Can I Kiss a Child? Balancing between Different Views of Touch in Early Childhood Educators' Work

Autor/inn/en	Keränen, Virve; Uitto, Minna
Titel	Can I Kiss a Child? Balancing between Different Views of Touch in Early Childhood Educators' Work
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 2, S.181-193 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keränen, Virve) ORCID (Uitto, Minna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1990124
Schlagwörter	Preschool Education; Preschool Teachers; Preschool Children; Teacher Student Relationship; Nonverbal Communication; Human Body; Teacher Attitudes; Cultural Influences; Norms; Foreign Countries; Professionalism; Finland + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Non-verbal communication; Nonverbale Kommunikation; Menschlicher Körper; Lehrerverhalten; Cultural influence; Kultureinfluss; Normwert; Ausland; Professionalität; Finnland
Abstract	Prior research has shown that touch has an important role in preschools. However, less is known about early childhood educators' views on touch in their work. Hence, we ask what different views of touch early childhood educators narrate as a part of their work. The research material consists of three multiprofessional group discussions with educators working in Finnish preschools. The findings show how educators balanced between different views of touch. Occasionally they spoke from personal points of view: touch is intimate while an important part of their work. However, educators also spoke from professional and practical points of view: circumstances and practices influence touch, and they must tolerate touch because of the nature of their work. Additionally, educators spoke about how culture, rules, habits, and other people affect touch. The study suggests that practices of touch must be intertwined with tactful practice and treated as a multisided phenomenon in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01