This paper begins by exploring touch as "tactile perception" dimension, which means what human hands could achieve, especially considering the important role of skin receptors. The author moves forward to a description of children's necessity for contact as well as to their touch disorders. Following descriptions further clarify these items in the context of human touching behavior. The aim of the present article is to underline the touch dimensions, which needs clarification for the benefit of the development of an appropriate touching behavior between teachers and children, as a strategy of children pedagogical support and as a factor for improvement in classroom interactions according to attachment theory. The review of the professional literature relevant to our research question helps us contextualize the educational value of touching as an educative strategy that contributes to the improvement of the classroom atmosphere. This is because appropriate touching in early childhood relates to the development of positive feelings both in teachers and students, which is remarkable and exceptionally useful for any educational interaction that is expressed into the teaching framework or the educational environment. (Contains 2 tables.)