In an ongoing research project, I examine touch as a pedagogical practice in interactions between male practitioners and children. The aim of the study is to get more knowledge about for what purpose male practitioners touch children and the pedagogical implications of touch for children’s care and learning. In research on men in ECEC questions about touch between male practitioners and children are very recurrent (Eidevald et. al, 2018; Pruit, 2015). The theoretical framework for this study draws upon critical studies on men and masculinities (Hearn, 1997) as well as theory of learning from a pragmatic perspective (Biesta & Burbules, 2003). In this paper I present preliminary results based on a qualitative study using participant observation as method in a group of 15 children and three practitioners (two female and one male) in a Swedish preschool. Fieldnotes and video recordings were used as data collection and the analysis was conducted through a content analysis. This research project was approved by the Swedish Ethical Review Agency and ethical principles as confidentiality, anonymization, informed and negotiated consent have been taken.The findings indicate that male practitioners use touch to help and guide children in care and play situations. Touch is applied as a tool for communication and participation by reorienting children’s body towards activities. Touch practices are also regulated based on a policy of children’s body integrity. The findings suggest implications for how touch provided by all practitioners can support children’s care, play and learning and challenge gender norms in ECEC.