TEY 13.2

We are all familiar with that sense of needing to prove that what we are doing is enough. Although a written timetable, perfectly curated tuff tray, and themed display about the life cycle of a ladybird offer a more tangible link to learning and next steps than the child crouched over the buddleia, I now have the courage to know that I can evidence this without the obvious resources and displays. During inspection, I talk about what my continuous provision offers and the methods I utilise, how authentic resources, loose parts, and access to a wide range of creative and malleable media nurture children’s interests, and that the time allowed for children to just be is where I find the richest teachable moments. However, it wasn’t until I discovered research by Professor Alison Clark through her book Slow Knowledge and the Unhurried Child: Time for Slow Pedagogies in Early Education that I finally felt truly confident that this slower approach was okay, and that really it was better than okay, because the noticeable impact it was having on my children was remarkable. 3. Engaging conversations The children are exceeding expectations for Communication and Language… The extra time we spend “not doing” opens space for conversation and a huge amount of sustained shared thinking on a much deeper level. This doesn’t just apply to my preschoolers but also to my babies and toddlers, for whom the time is just as valuable for connecting and building on their pre- speech skills and understanding. I have never shied away from using “big” words and rich, descriptive language around my young children, and sharing these moments of learning together in a relaxed manner nurtures their ability to understand, absorb, and embed language more effectively. This is further supported by the fact we are chatting about things that have captured their interest, meaning they are wholly engaged. 4. Time to say “yes” I can provide richer opportunities for science, technology, engineering, art, and mathematics (STEAM)… An unscheduled approach means we have time to say “yes” instead of “not today” to children’s more complex or messy in-the-moment requests. If conversation turns to volcanoes, we can pull out the bicarb and vinegar when the spark is there, rather than the next day when it’s passed. For that child banging a stick against a rock as a hammer, we can offer the woodworking tools and give them all the time they need to explore these and be creative. I’m a firm believer that you can incorporate STEAM-based opportunities and language into any situation, and I’m always ready to pull out our creative resources when necessary. 5. Stress-free learning This approach offers enhanced mental wellbeing – not only for my children but also for myself… The truth is that children will meet their milestones whether we pack learning in or take it slowly. However, rushed or hurried children often have higher levels of cortisol in the brain and feel stressed or anxious, meaning they are not able to absorb information as effectively. Therefore, it’s important to consider not just what they are learning but also how. We must also think about our own mental wellbeing, and how slowing down can give us space to breathe in an industry that asks so much of us. When we curate spaces with resources that spark their interests and fulfil their developmental needs holistically, those rich, teachable moments naturally present themselves. We are empowering, inspiring, and nurturing both the children’s love of learning and our own. Teachearlyyears.com 33