Psychoanalysis has explained the child’s resistance to learning in terms of unfavourable environmental conditions, unsympathetic and critical teachers and parents, lack of preparations and emotional blocking caused by anxiety and aggression in the form of phobias or due to inharmonious parent-child or intra-parental relationships.
Psychoanalysis, thus, brings out the importance or proper environment for the education of children. The environment in the school and in the home should be such as to reduce the chances of repression and increase the chances of sublimation. It should provide opportunities for spontaneous and creative activities and for all sublimations.
Psychoanalysis has stressed the significance of play in the education of children. Play along with other natural interests of children should determine the various curricular and cocurricular activities in the school. This emphasis play has given rise to play therapy and play-way as important techniques in the treatment of scholastic and emotional problems.
That psychoanalysis has given impetus to such movements as ‘childguidance’, mental hygiene, ‘paido-centricism’ as well as “freedom of the child”, cannot be denied. The latter has popularised such concepts as ‘free discipline’.
Importance of respecting the child’s individuality at an early age, of studying the early years of the child, of evaluating the standards of behaviour from a new angle, of recognising the strength of sex-impulse and sex-education are the other contributions of psychoanalysis to education.
https://www.psychologydiscussion.net/psychology/psychoanalysis/how-is-psychoanalysis-used-in-education-psychology/2647