Author: Konstantina Papaspyropoulou

PhD Student, Moray House of Education and Sport, University of Edinburgh

Supervisors: Dr Lynn McNair, Dr Kristina Konstantoni

‘Children, families and educators receive the message that ‘less is not more, and that faster is always better’ (Honoré, 2004: 217).

My study

This ethnographic study draws inspiration from contemporary research on Slow Pedagogy and Froebelian approaches to investigate how a slow pedagogical approach may influence children’s transitions from Early Learning and Childcare (ELC) to formal schooling. The concept of Slow Pedagogy, which highlights the importance of time for observation, reflection, and a pace that supports children’s agency, alongside Froebelian principles that promote children’s self-expression and discovery, have served as theoretical foundation for this study. According to Green and Clark (2024: 7), the four interconnected elements of a Slow Pedagogy in early childhood environments, which are reflected in a Froebelian approach, are: ‘being with’, ‘going off track’, ‘diving deep with children’ and ‘taking the longer view’.

What is the ‘Accelerated Childhood’ phenomenon? *

As an opposing movement against the rapid pace of modern culture, often referred to as a culture of speed, Slow Movement gained significant prominence (Honoré, 2004). In his work, Honoré (2004), highlights the impact of the ‘cult of speed’ for education, as children, families and educators receive the message that ‘less is not more, and that faster is always better’ (Honoré, 2004: 217, as cited in McNair & Papaspyropoulou, 2025:1).

Following a slower approach and Froebel

Friedrich Froebel (1782–1852), a pioneer in early childhood education and the founder of the first kindergarten (Tovey, 2020), established principles that are central to this study.

These principles are:

• ‘freedom with guidance;
• unity, connectedness, and community;
• engagement with nature;
• learning through self-activity and reflection;
• the central role of play;
• creativity and symbolic thinking;
• and knowledgeable, nurturing educators’ (Tovey, 2020: 3).

Bruce (2012: 155,159, as cited in McNair & Papaspyropoulou, 2025:3) describes these principles as ‘navigational tools’ that guide early childhood practice amidst the complexities of modern educational landscapes. Within the fast- paced culture described above, this study will explore children’s experiences in their transition from ELC to formal schooling. Slow Pedagogy emphasises the importance of the ‘everyday’, appreciating the natural rhythms in children’s interactions with their surroundings and materials, fostering a deeper, context-sensitive understanding of the experiences of both children and adults (Clark, 2023).

*In our article we are delving deeper into the ‘accelerated childhood’ phenomenon…

McNair, Lynn. J., & Papaspyropoulou, K. (2025). The impact of the ‘accelerated childhood’ culture in the UK’s ECEC: practitioners’ and policy makers’ views during a professional development course. European Early Childhood Education Research Journal, 1–13. https://doi-org.eux.idm.oclc.org/10.1080/1350293X.2025.2452547

References

Bruce, T. (2012). The Whole Child. In T. Bruce (Ed.), Early Childhood Practice Froebel Today. (1^st ed., pp. 69- 80). London: SAGE Publications Ltd.

Clark, A. (2023). Slow knowledge and the unhurried child time for Slow Pedagogies in early childhood education/ Alison Clark. Routledge. New York: Sage Publications.

Dunlop, A., Peters, S., Kagan, L. S. (2024). Transitions at a Crossroads: Editor’s Introduction. In A. W. Dunlop, S. Peters, & S.L. Kagan (Eds.), The Bloomsbury Handbook of Early Childhood Transitions Research (1st edition, pp. 1-6). London: Bloomsbury Publishing.

Education Scotland. (2020). Realising the Ambition: Being Me. National Practice Guidance for Early Years in Scotland. Education Scotland.

Green, D. & Clark, A. (2024). A Froebelian approach Time for Childhood: Slow Pedagogy. Froebel Trust. Available from: https://www.froebel.org.uk/uploads/documents/FT_Slow-Pedagogy_pamphlet.pdf  [Accessed 6^th November 2024].

Honoré, C. (2004). In praise of slow: how a worldwide movement is challenging the cult of speed. Carl Honoré. Orion.

McNair, L. J., & Papaspyropoulou, K. (2025). The impact of the ‘accelerated childhood ‘culture in UK’s ECEC: practitioners’ and policy makers’ views during a professional development course. European Early Childhood Education Research Journal, 1-13.

Palmer, S. (2021). Literacy matters . . .but building strong foundations for literacy matters more. In S. Palmer (Eds.), Play is the way: child development, early years and the future of Scottish education (2^nd ed., 105-117). Paisley: CCWB Press.

Tovey, H. (2020). Froebel’s principles and practice today. Froebel Trust. Available from: https://www.froebel.org.uk/uploads/documents/FT-Froebels-principles-and-practice-today.pdf    [Accessed 18th March 2024].

About Konstantina Papaspyropoulou

My professional experience as a former primary one teacher in Glasgow, and now a member of the early years improvement team, in Glasgow, has been focused on working closely with children, educators and families to facilitate smooth transitions, both horizontal and vertical. ‘Horizontal transitions occur when, in the course of their day they may spend time being cared for in the home by a parent, by grandparents or other relatives’, whereas a ‘vertical transition would involve the child moving from home to nursery or from nursery to primary school relatives’ (Education Scotland, 2020, 90).

These experiences have deeply informed my understanding of the complexities surrounding transitions and they have shaped my academic interest in exploring how a slower pedagogical approach influences children’s experiences during this pivotal process. Having witnessed how transitions can impact children’s experiences, this understanding underpins my commitment to exploring approaches, such as slow pedagogy, that prioritise ‘being with’ the children during transitions.

Slowing down children’s transition from Early Learning and Childcare to primary school / Childhood and Youth Studies by blogadmin is licensed under a Creative Commons Attribution CC BY 3.0