DURING THE COURSE OF ITS GROWTH to its present status, child analysis began, as children often do, to follow in the footsteps of its parents. Like the analysis of adults, analysis of children originated as a form of therapy, became a method of research, and contributed toward a general theory of personality. Particularly with regard to research, child analysis has furnished its progenitor with important additions to analytic knowledge concerning object relations and ego development in infancy and early childhood. Child analysis also became a means of clarifying, enriching, refining, and validating or disproving formulations and hypotheses of analysis that had been based on reconstructions from the treatment of adults. The special focus of child analysis has been on development of the personality. One example of