Full Description
Amid the ruptures of the Covid‑19 pandemic, early childhood educators were compelled to rethink their pedagogical practice. This book uncovers how the extraordinary conditions of the pandemic created time and space for slow pedagogy to emerge, embracing presence, connectedness and a slower pace. Drawing on rich empirical insights from two longitudinal qualitative ECEC research projects, it traces how intuitive responses to safety measures reshaped daily routines and interactions with children and revealed a slow 'less is more' approach to pedagogical practice, focused on fun and connecting with nature. The book then widens its lens to explore how organisations learned from this; examining what it takes to sustain and expand slow pedagogy beyond times of crisis. Thoughtful and timely, it offers a framework for re‑imagining early childhood education through the power of slowing down.
Contents
Introduction- Part I Theoretical and Methodological Frameworks - Chapter 1: Conceptualising the Premise for Post-Pandemic ECEC - Chapter 2: Education's Temporalities - Chapter 3: Slow Temporal Research - Chapter 4: Pandemic Research - Part II Slow Down!: Stutters, thresholds and time for reflection - Chapter 5: Crisis Pedagogy: Intuition and tact in uncertain times - Chapter 6: Seeing the Child in Crisis Pedagogy - Part III Enacting Slow Pedagogy - Chapter 7: Routines and Relationships - Chapter 8: Fun, Joy and Care - Chapter 9: Slowing to Flow: Pandemic play practices - Chapter 10: Pandemic Paradigm Shift: Outdoor play - Part IV The Future of Slow Pedagogy - Chapter 11: Setting the Pace: Leading educational transformation - Chapter 12: Formulating a Framework for Slow Pedagogy - References
