A recording of an online event to celebrate the publication of Professor Alison Clark's book 'Slow Knowledge and the Unhurried Child'. Recorded on 9 February 2023.

Following on from her recent Froebel Trust funded research, Professor Alison Clark's book explores the relationship with time in early childhood and makes the case for the need to slow down in early childhood education.

Alison is joined in the webinar by three early childhood educators from England, Scotland and Wales (Dr Kate Smith, Lynn Taylor and Beverley Dickinson) who reflect on the implications of Alison's 'slow pedagogy' work on early years practice and policy.

Published by Routledge, 30 Dec 2022

Alison Clark's book points to alternative practices in early childhood education and care (ECEC) that enable a different pace and rhythm, against the backdrop of the acceleration in early childhood and the proliferation of testing and measurement.

Diverse approaches are explored to enable an ‘unhurried child’ and less hurried adults.

Slow Knowledge and the Unhurried Child
is divided in three parts:

Part 1 - Reasons to be slow, looks at the pressures in ECEC to speed up and for children to be ‘readied’ for the next stage.

Part 2 - Slow pedagogies and practices, explore some of the forms slow practices can take including outdoors, in the studio, in everyday routines, through stories, in pedagogical documentation and in ‘slow’ research.

Part 3 - Moving forward, shows what a ‘timefull’ approach to ECEC can look like, whilst debating the challenges and possibilities that exist.

Get your copy

Clark, A. (2023) Slow knowledge and the unhurried child: time for slow pedagogies in early childhood education. Abingdon: Routledge.

This book is available with a 20% discount on the Routledge website with the code: AFL01

About the author

Alison Clark is Professor of Early Childhood Education at the University of South-Eastern Norway and Honorary Senior Research Fellow at the Institute of Education, University College London, UK.

Together with Professor Peter Moss, Alison developed the Mosaic approach (Clark and Moss, 2001), a methodology for listening to and engaging with young children’s views and experiences. Since the first study this approach has been adopted and adapted internationally by researchers and practitioners in early childhood and in other disciplines including nursing, social work and environmental design.

Professor Alison Clark

Three early childhood educators join Professor Clark during this online event and share their professional reflections on each section of her new book:

Beverley Dickinson

Beverley has 17 years' experience as an early years educator. She is passionate about early childhood experiences and development - with a particular emphasis on outdoor play, exploration and engaging with nature. She is the nursery manager at Tiddlers Wraparound in Caerphilly, Wales which has been recognised as a 'Lead Setting' offering support, guidance and good practice to other nurseries and early years settings. Beverley is currently training as a Froebel Trust Travelling Tutor and is a founding member of the Wales Froebel Network.

Dr Kate Smith

Kate began working with children and families as a reception class teacher and has since worked extensively with early childhood practitioners and research students as a Senior Lecturer at Canterbury Christ Church University. Kate's research interests are focused on young children’s literacies, particularly their mark-making and writing. Her latest publication, 'Supporting Early Literacies through Play' (Smith and Vincent, 2022), explores the symbiotic relationship between play and literacy.  Kate is currently working with the Froebel Trust Travelling Tutor short courses programme.

Lynn Taylor

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'.

Take a look at this short film made by the Froebel Trust in 2022, introducing Professor Alison Clark's work on slow pedagogy