This study proposes to shift the current theoretical framework in which teachers practise a guarded approach regarding the touching of children in early childhood settings, towards a practice of acceptance. A brief historical context of touching is presented and supplemented with a survey of 63 currently practising K-3rd grade teachers. The survey indicates that teachers understand the benefits of touching, but are fearful of being falsely accused of inappropriate behaviour. Teachers are solving this problem by restricting the nurturing practice of touch. This practice needs to be corrected; teachers must be given the freedom to safely and appropriately touch children; children have a basic need to be touched. Suggestions to restore human touch in primary classrooms are offered. (Contains 4 tables.)