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Anyone who has been involved with psychoanalysis or with psychoanalytic therapy over the past fifty years is aware of the impact made by child and adolescent analysis on psychoanalytic conceptualizations and technique. I have also heard much informal discussion about the extent to which training in child and adolescent analysis affects one's perspective as an adult analyst.
It is therefore striking to find that contributions which specifically deal with the subject are scanty. Nevertheless, much of the literature of the past decade or more is replete with relevant considerations, most often not explicitly stated. Whether as attempts to integrate new knowledge with the basic core of psychoanalytic theory and practice, or as attempts to change those concepts to a more radical degree, the literature increasingly reflects contributions from the last half-century of psychoanalysts' experience in working with children and adolescents.
The early child analysts began to publish their attempts at psychoanalyzing children in the years following World War I.