In early childhood education, there is increasing recognition of the powerful role that relationships and interactions play in supporting holistic learning and development. At the heart of this is slow relational pedagogy. The revised Aistear: The Early Childhood Curriculum Framework pays special reference to this pedagogy and encourages educators to engage in it. In this blog, Dr Gillian Lake elaborates on slow relational pedagogy.
Slow relational pedagogy is a concept that invites educators, to intentionally slow down, listen differently, and be fully present with babies, toddlers and young children.
Clark notes, slow pedagogies involve “lingering, revisiting, rethinking… thinking… listening again or differently.” This is not merely a change in pace but a philosophical shift: we begin to view every moment, not just planned activities but as meaningful, with rich potential for connection and learning (Clark, 2020).
The Literature Review which informed the updated Aistear framework (French & McKenna, 2022; NCCA, 2024a) reinforces this by highlighting the importance of paying sensitive attention to “tempo, pace, place, materials, the adult’s role, and the discomfort of certainty” (p. 44). When we slow down, we make space for attunement and responsiveness; we observe more, rush less, and open ourselves to deeper, more respectful interactions (Guard, 2025). As the Aistear Guidance for Good Practice (NCCA, 2024b) outlines, features of a slow relational pedagogy include emotional and physical presence, attunement to children’s cues, and celebrating progress in a strengths-based, affirming way (p. 12).
The key person approach is crucial in enabling this pedagogy. Assigning a consistent adult to each baby or toddler builds secure attachments and trust. This adult becomes an interesting companion, a responsive guide, and an advocate for the child’s voice and agency (Siraj, 2025). In relation to this, the OECD urges equal attention to teaching and learning and to the daily routines through which relationships and learning naturally flourish (Organisation for Economic Cooperation and Development, 2020).
From nappy changes to feeding times, every routine interaction becomes a chance for connection (Brogaard-Clausen & Robson, 2019; Soliman et al., 2021). These are not interruptions to learning, they are the learning. They are moments for scaffolding, guiding, and affirming identity, intentions and effort. In knowing the uniqueness of each child, the adult also comes to know the unique role they play in enabling that child to flourish.
Slow relational pedagogy also invites us to value community. Aistear 2024 places strong emphasis on building communities of practice. These are inclusive environments where educators reflect with colleagues and partner with families (Lake, & McCarthy, 2025). These partnerships, when rooted in respect and cultural sensitivity, support continuity and a shared vision for each child’s development. Reflective practice, then, becomes a mindset, not a box to tick. Through the updated Aistear Learning Records, educators are prompted to observe deeply, respond meaningfully, and plan intentionally and are always led by the child’s interests, voice and rights (Siraj, 2025). Tools like the Lundy Model of Participation remind us that children are not passive recipients of education but active co-constructors of their learning journey (Hub na nÓg, 2024; Lundy, et al., 2024).
By slowing down, we do not fall behind, we move forward with purpose. In this space, children feel safe, seen and heard. They become confident, agentic learners, surrounded by adults who truly know and believe in them. This is what slow relational pedagogy promises. This is what every child deserves.
References
Brogaard-Clausen, S., & Robson, S. (2019). Friendships for well-being? Parents’ and practitioners’ positioning of young children’s friendships in the evaluation of wellbeing factors. International Journal of Early Years Education, 27(4), 345–359.
Clark, A. (2020). Towards a listening system. In Transforming early childhood in England:
Towards a democratic education (pp. 134–150). UCL Press.
French, G., & McKenna, G. (2022). Literature review to support the updating of Aistear, the Early Childhood Curriculum Framework. Dublin City University.
Guard, C. (2025). Rights and Agency for Babies, toddlers and Young Children. National Council for Curriculum and Assessment.
Hub na nÓg. (2024). Toolkit for including children from birth to 5 years in decision-making. Department of Children, Equality, Disability, Immigration and Youth.
Lake, G., & McCarthy, J. (2025). Child Paths PLC.
Lundy, L., Murray, C., Smith, K., & Ward, C. (2024). Young children’s right to be heard on the quality of their education: Addressing potential misunderstandings in the context of early childhood education. British Educational Research Journal.
https://doi.org/10.1002/berj.3968
NCCA. (2024a). Aistear: Early Childhood Curriculum Framework. Government of Ireland.
NCCA. (2024b). Aistear: Early Childhood Curriculum Framework: Guidance for Good Practice. Government of Ireland.
Organisation for Economic Cooperation and Development. (2020). Quality Early Childhood
Education and Care for Children Under Age 3: Results from the Starting Strong
Survey 2018. Organisation for Economic Cooperation and Development.
https://doi.org/10.1787/99f8bc95-en.
Siraj, I. (2025). An Emergent and Inquiry-based Curriculum Approach in Early Childhood.
National Council for Curriculum and Assessment.
Soliman, D., Frydenberg, E., Liang, R., & Deans, J. (2021). Enhancing empathy in preschoolers: A comparison of social and emotional learning approaches. The Educational and Developmental Psychologist, 38(1), 64–76.
