Preschool Anxieties: Constructions of Risk and Gender in Preschool Teachers' Talk on Physical Interaction with Children

Autor/inn/en	Åberg, Magnus; Hedlin, Maria; Johansson, Caroline
Titel	Preschool Anxieties: Constructions of Risk and Gender in Preschool Teachers' Talk on Physical Interaction with Children
Quelle	In: Journal of Early Childhood Research, 17 (2019) 2, S.104-115 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Åberg, Magnus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X18816347
Schlagwörter	Preschool Teachers; Preschool Children; Teacher Student Relationship; Risk; Anxiety; Teacher Attitudes; Tactual Perception; Teacher Behavior; Student Teachers; Beginning Teachers; Gender Differences + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Risiko; Angst; Lehrerverhalten; Taktile Wahrnehmung; Teacher behaviour; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Junior teacher; Junglehrer; Geschlechterkonflikt
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01