Contemporary Psychoanalytic Approaches to Early Childhood Education

Alex Collopy

doi:10.5771/9781666964653

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Bibliographic data

Copyright year: 2025
ISBN-Print: 978-1-6669-6464-6
ISBN-Online: 978-1-6669-6465-3
Publisher: Lexington, Lanham
Language: English
Pages: 260
Product type: Edited Book

1. Contents No access
1. Note No access
2. References No access
1. 1. Psychoanalytic Temporality No access
  2. The Doing of Playing: Waiting, Scribbling, Squiggling No access
  3. Analytic Time in the Case of Iiro No access
  4. Duration: On Development beyond Developmentalism No access
  5. References No access
2. 1. Yesterday: Old Ideas No access
  2. Today: New Questions No access
  3. 1. Freudian Theories (Foundational and Regulatory) No access
  4. 1. Piaget-Derived Theories (Use with Caution) No access
  5. Gender and Its Permanence among Care(ing) Workers No access
  6. How Might Psychoanalytic(s) Be Applied Today? No access
  7. Utilizing Critical and Queer Feminisms within Teacher Education No access
  8. Understanding Gender, Understanding Sexuality: Changing Roles in Care Settings No access
  9. Notes No access
  10. References No access
3. 1. References No access
4. 1. Notes No access
  2. References No access
1. 1. Teachers Are Containers No access
  2. Teachers Are Observer-Scientists No access
  3. Teachers Know that Behavior Has Both Meaning and History No access
  4. Closing No access
  5. Note No access
  6. References No access
2. 1. From “Good Enough Mother” to “Good Enough Teacher” No access
  2. Teacher-Child Relationships No access
  3. From Therapeutic Nursery to Public School No access
  4. Winnicott and the Uses of Transitional Object No access
  5. Bringing Winnicott to School in the Twenty-first Century No access
  6. 1. Annie’s Stories No access
    2. Randi’s Story No access
    3. Maria’s Story No access
  7. Teddy Bears as Transitional Objects in School: Looking at Emergent Themes No access
  8. Summary No access
  9. Notes No access
  10. References No access
3. 1. References No access
4. 1. Psychoanalysis as a Model of the Learner? No access
  2. Welcome to Room 102 No access
  3. Seeking Multiple Perspectives No access
  4. References No access
5. 1. Note No access
  2. References No access
1. 1. Amy and the Student Teaching Process No access
  2. Square Pegs, Round Holes: Fitting Young Children into Licensing Requirements and Fitting Psychoanalysis into Teacher Education No access
  3. What about Trauma?: The Over- and Misuse of Trauma and Trauma-Informed Practice in Early Childhood No access
  4. What Besides Trauma? No access
  5. The Day I Got There Late No access
  6. Kiley Pushes Amy Around No access
  7. Conclusion No access
  8. References No access
2. 1. Psychoanalytic Thinking in/with Pedagogy No access
  2. Work Group Discussions No access
  3. The Difference between Observation and Interpretation No access
  4. Dream-thought No access
  5. 1. Associative Objects—Evoking the Dreamwork No access
  6. Observation Seminar—Two Examples No access
  7. The Dreamwork of Teacher Education No access
  8. Note No access
  9. References No access
3. 1. Child Observation Seminar No access
  2. “That Was Totally Unacceptable in My House Growing Up” No access
  3. “Will We Ever Fully Understand What Children Are Thinking?” No access
  4. “What Allows Someone to Talk Is That the Group Could Hold It” No access
  5. References No access
1. List of Themes by Month No access
2. Rationale for September–December Themes and Process No access
3. Staff Book Group Resources No access
4. 1. Meeting Agenda No access
5. Example Month: September No access
Index No access Pages 249 - 254
1. Editor No access
2. Contributors No access