Set against the background of the pandemic, this half day online webinar, hosted by the Froebel Trust, places time centre stage in reconsidering the relationship with time and the clock in early childhood education. The webinar draws on the findings of the international research study: Slow Knowledge and the Unhurried child carried out by Professor Alison Clark and funded by the Froebel Trust.

This webinar aims to bring together practitioners, early childhood teacher educators, students, researchers and policy makers. The aim of the webinar is to be a catalyst for discussion about the value of slow practices, in keeping with Froebelian principles of ‘the integrity of childhood in its own right’ and the ‘uniqueness of every child’s capacity and potential’ to be recognised and to flourish.

Timetable

• 09.30: Introduction Chair: Emeritus Professor Peter Moss, Thomas Coram Research Unit, UCL Institute of Education, London.

• 9.40-10.10 The Urgency of Slow. Professor Alison Clark, University of South-Eastern Norway.

• 10.10-10.40 Learning from children’s experiences of the Pandemic and ‘catch up’. Professor Chris Pascal, Director of the Centre for Research in Early Childhood (CREC), Birmingham.

• 10.40-11.00 Q&A Session

Break 11.00-11.15

• 11.15-11.40 Slow practices in the day to day. Gemma Paterson, Lead Early Years Pedagogue, Falkirk Council Children's Services, Falkirk, followed by 5 minute Q&A

• 11.40- 12.05 Teaching slow with ECE students – Dr Jo Albin-Clark, Senior Lecturer in Early Childhood Education, Edge Hill University, Olmskirk, followed by 5 minute Q&A

• 12.05- 12.30 When to slow down and when to act: supporting inclusive and anti-racist practice in ECE. Dr Sharon Colilles, Senior Lecturer in Early Childhood, University of the West of England, Bristol, followed by 5 minute Q&A

• 12.30-13.00 Panel discussion with speakers and close

What will participants take away?

The opportunity to

• consider the role of slow pedagogies in the light of young children’s experiences of the pandemic

• consider practical examples of slow practices in ECEC context

• consider approaches to ‘teaching slow’ with ECEC students

• consider how issues of inclusion and diversity are linked to slow practices and a call to action

• consider possibilities and challenges for developing research and practice concerning slow pedagogies in keeping with Froebelian principles

This event is free, but please book early to secure your place.