#557: Designing for Child-Centered Computing and AI Education Through Slow Pedagogies

: Educational technologies with young children are currently a highly contested area. Meanwhile, the need for understanding computing and AI has perhaps never been greater. This study takes an alternative viewpoint and examines what slowness afforded a seven-month design project and ethnographic work with a preschool. It is shown that slow pedagogy provided teachers with critical perspectives on technology, enabled children to experience, relate to, and establish boundaries with computing and AI.