Healthy Outcomes : Australia

Why Slow Pedagogy Matters More Than Ever

In a world that seems to be moving faster every day, it's easy for early childhood settings to become caught up in routines, schedules, transitions, documentation requirements and the pressure to always be doing more.

What if children need more time to wonder, to play, to connect, to revisit ideas and to simply be?

Slow pedagogy is not about doing less. It's about being more intentional with our time, relationships and decision-making. It's about creating space for deep learning, meaningful interactions and genuine wellbeing for both children and educators. Slowing down has a wonderful effect on educator wellbeing too!

It also has strong connections to trauma-informed practice. When we slow down, we create opportunities to build secure relationships, respond to children's individual needs, reduce unnecessary stress and provide the predictability and emotional safety that many children need to thrive. Rather than rushing children through the day, Slow Pedagogy encourages us to notice, listen and respond with greater sensitivity and care.

Now more than ever, we need to reflect on the pace of our days. As educators we can ask ourselves

- Are children being given enough time to become absorbed in their play? Like, deeply absorbed!

- Do our routines support or interrupt learning?

- Are we creating environments that foster calm and connection, especially during arrivals at the service?
Just think about if you have loud disco music playing on arrival. What message is that portraying to children in the early mornings.

What messages does the pace of our day send to children about what we value? What do our practices demonstrate to children? What about our environments?

Sometimes slowing down isn't about having more time, It's about using the time we have differently. In the end, we all have the same amount of time in the day, it's about what values the individual services and educators hold. And remember Slow Pedagogy will look different in different services, as our community context matter!

Do you think early childhood education has become too rushed? Do you think childhood itself has become too rushed?

“Perhaps the simplest advice I can offer parents concerned about preparing their children for the world is this: let them play more.” - Sir Ken Robinson, taken from ‘You, Your Child and School’ (Penguin, 2018)

In celebration of ’International Day of Play’

LEGO UNESCO UNICEF The LEGO Foundation

“The children are just… different out here.”
That’s what a teaching assistant said to me recently after an outdoor learning day with her high-need Reception class.

👉 Calmer
👉 More engaged
👉 Actually wanting to learn

And yet…

Many schools treat outdoor learning like a special occasion.
A one-off day.
Something we squeeze in when we have time.

Let me gently challenge this…

If we know children regulate better, focus more, and feel more connected outside…

Why isn’t it part of our everyday rhythm?

Because here’s the reassurance you might need to hear:

You don’t need to plan elaborate outdoor activities.
You don’t need a full forest school set-up.
You don’t need more on your already full plate.

Nature already gives you everything you need.

It’s not about doing more…
It’s about using what’s already there, differently.

✨ This is what it can look like:

A child who won’t touch pastels indoors…
suddenly creating the most beautiful marks when sat amongst bluebells.

Water + mirrors + petals…
turning into light, reflection, curiosity, and awe.

Learning that feels effortless.
Because it’s real. Sensory. Alive.

And this is exactly what we explore inside my nature study approach—
how to let the seasons, the environment, and simple natural provocations do the teaching for you.

Not as a one-off.

But as part of your everyday way of being.

🌿 Because when we step back…
nature steps in.
Discover more at www.hyggintheearlyyears.co.uk