Touch in children’s everyday peer relations in preschools
|Author:||Keränen, Virve1; Viljamaa, Elina1; Uitto, Minna1|
1Faculty of Education, University of Oulu, Finland
|Online Access:||PDF Full Text (PDF, 1 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2020092170203
|Publish Date:|| 2020-09-21
The article explores how touch appears in children’s everyday peer relations in preschools. The narrative research material consists of video recordings produced in four Finnish preschools. Touch in children’s relations appeared as an invitation, an attempt to control and a conventional pattern. The findings show that narrative environments of the preschools produce, enable and limit touch in the children’s everyday peer relations. In terms of touch, children follow the practices created by educators and the wider society. However, the children also challenge these practices and the set limits, appearing as active agents in producing embodied acts of touch in preschools.
Childhood. A global journal of child research
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
he author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Research Foundation of Mannerheim League for a Child Welfare, Finnish Cultural Foundation, NordForsk (project number 85644) and the Academy of Finland (project number 265974).
|Academy of Finland Grant Number:||
265974 (Academy of Finland Funding decision)
© The Author(s) 2020. Article reuse guidelines: sagepub.com/journals-permissions. The final authenticated version is available online at https://doi.org/10.1177/0907568220953514.