6 research outputs found
Emotions as practice: Anna Freud's child psychoanalysis and thinking–doing children's emotional geographies
This is the author’s version of a work that was accepted for publication in Emotion, Space and Society. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published at: http://dx.doi.org/10.1016/j.emospa.2013.02.003The paper introduces Anna Freud's early writing from the perspective of the theory and
practice of children's emotional geographies. Discussing especially Freud's view on the theory of
defence mechanisms and her early arguments with Melanie Klein about the nature of the child's
mind, it explores how children's emotions can be approached beyond children's own
representational accounts of their emotional experiences. The paper advocates an engagement with
Anna Freud's work and psychoanalysis that would account for different forms of knowledge
produced in the intersubjective processes of research and for the significance of the relationships
with child participants
Self-locomotion and spatial language and spatial cognition: Insights from typical and atypical development
Various studies have shown that occurrence of locomotion in infancy is correlated with the development of spatial cognitive competencies. Recent evidence suggests that locomotor experience might also be important for the development of spatial language. Together these findings suggest that locomotor experience might play a crucial role in the development of linguistic-cognitive spatial skills. However, some studies indicate that, despite their total deprivation of locomotor experience, young children with spinal muscular atrophy (SMA) have the capacity to acquire and use rich spatial representations including good spatial language. Nonetheless, we have to be cautious about what the striking performances displayed by SMA children can reveal on the link between motor and spatial development, as the dynamics of brain development in atypically developing children are different from typically developing children