Browsing by Subject "koskettaminen"

Sort by: Order: Results:

Now showing items 1-2 of 2
  • Holm, Alma (Helsingin yliopisto, 2018)
    Aims. Touch is a part normal human interaction, in school too. By touching, people show for example friendship and empathy to one another. Touch has also a lot of significant positive effects on child's development and human well-being. On the other hand, touching is associated with norms and negative feelings that emerge especially when discussing touching in school. The purpose of this master's thesis was to find out, describe and analyse what kind of touching behaviour there is in the 6th grade interaction and who are the touch initiators. Other purpose of this thesis was also to bring more positive perspective to the discussion about touching in school. Methods. The data for this master's thesis was collected by observing 6th grade's Finnish and mathematics lessons. There were 6 lessons in total and they were recorded on video. The study was a qualitative case study. The analysis was made by applying a combination of quantification and content analysis. The touches that were observed from the videos were calculated and tabulated. After that the touches were categorized and the touch situations were described in detail. Results and conclusions. The physical interaction between pupils was mainly friendly and teasing. There was not any touching behaviour that would refer to bullying or violence. Touching between girls was a little more common than touching between boys, but otherwise there was not much difference in the two genders' touching behaviour. Physical interaction between teacher and pupils was very little. When a teacher touched a pupil, the touch was either encouraging or guiding. Because of the nature of case study, the results cannot be generalized. The results, however, give a good picture of the touching behaviour in the five 6th grade lessons observed.
  • Kangas, Tuovi (Helsingin yliopisto, 2020)
    Aims. This thesis studies how primary school teachers verbalize touch in school. I examined the verbs and the frameworks teachers use when they talk about touch between teachers and children. The semantic roles of the participants and the teachers’ stance on different contacts were of interest among other things. Methods. The material for the study consisted of 19 interviews collected by “Koskettava koulu” project. The theoretical basis of the study were discourse analysis and cognitive linguistics. I employed the cognitive semantics’ notion of framework to describe the context and meaning of the verbs whereas the parties’ involvement was characterized with the help of sematic roles. Results and conclusions. The touch by teachers with pupils was mainly associated with the framework of intimacy, but often also with the frameworks of schoolwork, violence and sexual contact. Different kinds of touch were included in the framework of schoolwork: restricting touch, organizing touch as well as routine and habitual touch. On average, teachers were neutral towards touch in the framework of schoolwork while effacing their involvement in inti-mate touch. Teachers expressed that social control and the fear of misunderstanding are present in their touch directed to pupils. The touch by pupils fell into the frameworks of violence, intimacy and tinkering. The verbs used to describe the touch between pupils were mainly related to the framework of violence whereas the touch by pupils with teachers fell under the framework of intimacy. Teachers would often find pupil’s touch initiatives irritating. Tender and intimate touch was seen char-acteristic for girls while violent touch would be typical for boys.