al children. Freud's daughter, Anna, worked with children and published occasional articles and speeches during the period of time from the 1920s to the mid 1960s. She adhered fairly strictly to the concepts of her father and expanded them to include various aspects of child development.
For educators, Freudian theory has its limitations. He does not deal specifically with learning processes, and the educator is left to his or her own devices to extrapolate learning frameworks based on Freudian concepts. People who tend toward this viewpoint might routinely expect children to outgrow certain stages and to encourage the expression of emotional conflict (Schickedanz, Schickedanz, Hansen, & Forsyth, 1993, p. 52). It is important to recognize, also, that Freud's work took place during a repressed, formalized society with quite rigid rules about child rearing. Application of his theory generally insinuates a loosening of rigid requirements of behavior and provisions for the expression of emotion
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