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This paper suggests that child psychoanalysis has historically welcomed new additions to the developmental picture, such as adolescence and infancy. Today the proposal of emerging adulthood as a new phase between the end of mandatory education and the achievement of adulthood has become increasingly incorporated into our thinking. The author reviews some important controversies and complications that this new addition brings along with it, which only serve to deepen our understanding of the period between 18 and 29 years old.