Playing and Reality

כריכה קדמית
Tavistock Publications, 1971 - 169 עמודים
"D.W. Winnicott's distinctive contribution to our understanding of human development, based on extensive clinical work with babies and young children, is known and valued the world over. In this volume he is concerned with the springs of imaginative living and of cultural experience in every sense, with whatever determines an individual's capacity to live creatively and to find life worth living. The ideas expressed here extend the theme first put forward in his paper 'Transitional Objects and Transitional Phenomena', published in 1953. They relate to an area of experience that has been neglected in psychoanalytic thought, though it has for centuries been a recurrent preoccupation of philosophers and poets. This intermediate area, between internal and external reality, is intensely personal, since its existence depends, as does the use that can be made of it, on each individual's early life experiences. If the child can utilize this realm to initiate his relationship with the world, first through transitional objects, and later through play and shared playing, then cultural life, and enjoyment of the cultural heritage, will be open to him"--Page 4 of cover

מתוך הספר

תוכן

Creative Activity and the Search for the Self
53
The Use of an Object and Relating through Identifications
86
The Place where we Live
104
זכויות יוצרים

3 קטעים אחרים שאינם מוצגים

מהדורות אחרות - הצג הכל

מונחים וביטויים נפוצים

מידע על המחבר (1971)

Donald W. Winnicott was born into a well-to-do nonconformist family in Plymouth, England. He started his career as a pediatrician at the Paddington Green Children's Hospital in London. While working there, he developed an increasing interest in, and concern for, the emotional problems of his parents, as well as some of his patients. Hence, he later became a psychoanalyst and child psychiatrist. Twice president of the British Psycho-Analytical Society and the author of many books, Winnicott took the theory of emotional development back into earliest infancy, even before birth. His ideas, along with those of his contemporaries, led to the development of the British "object relations" school within psychoanalysis. This focused on familiar, inanimate objects that children use to counter anxiety during times of stress.

מידע ביבליוגרפי