Touch
It has been 2 weeks since lockdown lifted for schools and so I have been back at work with the children. It has been tiring being back, but lovely to see everyone in person and not through a screen. It has been a busy but rewarding time.
Since being back I have noticed a change in the children.
Many of them seem to be craving a close connection to the staff, including
staying in at breaks and lunch to talk to us, drawing us lots of pictures or
writing us notes, but also some of them wanting to hug us.
This is really interesting to me as it fits into my research
on the use of touch. As teachers, we have to be very careful and strict with
the use of touch as sadly there have been cases of misconduct reported in the
media, which have made people very wary of touch. We also have to be very
strict due to Covid-19 and the health and safety of everyone.
There is a lot of negative associations with touch, but very
rarely do we acknowledge the importance of it. Touching is ‘an essential element
in the healthy development of every organism.’ (Montagu, pg. 33). Without touch
we would not survive. Touch is the first sense the embryo develops at just 6
weeks old. There is a general embryological law that explains a function is
likely to be more important, the earlier it is developed. There have also been
many studies that show that a lack of touching has remarkable physiological differences
in animals and humans than someone who has had tactile interaction. For
instance, the hormones and chemicals released in an infant is impacted by if
they have been touched or not. This impacts their mental and physical state,
and can even effect things like their bone growth.
This makes me think about the impact the pandemic has had on
everyone, especially the children in my classes. They have missed out on so
much because of lockdown, and it is now making me question the long-term
effects it will have on them. They haven’t been able to go out and play with
their friends, go to school, see family, go to activity clubs and so much more.
All of these things mean a lack of tactile interaction for them. I can see
emotionally how much lockdown has impacted them. I wonder what the future will
hold.
I would be really interested to hear anyone else’s views on
this.
Bibliography
Montagu. A. (1986), Touching- The Human Significance of
the Skin, third edition. New York: HarperCollins Publishers
Hi Alys,
ReplyDeleteI love this post! I had no idea that "touch" is the first sense that embryos develop. So interesting and therefore defines why it is such a important human characteristic. I too think that lockdowns and social distancing will affect children. I am looking into the relationship between student and teacher. I have found that through zoom this relationship has either thrived or died, therefore i am looking forward to April when we can get back into the studios and examine the side effects of zoom!
I really look forward to reading more posts about your inquiry!
Emma
Hi Emma,
DeleteI dint realise this either, it has been really interesting looking into touch. Teaching online has been a completely different ball game to being in a class with the students! The majority of children are so excited to be back at school now, but it has been a challenge settling them back in to this 'regular' routine.
Thank you for reading :)
Alys x
Hi Alys, love this post, i'm glad i stumbled across it as its very close to my practice and my inquiry at present. Although i am looking at it from a teachers methods an dhow online may change that, but obviously we cannot use 'physical touch' in the corrects when teaching dance online so this is quite key to the child's progression in a dance class.
ReplyDeleteI like yourself have been back at school since the 8th March, and even though im not sure what you teach, i'm sure our findings may be similar. A lot of my kids are so grateful to be back with their dancing friends. Ive noticed some of the already quieter children have become a little bit more withdrawn- but nothing too much to worry about. The ones effected the worse ive felt have been the older students from year nine up wards! They have missed out on a lot of socialising and special birthdays. Lets just hope that the online classes are gone forever, and if not....we have learned enough to re-vamp our teaching x
Hi Clare,
DeleteThank you for reading. I've also noticed some of the children being more withdrawn and I think its partly due to how overwhelming it is bringing everyone back together after such a long time. I agree I have had to re-vamp my teaching many times to keep them interested during this challenging time. I shall be interested to hear what you find within your inquiry to!
Thank you
Alys x
Hi Alys, I love this post, it is very thought provoking! I have also returned to school, and although we are trying to encourage the children to keeps their hands to themselves for the time being, we can tell how much they need physical touch. We have one child with autism who, when in crisis, can only be soothed by touch. We have a 'cuddle coat' which is tight and makes them feel like they are having a hug, which is nice but doesn't have the human connection that comes with it. What is your role within your school? I do wonder how much this lockdown is really effecting the younger generation and it didn't even cross my mind how much they are missing out on physical interaction. Something to think about! Thanks for sharing x
ReplyDeleteHi Alice,
DeleteWe also have some SEND children who rely on contact and so this time has been extremely challenging for them as well as all the other children. I didn't realise until doing this research how fundamental physical contact is for our development as a child. It has really opened my eyes to the needs of children in a different way.
Thank you for reading
Alys x