This book promotes the growing Slow Movement and its approach to a different pace for early childhood education. Clark promotes an approach to encourage the ‘unhurried child’, and uses theory and practice to present the value of slow pedagogies in early childhood and their place in a modern educational setting. The book examines positive motivations for embracing the slow movement, what slow early childhood education could look like, and case studies of how this has already been introduced. This book will serve as a resource for researchers, practitioners and policy makers about the relationship with time in early childhood environments, and related issues of attention to spaces and materials.