Touch as a Pedagogical Action for Male Preschool Teachers and Children in Early Childhood Education and Care

• This PhD research project aims to learn about touch as a pedagogical action in the interplay between men and children in Early Childhood Education and Care (ECEC). The following questions were addressed: (1) how does touch become a pedagogical action between male preschool teachers and children? (2) Under what conditions does touch become a pedagogical action? This project is in its final stage, with the thesis defense planned for Autumn 2024.  This study builds upon previous research that has shown that the touch between preschool teachers and children has been subject to surveillance due to a societal concern about children’s sexual abuse (CSA) and the adoption of policies towards the protection of children’s body integrity (Pruit, 2015). Men working in ECEC express concern about being suspected of CSA when they are involved in touch situations with children (Brody et al., 2020). The study draws upon Dewey’s pragmatism by examining touch as an action in the transaction between preschool teachers, children, and their environment (Dewey, 1949/1991). Fieldwork within a qualitative research paradigm was conducted. Participant observation was conducted with 45 children and three male preschool teachers from three Swedish preschools. Field notes and video recordings were used as data analyzed through a thematic analysis within an abductive approach (Braun & Clarke, 2016; Conaty, 2021). The study received approval from the Swedish Ethical Review Authority, and ethical principles such as informed consent, confidentiality, and anonymity were adhered to throughout the research process. The findings indicate that touch becomes pedagogical in five actions: focus-oriented, guiding, assisting, affectionate, and playful. These findings suggest that touch in the form of pedagogical actions creates conditions for children’s learning and care. Such actions can also support men’s professional work when touch situations are understood from a pedagogical perspective in ECEC.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

Education

Pedagogik

Publikations- och innehållstyp

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