Slow pedagogy - making time for children's learning and development

Summary

In a fast-paced world that emphasizes accelerated childhoods and academic readiness, the concept of “slow pedagogy” offers an educational respite, focusing on the child’s pace and interests. The approach, rooted in the principles of educator Friedrich Froebel, suggests that a child-centered educational environment nurtures personal growth and autonomy. This method, explored extensively in Froebel Trust studies, has shown how slowing down educational processes, such as allowing more time in nature or at meal times, deepens children’s understanding and engagement. Rather than rushing through tasks, slow pedagogy emphasizes mindful learning experiences, providing children opportunities to explore, reflect, and learn based on personal interests, creating a richer, more impactful educational journey.

Highlights

• Slow pedagogy emphasizes the value of learning at the child's own pace, contrasting with conventional fast-paced educational settings. 🚶‍♂️🐢
• The Froebel Trust highlights the importance of slow pedagogy in early childhood development, focusing on autonomy and natural engagement. 🌿
• Adopting a slow pedagogical approach can improve interactions and make learning more meaningful and memorable. ✨
• Experimenting with slow methods, such as extended outdoor play, can provide deeper insights into children's interests. 🌳
• Small adjustments, like allowing children to serve themselves at meals, enhance independence and reduce behavioral issues. 🍽️

Key Takeaways

• Slow pedagogy encourages learning at a child's own pace, enhancing personal growth and deep understanding. 🐢
• Friedrich Froebel's ideas highlight the importance of childhood as a unique and valuable stage of life. 🌱
• Allowing children autonomy in their learning fosters engagement and reduces negative behaviors. 🤸‍♂️
• The approach requires educators to be more mindful, reducing stress and busyness for both children and staff. 🧘‍♀️
• Small changes in routine, like extended meal times, can create significant positive transformations. 🍽️

Overview

In today’s fast-paced educational environments, slow pedagogy offers a breath of fresh air, allowing children to learn at their own pace and on their own terms. This methodology is deeply rooted in the principles of Friedrich Froebel, who championed the importance of childhood as a unique and valuable period. In the hustle and bustle of modern life, slow pedagogy asks educators to focus on mindfulness, giving children the space to explore their interests creatively and independently.

Research and case studies by the Froebel Trust demonstrate the profound impact of slow pedagogy on childhood development. By removing time constraints and allowing children to take charge of their learning, slow pedagogy fosters a deeper understanding and genuine enthusiasm for discovery. Activities are designed to fit the child's rhythm, such as elongated meal times and unhurried play in nature, leading to more meaningful interactions and reduced pressure.

Transitioning to slow pedagogy doesn’t necessitate vast overhauls; rather, it relies on small, thoughtful adjustments that lead to transformative outcomes. For instance, simply extending the duration of meals or granting children the freedom to explore outdoors without a rigid schedule encourages autonomy and reduces stress. These changes not only benefit the children but also create a less stressful and more engaging environment for educators.

Chapters

• 00:00 - 00:30: Introduction and Importance of Slow Pedagogy The chapter introduces the concept of slow pedagogy, emphasizing its benefits for both children and educators. It challenges the notion of accelerated childhood, which is prevalent in today’s fast-paced lifestyle both at home and in educational settings. The narrative suggests that although people may initially feel guilty for adopting a slower approach, the positive outcomes in children's development are rewarding and ultimately fulfilling. The chapter sets the stage for further exploration into how slowing down in educational practices can enhance learning experiences.
• 00:30 - 01:00: Benefits of Slow Learning and Autonomous Learners The chapter discusses the advantages of slow learning and the role of children as autonomous learners. It highlights the importance of allowing children to learn at their own pace, free from the constraints of rigid schedules. By focusing on children's interests and motivations, learning happens more naturally and deeply. This approach is deemed to foster a deeper level of understanding and discovery among learners. Additionally, the chapter emphasizes the significance of treating children as autonomous learners, capable of independent thought and exploration.
• 01:00 - 01:30: Research on Listening to Children The chapter highlights the importance of allowing children to explore their ideas thoroughly. It suggests that when children are given the chance to revisit and rethink their ideas, they have more opportunities to deepen their understanding and enjoy the learning process. The chapter also reflects on the author's research since the late 1990s, focusing on innovative methods to listen to young children's perspectives, emphasizing the shift from adult-led learning to a more child-centered approach.
• 01:30 - 02:00: Views on Early Childhood Education and Froebel's Ideas This chapter explores the perspectives on early childhood education and the influence of Friedrich Froebel's ideas. The focus is on understanding young children’s interests and experiences and how these can shape teaching approaches and the creation of childhood learning environments. Additionally, it critiques the current trends in early childhood education, particularly the increasing pressure and emphasis on testing and academic performance.
• 02:00 - 02:30: Challenges with Current Education System The chapter discusses the concept of childhood having intrinsic value rather than merely serving as a preparation for adulthood. It highlights Froebel's philosophy that childhood is important in its own right, emphasizing that being a young child is a uniquely significant stage in life. This perspective challenges the current education system's approach that often views childhood primarily as a preparatory phase for the next stages of life.
• 02:30 - 03:00: Importance of Childhood and Froebel's Perspective The chapter discusses Friedrich Froebel's perspective on the importance of childhood. In the early 19th century, Froebel introduced what were considered radical ideas about child development, emphasizing the value of the present moment in a child's life rather than solely focusing on preparing them for the future. The chapter highlights the ongoing tension in educational systems where there is a strong focus on making children 'school ready', often at the expense of their current experiences and well-being. This discussion is still relevant today as it challenges the balance between future preparation and appreciating childhood as a valuable phase in its own right.
• 03:00 - 03:30: Impact of School Readiness Pressure The chapter explores how pressure related to school readiness can detract from the present-day experiences of young children. It emphasizes the importance of slowing down and listening to children as a critical component of their development. The author discusses a project supported by the Frohbold Trust, through the University of Southeastern Norway, focusing on 'slow knowledge' for young learners, indicating a shift towards valuing deep learning processes over hurried educational practices.
• 03:30 - 04:00: Connection between Listening and Slow Practices This chapter explores the connection between listening and slow practices in an educational context. It delves into the integration of slow practices through storytelling, interaction with materials, and outdoor activities. The chapter reflects on the folker practitioner study as a key example of these ideas in action, emphasizing slow pedagogy principles linked to Freuble’s theories. The study, led by Donna Greene, includes working with early childhood education, demonstrating the practical application of these concepts.
• 04:00 - 05:00: Study on Slow Knowledge and Practices The chapter "Study on Slow Knowledge and Practices" delves into the exploration of slow pedagogy and its application in educational settings. The project allowed each community involved to determine their starting point in relation to slow pedagogy and forbidden principles. The exploration was tailored to each community's needs, leading to diverse focal points such as marvel's meal times in two settings. These settings included one for three to five-year-olds and another for children under three. Another nursery aimed to implement the concept of slowing down within their environment.
• 05:00 - 06:00: Practitioners' Exploration of Slow Pedagogy and Froebel The chapter discusses educators' experiences with incorporating slow pedagogy and Friedrich Froebel's educational principles into their teaching practice. The educators realize the importance of slowing down the pace of the day and spending extended periods in nature to enhance learning experiences. They utilized the Frabelian principle poster from the Froebel Trust as a guiding framework, providing a solid foundation for practitioners regardless of their familiarity with Froebel's methods. This approach helped in gaining a deeper understanding of educational practices and principles.
• 06:00 - 07:00: Experiences and Observations from Different Settings The chapter "Experiences and Observations from Different Settings" explores how individuals use reflection and observation to connect with nature and educational principles. It discusses how reflecting on experiences in nature and videos through a specific lens can help autonomous learners engage with their surroundings. This reflective process allows individuals to connect practice with principles, leading to a deeper understanding and knowledge underpinning their experiences.
• 07:00 - 08:00: Transformative Changes through Slow Pedagogy The chapter discusses the concept of slow pedagogy, especially in the context of the 1140 expansion which resulted in children staying for longer hours at educational establishments. It highlights the need for a consistent, shared vision among educators regarding the purpose of their methods. The approach necessitates a transformation in practice, contrasting with previously fast-paced educational settings, to accommodate these extended hours effectively.
• 08:00 - 09:00: Mindfulness and Meal Times The chapter discusses the importance of mindfulness during meal times, highlighting a shift from treating meals as something to rush through to being more intentional and reflective during these periods. Initially, meals were handled like a routine production line, but there was a recognition that this might not be beneficial, especially for children. The focus then moved towards slowing down and considering what a more mindful, less hurried meal time would look like for them. This involves considering routines that allow children to transition smoothly into meal times without the pressure of a rigid schedule, emphasizing the importance of being present and intentional at these times.
• 09:00 - 10:00: Encouraging Independence in Children The chapter focuses on encouraging independence in children by addressing the challenges observed in various settings. It highlights issues such as children engaging in activities that often result in them sitting passively, while more stimulating activities occur around them, leading to distraction. Another concern is the lack of role modeling, wherein practitioners are not actively engaging with children. Additionally, though staff are eager to help, their assistance sometimes becomes counterproductive, as they are overly helpful and inadvertently hinder children's opportunity to exhibit independence, such as by unnecessarily doing tasks for them. Real-time observations underscore the need for a shift in approach to better align with the goals of promoting self-sufficiency among young children.
• 10:00 - 11:30: Slowing Down in Natural Environments The chapter 'Slowing Down in Natural Environments' highlights the importance of allowing children to have independence and ownership in daily routines, such as selecting their drinks and foods. This empowerment leads to better engagement and a reduction in negative behaviors. The chapter emphasizes that slow pedagogy is not focused on reaching the end result quickly, but rather enjoying the journey and experiences along the way. The narrative suggests that taking time to engage with natural surroundings, like chestnut trees, enriches these experiences.
• 11:30 - 12:30: Children's Autonomy and Learning The chapter discusses the importance of allowing children to explore their interests autonomously to enhance their learning experiences. By permitting them to engage at their own pace, such as spending time exploring chestnuts or trees, children gain a deeper understanding and appreciation. The flexibility in activities, such as setting up a camp and observing trees throughout the day, encourages continuous exploration and learning. This approach underscores the significance of catering to children's curiosity instead of rushing through scheduled activities, thereby fostering a more profound educational experience.
• 12:30 - 14:00: Implementing Slow Practices in Daily Activities The chapter discusses the implementation of slow practices in daily activities, focusing on how returning to topics repeatedly throughout the day can help children gain a deeper understanding. It highlights how the children, by revisiting subjects they are interested in, can think critically and engage more thoroughly. The transcript mentions an instance where activities allowed children, even those as young as one particular child mentioned, to be more included in group settings instead of feeling excluded due to seating arrangements.
• 14:00 - 15:00: Conclusion: Value of Time in Learning The chapter 'Conclusion: Value of Time in Learning' emphasizes the importance of granting children autonomy and how it fosters a sense of independence and joy. A touching anecdote about a one-year-old girl illustrates this point, as she expresses sheer delight and pride when allowed to join her friends at the table despite not yet being able to walk. This highlights the broader theme of the chapter: the significance of valuing time in the learning process and granting children the freedom to explore and participate in their environment.

Slow pedagogy - making time for children's learning and development Transcription

• 00:00 - 00:30 [Music] wow this is just exactly what we need it's just so much more enjoyable to spend time with the children we shouldn't feel guilty for taking on this slow approach because the rewards you reap from it from children is amazing when i started to learn about slow pedagogy what really interested me was the kind of notion of an accelerated childhood we have fast lives and things fast-paced you know in nursery and at home and i like the idea that slow would
• 00:30 - 01:00 really enable her children and staff to actually slow down with the children and their learning and for the children to be able to learn at their own pace and at their own time we felt quite emancipated from the restrictions of time and we didn't have a agenda that we were going to follow when we came if you do really tune into children's interests and their motivations the learning just comes naturally i think it gives a chance for children's thinking to go deeper for them to discover more and i think this connects with the importance of children as autonomous learners as well which is another sort of key
• 01:00 - 01:30 principle of frogal's ideas if children are given the opportunity to follow their ideas through to revisit to think again there's more opportunities for them to to learn more for themselves to go deeper to enjoy the process rather than adults being the one who always move the learning on my research from the late 1990s onwards has been around different ways of listening to young children's perspectives so i'm particularly interested in how we can find out more
• 01:30 - 02:00 about young children's interests and experiences and how those that can influence the way that we teach and the way that we create early childhood environments my concerns have been with watching early childhood education and and the way that we view young children as well as as becoming much more pressured much more emphasis on testing and on getting
• 02:00 - 02:30 ready for the next stage and um i see i see that as as a distraction really for thinking about the importance of childhood in its own right and that's very much at the core of freuble's work as well my understanding of froebel's ideas is that rather than thinking of childhood just as a preparation for being an adult that childhood has value for itself to be a young child to be say a three-year-old is enormously uniquely important it's not just about
• 02:30 - 03:00 what they will be in the future how much they will earn what they can achieve when when froble first was saying this in the first half of the 19th century these were very radical ideas and i guess it's less radical now but i think it still needs to be stated that the tension i think we see is when young children are for example are made school ready to such an extent that it absolutely takes over from the present and this always forward-looking
• 03:00 - 03:30 pressure i think can distract from the importance of young children in the moment day to day and i guess my work on listening you need to slow down in order to listen to children and so there was a kind of natural link between listening and slow which then led to this more recent body of work i was fortunate to have a two year two year funding from the frobold trust through my work at the university of southeastern norway to look at slow knowledge and the young
• 03:30 - 04:00 hurried child i've been looking at slow practices in in the outdoors slow practices through stories slow practices through thinking about the relationship with materials the folker practitioner study has been a wonderful opportunity to see some of these ideas about slow pedagogy come together with thinking about freuble's principles and donna greene has been leading the study she's been working with three early childhood
• 04:00 - 04:30 settings who were interested in exploring these ideas for this project obviously it needed to connect to each community so they got to decide where they felt you know in relation to slow pedagogy and forbidden principles where was their starting point so in two of the settings they focused on marvel's meal times one of the settings was with three to five-year-olds another one was under three-year-olds another nursery really wanted to get that slowing down in
• 04:30 - 05:00 nature they had been out in nature and they identified that they needed to kind of slow things down slow the pace of the day and really spend much more longer periods out in nature within each set and we used the frabelian principle poster from the frobo trust which really helped give a really grounding regardless whether you were a fabian or not i think we looked at this and the descriptors underneath it really helped people get a better understanding of it that's our whole framework that we were
• 05:00 - 05:30 using to guide us and help us for example and we would maybe reflect upon when they went out into nature and they reflect upon maybe videos or observations they'd gathered and looked at that through the fabilian lens and looked at that through that principle practice so where was autonomous learner and how did that link to nature and how where they engage in with nature so it enabled them to really make the connections with the practice and the principles and get that deeper understanding to underpin to know that
• 05:30 - 06:00 consistent shared vision of why they were doing what they were doing i think probably my initial thoughts around slow pedagogy where that this might be something that we need especially in light of the 1140 expansion children being in longer days what did that actually look like we were really having to take the time to aim a supposed transform practice because we had bee people on who were for rent well up to six hours a day so things had to slow down a wee bit and it could never been like any fast-paced environment off before i think when you always hear the word slow you think that
• 06:00 - 06:30 it's about actually physically being slow but um when we've done all the readings and we started really looking into it and researching it was about i suppose being more mindful i think that was kind of the more meaning of the word slow meal times was almost it was just a routine that we had to get one and done if you like so it was done as quickly as possible it's a wee bit like a production line for some settings so it meant that we really had to think about right what does this look like for children we're thinking about this phone and hurry child that if we are getting them to tidy up at quarter past 11 and then to eat two courses and half past it
• 06:30 - 07:00 really isn't matching up with our vision for wee ones so that that was almost the kind of key messages that were coming through and observations across lots of different settings at real time there was large volumes of children sitting down other activities might have been going on in the background as well which were quite distracting for the children we didn't always have practitioners sitting with them role modelling you know engaging with children and staff wanted to be very helpful but they were over a wee bit overly helpful so they would pour the jobs out and pour
• 07:00 - 07:30 children's drinks and pick their foods for them so it really was stepping back and allowing our children to be little independent people that we know they are and you could see that any negative behaviors kind of dwindled away because we're much more engaged and felt they had ownership of that meal time routine i think one big thing about slow pedagogy is it's not all about the end result so it's not about we need to get to dollar part for a certain time because we'll need to have snack at this time and then back quite often it takes us a really long time to get here you know the children there's like chestnut trees along the
• 07:30 - 08:00 way so we'll stop if they want to stop and look at the chestnuts on the ground we'll stop we'll pick them up we'll feel them we'll talk about their attention if that takes half an hour that's absolutely fine when we first trialled it out and we came we noticed that the children were really really interested in the trees normally we would have discussed the trees briefly and then we would have moved on to something else but because we had the whole day and we set up like a little camp over there the children were able to go back and touch the trees feel the trees look at the height of the trees and throughout the day they kept going back to this one interest but i felt like each time they
• 08:00 - 08:30 were going back to it they gained a much deeper understanding and were able to to really think about what they wanted to know about a specific subject and then go back to as often as they wanted to throughout the day whether it's before it would have been a fleeting discussion and then we would have had to invite them back to nursery for lunch or done an activity or something like that so i feel the children were getting a deeper understanding of what they were interested in we had a child who was in a high chair and we felt that she was almost excluded because other children were sitting at a table she was one of our youngest
• 08:30 - 09:00 children she was only one year old so we took the high chair away we gave her the option to come to the table and the expression on her face just told the whole story she her face beamed from ear to ear she was delighted that she was allowed to come to this table and join her friends for lunch and she climbed onto this chair she wasn't walking at this point but she managed to get herself over to the table climb on the chair and sat down with us and was so proud it was just a joy to see i think because you're allowing the children to have that autonomy it's actually taken
• 09:00 - 09:30 away some of the responsibility for you because they're going and doing that you know you're not running about fetching it for them and tiding up for them you know so it actually impacts on you and your practice because you know it's not so busy and so worried for you i think if you have your own goals as a practitioner that's fine and you know that that is the way kind of i suppose it's always been but if you really get into slow pedagogy and really truly tune in to what the children are telling you and what they're interested in i think the learning happens really naturally it makes everything so much easier don't
• 09:30 - 10:00 think of it as another task to take on a so pedological approach it's pick something small pick something small because you start small it's amazing the change that you will see and then you can see that in meal times and you can do an outdoors you can take it into any area across the board but yeah i would say try it start small and you'll see a massive change [Music] it doesn't cost anything so pedagogy
• 10:00 - 10:30 doesn't cost anymore so you know time is free a little time is precious and it's precious for children and we do have to remember it's their time not our time so i think together we do need to really look at how we slow down and we'll see a lot more and we'll get a lot more richer learning coming from it we'll get a lot more richer observation because we're taking the time to see and be with children rather than doing things to them
• 10:30 - 11:00 [Music] you