Touch as social control: Haptic organization of attention in adult–child interactions

Čekaitė, Asta

doi:10.1016/j.pragma.2015.11.003

Cited by 73 publications

(26 citation statements)

References 29 publications

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“…The emergent interactional approach to haptic sociality has started identifying the communicative functions and uses of touch in relation to, for instance, adult-child directives, organizing and guiding interlocutors' attention (Cekaite, 2010(Cekaite, , 2016M. H. Goodwin, 2006;M.…”

Section: Touch In Social Encountersmentioning

confidence: 99%

The Comforting Touch: Tactile Intimacy and Talk in Managing Children’s Distress

Čekaitė

Holm

2017

Research on Language and Social Interaction

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100

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Section: Touch In Social Encountersmentioning

confidence: 99%

The Comforting Touch: Tactile Intimacy and Talk in Managing Children’s Distress

Čekaitė

Holm

2017

Research on Language and Social Interaction

Self Cite

100

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“…The categorisation of touch functions was initially inspired by previous literature on the forms and functions of haptic contact (e.g. Cekaite 2010Cekaite , 2016Fleck and Chavajay 2009;Goodwin and Cekaite 2013;Jones and Yarborough 1985), but we also found the haptic contact to be more intricate and complex than what has been suggested previously. The updated coding and analysis were presented and discussed at local, national and international seminars.…”

Section: Analytical Conductmentioning

confidence: 86%

“…Studies have shown that touch is recurrently used in calibration of a child's attention (Cekaite 2016;Goodwin 2006), and adults (teachers or parents) often use touch as a way to control a child's bodily conduct, movement and location. Such uses of control touch have been explored in several studies conducted in Swedish primary school classrooms (with 7-to 8-year-old children) and in Swedish and American families (5-to 10-year-old children) (Cekaite 2010(Cekaite , 2016Goodwin 2006;Goodwin and Cekaite 2013). Cekaite (2010) introduced the term 'shepherding' to describe and conceptualise how adults employ embodied acts for the purpose of directing, steering and monitoring a child's bodily conduct and locomotion (e.g.…”

Section: Previous Researchmentioning

confidence: 99%

Adult-initiated touch and its functions at a Swedish preschool: controlling, affectionate, assisting and educative haptic conduct

Bergnéhr

Čekaitė

2017

International Journal of Early Years Education

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The present study examines adult-child touch and its functions in a Swedish preschool (for 1 to 5-year-old children). The data are naturalistic observations and video-recorded data of everyday preschool activities. The study describes the frequently occurring functions of educators' haptic conduct (control, affectionate, affectionate-control, assisting and educative touch), discussing them in relation to the children's age, gender and type of the preschool activity. It reveals the complexity of touch, demonstrating that physical contact is used for a variety of purposes in the educators' daily work. The educators employed touch without force, and the children did not respond with explicit and forceful resistance (such as pushing back or otherwise protesting). Adult-initiated haptic behaviour served a continuum of social purposesfrom social-relational work, such as establishing and building affectively positive, caring, social relations, to practical and educative organisational efforts to manage the complex and busy preschool life. The distribution of adult-child touch categories brings attention to the bodily aspects of the early childhood educational setting and highlights some of the ways in which the requirements of the Swedish curriculum for Preschool and its focus on educare are actualised in the educators' embodied conduct.

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“…kuitenkin esim. Kääntä & Piirainen-Marsh 2013;Cekaite 2015Cekaite , 2016Tainio 2016). Erityisesti oppilaiden välisessä vuorovaikutuksessa kosketuksen tehtäviä ja merkityksiä on tutkittu vasta vähän.…”

Section: Johdantounclassified

“…Samantapaisia kehollisen ohjaamisen käytänteitä on tunnistettu monissa muissakin opettamiseen ja ohjaamiseen liittyvissä konteksteissa (mm. Cekaite 2015Cekaite , 2016Goodwin & Cekaite 2013;Martin & Sahlström 2010).…”

Section: Oppilaiden Välinen Koskettaminen Koulussaunclassified

Kosketuksen lukutaitoa

Karvonen¹,

Heinonen

Tainio³

2018

afinlavk

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While orienting to teacher’s activities during classroom interaction, students are often involved in parallel activities such as interacting with their peers. In this article, we analyze peer-to-peer interactions in which students make use of touching as a method for constructing a new participation framework or renewing a declining one while simultaneously displaying orientation to teacher-led activities. The data for the study consists of naturally occurring classroom interaction in lower secondary schools. As the method for analysis, we use multimodal conversation analysis. In the analysis, we describe certain types of touches that function as conventionalized means of soliciting the addressee’s attention. In addition, we show that the shape and the intensity of the touch are affected by the physical location of the participants in relation to each other as well as the additional functions of the touch, such as requesting or teasing.

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Touch as social control: Haptic organization of attention in adult–child interactions

Cited by 73 publications

References 29 publications

The Comforting Touch: Tactile Intimacy and Talk in Managing Children’s Distress

The Comforting Touch: Tactile Intimacy and Talk in Managing Children’s Distress

Adult-initiated touch and its functions at a Swedish preschool: controlling, affectionate, assisting and educative haptic conduct

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