Making popcorn

I have been focusing on approaching tasks more slowly. To be more responsive and less reactive. To pause and give space for thoughts to develop over time.

Slowing down can be a challenge, but a very useful strategy, particularly when seeking to reflect and consider the most appropriate response to complex situations, as well as nurturing the opportunity for critical reflection.

I have sought to put this into practice throughout various ways including:

• Delaying responding to an email immediately (as is my usual way.) Sometimes giving this a few hours which gives me opportunity to provide a more considered response.
• Focusing on active listening, rather than listening to respond. Pausing and listening more.
• Methodically working through a weekly task list and giving myself permission to use the full week to complete this.
• Maintaining my rituals including daily walks and exercising (rather than pushing these aside when feeling overwhelmed.)

I’m still a ‘work in progress’ to slow down, but I have noticed a clarity in thinking by making these small adjustments and I’m completing more tasks in the same amount of time. In his podcast “Two bits of optimism with Brene Brown and Adam Grant” Simon Sinek describes how we need to let the brain wander to provide opportunity for creativity.

“Allow the limbic brain to do its thing… things that gets in the way of people being creative and not allowing the limbic brain to wander… you are on the phone in the bathroom, running, all the time- you don’t give the brain time to wander… allow the brain to popcorn new ideas. You cannot predict or force creative ideas, but you can facilitate them.‘

I am drawn to the idea of allowing the brain to wander and to popcorn new ideas. Space and time are required to nurture the creative process, working through challenges, providing space for ideas to percolate and develop over time. Slowing down our reactions and judgements supports this opportunity for processing and reflection.

This made me think of slow pedagogy in the early years which embraces valuing the present to attend to children’s interests, supporting their investigations and curiosities as they are engaged in their play. Adults need this slow pedagogy as well, to reflect, ponder and to be.

I like the idea of planning maker days and manager days which Simon also discussed in his podcast. Manager days are for ‘the stuff that has to be done,’ the operational tasks that are required. Equally important are the opportunities for ‘maker days.’ Time to dream, create, ideate, innovate – to improve. I see this as essential in our work in early childhood.

Critical reflection and ongoing professional learning are welcomed additions to the updated Early Years Learning Framework (Version 2.0, 2022.) Slowing down and providing space for ideas to develop, to reflect and consider options before planning next steps supports critical reflection.

“Reflection involves educators thinking intentionally about their own and others’ practices, with certain aims or goals in mind. Critical reflection is a meaning-making process that involves a deeper level of thinking and evaluation.” (EYLF, 2022, page 18.)

Slowing down and creating space and time for reflection supports the opportunity for a deeper level of thinking. I have often heard people share that their best ideas come to them when they are in the shower or going for a walk. Disconnection from the everyday provides space for the brain to ‘popcorn new ideas.’ It’s time to embrace slowing down.