ABSTRACT
Today, educational transactional analysis has a stronger presence in schools, with a range of resources, initiatives and professional development to support educational practitioners. Educators working with young children might reflect on how their learning environment encourages a reduction in children's vulnerability through providing informative material, encouraging thinking, exercising personal power, considering options and accounting for children's frustration, anxiety and loss. Most teachers working across urban Europe are engaged with children from a diversity of cultural backgrounds. The potential richness of storytelling, script and childhood is introduced in Le Guernic's discussion of the tale of Snow White. In early childhood, the infant is quite literally vulnerable and engages in creating meaning that ensures survival and recognition. While this provides a template for coping with a lack of power during infancy, the same strategies may be deployed later in life, even when there are alternative options and the here-and-now vulnerability quotient is, in reality, much diminished.
