liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Adult-initiated touch and its functions at a Swedish preschool: controlling, affectionate, assisting and educative haptic conduct
School of Health and Welfare, Jönköping University, Jönköping, Sweden.
Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0003-4580-3002
2018 (English)In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 28, no 1, article id 16Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Routledge, 2018. Vol. 28, no 1, article id 16
Keywords [en]
Adult–child interactions, touch, early childhood education, educare, embodiment
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-147713DOI: 10.1080/09669760.2017.1414690Scopus ID: 2-s2.0-85039171349OAI: oai:DiVA.org:liu-147713DiVA, id: diva2:1204117
Funder
Swedish Research CouncilAvailable from: 2018-05-06 Created: 2018-05-06 Last updated: 2018-05-09Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Čekaitė, Asta

Search in DiVA

By author/editor
Čekaitė, Asta
By organisation
Department of Child StudiesFaculty of Arts and Sciences
In the same journal
International Journal of Early Years Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 225 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf