1. Developing Shared Understandings of ‘Appropriate Touching’ with Parents and Carers John Powell and Kerry Moakes MMU Institute of Education

2. The Presentation We discuss the apprehension faced by many early childhood practitioners in the UK when touching children in child-care settings at a time when the government expects early years practitioners to model positive touching through demonstration. We discuss the apprehension faced by many early childhood practitioners in the UK when touching children in child-care settings at a time when the government expects early years practitioners to model positive touching through demonstration. We explore whether this model may now be in jeopardy We explore whether this model may now be in jeopardy We consider if by applying a more Vygotskian approach to social learning and instruction based on social interaction whether a forum may be developed where positive touching can be discussed as part of a process of shared learning and appreciation. We consider if by applying a more Vygotskian approach to social learning and instruction based on social interaction whether a forum may be developed where positive touching can be discussed as part of a process of shared learning and appreciation. We refer to recent research which cites touching in children’s settings We refer to recent research which cites touching in children’s settings We consider specialist intervention around ‘insecure’ bonding We consider specialist intervention around ‘insecure’ bonding

3. Touch Research 2002 – Early Years Practitioners in Stockport, Greater Manchester 2002 – Early Years Practitioners in Stockport, Greater Manchester 2005 – ‘Touchlines’ Case Studies – Residential Special School 2005 – ‘Touchlines’ Case Studies – Residential Special School 2006 – Every Child Matters – the five outcomes and independent fostering 2006 – Every Child Matters – the five outcomes and independent fostering 2007 – Touch in the Children’s Centre 2007 – Touch in the Children’s Centre

4. Touch: Issues in Early Years Settings Early Years professionals: - Identified the ‘issues’ relating to touch with children Identified the ‘issues’ relating to touch with children No clear practices apparent to develop appropriate touch No clear practices apparent to develop appropriate touch Perpetuating discomfort and avoidance of discussion\practice which involves touch with children Perpetuating discomfort and avoidance of discussion\practice which involves touch with children

5. Appropriate Touch To hug or not to hug? Part of a current dilemma for practice To hug or not to hug? Part of a current dilemma for practice Issues of comforting Issues of comforting The difficulties relating to ‘appropriateness’ The difficulties relating to ‘appropriateness’

6. Research Findings 2002 – Early Years Practitioners in Stockport, Greater Manchester 2002 – Early Years Practitioners in Stockport, Greater Manchester –Confusion about when and how to touch children –Childminders particularly concerned about accusations –A sense of worry and anxiety –Cautious approach to touching –Children as initiators of touch

7. Research Findings 2005 – ‘Touchlines’ Case Studies – Residential Special School 2005 – ‘Touchlines’ Case Studies – Residential Special School –An historical perspective –Child protection issues –Internal policies –Prescriptive formula –Reasserting professional relationship –Moving towards ‘hands off’ in social contexts –Touch is interactive and interventionist re: self harm

8. Research Findings 2006 – Every Child Matters – the Five outcomes and independent fostering 2006 – Every Child Matters – the Five outcomes and independent fostering –Stay Safe – safe caring policies –Policing touch within the foster home –Great anxiety of foster carers being accused of inappropriate touch by a LAC –Gender issues

9. Research Findings Views from Children’s Centres 2007 Views from Children’s Centres 2007 Increase in ‘hands off’ approach Increase in ‘hands off’ approach –Impact on mentoring of positive touching –Message of ‘hands off’ reaching parents –Touch as a professional discourse –Corporate parenting – multi-agency views on appropriate parenting and touch

10. Research Findings -Examples of ‘Insecure attachment’ -Professional referral -Psychologist enlisted to assess attachment and the part that touch plays

11. Touch as anarchy -Psychologist methodologies -Film, feedback, continuous discussion and reassurance -Psychologist trained in methodological approach - Narrative therapy

12. Converging Discourses Development and Psychological growth Development and Psychological growth Safeguarding and Child Protection Safeguarding and Child Protection The ‘risk’ society The ‘risk’ society

13. The needs of children and adults The child as the central focus The child as the central focus Assessing the needs of the child Assessing the needs of the child How might the carer meet the child’s needs and remain relatively risk free? How might the carer meet the child’s needs and remain relatively risk free?

14. Vygotsky and Touch Touch and language Touch and language ZPD – children parents practitioners professional community ZPD – children parents practitioners professional community Development of higher mental functions Development of higher mental functions

15. Touch and tools of the culture - Vygotsky From birth children’s involuntary actions communicate meaning to parents and caregivers. Vygotsky’s discussion in relation to children’s attempts to point can be applied to children’s desire for physical contact with others. From birth children’s involuntary actions communicate meaning to parents and caregivers. Vygotsky’s discussion in relation to children’s attempts to point can be applied to children’s desire for physical contact with others. Layered experiences which shaped behaviour through raising question regarding differing cultural perspectives why they view touch in the ways that they do. Layered experiences which shaped behaviour through raising question regarding differing cultural perspectives why they view touch in the ways that they do. Privileging a sense of anxiety rather than appreciating importance of touch in child development Privileging a sense of anxiety rather than appreciating importance of touch in child development

16. Practice in Early Years Settings Early Years Practitioners discuss uses of touch in settings: - Early Years Practitioners discuss uses of touch in settings: - Supervised touch and massage is taking place in some schools and some children’s centres Supervised touch and massage is taking place in some schools and some children’s centres Typically used arises from concerns about behaviour in the setting – therefore potentially being used as a means of control Typically used arises from concerns about behaviour in the setting – therefore potentially being used as a means of control

17. Conclusions Vygotsky offers a methodology through ZPD of legitimising and validating touch as part of effective social learning Vygotsky offers a methodology through ZPD of legitimising and validating touch as part of effective social learning Carers need to focus on the needs of young children whilst remaining aware of risk strategies Carers need to focus on the needs of young children whilst remaining aware of risk strategies Acting professionally Acting professionally