Touching in Infant, Toddler, and Preschool Nurseries

Tiffany M Field, Jeff Harding, Barbara Soliday, David Lasko, Nini Gonzalez, Chad Valdeon

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

Observations were made in infant, toddler and preschool nurseries to establish baseline touching between children and their peers and teachers. Teachers were then asked to try to touch the children more frequently, and follow-up observations were then conducted. Positive touch (including holding, hugging, kissing, hand-holding, and caregiving) increased following this request to the teachers. Boys were touched in a positive way more frequently than girls, and progressively less positive touch was noted across ages from the infant to toddler to preschool nurseries. Carrying and caregiving in the nurseries were correlated with time spent holding by parents during end-of-day reunions. Teacher ratings of touch behavior were related to actual behavior, i.e. how often the teacher thought she touched the child was correlated with how often the child was actually touched, and how much the child liked being touched correlated with how much the child was touched during reunion with the parents.

Original languageEnglish (US)
Pages (from-to)113-120
Number of pages8
JournalEarly Child Development and Care
Volume98
Issue number1
DOIs
StatePublished - Jan 1 1994

Fingerprint

Nurseries
Touch
Reunion
Parents
Hand

Keywords

  • nursery school
  • Touching

ASJC Scopus subject areas

  • Pediatrics
  • Developmental and Educational Psychology
  • Social Psychology

Cite this

Field, T. M., Harding, J., Soliday, B., Lasko, D., Gonzalez, N., & Valdeon, C. (1994). Touching in Infant, Toddler, and Preschool Nurseries. Early Child Development and Care, 98(1), 113-120. https://doi.org/10.1080/0300443940980111

Touching in Infant, Toddler, and Preschool Nurseries. / Field, Tiffany M; Harding, Jeff; Soliday, Barbara; Lasko, David; Gonzalez, Nini; Valdeon, Chad.

In: Early Child Development and Care, Vol. 98, No. 1, 01.01.1994, p. 113-120.

Research output: Contribution to journalArticle

Field, TM, Harding, J, Soliday, B, Lasko, D, Gonzalez, N & Valdeon, C 1994, 'Touching in Infant, Toddler, and Preschool Nurseries', Early Child Development and Care, vol. 98, no. 1, pp. 113-120. https://doi.org/10.1080/0300443940980111
Field, Tiffany M ; Harding, Jeff ; Soliday, Barbara ; Lasko, David ; Gonzalez, Nini ; Valdeon, Chad. / Touching in Infant, Toddler, and Preschool Nurseries. In: Early Child Development and Care. 1994 ; Vol. 98, No. 1. pp. 113-120.
@article{2c14ee23ad344520ac2f4a3fd98e9725,
title = "Touching in Infant, Toddler, and Preschool Nurseries",
abstract = "Observations were made in infant, toddler and preschool nurseries to establish baseline touching between children and their peers and teachers. Teachers were then asked to try to touch the children more frequently, and follow-up observations were then conducted. Positive touch (including holding, hugging, kissing, hand-holding, and caregiving) increased following this request to the teachers. Boys were touched in a positive way more frequently than girls, and progressively less positive touch was noted across ages from the infant to toddler to preschool nurseries. Carrying and caregiving in the nurseries were correlated with time spent holding by parents during end-of-day reunions. Teacher ratings of touch behavior were related to actual behavior, i.e. how often the teacher thought she touched the child was correlated with how often the child was actually touched, and how much the child liked being touched correlated with how much the child was touched during reunion with the parents.",
keywords = "nursery school, Touching",
author = "Field, {Tiffany M} and Jeff Harding and Barbara Soliday and David Lasko and Nini Gonzalez and Chad Valdeon",
year = "1994",
month = "1",
day = "1",
doi = "10.1080/0300443940980111",
language = "English (US)",
volume = "98",
pages = "113--120",
journal = "Early Child Development and Care",
issn = "0300-4430",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

TY - JOUR

T1 - Touching in Infant, Toddler, and Preschool Nurseries

AU - Field, Tiffany M

AU - Harding, Jeff

AU - Soliday, Barbara

AU - Lasko, David

AU - Gonzalez, Nini

AU - Valdeon, Chad

PY - 1994/1/1

Y1 - 1994/1/1

N2 - Observations were made in infant, toddler and preschool nurseries to establish baseline touching between children and their peers and teachers. Teachers were then asked to try to touch the children more frequently, and follow-up observations were then conducted. Positive touch (including holding, hugging, kissing, hand-holding, and caregiving) increased following this request to the teachers. Boys were touched in a positive way more frequently than girls, and progressively less positive touch was noted across ages from the infant to toddler to preschool nurseries. Carrying and caregiving in the nurseries were correlated with time spent holding by parents during end-of-day reunions. Teacher ratings of touch behavior were related to actual behavior, i.e. how often the teacher thought she touched the child was correlated with how often the child was actually touched, and how much the child liked being touched correlated with how much the child was touched during reunion with the parents.

AB - Observations were made in infant, toddler and preschool nurseries to establish baseline touching between children and their peers and teachers. Teachers were then asked to try to touch the children more frequently, and follow-up observations were then conducted. Positive touch (including holding, hugging, kissing, hand-holding, and caregiving) increased following this request to the teachers. Boys were touched in a positive way more frequently than girls, and progressively less positive touch was noted across ages from the infant to toddler to preschool nurseries. Carrying and caregiving in the nurseries were correlated with time spent holding by parents during end-of-day reunions. Teacher ratings of touch behavior were related to actual behavior, i.e. how often the teacher thought she touched the child was correlated with how often the child was actually touched, and how much the child liked being touched correlated with how much the child was touched during reunion with the parents.

KW - nursery school

KW - Touching

UR - http://www.scopus.com/inward/record.url?scp=0005372090&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0005372090&partnerID=8YFLogxK

U2 - 10.1080/0300443940980111

DO - 10.1080/0300443940980111

M3 - Article

AN - SCOPUS:0005372090

VL - 98

SP - 113

EP - 120

JO - Early Child Development and Care

JF - Early Child Development and Care

SN - 0300-4430

IS - 1

ER -