common error of calling any teacher assistance scaffolding, including assistance that never gets withdrawn.

Where Observation Responses Slip

Searches for help on this task cluster around one question: why a complete-looking submission returns as not yet competent.

• Reading age as evidence of stage. A grade level narrows the possibilities but never settles the placement, and evaluators look for behaviour in the footage.
• Listing theories instead of choosing one. A paragraph that names behaviourism, cognitivism, and constructivism without committing reads as indecision.
• Describing a lesson and appending a theorist at the end, which leaves the causal link unproven and the analysis hollow.

Play-based settings produce a further confusion. Students watching an early years video sometimes claim that young children learn only through free play, then struggle to connect the observation to any framework. Zosh et al. (2018) argue that play should be understood as a spectrum running from free play to guided play to games, which gives a student precise language for what a teacher is doing when she shapes a play episode without directing it. That vocabulary produces a defensible claim about guided play and its role in concept learning. A claim about free play alone tends to collapse into description, because free play offers the observer very little teacher action to analyse.

Stage Theory Under Pressure

Stage frameworks earn their place in a rubric because they organise observation, and they deserve one honest caveat. Eun (2019) shows that the zone of proximal development carries meanings well beyond the simple “can do with help” gloss that circulates in teacher training, which suggests that a student who writes one clean sentence about the construct has done more than a student who repeats the slogan. Ages attached to Piaget’s stages describe typical sequences rather than guarantees, and a classroom will always contain a student working two stages below the grade-level expectation. Writing the caveat as a sentence of hedge, not a paragraph of retreat, keeps the analysis credible. Evaluators reward a student who names the limit of a theory while still using it, since that combination demonstrates control rather than doubt. Keep the hedge specific: state which observation the theory explains well and which observation it handles awkwardly.

Closing Judgement on the Task

Task 1 rewards a student who treats each video as evidence rather than illustration. Choose four clips with visible teacher decisions, because a lecture gives an observer almost nothing to work with and a group task gives plenty. Answer every prompt in the order the rubric lists them, then check that no section leans on the same theorist as its neighbour. Keep each paragraph anchored to a described moment, since the link between footage and theory is what the evaluator is actually scoring. Cite the course text where a definition appears, and keep the references short enough to verify. A response that could be read alongside the video by a sceptical colleague has met the standard, and nothing beyond that standard earns extra credit.

References

Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941

Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Western Governors University. (2025). D094 Educational psychology and development of children and adolescents: Course of study and performance assessment guidance. WGU Teachers College.

Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Solis, S. L., & Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124. https://doi.org/10.3389/fpsyg.2018.01124

+++++++++++++++++++++++++++++++++++++++++++++++++

WGU D094 Task 1 Video Observation: A Guide to Analysing Child Development and Learning Theories Across Four Classroom Cases

Assessment Overview and Purpose

Western Governors University (WGU) assesses D094 Educational Psychology and Development of Children and Adolescents through classroom observations that connect educational theory with teaching practice. Task 1 Video Observation asks students to examine classroom instruction across four educational settings: elementary school, middle school, high school, and students with unique needs. The assessment requires students to recognise developmental characteristics, interpret student behaviour, and explain how instructional decisions influence learning.

Strong submissions use observable classroom evidence to support each theoretical claim. A description of a teacher’s lesson does not establish an understanding of educational psychology unless the writer explains why the teacher’s actions reflect a particular theory. For example, students working together may demonstrate Vygotsky’s sociocultural approach when peer interaction and teacher guidance help them complete tasks beyond their independent abilities (Eun, 2019). The analysis must connect the classroom activity, the theoretical concept, and the learning outcome.

Assessment version requires attention. Students should confirm whether their course portal identifies Task 1 as DJM4 or DJM3 before using a template. The assessment code, prompt wording, section sequence, and rubric take precedence over external assignment guides. Publicly available student examples demonstrate that different versions and prompt arrangements circulate online.

Selecting the Four ATLAS Classroom Videos

Students must select one video from each category in the WGU supporting documents. The ATLAS collection provides authentic classroom cases that illustrate teaching practices and student learning across different educational settings. Access the collection through the course’s designated video observation link.

Video selection matters because each classroom must provide enough observable evidence to support the required theoretical analysis. Group discussions, practical activities, teacher demonstrations, independent assignments, and structured assessments offer different opportunities to identify developmental characteristics and instructional strategies.

The publicly indexed video list includes the following examples. Students should confirm every title and case number against their current portal materials before submission.

Classroom category	Video title and case number	Grade
Elementary School	Observing and Measuring the Weather, Case 53	2
Elementary School	Focusing on Two-Dimensional Geometry, Case 1757	5
Middle School	Using Discourse to Support Students’ Understanding of Multiplying Fractions, Case 238	6
Middle School	Clarifying Misconceptions About Photosynthesis and Respiration, Case 2533	6
High School	Working with Quadratic Formulas, Case 985	9–12
High School	Analyzing Differences Between Parallel and Series Circuits Using Evidence, Case 1903	10–12
Students with Unique Needs	Building Fluency through Developing Letter-Sound Relationships, Case 729	3
Students with Unique Needs	Using Collaborative and Reciprocal Learning with English Language Learners, Case 1292	9

A useful selection considers the teaching methods that students can observe rather than the subject matter alone. A mathematics lesson with small-group problem-solving may provide evidence of peer scaffolding, whereas a science lesson with practical measurements may show how concrete experiences support children’s reasoning.

Students should watch each selected video at least twice. The first viewing establishes the overall lesson sequence. The second identifies specific teacher actions, student responses, instructional adjustments, and evidence of learning. Timestamped notes make the final analysis more precise.

Applying Developmental and Learning Theories

Elementary School: Cognitive Development and Psychosocial Growth

The elementary classroom provides opportunities to examine how children develop logical reasoning, acquire foundational knowledge, and establish confidence in academic activities. Piaget’s theory offers a useful framework for examining cognitive development. Children in the concrete operational period generally develop stronger logical reasoning skills when they work with familiar objects, observable events, and practical examples (Carpendale et al., 2020).

For example, the teacher in Observing and Measuring the Weather, Case 53, introduces instruments that allow students to measure weather conditions. The activity offers a possible connection to concrete operational thinking because students work with measurable information rather than relying entirely on abstract explanations. A student applying Vygotsky’s theory instead could examine how teacher guidance and peer discussion support students as they complete unfamiliar tasks. The distinction matters: Piaget explains changes in children’s reasoning, whereas Vygotsky emphasises the social and cultural conditions that support cognitive development (Eun, 2019).

Erikson’s industry versus inferiority stage often provides the strongest psychosocial starting point for elementary-aged learners. Children develop confidence through opportunities to demonstrate competence, complete meaningful assignments, and receive constructive feedback. The writer should identify evidence of persistence, participation, pride in completed work, or concern about academic performance before assigning the stage. Age alone does not establish psychosocial development.

The learning theory section should identify the instructional approach that best explains the teacher’s observable actions. Behaviourism may apply when the teacher uses reinforcement and immediate feedback to encourage particular behaviours. Cognitivism may better explain lessons that activate prior knowledge, organise information, and support memory. Constructivism fits activities in which children investigate problems and develop their own understanding. Humanistic approaches place greater attention on learner interests, autonomy, belonging, and personal development.

Middle School: Developing Reasoning and Social Identity

Middle school students experience changes in their cognitive abilities, social relationships, emotional responses, and academic expectations. Their growing capacity for analytical thinking allows them to examine explanations, compare evidence, and question previously held assumptions. Piaget’s theory can explain the development of more sophisticated reasoning, whereas Vygotsky’s approach can explain the contribution of discussion and collaborative problem-solving.

Students who analyse a scientific misconception, for example, may compare their initial explanations with evidence presented during instruction. The teacher may support this process through targeted questions, vocabulary explanations, or guided discussion. Such observations provide stronger evidence of learning than a general statement that students participate actively.

Erikson’s identity versus role confusion stage often becomes relevant during adolescence. Peer relationships, personal interests, independence, and an emerging sense of identity influence classroom participation. Students may express individuality through their opinions, academic interests, leadership roles, and responses to group activities. However, a discussion activity alone does not establish identity development. The writer should identify behaviour that demonstrates exploration of personal interests, social belonging, or developing independence (Crocetti, 2026).

The learning theory analysis should focus on the teacher’s instructional decisions. For example, constructivist instruction may appear when students discuss competing explanations before reaching a shared conclusion. Conversely, cognitivist instruction may appear when the teacher organises difficult information into manageable stages and activates students’ existing knowledge. The paragraph should identify the dominant approach rather than present several unrelated theories.

High School: Abstract Thinking and Self-Regulation

High school students face increasingly demanding academic tasks that often require independent reasoning, critical analysis, and long-term planning. Piaget’s formal operational stage provides a framework for examining abstract thought, hypothetical reasoning, and the ability to consider possible outcomes. Students working with quadratic formulas or electrical circuits may demonstrate these abilities when they develop predictions, interpret relationships, and evaluate the results of calculations or experiments.

However, formal operational thinking should not be assumed in every adolescent simply because of age or grade level. Students develop reasoning skills at different rates, and classroom performance can depend on familiarity with the content, previous instruction, and the complexity of the task. Carpendale et al. (2020) provide a useful contemporary discussion of Piaget’s theory and its continuing relevance.

Erikson’s identity versus role confusion stage also offers a suitable starting point for adolescent psychosocial analysis. Students may demonstrate developing identity through personal opinions, subject preferences, career interests, and increasing responsibility for their academic decisions. The writer should connect these characteristics to actual classroom behaviour.

Learning theory analysis should account for the relationship between instruction and independent thinking. A teacher who divides a demanding mathematical procedure into smaller stages, activates prior knowledge, and checks understanding may demonstrate cognitivist principles. Alternatively, a teacher who allows students to develop explanations through investigation may reflect constructivist practice. Self-regulation also deserves attention because students increasingly need to monitor their progress and evaluate their own understanding.

Students with Unique Needs: Identifying Barriers and Instructional Support

The unique-needs section requires a precise examination of individual learning needs. Generic statements about learning difficulties provide little educational value. The writer should identify the specific barrier visible in the classroom and explain how the teacher’s actions address it.

For example, Building Fluency through Developing Letter-Sound Relationships, Case 729, provides a possible context for examining early literacy development. A student who struggles to connect written letters with spoken sounds may experience a phonological processing or decoding difficulty. The writer should describe the actual challenge demonstrated in the recording rather than infer a medical diagnosis or disability from limited evidence.

Instructional support must correspond to the observed barrier. Explicit teacher modelling, repeated sound practice, visual prompts, guided responses, and structured feedback can support students who need additional assistance with letter-sound relationships. The analysis should explain how the particular strategy reduces the identified difficulty. For instance, visual representations can help students connect spoken sounds with written symbols, whereas guided practice gives them opportunities to apply the relationship with immediate assistance.

Carpenter et al. (2023) emphasise the importance of identifying and arranging appropriate supports so that students with intellectual and developmental disabilities can participate meaningfully in general education settings. The central analytical question concerns access: does the instructional adjustment allow the student to participate in the learning activity and demonstrate understanding?

Other videos may present different needs, including language acquisition, sensory processing, attention, or difficulty interpreting written information. Students should distinguish these barriers rather than treating them as interchangeable. A language learner may require vocabulary previews and visual explanations, whereas a student with sensory access needs may require changes to the classroom environment or presentation of information.

Writing the Observation and Supporting the Analysis

Each response should follow a clear analytical sequence. The writer identifies a classroom moment, describes the relevant behaviour, introduces the theoretical concept, and explains how the moment demonstrates that concept. The paragraph should finish with the educational significance of the practice.

Theory definitions require academic sources. Nasir et al. (2021) explain that learning involves cognitive, social, cultural, and developmental processes. Their discussion helps students distinguish theories that focus on reinforcement from those that emphasise mental processing and social participation. Ryan and Deci (2020) provide additional research on autonomy, competence, and relatedness, particularly when analysing student motivation and learner-centred instruction.

APA 7th edition provides the required referencing format for the supplied D094 assessment instructions. Students should cite paraphrased theoretical explanations as well as direct quotations. A reference list should contain every source cited in the response, with working DOI links where available.

The assignment should use clear headings corresponding to the assessment sections. Each video heading should include its exact title and case number. Paragraphs should contain specific observations rather than extended summaries of the lesson. A target of approximately 1,200–1,800 words can help organise the work when the portal does not specify another length, although students must follow the current assessment requirements.

Reflection and Final Submission Review

The final reflection should connect classroom observations with future teaching decisions. It should use the first person and identify a specific practice that the writer would adopt. For example, an observation of effective scaffolding may influence the decision to model unfamiliar tasks, provide guided practice, and gradually reduce assistance as students gain independence.

The reflection should also recognise that children do not develop at identical rates. Effective teaching requires educators to consider differences in prior knowledge, language development, confidence, and individual learning needs. Contemporary research on student motivation reinforces the importance of supporting competence and autonomy when teachers organise classroom activities (Ryan & Deci, 2020).

Before submission, students should check that all four required classroom categories appear, every prompt has a complete response, and each observation supports the theory selected. The writer should also check the accuracy of case numbers, developmental stage placement, theoretical explanations, citations, and references. The current WGU rubric should guide the final review.

A successful D094 Task 1 submission presents a clear relationship between child development, teacher decisions, and student learning. Every theoretical claim should rest on evidence from the selected classroom recording. Careful observation, accurate terminology, and direct explanations provide the foundation for a credible professional education response.

References

Carpendale, J. I. M., Lewis, C. N., & Müller, U. (2020). Piaget’s theory. In S. Hupp and J. Jewell (Eds.), The Encyclopedia of Child and Adolescent Development. Wiley. https://doi.org/10.1002/9781119171492.wecad100

Carpenter, M. E., Walker, V. L., Fredrick, D., & Edyburn, D. L. (2023). Systematically planning supports to promote access to and meaningful participation in general education settings for students with IDD. TEACHING Exceptional Children, 56(2), 90–97. https://doi.org/10.1177/00400599231182624

Crocetti, E. (2026). Adolescent identity development processes, implications and interventions. Nature Reviews Psychology, 5, 441–457. https://doi.org/10.1038/s44159-026-00569-8

Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941

Nasir, N. S., Lee, C. D., Pea, R., & McKinney de Royston, M. (2021). Rethinking learning: What the interdisciplinary science tells us. Educational Researcher, 50(8), 557–565. https://doi.org/10.3102/0013189X211047251

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

================================================

WGU D094: Educational Psychology and Development of Children and Adolescents

Task 1: Video Observation

Introduction

Children develop their cognitive, social, emotional, and academic abilities through interactions with their environments and experiences in the classroom. Educational psychology helps teachers understand these developmental changes and select instructional practices that respond to individual learning needs. The four classroom observations examined in this paper demonstrate how developmental theories inform teaching across elementary, middle, and high school settings, including classrooms that serve students with unique learning needs. Piaget’s cognitive development theory and Vygotsky’s sociocultural perspective provide explanations for how students acquire knowledge and develop reasoning skills. Erikson’s psychosocial theory also helps explain the relationship between academic experiences, confidence, and the development of identity. Examining the teacher’s instructional decisions alongside student behaviour shows how appropriate classroom practices can support learning at different developmental stages.

A. Elementary School Video Observation

Video title: Observing and Measuring the Weather
Case number: 53
Grade level: Second grade

A1. Cognitive Development Through Piaget’s Theory

Piaget’s concrete operational stage provides a useful explanation of the learning activities in Observing and Measuring the Weather (Case 53). Children in this developmental stage generally demonstrate stronger logical reasoning when they can work with familiar objects and observable information. The teacher introduces weather measurement activities that allow students to investigate temperature, rainfall, and wind conditions using appropriate instruments. Students collect measurements, record their observations, and compare information gathered during different periods. These activities require them to organise real-world information and identify differences between weather conditions. Carpendale et al. (2020) explain that Piaget viewed cognitive development as a gradual progression towards increasingly complex ways of understanding the world. The practical investigation therefore reflects concrete operational thinking because students use physical evidence to support logical explanations rather than relying entirely on abstract descriptions.

A2. Erikson’s Psychosocial Development Stage

Erikson’s industry versus inferiority stage best describes the psychosocial development of the second-grade students. This stage generally occurs during middle childhood, when children develop a stronger desire to demonstrate their abilities and receive recognition for their achievements (Erikson, 1963). The weather investigation gives students opportunities to contribute to a shared academic activity and demonstrate their understanding of scientific measurements. Each group must complete a task and communicate its findings, allowing students to see how their contributions support the overall lesson. Their participation reflects the developmental importance of competence and successful task completion. The activity also offers opportunities to develop confidence through cooperation and the successful completion of meaningful classroom responsibilities. Such experiences may reduce feelings of inferiority because students can recognise their ability to contribute to academic work.

A3. Learning Theory Reflected in the Teacher’s Practice

Constructivism best explains the teacher’s instructional approach in this lesson. The teacher allows students to investigate weather conditions using measurement instruments rather than providing all the information through direct explanation. Students develop their understanding through observation, data collection, discussion, and comparison. Their knowledge develops from the relationship between previous experiences and the new information gathered during the investigation. Nasir et al. (2021) explain that learning develops through active engagement with social, cultural, and physical environments. Although the teacher provides the materials and establishes the learning objectives, students undertake much of the investigative work themselves. This approach supports meaningful learning because students connect scientific concepts with conditions they can observe in their immediate surroundings.

B. Middle School Video Observation

Video title: Clarifying Misconceptions About Photosynthesis and Respiration
Case number: 2533
Grade level: Sixth grade

B1. Cognitive Development Through Vygotsky’s Theory

Vygotsky’s sociocultural theory helps explain how students develop scientific understanding through classroom discussion and teacher guidance. In Clarifying Misconceptions About Photosynthesis and Respiration (Case 2533), the teacher uses a visual representation of plant processes to encourage students to examine how photosynthesis and respiration work. Students consider the information presented, respond to questions, and explain their understanding of the relationship between the substances plants use and the products they produce. The teacher’s questions create opportunities for students to reconsider explanations that may contain scientific misconceptions. Vygotsky’s zone of proximal development describes the difference between what learners can accomplish independently and what they can achieve with appropriate guidance or collaboration (Eun, 2019). Teacher-supported discussion and opportunities to hear alternative explanations can therefore help students reach a stronger understanding than individual recall alone might produce. The classroom interaction demonstrates the importance of language and social engagement in developing scientific reasoning.

B2. Erikson’s Psychosocial Development Stage

Industry versus inferiority remains a suitable psychosocial stage for the sixth-grade students, particularly those who are approximately 11 years old. During this period, children develop their sense of competence through academic performance, social participation, and recognition from teachers and classmates. The science discussion provides opportunities for students to demonstrate what they know and explain their reasoning to others. Students who contribute answers and defend their explanations demonstrate academic participation and an interest in showing their developing abilities. The teacher’s questions also encourage students to take responsibility for their learning rather than depend entirely on supplied answers. These experiences support a sense of accomplishment because students can recognise progress in their understanding of a challenging scientific topic. However, students approaching adolescence may also begin experiencing the identity-related concerns associated with Erikson’s next stage, identity versus role confusion.

B3. Learning Theory Reflected in the Teacher’s Practice

Cognitivism provides a strong explanation of the teacher’s approach to correcting misconceptions about photosynthesis and respiration. The theory focuses on how learners process information, connect new concepts with existing knowledge, and modify their understanding. The teacher uses visual information and questioning to encourage students to examine relationships between scientific concepts. Students must retrieve what they already know, identify information that conflicts with their existing explanations, and revise their understanding. Atchia and Gunowa (2025) explain that instructional approaches addressing misconceptions can support conceptual change when students examine and reconsider incorrect scientific ideas. Although the discussion also reflects constructivist principles, the cognitivist interpretation highlights the mental processes involved in reorganising knowledge. The teacher’s use of questions and visual representations therefore supports students in developing more accurate scientific understanding.

C. High School Video Observation

Video title: Working with Quadratic Formulas
Case number: 985
Grade level: Grades 9–12

C1. Cognitive Development Through Piaget’s Theory

Piaget’s formal operational stage provides a useful framework for examining the cognitive demands of the quadratic formula lesson. High school students increasingly encounter mathematical problems that require abstract reasoning, symbolic representation, and the application of previously learned principles. In Working with Quadratic Formulas (Case 985), students work with mathematical expressions and apply the quadratic formula to solve problems. They must remember the relevant mathematical principles, understand the relationship between the formula and the problem, and apply the correct operations to obtain an answer. The activity requires students to consider relationships between variables rather than depend entirely on physical objects or familiar examples. Carpendale et al. (2020) describe Piaget’s theory as an account of how thinking develops towards increasingly abstract forms of reasoning. The lesson therefore reflects formal operational thinking because students engage with symbolic mathematical relationships and evaluate possible solutions. However, formal operational ability varies among individuals, so the theory should not be treated as a guarantee that every student has mastered abstract mathematical reasoning.

C2. Erikson’s Psychosocial Development Stage

Identity versus role confusion is the most appropriate psychosocial stage for the high school students. Adolescence involves increasing self-awareness, exploration of personal interests, and the development of a more consistent sense of identity. Branje et al. (2021) explain that identity development involves ongoing processes through which adolescents form and revise their understanding of themselves. In the mathematics lesson, students have opportunities to demonstrate their academic abilities by solving problems and explaining their methods to classmates. Publicly presenting solutions allows students to take an active role in the classroom and develop confidence in their intellectual contributions. Peer discussion also exposes students to different approaches to problem-solving, which may influence how they view their own academic abilities. Although the mathematical activity does not establish the students’ personal identities, their participation illustrates how classroom experiences can contribute to developing academic confidence and a sense of competence.

C3. Learning Theory Reflected in the Teacher’s Practice

Behaviourism provides an explanation for the practice and feedback elements of the teacher’s instructional approach. The quadratic formula requires students to follow mathematical procedures accurately, and repeated opportunities to solve problems help them practise the required steps. The teacher gives students problems to complete and creates opportunities for them to compare answers and review their reasoning. When the teacher identifies correct procedures and addresses mistakes, feedback helps students recognise which responses meet the mathematical requirements. Behaviourist theory explains how reinforcement and corrective consequences can influence the development of desired responses (Nasir et al., 2021). A cognitivist interpretation also applies because students must retrieve mathematical knowledge and process abstract information. However, the behaviourist perspective draws attention to the relationship between practice, feedback, and the development of accurate procedural performance. The approach may support mathematical fluency, although teachers must also assess whether students understand why the procedures work rather than simply reproduce them.

D. Students with Unique Needs Video Observation

Video title: Building Fluency through Developing Letter-Sound Relationships
Case number: 729
Grade level: Third grade

D1. Developmental or Learning Barrier

The main learning barrier addressed in Building Fluency through Developing Letter-Sound Relationships (Case 729) concerns the development of foundational literacy skills. The student needs support in connecting written letters with their corresponding spoken sounds, a process that forms the basis of accurate word decoding. Difficulty retrieving these relationships quickly can interfere with reading fluency because the learner must spend additional effort identifying individual sounds instead of recognising familiar patterns automatically. Sensory-processing or physical needs may also affect how the student participates in classroom activities, although any specific diagnosis should come from the official case commentary rather than an assumption based on behaviour. A precise description identifies the literacy difficulty as a challenge with letter-sound fluency, not a general inability to learn. The distinction matters because the teacher must select an intervention that directly addresses the student’s reading needs.

D2. Instructional Support Provided by the Teacher

The instructional support centres on focused practice with letter-sound relationships. The teacher provides opportunities for the learner to identify letters, connect them with spoken sounds, and practise the associations needed for early reading development. Direct guidance helps the student attend to the specific relationship between a written symbol and its sound instead of attempting to decode unfamiliar words without sufficient preparation. Repeated opportunities to respond allow the learner to become more familiar with the target letter-sound associations. Appropriate feedback can also help the student recognise errors and correct misunderstandings before they become established. Damsgaard et al. (2023) found that instruction connecting letter sounds with written symbols improved letter knowledge and spelling performance among first-grade students. Their findings support the educational value of targeted literacy activities, particularly when teachers adjust instruction to students’ existing reading abilities. The support addresses the identified barrier because it gives the learner structured opportunities to practise the specific skills required for decoding.

D3. Learning Theory That Explains Why the Support Works

Cognitivism provides the strongest explanation for the effectiveness of the letter-sound instruction. The theory focuses on how students acquire, organise, store, and retrieve information. Developing reading fluency requires learners to form reliable connections between visual letter patterns and the sounds those letters represent. Repeated practice strengthens these connections and makes retrieval more efficient, reducing the mental effort needed to identify familiar letters during reading. Damsgaard et al. (2023) demonstrated that targeted activities linking phonemes and graphemes can improve children’s letter-sound knowledge and spelling performance. Such findings help explain why direct instruction and repeated opportunities for retrieval can support learners who struggle with early literacy skills. Individualised practice also allows the teacher to respond to errors and provide additional assistance when a student has not yet mastered a particular relationship. The approach therefore supports cognitive development by strengthening the processes that make accurate and fluent reading possible.

Reflection on Classroom Practice

The four observations have influenced how I understand the relationship between developmental differences and effective instruction. I recognise that students need learning experiences that correspond with their existing abilities, knowledge, and individual circumstances. In my future classroom, I would use practical activities to introduce unfamiliar concepts to younger learners before expecting them to explain abstract ideas. I would also encourage classroom discussion because students can develop stronger explanations when teachers and classmates provide appropriate guidance. The high school observation reinforces the importance of giving students opportunities to explain their reasoning rather than concentrating exclusively on correct answers. For students who experience literacy difficulties, I would use targeted instruction, repeated practice, and feedback that addresses their specific learning barriers. Most importantly, I would assess what students can accomplish independently and identify the assistance they need to progress. These practices would help me create a classroom that recognises individual development while maintaining meaningful academic expectations.

References

Atchia, S. M. C., & Gunowa, M. (2025). Use of concept cartoons within the conceptual change model to address students’ misconceptions in biology: A case study. Journal of Biological Education, 59(1), 162–180. https://doi.org/10.1080/00219266.2024.2308305

Branje, S., de Moor, E. L., Spitzer, J., & Becht, A. I. (2021). Dynamics of identity development in adolescence: A decade in review. Journal of Research on Adolescence, 31(4), 908–927. https://doi.org/10.1111/jora.12678

Carpendale, J. I. M., Lewis, C., & Müller, U. (2020). Piaget’s theory. In The Encyclopedia of Child and Adolescent Development. Wiley. https://doi.org/10.1002/9781119171492.wecad100

Damsgaard, L., Nielsen, A.-M. V., Topor, M. K., Hansen, R. A., Jensen, S. K., Markers, R. L., Gejl, A. K., Malling, A. S. B., & Wienecke, J. (2023). Embodied learning activities focusing on letter-sound knowledge increase spelling performance in 1st grade children with low and high reading ability. Educational Psychology Review, 35, Article 74. https://doi.org/10.1007/s10648-023-09791-9

Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941

Erikson, E. H. (1963). Childhood and society (2nd ed.). W. W. Norton & Company.

Nasir, N. S., Lee, C. D., Pea, R., & McKinney de Royston, M. (2021). Rethinking learning: What the interdisciplinary science tells us. Educational Researcher, 50(8), 557–565. https://doi.org/10.3102/0013189X211047251

Western Governors University. (n.d.-a). Observing and measuring the weather (Case 53) [ATLAS classroom video]. https://lrps.wgu.edu/provision/205859154

Western Governors University. (n.d.-b). Clarifying misconceptions about photosynthesis and respiration (Case 2533) [ATLAS classroom video]. https://lrps.wgu.edu/provision/205870384

Western Governors University. (n.d.-c). Working with quadratic formulas (Case 985) [ATLAS classroom video]. https://lrps.wgu.edu/provision/205859233

Western Governors University. (n.d.-d). Building fluency through developing letter-sound relationships (Case 729) [ATLAS classroom video]. https://lrps.wgu.edu/provision/205810488