Slow Knowledge and the Unhurried Child: Time for Slow Pedagogies in Early Childhood Education (Contesting Early Childhood)

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Slow Knowledge and the Unhurried Child: Time for Slow Pedagogies in Early Childhood Education (Contesting Early Childhood)

Slow Knowledge and the Unhurried Child: Time for Slow Pedagogies in Early Childhood Education (Contesting Early Childhood)

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Clark, A. (2023) Slow Knowledge and the Unhurried Child: time for slow pedagogies in early childhood education. Abingdon: Routledge. Lynn began her career as a teacher of nursery and primary classes, working across three local authority areas in Scotland. She gained a M.Ed in Early Years Pedagogue whilst working in strategic support and development roles at regional and national levels. She is a part-time Ed.D student at the University of Strathclyde studying portraits of play pedagogy alongside working in her current role as a Senior Education Officer in the Curriculum Innovation team in Education Scotland. Lynn has co-authored and illustrated several publications - including the current national practice guidance for early years in Scotland, 'Realising the Ambition: Being Me'. Write in a critically reflective manner on the external and internal pressures on young children and educators in ELC. Fast knowledge is linked to the growth of what has been called ‘datafication’ and ‘dataveillance’, which are becoming a means of increasingly intense and powerful governing and control through the collection and use of large-scale data (cf. ‘The Datafication of Primary and Early Years Education’ by Bradbury and Roberts-Holmes). This is apparent in early childhood through the development of extensive systems of centralised data collection and analysis (e.g. EYFSP, proposed Reception Baseline Assessment); also in international large-scale assessments such as PISA, and its spin-off, the International Early Learning Study. Free flow play actively uses direct, first -hand experiences, which draw on the child’s powerful inner drive to struggle, manipulate materials, explore, discover and practise over and over again.

Alison's research looks at a range of slow practices where there is time for both children and adults to be less hurried.While I think fast versus slow knowledge is a useful idea to think with, I am dubious about the extreme neatness of the dichotomy. Both fast and slow knowledge operate simultaneously and in dialogue with one another. I am also wary of making unidentifiable “sources of power” responsible for the mess. Surely we are complicit. The project aims to serve as a catalyst for urgent discussion among researchers, practitioners and policy makers about the relationship with time in early childhood environments, and how high quality practice in ECEC teacher education can emphasise these values. Project summary

McNair, L.J., Blaisdell, C., Davis, J.M. and Addison, L.J., (2021) Acts of pedagogical resistance: Marking out an ethical boundary against human technologies. Policy Futures in Education, 19(4), pp.478-492. The research focuses on key interviews with early childhood and primary researchers, practitioners and advisors across 11 countries: England, Scotland, Wales, Norway, Japan, Denmark, Portugal, Israel, USA, Canada and Australia.

About the Speaker

I really welcomed Orr’s call to think more holistically and to value complexity. There seem to be connections with Froebel’s vision for education here, particularly his spiritual beliefs around all of life’s elements being connected and balanced in harmony. I am a geographer at heart and so this was a good opportunity to reengage with Orr’s work about ecology, culture and knowledge. I’m really interested in his thoughts about the contextually situated characteristics of slow knowledge, particularly in terms of what he refers to as the importance of knowledge associated with ‘patterns that connect’. There is so much resonance here with questions focusing around ‘whose knowledge matters’ in contemporary early childhood education, in which the culture of fast knowledge is becoming increasingly powerful and arguably ‘disconnected’ from local contexts. Week beginning 6th April 2020 I plan to post a summary of the discussion so far followed by an introduction to the second article but you can join in at your own pace. In this talk, Dr Clark will explore definitions of slow knowledge and slow pedagogies. She will raise questions about the possibilities and challenges of placing time, as well as the spatial dimensions of early learning, centre stage. TCRU seminar series While many educators and parents may feel pressure to push children to learn at a faster pace, research shows that this approach can be detrimental to children’s overall well-being. For example, a study published in the Journal of Applied Developmental Psychology found that children who experienced more pressure to achieve academically were more likely to experience anxiety and depression (3). Similarly, a report by the American Psychological Association found that children who experience high levels of stress and pressure are more likely to engage in risky behaviors such as substance abuse (4).



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