Adult-Initiated Touch and Its Functions at a Swedish Preschool: Controlling, Affectionate, Assisting and Educative Haptic Conduct

Autor/inn/en	Bergnehr, Disa; Cekaite, Asta
Titel	Adult-Initiated Touch and Its Functions at a Swedish Preschool: Controlling, Affectionate, Assisting and Educative Haptic Conduct
Quelle	In: International Journal of Early Years Education, 26 (2018) 3, S.312-331 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bergnehr, Disa) ORCID (Cekaite, Asta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2017.1414690
Schlagwörter	Foreign Countries; Preschool Children; Video Technology; Tactual Perception; Interaction; Teacher Student Relationship; Early Childhood Education; Preschool Teachers; Preschool Education; Age Differences; Incidence; Gender Differences; School Activities; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Taktile Wahrnehmung; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erzieher; Erzieherin; Kindergärtnerin; Age; Difference; Age difference; Altersunterschied; Vorkommen; Geschlechterkonflikt; Schweden
Abstract	The present study examines adult-child touch and its functions in a Swedish preschool (for 1 to 5-year-old children). The data are naturalistic observations and video-recorded data of everyday preschool activities. The study describes the frequently occurring functions of educators' haptic conduct (control, affectionate, affectionate-control, assisting and educative touch), discussing them in relation to the children's age, gender and type of the preschool activity. It reveals the complexity of touch, demonstrating that physical contact is used for a variety of purposes in the educators' daily work. The educators employed touch without force, and the children did not respond with explicit and forceful resistance (such as pushing back or otherwise protesting). Adult-initiated haptic behaviour served a continuum of social purposes--from social-relational work, such as establishing and building affectively positive, caring, social relations, to practical and educative organisational efforts to manage the complex and busy preschool life. The distribution of adult-child touch categories brings attention to the bodily aspects of the early childhood educational setting and highlights some of the ways in which the requirements of the Swedish curriculum for Preschool and its focus on educare are actualised in the educators' embodied conduct. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01