This book offers portraits of psychoanalysis applied to contemporary theory and practice in the education of young children (ages 0-8) as well as in the training of educators and mental health professionals who work with young children. It provides a deeper understanding of children's emotional needs and how to meet these needs.
This book offers portraits of psychoanalysis applied to contemporary theory and practice in the education of young children (ages 0-8) as well as in the training of educators and mental health professionals who work with young children. It provides a deeper understanding of children's emotional needs and how to meet these needs.
Alex Collopy is associate instructor of infant and early childhood mental health, and holds a fellowship in Interprofessional Infant Mental Health at the University of Utah.
Inhaltsangabe
Introduction Alex Collopy Part I: Psychoanalytic Approaches to Understanding Children and Childhood Chapter 1: Psychoanalytic Temporality: From Chronology to Duration in the Making of Childhood History Lisa Farley Chapter 2: Contemporary Gender(s): Reconsidering Freudian, Postfoundational, and Psychoanalytic Perspectives for Educators and Practitioners Janice Kroeger, Christopher Konieczko, Dana Oleskiewicz, Alexandra C. Gunn, and Andrea Sanchez Chapter 3: "Reading is Cheating!" Children with Learning Disabilities and Their Need to Communicate Ionas Sapountzis Chapter 4: Projective Identification at Work in the Psychological Assessment of Children Greta Carlson Part II: Psychoanalytic Approaches to Early Childhood Education Settings Chapter 5: Is There a Place for Psychoanalytic Theory in the Classroom? Michael Trout Chapter 6: Winnicott Comes to School: Using Transitional Objects in Classroom Life Lesley Koplow Chapter 7: The Narcissism of Curriculum: The Importance of Listening to Children Eileen Johnson Chapter 8: Psychotherapeutic Practices are for Everyone Alex Collopy Chapter 9: The Essential Role of Play in Early Childhood Education Joanna Fortune Part III: Psychoanalytic Approaches to Early Childhood Teacher Education Chapter 10: A Case for Early Childhood Teacher Education Informed by Psychic Genera Clio Stearns Chapter 11: Work Group Discussions in Teacher Education: Evoking Associative Objects H. James Garrett Chapter 12: Our First Foray into Work Discussion Groups with a University Laboratory School Alex Collopy, Lydia Bingham, Kailey Price, and Carley Rader Appendix: Trauma- Informed Healing- Centered Practice: Teddy Bears in Traumatic Times (Fall 2021) About the Contributors
Introduction Alex Collopy Part I: Psychoanalytic Approaches to Understanding Children and Childhood Chapter 1: Psychoanalytic Temporality: From Chronology to Duration in the Making of Childhood History Lisa Farley Chapter 2: Contemporary Gender(s): Reconsidering Freudian, Postfoundational, and Psychoanalytic Perspectives for Educators and Practitioners Janice Kroeger, Christopher Konieczko, Dana Oleskiewicz, Alexandra C. Gunn, and Andrea Sanchez Chapter 3: "Reading is Cheating!" Children with Learning Disabilities and Their Need to Communicate Ionas Sapountzis Chapter 4: Projective Identification at Work in the Psychological Assessment of Children Greta Carlson Part II: Psychoanalytic Approaches to Early Childhood Education Settings Chapter 5: Is There a Place for Psychoanalytic Theory in the Classroom? Michael Trout Chapter 6: Winnicott Comes to School: Using Transitional Objects in Classroom Life Lesley Koplow Chapter 7: The Narcissism of Curriculum: The Importance of Listening to Children Eileen Johnson Chapter 8: Psychotherapeutic Practices are for Everyone Alex Collopy Chapter 9: The Essential Role of Play in Early Childhood Education Joanna Fortune Part III: Psychoanalytic Approaches to Early Childhood Teacher Education Chapter 10: A Case for Early Childhood Teacher Education Informed by Psychic Genera Clio Stearns Chapter 11: Work Group Discussions in Teacher Education: Evoking Associative Objects H. James Garrett Chapter 12: Our First Foray into Work Discussion Groups with a University Laboratory School Alex Collopy, Lydia Bingham, Kailey Price, and Carley Rader Appendix: Trauma- Informed Healing- Centered Practice: Teddy Bears in Traumatic Times (Fall 2021) About the Contributors
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