This research presents the findings of an 8-month ethnographic case study of one infant/toddler classroom in the southeastern United States. Participants included the classroom’s two (white, female) teachers and a racially diverse group of 12 children between one to 2 years of age. Grounded within an ethics of care theoretical framework, this research was guided by the following research questions: (1) What are teachers’ lived experiences of care in this early childhood classroom community? and (2) How do those teachers understand their lived experiences of care? During data revisiting with teachers (Tobin and Hsueh, 2014), the concept of time—and particularly, slowness—emerged as a central connecting theme. The emergence of this central theme led to an overarching theoretically guided analysis of the data, implementing a feminist interpretation of Clark’s (2022) articulation of Slow Pedagogy in ECE to understand how slowness—a feminized quality antithetical to the furious pace of neoliberal education—is central to care in this context. In addition, a thematic analysis (Saldaña, 2021) of ethnographic data, including field notes, video, and photos gathered during participant observations, and four semi-structured teacher interviews, produced two foundational themes in teachers’ understandings and practices of care: Care as Emotional Presence, and Care as Acknowledgment. Findings introduce the concept of Slow Care, a noveltheorizing of care practices that emphasizes the importance of slow, relationally-guided temporalities, serving to contest and counter the growing neoliberal pressures of efficiency and productivity in early childhood policy and practice.

中文翻译：

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缓慢护理的时间：将缓慢的教学法纳入婴儿/幼儿课堂护理伦理的对话中

本研究介绍了对美国东南部一间婴幼儿教室进行的为期 8 个月的民族志案例研究的结果。参与者包括教室里的两名（白人、女）老师和 12 名 1 至 2 岁的不同种族儿童。本研究以护理伦理理论框架为基础，以以下研究问题为指导：（1）教师在这个幼儿课堂社区中的生活护理经验是什么？(2) 这些老师如何理解他们的护理生活经历？在与教师一起重新审视数据的过程中（Tobin 和 Hsueh，2014），时间的概念——尤其是缓慢——成为一个中心连接主题。这一中心主题的出现导致了对数据的总体理论指导分析，对克拉克（2022）对幼儿教育中的慢速教育学的阐述进行了女权主义解释，以理解缓慢——一种与新自由主义教育的激烈步伐相对立的女性化品质——是如何产生的。在这种情况下护理的核心。此外，对人种学数据进行的主题分析（Saldaña，2021），包括参与者观察期间收集的现场笔记、视频和照片，以及四次半结构化教师访谈，产生了教师对护理的理解和实践的两个基本主题：护理作为情感存在，而关怀作为认可。研究结果引入了“缓慢护理”的概念，这是一种新颖的护理实践理论，强调缓慢的、以关系为导向的时间性的重要性，有助于对抗和应对幼儿政策和实践中日益增长的新自由主义压力。