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Differences

1. A. Freud denied the presence of countertransference in child psychotherapy, M. Klein considered it important (especially for children who do not yet speak)

2. A. Freud believed that children’s play cannot be interpreted, since it reproduces reality, and M. Klein interpreted the game, since she believed that symbolic manifestations also take place in the game

3. A. Freud believed that it was necessary to collect anamnesis from parents, it was necessary to maintain a positive relationship with them, and by influencing the parents, the child’s condition could be changed; M. Klein believed that psychoanalysis should adapt the child to existing relationships in the family, and interaction with parents, including history taking, is useless and even harmful.

4. A. Freud was very careful about interpretation in general and sexualized interpretations in particular, believing that such interpretations can destroy the relationship between the child and parents; M. Klein strives to give interpretations to the child’s behavior and play, and although she also considered it unacceptable to destroy the relationship between the child and the parents, she considered it necessary to work through the emerging conflicts.

5. A. Freud worked with children with developed speech function (senior preschool age); M. Klein worked with children from 2.5 to 3 years old.

6. For A. Freud, the goal of therapy was to strengthen the “I” and develop the superego; for M. Klein, the goal of therapy was to weaken the superego, since it was in its severity and severity that she saw the source of internal conflict, and the weakening of the superego would lead to the harmonization of the child’s personality.

7. According to A. Freud, psychoanalysis also has a pedagogical aspect, when the analyst takes the place of the weak superego; for M. Klein, the child’s superego is too strong in relation to weak ego child and therefore its strengthening through the pedagogical role of the analyst is not necessary.

In this work we will try to partially illuminate one of the psychological approaches to understanding childhood - psychoanalytic. As you know, psychoanalysis was created by Sigmund Freud at the beginning of our century. Beginning with his teachings in psychological science, the awareness of the importance of childhood for a person’s entire life and the study, systematization and discussion of this period began human life. Subsequently, a variety of psychological theories childhood, some of which are largely or completely opposed to psychoanalytic, but almost all recognize its importance. For example, L. S. Vygotsky in his works (see “Problems of the development of the HMF,” Chapter 1) largely disagrees with Freud’s theory, however, he notices its significance.

Below we look at three authors belonging to the psychoanalytic school who have contributed to the understanding of childhood problems in psychology. This would be, first of all, Sigmund Freud himself - in his theory and practice, he, as a rule, did not deal with children, but his entire theory of neuroses stems from childhood experiences, which determines the saturation of his works with information about his views on childhood. The second author, who is presented below, is Anna Freud, daughter of Sigmund. Her theory is interesting to us because she, in fact, was the founder of child psychoanalysis. Finally, Erik Erikson's theory will conclude our brief review. American psychoanalyst who created his own epigenetic theory of human development. This psychoanalyst has already moved quite far in many of his positions from orthodox psychoanalysis: however, at the same time, unlike, for example, Fromm, he remained within its framework. It is all the more interesting to consider his theory, and thus understand the development of psychoanalysis. So, let's move on to specific material.

Classic psychoanalysis by Sigmund Freud.

Sigmund Freud, the founder of psychoanalysis, is one of the first psychologists to pay attention to the problem of studying childhood. Psychoanalysis initially developed as a method of treatment - a purely practical direction, but it soon became a rich source of psychological facts. In particular, it was impossible not to notice the enormous role of childhood, childhood experiences in the entire subsequent life of a person. Further research and theoretical developments led Freud to the idea that these childhood experiences were sexually charged and that these experiences had an unconscious influence on the behavior and life of an adult. Unconscious experience, according to Freud, is the content of one of the three components of the human personality - the unconscious or “It”. The other two components are the “I” and the “Super-Ego”. “It” is the irrational principle in a person, subject to the principle of pleasure, the “Super-I” limits the drives of the unconscious, being the bearer of moral norms, and the “I” follows the principle of reality and helps the subject act adequately to the external situation. As you can see, the content of “It” and “Super-Ego” is filled in childhood - “It”, as stated above, represents unconscious drives determined by childhood experiences, and “Super-Ego” is the parental principle, censor, critic, teacher, and the idea of ​​norms, prohibitions, taboos is also laid down in childhood.

Another important point Freud's theories are his idea of ​​libidinal energy - driving force instinctive principle in man. This, in his opinion, is a force that largely determines human behavior. Human development in his theory comes down to the stages of movement and transformation of this energy. In accordance with the movement of libidinal energy through erogenous zones (in Freud's understanding, erogenous eons are those that are sensitive to stimulus). Here short description these stages of development of childhood sexuality:

1. Oral stage (0-1 year). The main erogenous zone is the oral region associated with feeding. Freud distinguished 2 substages in this stage - early and late. The child's sexual expression in the early substage is sucking, and in the later stage, biting is added to it. At this stage, the basic, deepest instincts of “It”, “I”, initially absent from the child, are consolidated, only in the second half of the child’s life begins to stand out from the “It”. The “Super-I” instance is still absent at this stage.

2. Anal stage (1-3 years). In the second stage, libidinal energy is concentrated around the anus. Childhood sexuality, according to Freud, is now satisfied through mastery of the processes of excretion. The “I” of the child’s personality at this stage is already fully formed, it begins to control the impulses of the unconscious. Under the influence of such forces as the fear of losing parents, fear of punishment, social coercion, the “Super-I” instance gradually begins to form.

3. Genital stage (3-5 years). According to Freud, this is the highest level of childhood sexuality. The genital organs become the most important erogenous zone at this stage of child development. Sexuality ceases to be autoerotic; children who have moved to this phase of development begin to experience sexual attachment to adults. It is at this stage, as Freud believed, that the Oedipus complex is formed in boys and the Electa complex in girls - their essence lies in the child’s sexual attachment to the parent of the opposite sex and the perception of the second parent as a rival. In normal development, the resolution of this complex, according to Freud, occurs under the influence of castration fear, which forces the boy to renounce sexual attraction to his mother and identify himself with his father. at this stage, the three levels of human personality complete their formation.

4. Latent stage (5-12 years). At this stage, the “I” completely controls the “It,” which causes a decrease in the child’s sexual interest. The energy of libido finds other ways of realization - it is transferred to the development of human experience, communication with peers and adults, etc.

5. Genital stage (12-18 years). The child's sexual interest increases. According to Freud, at this stage a normal teenager strives for one goal - normal sexual communication. If there are difficulties in realizing this goal, regression or fixation at one of the previous stages of development may be observed. At this stage, the “I” must restrain especially aggressive manifestations and impulses of the “It”.

6. When a child becomes an adult (Freud did not identify such a stage, we will allow ourselves this for the convenience of presentation), his character is determined by the development and interaction of three main authorities. With normal development, their normal interaction can be carried out, according to Freud, with the help of the protective mechanism of sublimation. As E. Erikson later wrote (to be discussed later), correct and appropriate sublimation is necessary for the individual in order to develop normally - this is one of the most important and boldest provisions of Freud’s theory. Pathological development is characterized by the presence of such protective mechanisms as repression, regression, rationalization, etc.

Attempts to organize analytical work with children from the standpoint of traditional psychoanalysis have encountered real difficulties: children do not express an interest in studying their past, there is no initiative to contact a psychoanalyst, and the level of verbal development is insufficient to formalize their experiences in

words. At first, psychoanalysts mainly used observations and reports from parents as material for interpreting observations and reports.

Later, psychoanalytic methods were developed aimed specifically at children. Freud's followers in the field of child psychoanalysis, A. Freud and M. Klein, created their own, different versions of child psychotherapy.

A. Freud (1895-1982) adhered to the traditional position for psychoanalysis about the child’s conflict with the social world full of contradictions. Her works “Introduction to Child Psychoanalysis” (1927), “Norm and Pathology in Childhood” (1966) and others laid the foundations of child psychoanalysis. She emphasized that in order to understand the causes of difficulties in behavior, a psychologist must strive to penetrate not only into the unconscious layers of the child’s psyche, but also to obtain the most detailed knowledge about all three components of the personality (I, Id, Super-Ego), about their relationships with the outside world , about the mechanisms of psychological defense and their role in personality development2.

A. Freud believed that in the psychoanalysis of children, firstly, it is possible and necessary to use analytical methods common to adults on speech material: hypnosis, free associations, interpretation of dreams, symbols, parapraxia (slip of the tongue, forgetting), analysis of resistance and transference. Secondly, she also pointed out the uniqueness of the technique for analyzing children. The difficulties of using the method of free association, especially in young children, can be partially overcome by analyzing dreams, daydreams, daydreams, games and drawings, which will reveal the tendencies of the unconscious in an open and accessible form. A. Freud proposed new technical methods to help in the study of the self. One of them is the analysis of the transformations undergone by the child’s affects. In her opinion, the discrepancy between the expected (based on past experience) and demonstrated (instead of grief - a cheerful mood, instead of jealousy - excessive tenderness) emotional reaction of the child indicates that defense mechanisms are working, and thus it becomes possible to penetrate into the child’s self. Rich material on the formation of defense mechanisms at specific phases child development presents an analysis of animal phobias, characteristics of school and family behavior of children. Thus, A. Freud gave important children's game, believing that,

fascinated by the game, the child will also become interested in the interpretations offered to him by the analyst regarding defense mechanisms and the unconscious emotions hiding behind them.

A psychoanalyst, according to A. Freud, to be successful in child therapy must have authority with the child, since the child’s Super-Ego is relatively weak and unable to cope with the impulses released as a result of psychotherapy without outside help. Of particular importance is the nature of the child’s communication with an adult: “Whatever we begin to do with a child, whether we teach him arithmetic or geography, whether we educate him or subject him to analysis, we must first of all establish a certain emotional relationship between ourselves and the child. The more difficult the work that lies ahead of us, the stronger this connection should be,” emphasized A. Freud1. When organizing research and correctional work with difficult children (aggressive, anxious), the main efforts should be aimed at forming attachment and developing libido, and not at directly overcoming negative reactions. The influence of adults, which gives the child, on the one hand, hope for love, and on the other hand, makes him fear punishment, allows him to develop over the course of several years his own ability to control his inner instinctual life. At the same time, part of the achievements belongs to the forces of the child’s self, and the rest to pressure external forces; the relationship between influences cannot be determined.

When psychoanalyzing a child, A. Freud emphasizes, the external world has a much stronger influence on the mechanism of neurosis than in an adult. The child psychoanalyst must necessarily work to transform the environment. External world, its educational influences are a powerful ally of the child’s weak self in the fight against instinctive tendencies.

The English psychoanalyst M. Klein (1882-1960) developed her approach to organizing psychoanalysis at an early age2. The main attention was paid to the child's spontaneous play activity. M. Klein, unlike A. Freud, insisted on the possibility of direct access to the content of the child’s unconscious. She believed that action is more characteristic of a child than speech, and free play is the equivalent of the flow of associations of an adult; stages of the game are analogues of the associative production of an adult.

Psychoanalysis with children, according to Klein, was based primarily on spontaneous children's play, which was helped to manifest itself by specially created conditions1.

The therapist provides the child with a lot of small toys, “a whole world in miniature,” and gives him the opportunity to act freely for an hour.

The most suitable for psychoanalytic play techniques are simple non-mechanical toys: wooden male and female figures of different sizes, animals, houses, fences, trees, various vehicles, cubes, balls and sets of balls, plasticine, paper, scissors, a soft knife, pencils, crayons , paints, glue and rope. The variety, quantity, and miniature sizes of toys allow the child to widely express his fantasies and use his existing experience. conflict situations. The simplicity of toys and human figures ensures their easy inclusion in plots, fictional or prompted by the child’s real experience.

Game room It should also be equipped very simply, but provide maximum freedom of action. Play therapy requires a table, a few chairs, a small sofa, a few pillows, a washable floor, running water, and a chest of drawers. Each child's play materials are kept separately, locked in a specific drawer. This condition is intended to convince the child that his toys and playing with them will be known only to himself and the psychoanalyst.

Observation of various reactions the child, behind the “flow of children’s play” (and especially behind manifestations of aggressiveness or compassion) becomes the main method of studying the structure of the child’s experiences. The undisturbed flow of the game corresponds to the free flow of associations; interruptions and inhibitions in games are equivalent to interruptions in free association. A break in play is seen as a defensive action on the part of the ego, comparable to resistance in free association. The game may show various emotional states: feelings of frustration and rejection, jealousy of family members and accompanying aggressiveness, feelings of love or hatred for the newborn, pleasure in playing with a friend, confrontation with parents, feelings of anxiety, guilt and the desire to improve the situation.

Prior knowledge of the child's developmental history and presenting symptoms and impairments assists the therapist in interpreting the meaning of children's play. As a rule, the psychoanalyst tries to explain to the child the unconscious roots of his play, for which he has to use great ingenuity to help the child realize which of the real members of his family are represented by the figures used in the game. At the same time, the psychoanalyst does not insist that the interpretation accurately reflects the experienced psychic reality; it is rather a metaphorical explanation or an interpretative proposal put forward for testing.

The child begins to understand that there is something unknown ("unconscious") in his own head and that the analyst is also participating in his game. M. Klein leads detailed description details of psychoanalytic gaming techniques using specific examples.

Thus, at the request of her parents, M. Klein conducted psychotherapeutic treatment of a seven-year-old girl with normal intelligence, but with a negative attitude towards school and academic failure, with some neurotic disorders and poor contact with her mother. The girl did not want to draw or actively communicate in the therapist’s office. However, when she was given a set of toys, she began to act out the relationship that had excited her with her classmate. It was they who became the subject of interpretation by the psychoanalyst. Having heard the therapist's interpretation of her play, the girl began to trust him more. Gradually, during further treatment, her relationship with her mother and her school situation improved.

Sometimes the child refuses to accept the therapist's interpretation and may even stop playing and throw away toys when told that his aggression is directed at his father or brother. Such reactions, in turn, also become the subject of interpretation by the psychoanalyst.

Changes in the nature of the child’s play can directly confirm the correctness of the proposed interpretation of the game. For example, a child finds a dirty figurine in a box with toys, which symbolized his younger brother in a previous game, and washes it in a basin from traces of his previous aggressive intentions.

So, penetration into the depths of the unconscious, according to M. Klein, is possible using gaming techniques, through the analysis of the child’s anxiety and defense mechanisms. Regularly expressing interpretations of his behavior to the child patient helps him cope with emerging difficulties and conflicts.

Some psychologists believe that the game itself is healing. So, D.V. Winnicott emphasizes the creative power of free play (play) in comparison with play according to the rules (game)1.

A. Freud (1895-1982) adhered to the traditional position for psychoanalysis about the child’s conflict with the social world full of contradictions. She emphasized that in order to understand the causes of difficulties in behavior, a psychologist must strive to penetrate not only into the unconscious layers of the child’s psyche, but also to obtain the most detailed knowledge about all three components of the personality (I, It, Super-Ego), about their relationships with the outside world, about the mechanisms of psychological defense and their role in personality development. A. Freud believed that in the psychoanalysis of children, firstly, it is possible and necessary to use analytical methods common to adults on speech material: hypnosis, free associations, interpretation of dreams, symbols, parapraxia (slip of the tongue, forgetting), analysis of resistance and transference. Secondly, she also pointed out the uniqueness of the technique for analyzing children. The difficulties of using the method of free association, especially in young children, can be partially overcome by analyzing dreams, daydreams, daydreams, games and drawings, which will reveal the tendencies of the unconscious in an open and accessible form. A. Freud proposed new technical methods to help in the study of the self. One of them is the analysis of the transformations undergone by the child’s affects. In her opinion, the discrepancy between the expected (based on past experience) and demonstrated (instead of grief - a cheerful mood, instead of jealousy - excessive tenderness) emotional reaction of the child indicates that defense mechanisms are working, and thus it becomes possible to penetrate into the child’s self. Rich material on the formation of defense mechanisms at specific phases of child development is presented by the analysis of animal phobias, characteristics of school and family behavior of children. Thus, A. Freud attached great importance to children's play, believing that, being carried away by the game, the child will become interested in the interpretations offered to him by the analyst regarding defense mechanisms and the unconscious emotions hiding behind them.

A psychoanalyst, according to A. Freud, to be successful in child therapy must have authority with the child, since the child’s Super-Ego is relatively weak and unable to cope with the impulses released as a result of psychotherapy without outside help. When psychoanalyzing a child, A. Freud emphasizes, the external world has a much stronger influence on the mechanism of neurosis than in an adult. The child psychoanalyst must necessarily work to transform the environment. The outside world and its educational influences are a powerful ally of the child’s weak self in the fight against instinctive tendencies.

The English psychoanalyst M. Klein (1882-1960) developed her approach to organizing psychoanalysis at an early age. The main attention was paid to the spontaneous play activity of the child. M. Klein, unlike A. Freud, insisted on the possibility of direct access to the content of the child’s unconscious. She believed that action is more characteristic of a child than speech, and free play is the equivalent of the flow of associations of an adult; stages of the game are analogues of the associative production of an adult.

Psychoanalysis with children, according to Klein, was based primarily on spontaneous children's play, which was helped to manifest itself by specially created conditions. The therapist provides the child with a lot of small toys, “a whole world in miniature,” and gives him the opportunity to act freely for an hour. The most suitable for psychoanalytic play techniques are simple non-mechanical toys: wooden male and female figures of different sizes, animals, houses, fences, trees, various vehicles, cubes, balls and sets of balls, plasticine, paper, scissors, a soft knife, pencils, crayons , paints, glue and rope. The variety, quantity, and miniature size of toys allow the child to widely express his fantasies and use his existing experience of conflict situations. The simplicity of toys and human figures ensures their easy inclusion in plots, fictional or prompted by the child’s real experience. The game room should also be equipped very simply, but provide maximum freedom of action. Play therapy requires a table, a few chairs, a small sofa, a few pillows, a washable floor, running water, and a chest of drawers. Each child's play materials are kept separately, locked in a specific drawer. This condition is intended to convince the child that his toys and playing with them will be known only to himself and the psychoanalyst. Observation of the child’s various reactions, the “flow of children’s play” (and especially manifestations of aggressiveness or compassion) becomes the main method of studying the structure of the child’s experiences. The undisturbed flow of the game corresponds to the free flow of associations; interruptions and inhibitions in games are equivalent to interruptions in free association. A break in play is seen as a protective action on the part of the ego, comparable to resistance in free associations. Various emotional states can appear in play: feelings of frustration and rejection, jealousy of family members and accompanying aggressiveness, feelings of love or hatred for a newborn, pleasure in playing with a friend , confrontation with parents, feelings of anxiety, guilt and the desire to correct the situation.

Prior knowledge of the child's developmental history and presenting symptoms and impairments assists the therapist in interpreting the meaning of children's play. As a rule, the psychoanalyst tries to explain to the child the unconscious roots of his play, for which he has to use great ingenuity to help the child realize which of the real members of his family are represented by the figures used in the game. At the same time, the psychoanalyst does not insist that the interpretation accurately reflects the experienced psychic reality; it is rather a metaphorical explanation or an interpretative proposal put forward for testing. The child begins to understand that there is something unknown ("unconscious") in his own head and that the analyst is also participating in his game. Sometimes the child refuses to accept the therapist's interpretation and may even stop playing and throw away toys when told that his aggression is directed at his father or brother. Such reactions, in turn, also become the subject of interpretation by the psychoanalyst. Changes in the nature of the child’s play can directly confirm the correctness of the proposed interpretation of the game.

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A. Freud believed that in the psychoanalysis of children, firstly, it is possible and necessary to use analytical methods common to adults on speech material: hypnosis, free associations, interpretation of dreams, symbols, parapraxia (slip of the tongue, forgetting), analysis of resistance and transference. Secondly, she also pointed out the uniqueness of the technique for analyzing children. The difficulties of using the method of free association, especially in young children, can be partially overcome by analyzing dreams, daydreams, daydreams, games and drawings, which will reveal the tendencies of the unconscious in an open and accessible form. A. Freud proposed new technical methods to help in the study of the self. One of them is the analysis of the transformations undergone by the child’s affects. In her opinion, the discrepancy between the expected (based on past experience) and demonstrated (instead of grief - a cheerful mood, instead of jealousy - excessive tenderness) emotional reaction of the child indicates that defense mechanisms are working, and thus it becomes possible to penetrate into the child’s self. Rich material on the formation of defense mechanisms at specific phases of child development is presented by the analysis of animal phobias, characteristics of school and family behavior of children. Thus, A. Freud attached importance to children's play, believing that,
1 See: Psychoanalysis of childhood sexuality (3. Freud, K. Abraham. C. G. Jung,
E. Jones, S. Ferenczi) / Ed. B.J.I. Lukova. St. Petersburg, 1997.
2 See: Freud A. Psychology of the Self and Defense Mechanisms. M., 1993.
Chapter V Mental development as personality development.
65
fascinated by the game, the child will also become interested in the interpretations offered to him by the analyst regarding defense mechanisms and the unconscious emotions hiding behind them.
A psychoanalyst, according to A. Freud, to be successful in child therapy must have authority with the child, since the child’s Super-Ego is relatively weak and unable to cope with the impulses released as a result of psychotherapy without outside help. Of particular importance is the nature of the child’s communication with an adult: “Whatever we begin to do with a child, whether we teach him arithmetic or geography, whether we educate him or subject him to analysis, we must first of all establish a certain emotional relationship between ourselves and the child. The more difficult the work that lies ahead of us, the stronger this connection should be,” emphasized A. Freud1. When organizing research and correctional work with difficult children (aggressive, anxious), the main efforts should be aimed at forming attachment and developing libido, and not at directly overcoming negative reactions. The influence of adults, which gives the child, on the one hand, hope for love, and on the other hand, makes him fear punishment, allows him to develop over the course of several years his own ability to control his inner instinctual life. Moreover, part of the achievements belongs to the forces of the child’s self, and the rest to the pressure of external forces; the relationship between influences cannot be determined.
When psychoanalyzing a child, A. Freud emphasizes, the external world has a much stronger influence on the mechanism of neurosis than in an adult. The child psychoanalyst must necessarily work to transform the environment. The outside world and its educational influences are a powerful ally of the child’s weak self in the fight against instinctive tendencies.
The English psychoanalyst M. Klein (1882-1960) developed her approach to organizing psychoanalysis at an early age2. The main attention was paid to the child's spontaneous play activity. M. Klein, unlike A. Freud, insisted on the possibility of direct access to the content of the child’s unconscious. She believed that action is more characteristic of a child than speech, and free play is the equivalent of the flow of associations of an adult; stages of the game are analogues of the associative production of an adult.
1 Freud A. Introduction to child psychoanalysis. M., 1991. P. 36.
2 See: Development in psychoanalysis / M. Klein, S. Isaac, J. Riveri, P. Heimann. M., 2001.
66
Section three. Basic concepts of mental development.
Psychoanalysis with children, according to Klein, was based primarily on spontaneous children's play, which was helped to manifest itself by specially created conditions1. The therapist provides the child with a lot of small toys, “a whole world in miniature,” and gives him the opportunity to act freely for an hour.
The most suitable for psychoanalytic play techniques are simple non-mechanical toys: wooden male and female figures of different sizes, animals, houses, fences, trees, various vehicles, cubes, balls and sets of balls, plasticine, paper, scissors, a soft knife, pencils, crayons , paints, glue and rope. The variety, quantity, and miniature size of toys allow the child to widely express his fantasies and use his existing experience of conflict situations. The simplicity of toys and human figures ensures their easy inclusion in plots, fictional or prompted by the child’s real experience.

Attempts to organize work with children from the perspective of traditional psychoanalysis have encountered real difficulties: children do not express an interest in exploring their past, there is no initiative to contact a psychoanalyst, and the level of verbal development is insufficient to express their experiences in words. At first, psychoanalysts were used as material for interpreting observations and reports from parents. A little later, methods of psychoanalysis were developed aimed specifically at children. Followers of S. Freud, Anna Freud and M. Klein, created their own versions of child psychotherapy. A. Freud adhered to the traditional position for psychoanalysis about the child’s conflict with the social world full of contradictions. She emphasized that in order to understand the difficulties of behavior, a psychologist must strive to penetrate not only into the unconscious layers of the child’s psyche, but also to obtain the most detailed knowledge about all three components (self, it, superego), about relationships with the outside world, about the mechanisms of psychological defense and their role in personality development. A. Freud adhered to the traditional position for psychoanalysis about the child’s conflict with the social world full of contradictions. She emphasized that in order to understand the difficulties of behavior, a psychologist must strive to penetrate not only into the unconscious layers of the child’s psyche, but also to obtain the most detailed knowledge about all three components (self, it, superego), about relationships with the outside world, about the mechanisms of psychological defense and their role in personality development. A. Freud attached great importance to children's play, believing that, being carried away by the game, the child will become interested in the interpretations offered to him by the analyst regarding defense mechanisms and the unconscious emotions hiding behind them. A psychoanalyst, according to A. Freud, to be successful in child therapy must have authority with the child. The nature of communication between a child and an adult is of particular importance. The main thing is emotional communication. When organizing research and correctional work with difficult children

(aggressive, anxious) the main efforts should be aimed at forming attachment, developing libido, and not at directly overcoming negative reactions.; English. psychoanalyst M. Klein (1882-1960) developed her approach to organizing psychoanalysis at an early age.

The main attention was paid to the child's spontaneous play activity. M. Klein, unlike A. Freud, insisted on the possibility of direct access to the content of the child’s unconscious. She believed that action is more characteristic of a child than speech; stages of the game are analogues of the associative production of an adult. Psychoanalysis with children, according to Klein, was based mainly on spontaneous children's play, which was helped to manifest itself by specially created conditions. Her play with many toys. The game can manifest a variety of emotional states: feelings of frustration and rejection, jealousy of family members and accompanying aggressiveness, feelings of love or hatred for a newborn, the pleasure of playing with a friend, confrontation with parents, feelings of anxiety, guilt and the desire to improve the situation. So, penetration into the depths of the unconscious, according to

M. Klein, possibly using play techniques, through an analysis of the child’s anxiety and defense mechanisms. Regularly expressing interpretations of his behavior to the child patient helps him cope with emerging difficulties and conflicts.

Some psychologists believe that the game itself is healing.

So, D.V. Winnicott emphasizes the creative power of free play in comparison with playing according to the rules. Understanding the child’s psyche with the help of psychoanalysis and gaming technology has expanded ideas about the emotional life of little ones.

children, has increased understanding of the earliest stages of development and their long-term contribution to normal or pathological development

psyche in adult periods of life.