‘It takes a whole load of slow to grow’. Educators have been encouraged to slow down in our work with children to truly see them. The Froebelian theory of slow pedagogy reenforces this concept of slowing down. This session will explore what slow pedagogy is, the research behind slow pedagogy, and practical strategies that educators can adopt to make time for children’s development and learning in their programs. The session will utilize case studies and stories to explore slow pedagogy.

“Children from very young ages internalize messages about power and privilege with regard to gender, race/ethnicity, class, sexual orientation, and language, which they perpetuate through their play and talk” (Ryan & Grieshaber 2004). This session will explore what social justice is, why it matters, and how educators can create more equitable and ethical settings through adapting a pedagogy of social justice. Participants will explore how they can mitigate the inherent power and privilege that dominate society and the role of children’s rights and democracy within a pedagogy of social justice. They will gain practical strategies that can be utilized within their practice to explore fairness and equity with the children they work with.

‘A development that meets the needs of the present without compromising the ability of future generations to meet their needs’ is how sustainability has been described, but how does this link to our work with children and what can it look like within our practice? The third and final part of this series will investigate what sustainable pedagogy is, its key components, and what it can look like within our settings. Case studies and stories will be utilized to explore the pillars of sustainable pedagogy and practical strategies will be shared to support educators in affording young children experiences to develop sustainable relationships with the environment.