Abstract
This study focuses on a particular relationship between teachers and one- to three-year-old children: the child in the teacher's lap. When, in what situations, does this happen? Who are the children in the teacher's lap? Why are they there? How do children express emotional well-being when in the teacher's lap? Relational, sociocultural and revised attachment approaches to emotional well-being supplied the theoretical framework of the study. Data were collected by ethnographic methods and analysed qualitatively. Two day-care groups in Finland participated. For most of the day, at least one child was in a teacher's lap. The teacher's lap signified, for example, not only consolation and confidence but also delight. Furthermore, for the children, it was a contested site for gaining teacher attention and displaying power. The teachers also enjoyed this affective bond with the children, while having a child in their lap also had practical value, for example, sometimes it guaranteed undisturbed play for the other children.
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