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Updated: Jun 12, 2025

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在学前空间的精神分析行为,或如何有用而不是正确
1125 East 23rd St., Suite 300, #2, New York, NY 10010,
Psychoanalytic review
|September 26, 2024
概括
这项研究探讨了幼儿园的专家知识,表明精神分析将重点从"正确"转变为"有用". 这为儿童的精神分析实践提供了新的视角.
科学领域:
- 精神分析是一种精神分析.
- 幼儿教育 儿童早期教育
背景情况:
- 专家知识往往主导着像学龄前学校这样的机构环境.
- 精神分析的实践可能会受到已建立的专家动态的挑战.
研究的目的:
- 检查专家知识在美国幼儿园中的作用.
- 探索从知识权威转向知识转移的理论和临床转变.
- 在教育背景下重新定义精神分析实践.
主要方法:
- 在机构学前教育环境中对精神分析实践的定性分析.
- 质疑专家知识和精神分析干预之间的动态.
- 在临床应用中区分"有用"和"正确".
主要成果:
- 一位精神分析师拒绝毫无疑问地接受幼儿园的专家知识动态.
- 将重点从知识权威转移到转移提供了一个新的临床和理论视角.
- 课堂可以被认为是精神分析工作的主要空间.
结论:
- 扩展精神分析可以通过优先考虑有用性而不是正确性来重新定义.
- 这种方法可能更容易被儿童接受,而不是成年护理人员.
- 对转移的关注提供了一个有价值的替代方案,以应对早期儿童环境中专家知识的主导地位.
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