Methodological Disputes of Anna Freud and Melanie Klein and Their Influence on Psychoanalytic Pedagogy ; Методологічні суперечки Анни Фройд і Мелані Кляйн і їх вплив на психоаналітичну педагогіку

The article is devoted to the topical and understudied issue of comparing two fundamental psychoanalytic concepts of A. Freud and M. Klein in the field of child psychoanalysis and psychoanalytic pedagogy. The methodological background and conceptual foundations of the Viennese and British schools of child psychoanalysis and psychoanalytic pedagogy are analyzed. Special attention is paid to the comparison of the methodological approaches of A. Freud and M. Klein. It is shown that the main category of children with whom A. Freud worked were older preschoolers who had already developed the speech function. The children M. Klein worked with were younger (approximately 2.5 to 3 years old). It was found that M. Klein’s views on children’s psychoanalysis and upbringing are in the plane of classical psychoanalysis of S. Freud, and in her practical activities she sought to find similar tools. On the contrary, the theory of A. Freud breeds, separates the adult and the child, puts the child in a dependent position on the parents and on the analyst. It has been proved that A. Freud was wary of the sexualized interpretation of the child’s behavior, as she believed that this kind of interpretation would harm the child and destroy family relationships. M. Klein tried to interpret the child’s behavior and ways of playing, just like A. Freud, she considered the deformation of relations in the parent-child system unacceptable, but emphasized the need to discuss and work out conflict situations in this system. Views on children’s play from the positions of A. Freud and M. Klein are explained. From the methodological position of A. Freud, children’s play is too difficult to interpret, because it is a reproduction of reality. Unlike A. Freud, M. Klein attached special importance to the interpretation of children’s play activities, considering a child’s play to be a place filled with symbolic manifestations. The pedagogical connotations of the psychoanalytic concepts of A. Freud and M. Klein are revealed. It is shown that A. Freud ...