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 celebrating of slow knowledge.