Is there time for slow pedagogies in early childhood education? / Supporting Inclusive Slow Participatory Practice in ECE
Is there time for slow pedagogies in early childhood education?
The relationship with time has an impact on those studying early childhood and the complex juggling of roles that this can involve. How time is organised in Early Childhood Education has a big impact on young children and adults working in ECE. Against the background of increasing pressure and hurry, I will discuss the value of reclaiming slow pedagogies that emphasise close attention to children’s rhythms and a range of tempos across the day. Slow practices offer possibilities for less hurried education and the celebration of slow knowledge.
Supporting Inclusive Slow Participatory Practice in ECE
This session invites early years educators and students to re-examine their existing understanding about children’s rights, advocacy, space, and time. The power of play is discussed as a vehicle for listening to and enabling young children’s perspectives about their ethnic identity in inclusive participatory approaches.
PLEASE NOTE THIS SESSION IS SPLIT BETWEEN TWO 30 MINUTE SEMINARS