Practitioners are at the forefront of the caregiving world, and reflective practice can make the difference between being a good carer and being an excellent one.

Many things happen in childcare, and every day can feel like a new day – reflective practice helps a carer make sense of all the varied encounters and apply new-found knowledge and skills to ensure that practice is always improved upon the next time.

It’s about knowing the children better, responding to them more expertly and towards providing an environment that’s more skilled and supportive.

Reflection keeps educators’ attention on the changing needs and interests of their students in urging educators to reflect constantly on their work, Dewey (1933) highlighted how it’s critical to identifying and solving problems in the classroom.

Through ongoing reflection on their practice, teachers can adapt their methods in response to children’s needs, thus maximising the educational effectiveness of what they’re doing.

How do we do it?

Take Laura, an educator in a childcare centre, who noticed that one of her toddler charges, Ethan, became quite fidgety during storytime.

Rather than dismissing it as a phase, Laura decided to reflect on what might be causing Ethan's restlessness.

Over a few days of classroom observation, she paid close attention to Ethan's behaviour during different activities.

She realized that Ethan was particularly energetic after playtime and found it hard to settle down for quiet activities like storytime.

Laura decided to adjust the schedule, placing storytime earlier in the day when Ethan was calmer and more focused.

As a result, Ethan's attention levels improved significantly, and he began to enjoy storytime more.

Reflective practice helped Laura create a better learning environment tailored to Ethan's needs.

But how can you bring reflective practice into your workplace?

Start small. Set aside a few minutes at the end of your day for reflection – perhaps while you are tidying up or during a quiet lull – and ask yourself:

‘What went well?’

‘What could have been better?’

Some people find keeping a diary useful, while others talk it over with someone. Discussing your reflections with a supportive network multiplies the benefits and makes it more enjoyable.

Some caregivers dedicate particular sessions to the practice and structure their reflections around a set of questions.

1. Journaling:

• Description: Educators can write down their daily experiences, thoughts, and feelings about how they teach in a reflective journal. This helps find patterns, good things, and places to make things better.

• Steps:

  1. Set aside time each day or week to write in your journal.

  2. Reflect on specific events, interactions, or lessons.

  3. Note what went well and what could be improved.

  4. Develop action plans for future practice based on your reflections.

2. Self-Assessment:

• Description: Regularly reviewing how you teach can help you figure out what you're doing well and where you need to improve. Self-evaluation tools or checklists can help you do things in a more organised way.

• Steps:

  1. Choose a self-assessment tool or create a checklist.

  2. Evaluate your performance on various teaching aspects.

  3. Reflect on the results and set goals for improvement.

  4. Review and adjust your practices regularly based on ongoing assessments.

3. Peer Observations:

• Description: Fellow workers can give and receive useful feedback and insights by observing and being observed by others. Working together aids in seeing things from various angles and picking up new methods.
  

• Steps:

  1. Arrange for peer observation sessions with colleagues.

  2. Observe each other's teaching practices and take notes.

  3. Discuss observations and provide constructive feedback.

  4. Implement suggestions and reflect on the outcomes.

     Peer observations are an essential part of professional development in ECE.

     As early childhood researchers Geoffrey Hargreaves and Michael Fullan explain in their book, Professional Capital (2012): Observing others at work is a powerful way to learn, and reflection on observation leads to improved practice.

     Peer observations promote mutual learning and collaborative expertise in the classroom through feedback. Educators can reflect on their craft while sharpening their teaching skills. They can shape the process of learning and development for children.

4. Professional Learning Communities (PLCs):

• Description: Educators can share their experiences, talk about problems, and work together to find solutions by joining or making PLCs. A culture of ongoing learning and support is built through regular meetings.

  
  

• Steps:

  1. Form or join a PLC with fellow educators.

  2. Schedule regular meetings to discuss teaching practices and reflections.

  3. Share resources, strategies, and insights.

  4. Support each other in implementing and reflecting on new approaches.

How to Incorporate Reflective Practice

Reflective practice is key to the ongoing development and improvement of childcare education. It is a central tenet of childcare education, and teachers can use journaling, self-evaluation, peer observations and professional learning communities to help them revise their teaching so that it becomes more effective for children, supports their development, and prompts both children and teachers to become lifelong learners.

By reflecting on and adjusting their practice continuously, teachers ensure that the childcare education they provide remains responsive to both their students and to the field.

Sample 1: Reflective Journal Entry

Date: July 30, 2024

• Today, I noticed that some of my children didn't seem interested or focused during story time. Now that I think about it, I think the story might have been too advanced for their age group. To keep their attention, I will pick a simpler, more interesting book next time and add interactive parts like props and questions.
  

Sample 2: Self-Assessment Checklist:

• Teaching Practice Self-Assessment Checklist

  • Did I engage all children in the activity?

  • Was the lesson plan appropriate for the children's age and development level?

  • Did I use positive reinforcement effectively?

  • Were there any behavioural issues? How did I address them?

  • What could I improve for future lessons?

Sample 3: Peer Observation Feedback:

Observation Date: July 28, 2024

• Observed by: Jane Doe

  Feedback:

  • Strengths: You made the room feel warm and friendly, and you used visual aids very well.

  • Areas for Improvement: To keep your children interested, think about adding more hands-on activities. To accommodate different ways of learning, try to mix group activities with one-on-one tasks.

Sample 4: Professional Learning Community Discussion:

PLC Meeting Date: July 29, 2024

• Topic: Strategies for Enhancing Literacy Skills in Early Childhood

  Discussion Points:

  • Sharing effective read-aloud techniques.

  • Discussing the use of phonics games and activities.

  • Exploring ways to integrate literacy into daily routines.

  • Reflecting on past experiences and outcomes.
    

Samples of Reflective Practice

At the heart of reflective practice is the idea of lifelong learning. For Schön (1983), this type of learning helps teachers ‘reflect[ing] on experience as they live it but [doing so] inadequately, responding to it and shaping it as they go’. In this way, reflective practice allows teachers to ‘reflect on their experience

References and Further Reading

References

Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. D.C. Heath and Company.

Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press.

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.

Zeichner, K. M., & Liston, D. P. (1996). Reflective Teaching: An Introduction. Lawrence Erlbaum Associates.

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