Overview
Contemporary Psychoanalytic Approaches to Early Childhood Education edited by Alex Collopy offers critical analyses of psychoanalytic theory to provide a deeper understanding of the construction and education of young children from infancy to age eight, focusing on the experiences of children with identified disabilities, social, emotional, gender, linguistic, racial, and socioeconomic differences. It also provides portraits of early childhood practice and early childhood teacher trainings to demonstrate the potential of psychoanalysis as both a lens for understanding the dynamic nature of being, development and learning, and as a creative, multimodal method for facilitating new relationships between the inner and relational worlds of children and adults. Written by and for scholars and professional educators in curriculum and instruction, school psychology, infant mental health, social work, and allied professions, this book provides insight into the histories, present, and potential futures of psychoanalysis within and across education spaces as an act of advocacy for young children.
Full Product Details
Author: Alex Collopy ,
Alexandra C. Gunn ,
Andrea Sanchez ,
Carley Rader
Publisher: Bloomsbury Publishing Plc
Imprint: Lexington Books/Fortress Academic
Weight: 0.553kg
ISBN: 9781666964646
ISBN 10: 1666964646
Pages: 270
Publication Date: 19 February 2025
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: In Print
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Reviews
This very engaging, substantial, and accessible volume not only demonstrates why and how teachers, educators, and care professionals benefit from psychoanalytic understandings of children, but it also offers genuine practice examples that show how such understanding can make a difference. Ranging from case studies to critiques of the pressures brought down on teachers from curricula and schoolification imperatives to examples of teacher education seminar programs, this book will be a vital resource for early educational trainers and students alike. -- Erica Burman, The University of Manchester With twenty-first-century children experiencing an unprecedented mental health crisis bookended by the post-9/11 threats of terrorism and the post-pandemic assaults of a rapidly warming world, threats of school violence, intrusive social media, and crushing loneliness, today’s educators must be conversant with emotions in ways never anticipated. Although generic ’socio-emotional learning’ is a commonly heard prescription, it tends to be delivered more like a product than an experience. In contrast, this exciting volume of interdisciplinary perspectives illustrates the transformational potential of freshly perceived classroom dynamics for students and teachers alike. The contributors offer a mode of observation―one that opens up highly standardized and prescriptive educational methods to the possibility of novelty, play, relationship, and authentic growth that can come from applying psychoanalytic theories, practices, and methods. The most important is helping students and educators listen to one another in non-linear ways. Psychoanalytically trained practitioners will also benefit from this new way of approaching children’s struggles to learn, and the challenges families face in supporting their children’s efforts in non-pathologizing ways. -- Billie A. Pivnick, William Alanson White Institute
Author Information
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.
