Due Sunday, October 30, 2022, 11:59 PM
Time remaining: 2 days 23 hours

After reading the content of Sigmund Freud’s Psychoanalytic Theory, explain the significant assumptions of this theoretical perspective.
Use APA citations where necessary, and include a minimum of 250 words.

Objectives Unacceptable Below Average Acceptable Above Average Exemplary Score

0 Points 20 Points

Student did not make any
post in the discussion board

Student posts were on time

0 Points 5 Points 10 Points 15 Points 20 Points

No reference to any course
reading

Makes reference to
assigned readings; attempts

to cite the source

Makes references to course
and/or outside reading

material but citations do not
conform to an acceptable

citation format

Refers to and properly cites
in APA format course and/or

outside reading in initial
posting only

Refers to and properly cites
in APA format either course

materials or external
readings in initial posts and

responses

0 Points 5 Points 10 Points 15 Points 20 Points

No postings for which to
evaluate language and

grammar

Poorly written initial posting
and responses including

frequent spelling, structure,
and/or grammar errors

Communicates in friendly,
courteous, and helpful

manner with some spelling,
grammatical, and/or

structural errors

Contributes valuable
information with minor

grammatical or structural
errors

No spelling, structure, or
grammar errors in any
posting; Contributes to
discussion with clear,
concise comments

0 Points 5 Points 10 Points 15 Points 20 Points

No initial posting

Response was not on topic,
the message was unrelated
to assignment, and post was

less than 150 words

The initial posting did not
adequately address the

question posed in the forum;
superficial thought and

preparation

Initial posting demonstrates
sincere reflection and

answers most aspects of the
forum; full development

Initial posting reveals a solid
understanding of all aspects

of the task; uses factually
and relevand information;

and the length of the posting
is at least 150 words

0 Points 5 Points 10 Points 15 Points 20 Points

Student did not participate in
this forum

Student participated on but
did not respond to other

student posts

Student participated but only
responded to one

Student participated and
commented on two other

student’s posts

Student actively
participated, responded to at

least two other students’
posts, and replied to other

students’ comments on their
original post.

Total Score 0

Frequency of
Participation

Reference to
Course Readings

Language and
Grammar

DISCUSSION FORUM RUBRIC

Timeliness of
Forum Posting

Quality of Initial
Posting Psychodynamic Theories and Freud

Objectives
Make some sense of Freud
Learn about Jung and some of his ideas

Psychodynamic Theories – Freud
What did you know or hear about Freud before reading this section?

Basic to his theory was that the mind is mostly hidden (unconscious)
a reservoir of mostly unacceptable thoughts, wishes, feelings, and memories

A psychodynamic theory is one that focuses on the unconscious and the importance of childhood experience
dynamic because of the permanent, dynamic struggle the ego is in to manage the id and superego

Psychodynamic Theories – Freud
Freuds theory of personality is called psychoanalysis
attributes thoughts and actions to unconscious motives and conflicts
Freud used free association in his therapy
method of exploring the unconscious in which the person relaxes and says whatever comes to mind, no matter how trivial or embarrassing

Psychodynamic Theories – Freud
Personality Structure
human personalityarises from a conflict between impulse and restraintbetween our aggressive, pleasure-seeking biological urges and our internalized social controls over these urges. Myers (2015) p.493
personality arises from our efforts to resolve this basic conflict
Id
Pleasure principle
Ego
Reality principle
Superego
conscience

id unconscious energy that strives to satisfy basic sexual and aggressive drives
ego largely conscious, executive part that mediates among the demands of the id, superego, and reality
superego represents internalized ideals and provides standards for judgment and future aspirations
5

Psychodynamic Theories – Freud
Personality Development
Psychosexual Stages

Stage
Focus

Oral (0-18 months)
Pleasure centers on the mouthsucking, biting, chewing

Anal (18-36 months)
Pleasure focuses on bowel and bladder elimination; coping with demands for control

Phallic (3-6 years)
Pleasure zone is the genitals; coping with incestuous sexual feelings

Latency (6 – puberty)
A phase of dormant sexual feelings

Genital (puberty on)
Maturation of sexual interests

8

Psychodynamic Theories – Freud
Unresolved conflicts during one of the stages could surface as maladaptive behavior in adulthood.
fixation lingering focus of pleasure-seeking energies at one of the psychosexual stages, in which conflicts were unresolved

Psychodynamic Theories – Freud
Defense Mechanisms
Sometimes the ego fears losing control of the inner war between the id and superego. The result is anxiety.
The ego protects itself with defense mechanisms
tactics that reduce or redirect anxiety by distorting reality
All defense mechanisms function unconsciously, just like the body unconsciously defends itself against disease.
Repression is the basic defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness

Psychodynamic Theories – Freud
Cure to disorders
Bring the conflict between id and ego/superego to awareness/attention and redirect wish to something else
Insight awareness of desires you already have

Psychodynamic Theories – Freud
Criticisms of Freud
Development is lifelong, not fixed in childhood
Freuds questioning might have created false memories of abuse
His theory rests on few objective observations and there were few testable hypotheses
Most serious problem: after-the-fact explanations of any characteristic yet fails to predict such behaviors and traits
a good theory makes testable predictions
Ignored important indiv differences in emotional adjustment, as well as other major personality traits
Phenomena he was trying to explain are unrepresentative of human behavior (even the ones claimed to be universal)
The overall findingsseriously challenge the classical psychoanalytic notion of repression. Yacov Rofe, Does Repression Exist? 2008

12

Psychodynamic Theories – Freud
So why do we still teach about Freud if lots of what he thought is now disproven or seen as bogus?
repression, defense mechanisms, unconscious, importance of human sexuality, tension between biological impulses and social well-being, reminds us of our potential for evil.
Individuals can have conflicting feelings which often lead to compromise solutions
Personalities start to form in childhood and early experiences play a significant role in development
Personality development requires moving from immature, social dependence to mature independence

Psychodynamic Theories Neo-Freudian
Carl Jung
The Self

Personal
Collective

Conscious
Ego; subjective awareness
Persona (mask)

Unconscious
Shadow; repressed
Heritage/group legacy; archetypes

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Stem unit 7 assignment

I need someone to help me with a reflection on for 8 components.

Due Date: 11:59 pm EST Sunday of Unit 7
Points: 150

Overview:

The final assignment requires you to self-assess the knowledge and skills you have

acquired throughout this course. You will reflect on fundamental STEM in early

childhood education concepts, best practices, tools, resources, class discussions and

implemented activities. In writing, you will demonstrate the knowledge and skills you

gained through research and applications of the STEM course topics. You will have two

weeks (Units 6 and 7) to compile a written report comprised of the following 8

components.

Instructions:

Write a reflective written response for each of the following 8 components. Organize
your report using the item numbers with your answers below each.

1. Developmentally Appropriate Topics

In Unit 2, you began working on the topic that you selected to focus STEM

inquiries for children. Reflect on how you used the topic to engage childrens

interest and curiosity. Provide an example from your work in the Unit 2 Activity

Plan or Picture Books assignments. Comment on why it is important to select

developmentally appropriate topics for early childhood STEM curriculum.

(NAEYC 1c)

2. Virtual Field Trip

Unit 3 required you to plan a virtual field trip (VFT) and implement a Math or

Science lesson at home. Reflect on how technology is used to support and

document child inquiry. Describe how you used technology effectively with

children using examples from your work in the Unit 3 Analog and Digital

Technology assignment and Virtual Field Trip discussion. (NAEYC 6c)

3. Using Assessment for Curriculum Planning

The Unit 4 Bucket Challenge discussion activity required you to assess and

problem solve to achieve a goal. Reflect on what this experience taught you

about: 1) the role of assessment, and 2) use of childrens background and prior

CHS250 STEM in the Early
Childhood Education Classroom

Final Reflection & Report: STEM Concepts and Practices

knowledge or experience for planning curriculum. Provide a detailed example

from the discussion that illustrates how teachers effectively utilize both in

designing challenging STEM experiences and planning teaching strategies for

young children. Include a course resource in your example. (NAEYC 3a)

4. Family and Community Involvement

In the Unit 4 Makerspace discussion and the Unit 7 Learning Center

discussion, you identified specific ways to involve childrens families and the

community. Explain what you learned from the unit readings and discussions

about why it is important to plan authentic ways to involve families and

community in STEM inquiries. Describe two benefits to childrens development

and learning that are gained through family and community involvement. Include

specific ways in which families are supported as their childrens first teachers.

(NAEYC 2c)

5. Math Talk Outdoors

In Unit 5, you examined authentic play in both indoor and outdoor environments

as a critical best practice underlying childrens learning of STEM concepts.

Articulate how you used the outdoor playground environment in Unit 5 to promote

childrens meaningful math talk. Why is this an appropriate and effective

strategy for helping young children to learn math concepts? (NAEYC 5a)

6. STEM Environments

In the Unit 6 discussion, you provisioned an environment with new and/or

repurposed materials to direct child interest, inquiry and problem solving about a

topic. Reflect on the connection between the topic, concept or learning fact and

the materials that you identified. Why is it important to start with a topic and

related concept or learning fact when provisioning the learning environment?

What is the role of material selection and placement to get children involved in

learning about and problem solving in STEM? (NAEYC 4b)

7. Resource Reflection Take-aways!

In the Units 3, 4, and 5 STEM Resources & Teaching Reflection assignments

you were asked to select from the wide body of professional literature in STEM

and early education. Reflect on how the articles helped you integrate different

concepts, strategies and techniques. Using two resources, briefly describe how

they have helped you to inform your own philosophy for teaching STEM to young

children. Give an example of something that you learned that you will use in your

current or future teaching practice. Share an example of a change in your

thinking that resulted from this assignment. What did you think before and what

do you think now? What were your Ahas? (NAEYC 6d)

8. KWHL

In Unit 7 you explored KWHL charts. Reflect on how KWHL charts are used to

involve children in planning STEM inquiries that engage their interests, curiosity

and inform the design of learning centers. Discuss why this approach and

planning tool are developmentally effective for early education learning

environments. (NAEYC 4c)

Requirements:

Your report should include the numbered items and your reflective written

response underneath each.

Submit a Word document in APA 7 format with Title Page and Reference Page.

4-5 pages in length, excluding the Title and Reference pages.

Be sure to read the criteria below by which your work will be evaluated
before you write and again after you write.

Evaluation Rubric for Final Reflection & Report: STEM Concepts and Practices

NAEYC
Standard

4
Exemplary

3
Proficient

2
Adequate

1
Inadequate

17 Points 14 16 Points 10 13 Points 0 9 Points

Standard 1c
Using
development
al knowledge
to create
healthy,
respectful,
supportive,
and
challenging
learning
environments
for young
children

Well-written,
explicitly detailed
reflection. Specific
evidence of: 1)
how the selected
topic engages and
challenges young
children, and 2)
why the activity
plan or picture
book assignment
is developmentally
appropriate and

Well-written,
detailed
reflection.
Substantial
evidence of: 1)
how the selected
topic engages
and challenges
young children,
and 2) why the
activity plan or
picture book
assignment is
developmentally

Clearly written
reflection. Some
evidence of: 1)
how the selected
topic engages
and challenges
young children,
and 2) why the
activity plan or
picture book
assignment is
developmentally
appropriate and
supports

Vaguely written
reflection.
Minimal to no
evidence of: 1)
how the selected
topic engages
and challenges
young children,
and 2) why the
activity plan or
picture book
assignment is
developmentally
appropriate and

supports learning
of STEM concepts.

appropriate and
supports learning
of STEM
concepts.

learning of
STEM concepts.

supports learning
of STEM
concepts.

17 Points 14 16 Points 10 13 Points 0 9 Points

Standard 2c
Involving
families and
communities
in young
childrens
development
and learning

Comprehensive
explanation of
acquired
knowledge about
1) the importance
of family and
community
engagement in
childrens STEM
inquiries, 2)
benefits to child
development and
learning, and 3)
authentic
experiences that
support families as
their childrens first
teachers.
References from
course resources
and class
discussions
strongly support
key points (e.g.,
topic-related
websites).

Substantive
explanation of
acquired
knowledge about
1) the
importance of
family and
community
engagement in
childrens STEM
inquiries, 2)
benefits to child
development and
learning, and 3)
authentic
experiences that
support families
as their
childrens first
teachers.
References from
course resources
and class
discussions
thoroughly
support key
points (e.g.,
topic-related
websites).

Clear
explanation of
acquired
knowledge about
1) the
importance of
family and
community
engagement in
childrens STEM
inquiries, 2)
benefits to child
development
and learning,
and 3) authentic
experiences that
support families
as their
childrens first
teachers.
References from
course
resources and/or
class
discussions
clearly support
key points (e.g.,
topic-related
websites).

Vague to no
explanation of
acquired
knowledge about
1) the importance
of family and
community
engagement in
childrens STEM
inquiries, 2)
benefits to child
development and
learning, and 3)
authentic
experiences that
support families
as their childrens
first teachers.
References from
course resources
and/or class
discussions
minimally support
key points or are
lacking (e.g.,
topic-related
websites).

17 Points 14 16 Points 10 13 Points 0 9 Points

Standard 3a
Understandin
g the goals,
benefits, and
uses of
assessment
including its
use in
development
of

Explicit reflection
on the role of
assessment and
use of childrens
background/prior
knowledge or
experience to
create
developmentally
appropriate STEM

Substantive
reflection on the
role of
assessment and
use of childrens
background/prior
knowledge or
experience to
create
developmentally

Somewhat
detailed
reflection on the
role of
assessment and
use of childrens
background/prior
knowledge or
experience to
create

Vague to no
reflection on the
role of
assessment and
use of childrens
background/prior
knowledge or
experience to
create
developmentally

appropriate
goals,
curriculum,
and teaching
strategies for
young
children

curriculum and
ensure effective
teaching
strategies.

appropriate
STEM curriculum
and ensure
effective
teaching
strategies.

developmentally
appropriate
STEM
curriculum and
ensure effective
teaching
strategies.

appropriate
STEM curriculum
and ensure
effective teaching
strategies.

17 Points 14 16 Points 10 13 Points 0 9 Points

Standard 4b
Knowing and
understandin
g effective
strategies
and tools for
early
education,
including
appropriate
uses of
technology

Elaborate
reflection on how
to provision a
STEM learning
environment;
reflection includes
demonstrated
connections
between: 1)
chosen topic and
concept/learning
fact, 2) selection of
materials, new and
repurposed, to
direct childrens
interest and
problem solving,
and 3) purposeful
environmental
placement.

Clear yet brief
reflection on how
to provision a
STEM learning
environment;
reflection
includes
demonstrated
connections
between: 1)
chosen topic and
concept/learning
fact, 2) selection
of materials, new
and repurposed,
to direct
childrens
interest and
problem solving,
and 3)
purposeful
environmental
placement.

Vague reflection
on how to
provision a
STEM learning
environment;
reflection
includes
demonstrated
connections
between: 1)
chosen topic and
concept/learning
fact, 2) selection
of materials, new
and repurposed,
to direct
childrens
interest and
problem solving,
and 3)
purposeful
environmental
placement.

Minimal reflection
on how to
provision a STEM
learning
environment;
reflection fails to
demonstrate
connections
between: 1)
chosen topic and
concept/learning
fact, 2) selection
of materials, new
and repurposed,
to direct childrens
interest and
problem solving,
and 3) purposeful
environmental
placement.

17 Points 14 16 Points 10 13 Points 0 9 Points

Standard 4c
Using a
broad
repertoire of
development
ally
appropriate
teaching/lear
ning
approaches

Comprehensive

reflection on the

KWHL chart

approach includes

at minimum: 1)

the purpose of the

planning tool, 2)

connections to

developmentally

appropriate

practice, 3) use in

designing learning

centers, and 4)

effectiveness in

engaging children

as active learners

and STEM

problem solvers.

Brief reflection
on the KWHL
chart approach
includes at
minimum: 1) the
purpose of the
planning tool, 2)
connections to
developmentally
appropriate
practice, 3) use
in designing
learning centers,
and 4)
effectiveness in
engaging
children as
active learners
and STEM
problem solvers.

Sparse reflection
on the KWHL
chart approach
includes at
minimum: 1) the
purpose of the
planning tool, 2)
connections to
developmentally
appropriate
practice, 3) use
in designing
learning centers,
and 4)
effectiveness in
engaging
children as
active learners
and STEM
problem solvers.

Reflection is
attempted with
minimal details on
the key
components.

17 Points 14 16 Points 10 13 Points 0 9 Points

Standard 5a
Understandin
g content
knowledge
and
resources in
academic
disciplines

Demonstrates
comprehensive
understanding of
content
knowledge.
Summary includes
explicit details of:
1) why authentic
play, in both indoor
and outdoor
environments, is a
best practice for
promoting STEM-
based learning;
and 2) how
outdoor
classrooms can
effectively promote
childrens Math
Talk.

Demonstrates
thorough
understanding of
content
knowledge.
Summary
includes specific
details of : 1)
why authentic
play, in both
indoor and
outdoor
environments, is
a best practice
for promoting
STEM-based
learning; and 2)
how outdoor
classrooms can
effectively
promote
childrens Math
Talk.

Demonstrates
some
understanding of
content
knowledge.
Summary
includes clear
but brief details
of : 1) why
authentic play, in
both indoor and
outdoor
environments, is
a best practice
for promoting
STEM-based
learning; and 2)
how outdoor
classrooms can
effectively
promote
childrens Math
Talk.

Demonstrates
minimal to no
understanding of
content
knowledge.
Summary lacks
specific details of:
1) why authentic
play, in both
indoor and
outdoor
environments, is
a best practice for
promoting STEM-
based learning;
and/or 2) how
outdoor
classrooms can
effectively
promote
childrens Math
Talk.

17 Points 14 16 Points 10 13 Points 0 9 Points

Standard 6c
Engaging in
continuous,
collaborative
learning to
inform
practice;
using
technology
effectively
with young
children, with
peers, and as
a
professional
resource

Uses technology
with young
children in highly
effective ways to
support child
inquiry. Explicit
description of
lessons learned
individually about
the benefits of
using analog and
digital technology
and collaboratively
about virtual field
trips.

Uses technology
with young
children in
effective ways to
support child
inquiry.
Substantive
description of
lessons learned
individually about
the benefits of
using analog and
digital
technology and
collaboratively
about virtual field
trips.

Uses technology
with young
children with
minimal
description of
effectiveness for
supporting child
inquiry. Some
and/or vague
description of
lessons learned
individually
about the
benefits of using
analog and
digital
technology and
collaboratively
about virtual field
trips.

Uses technology
with young
children with
poorly stated or
no connection to
its effectiveness
for supporting
child inquiry
and/or lessons
learned about
analog and digital
technology and/or
virtual field trips.

17 Points 14 16 Points 10 13 Points 0 9 Points

Standard 6d
Integrating
knowledgeab
le, reflective,
and critical
perspectives
on early
education

Elaborate
reflection on
knowledge gained
from course
resources includes
all components:
1) integrated
concepts and
philosophy about
STEM in early
childhood
education, 2) new
insights and/or
surprises, 3)
application of a
practice and/or
tool, and 4)
utilization of two
course resources.

Thorough
reflection on
knowledge
gained from
course resources
includes all
components: 1)
integrated
concepts and
philosophy about
STEM in early
childhood
education, 2)
new insights
and/or surprises,
3) application of
a practice and/or
tool, and 4)
utilization of two
course
resources.

Clear reflection
on knowledge
gained from
course
resources
includes all or
most
components: 1)
integrated
concepts and
philosophy about
STEM in early
childhood
education, 2)
new insights
and/or surprises,
3) application of
a practice and/or
tool, and 4)
utilization of two
course
resources.

Reflection fails to
demonstrate on
knowledge gained
from course
resources.
Lacking one or
more
components: 1)
integrated
concepts and
philosophy about
STEM in early
childhood
education, 2) new
insights and/or
surprises, 3)
application of a
practice and/or
tool, and 4)
utilization of two
course resources.

4 Points 3 Points 2 Points 0 1 Points

Length and
Format

Fully meets
minimum length
requirement.

Numbered item
format with
reflective written
responses
underneath.

Mostly meets
minimum length
requirement.

Few errors in
number and
response format.

Somewhat
meets minimum
length
requirement.

Some errors in
number and
response format.

Significantly
missed minimum
length
requirement.

Many errors in
number and
response format.

10 Points 8 9 Points 6 7 Points 0 5 Points

SS3 Students
have
effective
skills in
written and
verbal
communicati
on.
Students are
technological
ly literate.

Report is
professional and
highly polished;
writing and format
are clear;
error free; APA
compliant.

Report is
adequate;
maximum of two
grammar and/or
spelling errors;
follows most
APA
requirements.

Clear and
professional
writing and
format;
Report has three
or four grammar
and/or spelling
errors; attempts
APA formatting.

Errors impede
professional
presentation;
Report has many
grammar and/or
spelling errors;
APA formatting
inconsistent or
not followed.