Transactional Analysis and the Ludic Third (Talt)

A Model of Functionally Fluent Reflective Play Practice

Datos Bibliográficos

ID20178438
AutoresPete King (0000-0003-0273-8191, Swansea University, autor de correspondencia), Susannah Temple
Año2018
Volumen48
Número3
Páginas258-271
Fecha de publicación2018-07-03
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTransactional Analysis Journal (JOURNAL)
Identificadores de la revistaISSN: 0362-1537 • E-ISSN: 2329-5244
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03621537.2018.1471292
OpenAlexW2804608530
IdiomaEN
Citas recibidas2
Referencias citadas16

This article presents a new theoretical model of the play interaction between children and playworkers: transactional analysis and the ludic third (TALT). The importance of reflective professional practice as a key aspect of the TALT model is emphasized. The transactional analysis concepts of the integrating Adult ego state and functional fluency are presented to show how they are put to use both in reflective practice and for underpinning the vital concept of the witness position aspect of the play process. The values of knowledgeable, sensitive, and above all active responsiveness from the witness position are explained with short case studies. This active role is discussed with regard to the concepts of potential space and the ludic third. The authors suggest that TALT has implications for all professionals who work with children in a play context. They also consider the potential for children to develop reflective skills as they play

Fluency · Mathematics education · Pedagogy · Reflective Practice · Transactional analysis · Transactional leadership · Witness · Child Therapy and Development · Computer Science · Counseling, Therapy, and Family Dynamics · Educational and Psychological Assessments · Psychology · Social Psychology