Intentional Touch in the Preschool Classroom: A Teacher’s Influence
Date of Award
Master of Education (MEd)
This study examines the influence of a teacher’s intentional-positive physical touch on four children in a public preschool classroom in rural Maine. Children were not physically touched by the teacher for two weeks and then, following an intentional-positive touch script, the teacher engaged in intentional-positive touch with the children for four weeks. Data was collected broken into six categories: Intentional-Negative, Intentional-Neutral, Intentional-Positive, Unintentional-Negative, Unintentional-Neutral, and Unintentional-Positive. At the end of six weeks children were engaging in less Intentional-Negative touches. Unintentional-Neutral touches almost doubled and Intentional-Positive touches increased steadily in the female students.
Potvin, Gabrielle Thérèse, "Intentional Touch in the Preschool Classroom: A Teacher’s Influence" (2015). M.S.Ed. in Early Childhood Research Projects. 24.