This study aims to gain knowledge about how touch can be pedagogical action in the interplay between men and children in ECEC. Research has shown that touch between preschool teachers and children has been subject to surveillance due to a societal concern about children’s sexual abuse (CSA) and by adoption of policies towards protection of children’s body integrity (Pruit, 2015). Men working in ECEC express concern to be suspected of CSA when they are involved in touch situations with children (Hedlin et al., 2019). The study draws upon Dewey’s pragmatism by examining touch as an action in the transaction between preschool teacher, children, and their environment (Dewey, 1934, 1981). A field study within a qualitative research paradigm was conducted (Patton, 2015). Participant observation was carried out with 45 children and 3 male preschool teachers from three Swedish preschools. Fieldnotes and video recordings were used as data that was analyzed through a thematic analysis within an abductive approach (Conaty, 2021). The preschool teachers and children’s guardians received an information sheet and signed a consent form. Children were informed about the study during a circle time. The names of participants were pseudonymized and a negotiated consent was applied during the observations. The findings indicate that touch becomes pedagogical in five different actions: affective, communicative, supporting, playful and guiding. These findings suggest that touch in form of pedagogical actions create conditions for children’s learning and care. Those actions can also support men’s pedagogical work in touch situations with children in ECEC.