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. |
|---|---|
| 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] |
| Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195547590 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Paving the way for slow pedagogy: leadership lessons from Icelandic preschools. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dýrfjörð%2C+Kristín%22">Dýrfjörð, Kristín</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dyr@unak.is</i><br /><searchLink fieldCode="AR" term="%22Hreinsdóttir%2C+Anna+Magnea%22">Hreinsdóttir, Anna Magnea</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Aug2026, Vol. 34 Issue 4, p584-599. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195547590 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1350293X.2025.2523040 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 584 Subjects: – SubjectFull: Preschools Type: general – SubjectFull: Reflective teaching Type: general – SubjectFull: School environment Type: general – SubjectFull: Educational change Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Reflective learning Type: general – SubjectFull: Leadership Type: general – SubjectFull: Self-efficacy Type: general Titles: – TitleFull: Paving the way for slow pedagogy: leadership lessons from Icelandic preschools. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dýrfjörð, Kristín – PersonEntity: Name: NameFull: Hreinsdóttir, Anna Magnea IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1350293X Numbering: – Type: volume Value: 34 – Type: issue Value: 4 Titles: – TitleFull: European Early Childhood Education Research Journal Type: main |
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