Paving the way for slow pedagogy: leadership lessons from Icelandic preschools.
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| Title: | Paving the way for slow pedagogy: leadership lessons from Icelandic preschools. |
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| Authors: | Dýrfjörð, Kristín1 (AUTHOR) dyr@unak.is, Hreinsdóttir, Anna Magnea2 (AUTHOR) |
| Source: | European Early Childhood Education Research Journal. Aug2026, Vol. 34 Issue 4, p584-599. 16p. |
| Subject Terms: | *Preschools, *Reflective teaching, *School environment, *Educational change, *Early childhood education, *Reflective learning, Leadership, Self-efficacy |
| Abstract: | 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 pedagogies. Leadership emerged as a cornerstone for integrating slow pedagogy, with two essential facets identified: setting the tone for its principles and fostering collaboration through reflective practices. Leaders promoted reflective practices, flexible schedules and professional dialogues to support children's unhurried learning. These intertwined elements illustrate how deliberate leadership and collective effort bring slow pedagogy to life, shifting perspectives, daily practices and children's experiences. Children benefited through increased autonomy, deeper engagement and what leaders perceived as reduced stress, while educators experienced enhanced job satisfaction and opportunities for professional growth. However, challenges, such as systemic pressures, fragmented routines and scalability issues, were noted. The study underscores the importance of aligning leadership practices, school climate and flexible structures to balance autonomy with institutional demands, advocating for a cultural shift towards more child-centred and reflective early education systems. These findings offer critical insights into fostering sustainable and inclusive educational environments.. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | 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 pedagogies. Leadership emerged as a cornerstone for integrating slow pedagogy, with two essential facets identified: setting the tone for its principles and fostering collaboration through reflective practices. Leaders promoted reflective practices, flexible schedules and professional dialogues to support children's unhurried learning. These intertwined elements illustrate how deliberate leadership and collective effort bring slow pedagogy to life, shifting perspectives, daily practices and children's experiences. Children benefited through increased autonomy, deeper engagement and what leaders perceived as reduced stress, while educators experienced enhanced job satisfaction and opportunities for professional growth. However, challenges, such as systemic pressures, fragmented routines and scalability issues, were noted. The study underscores the importance of aligning leadership practices, school climate and flexible structures to balance autonomy with institutional demands, advocating for a cultural shift towards more child-centred and reflective early education systems. These findings offer critical insights into fostering sustainable and inclusive educational environments.. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1350293X |
| DOI: | 10.1080/1350293X.2025.2523040 |
