The article explores how touch appears in children’s everyday peer relations in preschools. The narrative research material consists of video recordings produced in four Finnish preschools. Touch in children’s relations appeared as an invitation, an attempt to control and a conventional pattern. The findings show that narrative environments of the preschools produce, enable and limit touch in the children’s everyday peer relations. In terms of touch, children follow the practices created by educators and the wider society. However, the children also challenge these practices and the set limits, appearing as active agents in producing embodied acts of touch in preschools.

本文探讨了在学龄前儿童的日常同伴关系中触摸是如何出现的。叙述性研究材料包括在四所芬兰学前班制作的录像带。儿童关系中的触摸是一种邀请，一种试图控制和一种传统的方式。研究结果表明，学龄前的叙事环境在儿童的日常同伴关系中产生，使能并限制了接触。在接触方面，儿童遵循教育者和更广泛的社会创造的做法。但是，孩子们也挑战这些习俗和设定的极限，在学前班中作为积极体现他们产生触觉行为的积极分子。