Re-centering Relational Pedagogy: A Case Study of Affective Touch and Attachment in Infant Care

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 2
  In Roundtable Session: Teacher and Caregiver Well-being and Professional Identity

Abstract

Affective touch plays a critical role in the development of infants and toddlers under age three, yet it remains insufficiently recognized in teacher preparation and early childhood practice. This qualitative case study examined the developmental and pedagogical significance of affective touch through six months of classroom observation with one infant teacher and eight infants. Drawing on over 300 hours of video recordings and observational data, the study revealed the complex, intentional, and varied functions of touch in high-quality infant care. Findings highlight affective touch as a reciprocal form of nonverbal communication that fosters emotional regulation, prosocial behavior, and peer engagement. In a post-COVID context, this study calls for re-centering embodied, relational caregiving in early childhood teacher education.

Author

• Na Ra Yun, dongshin christian preschool