The impact of the ‘accelerated childhood’ culture in the UK's Ecec

Practitioners’ and policy makers’ views during a professional development course

Bibliographic Data

ID21685989
AuthorsLynn McNair (0000-0002-5730-0704, University of Edinburgh, corresponding author), Konstantina Papaspyropoulou (University of Edinburgh)
Year2025
Volume33
Issue6
Pages889-901
Publication date2025-11-02
Open AccessYes
TypeARTICLE
VenueEuropean Early Childhood Education Research Journal (JOURNAL)
Journal identifiersISSN: 1350-293X • E-ISSN: 1752-1807
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1350293x.2025.2452547
OpenAlexW4406685977
LanguageEN
Citations received2
References cited25

Slow Pedagogy has unhurriedly been making its way into early years practice. This article examines the views of early years practitioners and policy makers (N = 80) on slow pedagogical practice, during a professional development course. The participants were asked two open-ended questions: ‘Are children “hurried” today? If so in what ways?’ and ‘What does “unhurried child” mean to you?’. Thematic analysis was used to code the participants' responses. The findings indicated that early years practitioners and policy makers identified different ways in which children are hurried in their lives today, including ECEC. Through their reflections on what ‘unhurried child’ means, the findings indicated that early years practitioners and policy makers valued the benefits of ‘unhurried’ practice

Child development · Developmental psychology · Early childhood · Early childhood education · Economic growth · Faculty Development · Pedagogy · Political science · Preschool education · Professional development · Sociology · Teacher education · Education Systems and Policy · Global Educational Policies and Reforms · Psychology · Teacher Education and Leadership Studies

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Open DOIOpen Access