[Psychoanalysis and the "Kinderladen" movement. A view on four projects]. / Psychoanalyse und Kinderladenbewegung. Ein Blick auf vier Projekte.

Along with the reception of Critical Theory in the student movement of the 1960s, psychoanalytically influenced social criticism was spread by the SDS and the Argument-Club. This had prac tical consequences, especially for the development of antiauthoritarian education, often practiced by psychoanalytical autodidacts. The public outrage caused by antiauthoritarian education was overwhelming. Throughout the media excited reactions to "wild analysis" and "pedagogic experiments" were expressed. Conservative psychoanalysts, politicians and educationalists condemned each new approach to education and alleged oedipal acting-out and danger to the safety of the state and democracy. The emancipatory educational reform on the ground broke under the pressure of conservatism. Now is the time to draw a reasonable balance of the four year alliance between psychoanalysis and the student movement, especially as it seems that this alliance has not only a past but also a future.

[On the road to a new humanity: the reception of psychoanalysis in the early Kinderladen movement]. / Auf dem Weg zum neuen Menschen: Die Rezeption der Psychoanalyse in der frühen Kinderladenbewegung.

In the late 1960s a group of students in West Germany founded the so-called Kinderläden (day care centers) in order to experiment with new forms of early childhood education. Members of the early Kinderladen movement in particular pursued a radically utopian approach that, they hoped, would engender new human beings. With the aid of psychoanalytic writings, especially those of Wilhelm Reich, they sought to create subjects that would overcome repressive bourgeois norms and live out their sexuality freely. This reliance on Reich entailed a new interpretation of the "base", as psychoanalytic drive theory supplanted Marxist theory. As such, the early Kinderladen ac- tivists regarded the "basis" of society in biological, psychological, and pedagogic rather than economic terms.

[Hedonism and revolution. The reception of psychoanalysis in the Berlin student movement in the 1960s]. / Hedonismus und Revolution. Zur Rezeption der Psychoanalyse in der Berliner Studentenbewegung der sechziger Jahre.

The article takes hedonism and revolution as a vantage point to discuss the Kommune 2, an experiment in collective living, the anti-authoritarian kindergardens for the under-fives, and, last but not least, a speech in 1968 that spurred the women's movement in Western Germany. The author's interest is on the materials documenting how the Berlin student movement saw psychoanalysis: One point was that the pleasure principle should replace the reality principle for the sake of humankind, another that the authoritarian character structure has its roots in the denial of sexuality. Kindergarden children supposedly need "de-individualized identification" to develop ego-strength, when boys and girls differ in their superego organization. An important accomplishment was a group analysis conducted without an analyst, an experiment that worked amazingly well in the Kommune 2. In all, these various experiments in emancipation, with psychoanalysis a guide to interpersonal understanding, may be deemed spectacular when their aftereffects on everyday life in Germany have been tremendous.

Nursery schools for the few or the many? Childhood, education and the state in mid-twentieth-century England.

Prior to the outbreak of the Second World War, successive presidents and officials at the Board of Education made it clear that they believed there were three types of children in Britain - those who needed nursery schools to rescue them from degradation, those for whom a less expensive nursery class would do the job adequately and those who would be better off staying home with mother. However, by the time the 1944 Education Act was framed, national policy towards pre-school provision had undergone a major transformation: nursery schools could provide the best start in life for everyone, should be available for every child from three to five and, crucially, should be the only form of childcare provision available. This change of direction was initiated by the government's inspectorate, and heavily promoted by members of the civil service. Professional bodies, such as the Nursery School Association and teaching unions, had very little influence over the decision-making process. The needs of working mothers, who were likely to be adversely affected by the closure of wartime childcare facilities, were inadequately considered. Local Education Authorities, who generally favoured nursery classes, were, however, able to wring a last-minute compromise from central government so that classes could be provided where schools were "inexpedient". The fact that the new policy had been written in such isolation, without consideration for potential users, and had been messily hamstrung at the last moment meant that it was never implemented and must ultimately be considered a failure.

A brief history of federal financing for child care in the United States.

Over the past 60 years, the federal government has provided funding for child care and early education programs in fits and starts. Funding has fluctuated in amount and purpose, with the result that today's child care financing system is a confused collection of funding streams with no uniform goals, standards, or administrative structure. This article traces the history of federal funding for child care and early education programs in the United States and examines how the values of American society have shaped the federal funding of child care and early education services.

El surgimento de los comedores escolares en La Pampa en crisis / The appearing of the schools refectories in La Pampa during the crisis

Este trabajo busca analizar el surgimento de una red de instituciones, cuyo accionar se baseó en la protección y la defensa de la infancia más vulnerable, los comedores escolares, en tanto nos permite develar el protagonismo de los distintos agentes estatales, las relaciones suscitadas entre las diferentes jurisdicciones-nacional, provincial y municipal-así como el papel de la comunidad en la ejecución concreto de políticas. Para ello, en su primera parte, se aborda el surgimento de la importancia de la alimentación escolar infantil y su inclusión dentro del entramado institucional estatal, tanto en el ámbito internacional como en el nacional. Luego se examina su implementación en uma región específica, el Territorio Nacional de la Pampa, especialmente a través del análisis de los comedores que funcionaban en las escuelas de las localidades de Anguil y Guatraché. Finalmente, se abordan las limitaciones sobre las cuales se construyeron las políticas nacionales para la protección y asistencia de los alumnos, a partir del surgimento de la Comisión Nacional de Ayuda Escolar. [AU]