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Publications (10 of 13) Show all publications
Johansson, C., Åberg, M. & Hedlin, M. (2020). Touch the Children, or Please Don't: Preschool Teachers’ Approach to Touch. Scandinavian Journal of Educational Research, 1-14
Open this publication in new window or tab >>Touch the Children, or Please Don't: Preschool Teachers’ Approach to Touch
2020 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [en]

ABSTRACT Physical touch between educators and children in preschool settings is a sensitive issue in many countries. The aim of the study is to examine how future and newly graduated preschool teachers relate to touch between preschool teachers and children in the Swedish preschool context. The study was conducted using: 1) a questionnaire study (n = 204) and 2) semi-structured interviews (n = 20). The results illustrate the informants’ desire to combine physical care of children with awareness of and respect for children’s bodily integrity.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2020
Keywords
Touch, preschool teacher, preschool, gender
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-90888 (URN)10.1080/00313831.2019.1705893 (DOI)
Available from: 2020-01-14 Created: 2020-01-14 Last updated: 2020-01-23
Hedlin, M., Åberg, M. & Johansson, C. (2019). Fun guy and possible perpetrator: an interview study of how men are positioned within early childhood education and care. Education Inquiry, 10(2), 95-115
Open this publication in new window or tab >>Fun guy and possible perpetrator: an interview study of how men are positioned within early childhood education and care
2019 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, no 2, p. 95-115Article in journal (Refereed) Published
Abstract [en]

Many countries call for more men to be teachers in early childhood education and care (ECEC). In Sweden, the issue has been discussed since the early 1970s, but despite these discussions there is little Swedish research that examines the notions and expectations associated with male teachers. International research has found that perceptions of men in ECEC can be very ambivalent and that physical contact between the male educator and children is a sensitive issue. By focusing on the interaction between educators and children, the purpose of this study is to investigate gender-specific beliefs about male preschool teachers. The empirical material consists of interviews with 50 informants. Of these, 17 are men and 33 are women. The results show that “the fun guy” and “the possible perpetrator” are two gender-specific positions that male informants are subjected to. The article discusses how men take up and resist the two positions, and argues for the need to further challenge gendered stereotypes in preschools.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Men in early years (ECEC); masculinity; preschool teachers; gendered expectations
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81523 (URN)10.1080/20004508.2018.1492844 (DOI)2-s2.0-85063608637 (Scopus ID)
Funder
Swedish Research Council, 2014-2121]
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2019-08-27Bibliographically approved
Åberg, M., Hedlin, M. & Johansson, C. (2019). Preschool anxieties: Constructions of risk and gender in preschool teachers' talk on physical interaction with children. Journal of Early Childhood Research, 17(2), 104-115
Open this publication in new window or tab >>Preschool anxieties: Constructions of risk and gender in preschool teachers' talk on physical interaction with children
2019 (English)In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 17, no 2, p. 104-115Article in journal (Refereed) Published
Abstract [en]

Previous research shows that inexperienced preschool teachers experience anxiety in physical interaction with children. Against this backdrop, this article investigates how student-teachers and newly graduated preschool teachers talk about the risk of being accused of inappropriately touching children. This article is based on interviews with 20 women and men who recently started working in preschools, or who are soon to graduate as preschool teachers. Building on the notion of relational touch, the article shows that concerns over touch involve much more than the physical act itself. Relations among teachers, parents, children, management and policies are actualised in the informants' narratives, narratives that are also tied to notions of gender and gender equality. The article shows that anxiety over touch is not gender-specific. The concept of relational touch is suggested as a tool to gain a nuanced understanding of the worries that especially newly educated preschool teachers can experience in relation to touch.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
gender, preschool teachers, professional development, risks, teacher-child relationships, touch
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-86962 (URN)10.1177/1476718X18816347 (DOI)000473501200003 ()2-s2.0-85058387287 (Scopus ID)
Available from: 2019-07-23 Created: 2019-07-23 Last updated: 2019-08-29Bibliographically approved
Hedlin, M., Åberg, M. & Johansson, C. (2019). Too much, too little: Preschool teachers’ perceptions of the boundaries of adequate touching. Pedagogy, Culture & Society, 27(3), 485-502
Open this publication in new window or tab >>Too much, too little: Preschool teachers’ perceptions of the boundaries of adequate touching
2019 (English)In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 27, no 3, p. 485-502Article in journal (Refereed) Published
Abstract [en]

In the present study we focus on physical touch that is judged to be just outside what is considered to be 'normal'. We explore how preschool teachers describe and explain situations where educators give children too much or too little touching. Semi-structured interviews have been conducted with 30 qualified preschool teachers working in Swedish preschools. When the informants talk about situations where educators give children too much touching, the descriptions involve a behaviour that does not lie within the preschool mission, teachers who do not set boundaries, and actions that have disadvantages for the children. On the other hand, situations where educators give children too little touching are described solely with reference to the teacher and that person's fear or cold personality. The results have been interpreted in relation to the discourse of preschool professionalisation and Hochschild's theory of emotional labour.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-87500 (URN)10.1080/14681366.2018.1545246 (DOI)000482258600011 ()
Funder
Swedish Research Council, 2014-2121
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-09-24Bibliographically approved
Johansson, C., Hedlin, M. & Åberg, M. (2018). A touch of touch: Preschool teacher education students' reflections about physical touch. Issues in educational research, 28(4), 953-966
Open this publication in new window or tab >>A touch of touch: Preschool teacher education students' reflections about physical touch
2018 (English)In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 28, no 4, p. 953-966Article in journal (Refereed) Published
Abstract [en]

International research has shown that several countries have adopted a cautious attitude towards physical touch between educators and children. Physical touch in preschool is a sensitive and difficult issue that requires preschool teacher education to address the question in a considerate and thoughtful manner. Nevertheless, the question of how students are prepared for the touch that is part of an educational environment with children has only been investigated to a limited extent. The aim of the present study is therefore to study how students perceive that the question of touch is handled in Swedish preschool teacher education. Data was collected through surveys (N = 204) and through semi-structured interviews with students and graduates in preschool teacher education. The results show that the informants felt that their interests and needs were not met. Instead, they were forced to take their own responsibility for raising the issue. To the extent that discussions about physical contact were addressed in education, it was primarily negative aspects that were raised. The results are discussed, for instance from a gender perspective. The men in the program are more affected by the lack of a clear place for touch in the program.

Place, publisher, year, edition, pages
Australian Institutes for Educational Research, 2018
National Category
Educational Sciences Psychology
Research subject
Pedagogics and Educational Sciences; Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-79524 (URN)000449299500010 ()2-s2.0-85056343873 (Scopus ID)
Available from: 2019-01-17 Created: 2019-01-17 Last updated: 2019-07-09Bibliographically approved
Hedlin, M. & Johansson, C. (2018). Touch in preschool - care or risk?: Paperpresentation.. In: : . Paper presented at EECERA Conference Budapest 29-31 August 2018..
Open this publication in new window or tab >>Touch in preschool - care or risk?: Paperpresentation.
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-78087 (URN)
Conference
EECERA Conference Budapest 29-31 August 2018.
Note

Ej belagd 20190222

Available from: 2018-09-30 Created: 2018-09-30 Last updated: 2019-02-22Bibliographically approved
Hedlin, M. & Johansson, C. (2017). Men who are preschool teachers handling distrust. In: : . Paper presented at Nordic Educational Research Association Conference, Copenhagen, Denmark, March 23-25, 2017.
Open this publication in new window or tab >>Men who are preschool teachers handling distrust
2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-62046 (URN)
Conference
Nordic Educational Research Association Conference, Copenhagen, Denmark, March 23-25, 2017
Available from: 2017-04-03 Created: 2017-04-03 Last updated: 2017-05-31Bibliographically approved
Hedlin, M. & Johansson, C. (2017). Preschool-teacher and man: Handling gender-specific expectations.. In: : . Paper presented at EECERA Conference. Bologna Italy. 29 aug-1 sep 2017..
Open this publication in new window or tab >>Preschool-teacher and man: Handling gender-specific expectations.
2017 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-67934 (URN)
Conference
EECERA Conference. Bologna Italy. 29 aug-1 sep 2017.
Available from: 2017-09-13 Created: 2017-09-13 Last updated: 2018-02-28Bibliographically approved
Johansson, C. (2013). Perception of touch. : Developmental and personality factors in touch avoidance.. (Doctoral dissertation). Lunds Universitet: Institutionen för Psykologi
Open this publication in new window or tab >>Perception of touch. : Developmental and personality factors in touch avoidance.
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Lunds Universitet: Institutionen för Psykologi, 2013. p. 110
National Category
Psychology
Research subject
Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-32653 (URN)9789174735376 (ISBN)
Available from: 2015-12-11 Created: 2014-03-06 Last updated: 2015-12-11Bibliographically approved
Johansson, C. (2013). Views on and Perceptions of Experiences of Touch Avoidance: An Exploratory Study. Current psychology (New Brunswick, N.J.), 32(1), 44-59
Open this publication in new window or tab >>Views on and Perceptions of Experiences of Touch Avoidance: An Exploratory Study
2013 (English)In: Current psychology (New Brunswick, N.J.), ISSN 1046-1310, E-ISSN 1936-4733, Vol. 32, no 1, p. 44-59Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to explore perceptions of physical touch by conducting semi-structured interviews with 14 participants, nine women and five men (M (age) = 25.1). A touch avoidance screening form was used to select subjects with the highest scores on touch avoidance as well as those with the lowest scores, that is, the greatest acceptance of touch, for the interviews (n = 7 in each group). Data were analyzed using Burnard's stage-by-stage process of coding and categorization. The identified superordinate themes were labeled: 1) safe haven, 2) skill, 3) physical appearance, 4) ambivalence and 5) fear. Among other findings, touch avoiders seemed to have a greater need for bodily intimacy as a confirmation of the romantic partner relationship than did touch accepters. It was concluded that the experience of physical closeness is complex, and the relationships with attachment theory were discussed. Further research was suggested to more thoroughly investigate the present findings on touch avoidance, as well as the origins of touch avoidance and its consequences for personal relationships and communication skills.

Keywords
Touch avoidance, Qualitative content analysis, Attachment theory
National Category
Psychology
Research subject
Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-24831 (URN)10.1007/s12144-012-9162-1 (DOI)000314765200004 ()2-s2.0-84873747868 (Scopus ID)
Available from: 2013-03-20 Created: 2013-03-20 Last updated: 2017-12-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0163-9207

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