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Hedlin, Maria, DocentORCID iD iconorcid.org/0000-0002-6016-4416
Publications (10 of 57) 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. (2019). Beröring i förskolan – omsorg eller fara?. In: Vetenskapsrådet (Ed.), Resultatdialog 2019.: (pp. 42-45). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Beröring i förskolan – omsorg eller fara?
2019 (Swedish)In: Resultatdialog 2019. / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2019, p. 42-45Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2019
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-90378 (URN)978-91-88943-22-4 (ISBN)
Note

Kapitel i rapport

Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2020-01-23Bibliographically approved
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
Frank, E. & Hedlin, M. (2019). Lärare om föräldrars förändrade attityder: Brist på respekt för professionen. In: : . Paper presented at Pedagogisk forskning Syd, 29 augusti 2019..
Open this publication in new window or tab >>Lärare om föräldrars förändrade attityder: Brist på respekt för professionen
2019 (Swedish)Conference paper, Oral presentation only (Other academic)
Keywords
lärare, föräldrasamverkan, samarbete med hemmen/vårdnadshavare
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences; Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-89016 (URN)
Conference
Pedagogisk forskning Syd, 29 augusti 2019.
Note

Ej belagd 20191112

Available from: 2019-09-09 Created: 2019-09-09 Last updated: 2019-11-12Bibliographically 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. (2019). Principle or dialogue: preschool directors speak about how they handle parents’ suspicions towards men. Power and Education, 11(1), 85-95
Open this publication in new window or tab >>Principle or dialogue: preschool directors speak about how they handle parents’ suspicions towards men
2019 (English)In: Power and Education, ISSN 1757-7438, E-ISSN 1757-7438, Vol. 11, no 1, p. 85-95Article in journal (Refereed) Published
Abstract [en]

Caring for children and teaching the youngest students have a strong historical connection to women and femininity. The few men working within early childhood education and care occupy an ambivalent position. On the one hand, they often receive a positive reception in preschools; on the other, they are also met with mistrust and suspicion. The suspicion often comes from parents, and their views have come to bear increasing importance. Preschool directors who have men on their staff thus have a dilemma to manage: they must listen to parents’ views at the same time as they have a personnel responsibility towards all their employees. The purpose of the present study is to describe and analyse how preschool directors reason about the parental suspicion and concern that male educators can encounter because they are men. The empirical material consists of interviews with 10 preschool directors (five women and five men). The study shows that preschool directors experience that parents want male personnel to refrain from performing certain tasks in the preschool. Some of the directors take a principle-based approach and emphasise that men and women should carry out the same work duties. Other directors maintain a dialogue-based approach, focusing on conducting a dialogue with concerned parents.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Preschool, preschool directors, gender, male educators
National Category
Pedagogical Work
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81033 (URN)10.1177/1757743819827979 (DOI)000460926500006 ()2-s2.0-85061613752 (Scopus ID)
Funder
Swedish Research Council, 2014-2121
Available from: 2019-03-11 Created: 2019-03-11 Last updated: 2019-12-06Bibliographically approved
Hedlin, M. (2019). ‘They only see their own child’: An interview study of preschool teachers’ perceptions about parents. Early Child Development and Care, 189(11), 1776-1785
Open this publication in new window or tab >>‘They only see their own child’: An interview study of preschool teachers’ perceptions about parents
2019 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, no 11, p. 1776-1785Article in journal (Refereed) Published
Abstract [en]

The purpose of the present study is to investigate how preschool teachers see their interaction with the home. The empirical material consists of semi-structured interviews with 30 qualified preschool teachers working in Swedish preschools. The informants describe how they promote cooperation and prevent conflict by clarifying that parents’ comments are welcome. They also try to grant parents’ requests regarding their own children; however, the informants also speak about parents having views about what should happen with the whole group and how the teachers should carry out their job, such as parents telling the preschool teachers whether they should hold their activities indoors or outdoors. Highly educated and well-off parents can express comments and demands in a way as if they want to decide how the work in the preschool is planned and carried out. A contrasting challenge is when parents with a non-Swedish background have language difficulties that can hinder cooperation.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Preschool teachers, teacher-parent relations, parents, parental involvement, parent participation
National Category
Pedagogical Work
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89015 (URN)10.1080/03004430.2017.1412955 (DOI)000484440600004 ()
Available from: 2019-09-09 Created: 2019-09-09 Last updated: 2019-09-26Bibliographically approved
Hedlin, M. (2019). 'Today the parents are chasing us!': Teacher's experiences of parental involvement.. In: Paper presentation at Conference for Gender Studies (G19), University of Gothenburg Sweden, 7-9 October 2019.: . Paper presented at Conference for Gender Studies (G19), University of Gothenburg Sweden, 7-9 October 2019..
Open this publication in new window or tab >>'Today the parents are chasing us!': Teacher's experiences of parental involvement.
2019 (English)In: Paper presentation at Conference for Gender Studies (G19), University of Gothenburg Sweden, 7-9 October 2019., 2019Conference paper, Oral presentation only (Other academic)
Keywords
teachers, parental involvment, parental cooperation
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89761 (URN)
Conference
Conference for Gender Studies (G19), University of Gothenburg Sweden, 7-9 October 2019.
Available from: 2019-10-22 Created: 2019-10-22 Last updated: 2019-11-21Bibliographically 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6016-4416

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