ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book introduces some key psychoanalytic concepts and the ways in which unconscious processes manifest themselves in the classroom. It looks at the central importance of play to the young child and points to the links between play and learning in later development. The book focuses on latency and adolescence, respectively. It outlines with the developmental tasks in particular reference to the dynamics that are likely to hold sway between child and parent, child and school, and teacher and learner. The book looks at the notion of the psychoanalytic “observational stance” and the usefulness of this kind of observation in the classroom. It explores some of the factors involved in teaching children with special educational needs and again makes use of material from work-discussion presentations. The book elucidates the internal dynamics that are stirred up by being assessed or inspected.
