Webinar on Slow Knowledge and the Unhurried Child

Introduction

• Host: Sasha Pal, CEO of Verbal Trust
• Occasion: Launch of Professor Alison Clark's new book, "Slow Knowledge and the Unhurried Child: Time for Slow Pedagogies in Early Childhood Education."
• Participants: Alison Clark, Beverly Dickinson, Lynn Taylor, Dr. Kate Smith
• Format: Alison introduces her work, followed by reflections from Beverly, Lynn, and Kate.

Alison Clark's Introduction

• Book Background: Based on Froebel Trust-funded project started before and continued through the pandemic.
• Research Focus: Transition from listening to slow learning in Early Childhood Education.
• Methodology: Multi-method, polyvocal approach developed with Professor Peter Moss.
• Key Concepts:
  • Listening to Young Children: Emphasizes time, multi-modal expression, documentation revisiting.
  • Living Spaces Study: Longitudinal study on young children’s involvement in environment design.
  • Slow Knowledge: Plays a crucial role in qualitative research with children.
• Book Structure:
  • Part 1: Discusses pressures of hurried childhoods and education.
  • Part 2: Explores slow practices.
  • Part 3: Provokes thought on education facing uncertain futures.
• Theoretical Influences:
  • Reggio Emilia Philosophy: Importance of child’s pace and rhythm.
  • Froebelian Principles: Emphasis on play, nature, and guided freedom.
  • New Influences: Ted Aoki’s concept of lingering.
  • Interdisciplinary Perspectives: Sociology, theology, geology.

Reflections

Beverly Dickinson

• Role: Nursery Manager at Tiddler's Wrap Around, Wales.
• Reflection on Book: Explored the concept of time fullness in their setting, especially outdoors.
• Discussion on Practices:
  • Outdoor gardening as timeless and connected with nature.
  • Snack time practices questioned; moved towards more child agency in snack timing.

Lynn Taylor

• Role: Senior Education Officer for Education Scotland.
• Reflection on Book:
  • Emotional response to book due to recent educational expansions in Scotland.
  • Slow pedagogies as a response to rushed educational practices.
  • Importance of community practices and resistance to standard measurement-driven approaches.

Dr. Kate Smith

• Role: Former Senior Lecturer at Canterbury Christchurch University.
• Reflection on Book:
  • Focus on part 3 of Alison’s book discussing future educational practice.
  • Qualities of a "patient kindergarten": Patience, resilience, resistance.
  • Example from "Playful Writing Project": Teachers fostered slow knowledge through play.

Discussion Points

• Resistance to Fast-Paced Education:
  • Importance of community and research-based practices in resisting fast-paced educational agendas.
• Cultural Perspectives on Time:
  • Disruption of linear time by engaging with natural world and cultural practices.
  • Diverse cultural time perspectives influencing child education.

Conclusion

• Final Thoughts:
  • The book aims to be part of an ongoing conversation about time in education.
  • Encouragement to explore slow pedagogies within and beyond early childhood settings.

End of Webinar

• Closing Remarks: Thanks to all participants and audience for engaging in the conversation.