Kristín Dýrfjörð
Biographic Data
| ID | 6155419 |
|---|---|
| NAME | Kristín Dýrfjörð |
| GIVEN NAMES | Kristín |
| FAMILY NAME | Dýrfjörð |
| SIGNATURE | DÝRFJÖRÐ K |
| AFFILIATIONS | University of Akureyri |
| ORCID | 0000-0003-1559-713X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Paving the way for slow pedagogy
This study explores the transformative potential of the slow pedagogy approach to early childhood education within the Icelandic context. By challenging fast-paced educational norms, slow pedagogy prioritises children's natural rhythms, fostering creativity, autonomy and reflective learning. This three-year-long action research project across four preschools highlights the role of leadership and a collaborative school climate for embedding slow p…
Principals’ financial and pedagogical challenges when choosing programs and educational materials
The educational services industry has grown internationally, and there has been an explosion in external programmes that teach basics and behavioural control, as well as administrative data programmes. This growth has affected the governance of preschools worldwide and spurred schoolification and marketisation. In this context, this study examines how the growth of the private education industry within the education system has influenced preschoo…
Young children's perspectives of time
Children's relationship with time in preschools is an under‐researched area. Young children rarely know how to measure time using a clock, but their experiences of time may contribute to understanding children's well‐being and debates about quality in preschools. This paper brings together two empirical exploratory studies conducted in preschools in Iceland and Croatia, respectively, and is based on participatory research methods that highlight y…
Young children's perspectives of time
Children's relationship with time in preschools is an under‐researched area. Young children rarely know how to measure time using a clock, but their experiences of time may contribute to understanding children's well‐being and debates about quality in preschools. This paper brings together two empirical exploratory studies conducted in preschools in Iceland and Croatia, respectively, and is based on participatory research methods that highlight y…
Principals’ financial and pedagogical challenges when choosing programs and educational materials
The educational services industry has grown internationally, and there has been an explosion in external programmes that teach basics and behavioural control, as well as administrative data programmes. This growth has affected the governance of preschools worldwide and spurred schoolification and marketisation. In this context, this study examines how the growth of the private education industry within the education system has influenced preschoo…
Young children's perspectives of time
Children's relationship with time in preschools is an under‐researched area. Young children rarely know how to measure time using a clock, but their experiences of time may contribute to understanding children's well‐being and debates about quality in preschools. This paper brings together two empirical exploratory studies conducted in preschools in Iceland and Croatia, respectively, and is based on participatory research methods that highlight y…
Paving the way for slow pedagogy
This study explores the transformative potential of the slow pedagogy approach to early childhood education within the Icelandic context. By challenging fast-paced educational norms, slow pedagogy prioritises children's natural rhythms, fostering creativity, autonomy and reflective learning. This three-year-long action research project across four preschools highlights the role of leadership and a collaborative school climate for embedding slow p…
Pedagogy (3 works) · Early childhood education (2 works) · Psychology (2 works) · Social science (2 works) · Sociology (2 works) · Active listening (1 work) · Autonomy (1 work) · Business (1 work) · Child Development and Digital Technology (1 work) · Children's Rights and Participation (1 work)