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Where are you going? Lessons learned from Irish ECEC educators' intuitive implementation of slow pedagogy during the COVID-19 pandemic.

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Title: Where are you going? Lessons learned from Irish ECEC educators' intuitive implementation of slow pedagogy during the COVID-19 pandemic.
Authors: Haals Brosnan, Maja1 (AUTHOR) maja.haalsbrosnan@mie.ie, Stallard, Rhona1 (AUTHOR), O'Donnell, Natasha1 (AUTHOR)
Source: European Early Childhood Education Research Journal. Aug2026, Vol. 34 Issue 4, p648-662. 15p.
Subject Terms: *COVID-19 pandemic, *Teaching methods, *Reflective learning, *Learning, *Early childhood education, Irish people
Abstract: This article interrogates an intuitive implementation of slow pedagogy in Irish early childhood education and care (ECEC) practice in the context of the Covid-19 pandemic. Slow pedagogy is a developing concept; therefore, we contribute theoretically and empirically to understand its application in an ECEC context. We present findings utilising a temporally designed exploratory study surfacing educators' pedagogical perspectives on slow learning. We conducted interviews with eleven educators and managers, working in eight different ECEC settings in 2021–2022. Our findings reveal an intuitive slowing down of practice to refocus on care and joy and to counteract negative impacts of the pandemic. We highlight the significant benefits of slow pedagogy for nurturing joyful and agentic learning, and relational practice. Thus, the article contributes to the theoretical formulation of slow pedagogy, through empirical exploration, by positioning slow pedagogy simultaneously as a critique and an alternative mode of engagement. [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.)
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  Data: Where are you going? Lessons learned from Irish ECEC educators' intuitive implementation of slow pedagogy during the COVID-19 pandemic.
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  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Aug2026, Vol. 34 Issue 4, p648-662. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Irish+people%22">Irish people</searchLink>
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  Label: Abstract
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  Data: This article interrogates an intuitive implementation of slow pedagogy in Irish early childhood education and care (ECEC) practice in the context of the Covid-19 pandemic. Slow pedagogy is a developing concept; therefore, we contribute theoretically and empirically to understand its application in an ECEC context. We present findings utilising a temporally designed exploratory study surfacing educators' pedagogical perspectives on slow learning. We conducted interviews with eleven educators and managers, working in eight different ECEC settings in 2021–2022. Our findings reveal an intuitive slowing down of practice to refocus on care and joy and to counteract negative impacts of the pandemic. We highlight the significant benefits of slow pedagogy for nurturing joyful and agentic learning, and relational practice. Thus, the article contributes to the theoretical formulation of slow pedagogy, through empirical exploration, by positioning slow pedagogy simultaneously as a critique and an alternative mode of engagement. [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.)
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      – Type: doi
        Value: 10.1080/1350293X.2025.2532552
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      – Code: eng
        Text: English
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        PageCount: 15
        StartPage: 648
    Subjects:
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Reflective learning
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Irish people
        Type: general
    Titles:
      – TitleFull: Where are you going? Lessons learned from Irish ECEC educators' intuitive implementation of slow pedagogy during the COVID-19 pandemic.
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            NameFull: Haals Brosnan, Maja
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            NameFull: Stallard, Rhona
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            NameFull: O'Donnell, Natasha
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            – D: 01
              M: 08
              Text: Aug2026
              Type: published
              Y: 2026
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            – TitleFull: European Early Childhood Education Research Journal
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