At Waves Early Learning, we believe that how we do things, the pace, the rhythm, and the unhurried moments matter just as much as what children learn. Over the past year, we’ve been intentionally shifting towards slow pedagogy: giving children and educators the time they need to explore, engage deeply, and build meaningful connections. One of the key ways we’re putting this into practice is by not rotating resources and learning experiences weekly. This change has been transformational for children, for staff, and for our culture.

What is “Slow Pedagogy”

The concept of slow pedagogy has been gaining momentum in early childhood education circles. Drawing from the work of Professor Alison Clark and others, including the Froebel Trust, it emphasises:

• Stretched or unhurried time, non-fragmented periods in which children can become deeply involved, experiment, follow curiosity, and see the consequences of their actions.
• Being with children, being present, attentive, responsive, and willing to follow where their interests lead.
• Valuing relationships, creativity, play, and the present moment, seeing childhood in its own right.
• Resisting pressures that push us to hurry, such as policy demands or overly rigid schedules.

The Problem with Weekly Rotations

Before we adopted our current approach, Waves followed a practice common in many early childhood settings: rotating learning experiences and resources on a weekly basis. The idea was to keep things fresh, but we found it often prevented deep engagement, created reluctance in children, and placed unnecessary pressure on staff.

How We’ve Implemented Slow Pedagogy at Waves

• Stable Resources: Experiences remain for longer periods, so children can explore more deeply.
• Stretched Time: Less interruption, fewer constraints, calmer.
• Deep Engagement: Educators remain present with children, following curiosity.
• Reflective Planning: Experiences evolve instead of being replaced weekly.
• Reducing Staff Pressure: Less weekly changeover means lower stress and more joy.

Outcomes & Benefits

• Deeper children’s engagement.
• Stronger sense of agency.
• Improved well-being and calm.
• Better staff wellbeing.
• Stronger community and relationships.

Challenges & How We’ve Addressed Them

• Maintaining interest through curated additions.
• Communicating with families about the value of depth.
• Managing resources over time.
• Balancing flexibility with needed structure.

How Slow Pedagogy Links to Waves’ Philosophy

At Waves, our vision has always been to nurture curious, capable children. Slow pedagogy honours childhood itself, fosters authentic curiosity, supports educators’ wellbeing, and strengthens relationships between children, staff, and families.

Looking Ahead

• Professional reflection sessions.
• Parent/family engagement.
• Environment audits.
• Documentation of emergent threads.
• Review of transitions and schedules.

Conclusion

Implementing slow pedagogy at Waves Early Learning has been a journey of letting go of rigid schedules and trusting children and educators. It has brought deeper learning, calmer days, happier children, and more content staff. In a world that often pushes us to hurry, we are proud to create space for slowness, connection, and joy.