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.

• Introduction Alex CollopyPart I: Psychoanalytic Approaches to Understanding Children and ChildhoodChapter 1: Psychoanalytic Temporality: From Chronology to Duration in the Making of Childhood History Lisa FarleyChapter 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 SanchezChapter 3: “Reading is Cheating!” Children with Learning Disabilities and Their Need to Communicate Ionas SapountzisChapter 4: Projective Identification at Work in the Psychological Assessment of Children Greta CarlsonPart II: Psychoanalytic Approaches to Early Childhood Education SettingsChapter 5: Is There a Place for Psychoanalytic Theory in the Classroom? Michael TroutChapter 6: Winnicott Comes to School: Using Transitional Objects in Classroom Life Lesley KoplowChapter 7: The Narcissism of Curriculum: The Importance of Listening to Children Eileen JohnsonChapter 8: Psychotherapeutic Practices are for Everyone Alex CollopyChapter 9: The Essential Role of Play in Early Childhood Education Joanna FortunePart III: Psychoanalytic Approaches to Early Childhood Teacher EducationChapter 10: A Case for Early Childhood Teacher Education Informed by Psychic Genera Clio StearnsChapter 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 RaderAppendix: Trauma- Informed Healing- Centered Practice: Teddy Bears in Traumatic Times (Fall 2021)About the Editor and Contributors

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.