To Örebro University

This study aims to understand different types of physical touch in the interplay between male teachers and children through a pedagogical perspective. Previous research shows touch has been subject to surveillance due to a discourse on children’s protection and their rights to bodily integrity (Piper et al., 2013). Men, as a minority group working in Swedish ECEC, even in other countries, express that they are extra careful when involved in touch situations with children (Brody et al., 2020). There is, though, a lack of observational studies focusing on touch interactions between men and children in ECEC. The study draws upon pragmatism by examining touch as a "transaction" between teachers, children, and their environment (Dewey & Bentley, 1949/1991). Fieldwork with participant observation has been conducted in three preschool groups in Sweden, with 45 children and three male teachers. Field notes and video recordings were used for data collection, which was analysed using a qualitative abductive approach. Ethical principles such as anonymity, confidentiality, and informed and negotiated consent, were followed continuously during the research process. The findings show five types of touch as pedagogical actions: focus-oriented action, guiding action, assisting action, affectionate action, and playful action. Touch can be short or long-term and is used in different forms, such as patching, holding, and other light-touch forms. These findings suggest that touch, as a pedagogical action, can support children’s learning and caring relations with their teachers during several situations. Touch, understood as a pedagogical action, also contributes to strengthening male teachers’ professional practice in ECEC.