Anna Magnea Hreinsdóttir
Biographic Data
| ID | 6155420 |
|---|---|
| NAME | Anna Magnea Hreinsdóttir |
| GIVEN NAMES | Anna Magnea |
| FAMILY NAME | Hreinsdóttir |
| SIGNATURE | HREINSDÓTTIR A M |
| AFFILIATIONS | Faculty of Education and Pedagogy University of Iceland Reykjavik Iceland |
| ORCID | 0000-0003-4923-3879 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| 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…
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…
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…
Early childhood education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Active listening (1 work) · Child Development and Digital Technology (1 work) · Children's Rights and Participation (1 work) · Developmental psychology (1 work) · Early Childhood Education and Development (1 work) · Education, Leadership, and Health Research (1 work) · Educational leadership (1 work)