The present study examines mundane social interactions in a Swedish preschool where teachers use affectionate touch for the purposes of classroom management. The data consists of observations of everyday activities, video-recorded at a regular Swedish early childhood educational institution, involving three-to-five-year-old children. Video-recorded data were analysed using Multimodal Conversation Analysis (Goodwin, 2000). The teachers used embodied configurations of touch and talk as ways to organise and rearrange mutual participation frameworks and achieve children's attentive participation in an ongoing activity, or to put their unsolicited initiatives on hold while sustaining the flow of the main classroom activity. The analysis suggests that the teachers, by using multimodal practices, attended to multiple concerns: they remedied problems in the children's conduct, socialised the children's attentive participation and attended to their social and emotional concerns while sustaining close social relations within the classroom community. By focusing analysis on the bodily features of teacher–child interactions, the study contributes to a broader understanding of classroom management and how teachers' social influence is exerted and negotiated in mundane social interactions in early childhood education settings.

本研究调查了瑞典一所幼儿园的日常社交互动，那里的老师使用深情的触摸来进行课堂管理。这些数据包括对瑞典正规幼儿教育机构三到五岁儿童日常活动的录像观察。使用多模态对话分析（Goodwin，2000）对视频记录的数据进行分析。教师使用触摸和交谈的具体配置来组织和重新安排相互参与框架，实现孩子们对正在进行的活动的专心参与，或者在维持主要课堂活动的同时搁置他们不请自来的主动行动。分析表明，教师通过使用多模式实践，关注了多个问题：课堂社区内的社会关系。通过重点分析师生互动的身体特征，该研究有助于更广泛地理解课堂管理以及教师的社会影响力如何在幼儿教育环境中的日常社会互动中发挥和协商。