ࡱ> 1( / 00DArialngsRomanll@+0DTahomagsRomanll@+0" DTimes New Romanll@+00DWingdingsRomanll@+0 A .  @n?" dd@  @@``  3%  !"#$%+,-./012 0AAPP@8ʚ;ʚ;g4GdGd\ 0nppp@ <4dddd8A10l+ 0___PPT10 pp~___PPT9`X?  %_) Developing Shared Understandings of  Appropriate Touching with Parents and Carers @W(R  PP(PP: John Powell and Kerry Moakes MMU Institute of Education4: The PresentationLWe 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 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 consider specialist intervention around  insecure bondingPJ S  Touch Research2002  Early Years Practitioners in Stockport, Greater Manchester 2005   Touchlines Case Studies  Residential Special School 2006  Every Child Matters  the five outcomes and independent fostering 2007  Touch in the Children s Centre  %Touch: Issues in Early Years Settings4&((PP(Early Years professionals: - Identified the  issues relating to touch with children No clear practices apparent to develop appropriate touch Perpetuating discomfort and avoidance of discussion\practice which involves touch with children "ZZ'Appropriate Touch  To hug or not to hug? Part of a current dilemma for practice Issues of comforting The difficulties relating to  appropriateness (   Research Findings 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 *BZZB Research FindingsP2005   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 B>ZZZ> Research Findings2006  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 &IIResearch Findings Views from Children s Centres 2007 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(FFResearch FindingsExamples of  Insecure attachment Professional referral Psychologist enlisted to assess attachment and the part that touch plays8:--I-Touch as anarchy$ Psychologist methodologies Film, feedback, continuous discussion and reassurance Psychologist trained in methodological approach - Narrative therapy :-*Converging Discourses Development and Psychological growth Safeguarding and Child Protection The  risk society[ + The needs of children and adults  The child as the central focus Assessing the needs of the child How might the carer meet the child s needs and remain relatively risk free?( n Vygotsky and Touch Touch and language ZPD  children parents practitioners professional community Development of higher mental functions >R(}i)Touch and tools of the culture - VygotskyFrom 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. Privileging a sense of anxiety rather than appreciating importance of touch in child development PZ  Practice in Early Years 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 Typically used arises from concerns about behaviour in the setting  therefore potentially being used as a means of control. Conclusions  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 Acting professionally Z / ! 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This situation we contend is caused by anxieties that touching, which is generally agreed to be important to children s development, may instead be viewed as problematic and risky, leading to a  hands off policy and a situation where contact through touch may rapidly become taboo (Piper, Powell and Smith 2006). We argue that there is an expectation by the government (see Integrated Children s Services Provision DfES 2007) of early years practitioners modelling positive touching to parents and carers through demonstration with babies and young children. This model we contend is now in jeopardy but it was always problematic since it privileged a perspective of the early year s practitioner as  expert and the parent/carer as deficient Finally we consider if by applying Vygotsky s theories of social learning and instruction based on social interaction (Wood D 2005), a forum may be developed in which positive touching can be discussed between practitioners and the child s parents/carers as part of a process of shared learning and appreciation. Referring to recent research, the paper discusses examples of touching in children s settings and the constraints that are influenced by the safeguarding discourse. The paper considers the potential opportunities for practitioners, parents and carers to become empowered through a pedagogy based on partnership through sharing stories about the importance of touching which may lead to more confident parent/carer relationships with their children. &oZm,+g H d 0޽h ? 3380___PPT10.`zH 0 hX(  hX h C `    h S $` 0   Z0The research projects mentioned here considered a range of practice contexts and the practitioners who worked there. 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