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  • What Is Critical Reflection

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    Critical reflection in early childhood education involves closely examining events and experiences from different perspectives to drive program planning and implementation. It differs from simple evaluation or recording by exploring multiple viewpoints and linking theory to practice in order to purposefully improve outcomes for children. Critical reflection is an ongoing process of engagement that uses tools like reflective journals and meetings to enhance professional practice through identification of strengths and areas for improvement with a focus on equity, inclusion and diversity.

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    The theory behind critical reflection.

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    What is critical reflection

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    Critical reflection in early childhood education involves closely examining events and experiences from different perspectives to drive program planning and implementation. It differs from simple evaluation or recording by exploring multiple viewpoints and linking theory to practice in order to purposefully improve outcomes for children. Critical reflection is an ongoing process of engagement that uses tools like reflective journals and meetings to enhance professional practice through identification of strengths and areas for improvement with a focus on equity, inclusion and diversity.

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    80 views2 pages

    What Is Critical Reflection

    Uploaded by

    stgreg
    Critical reflection in early childhood education involves closely examining events and experiences from different perspectives to drive program planning and implementation. It differs from simple evaluation or recording by exploring multiple viewpoints and linking theory to practice in order to purposefully improve outcomes for children. Critical reflection is an ongoing process of engagement that uses tools like reflective journals and meetings to enhance professional practice through identification of strengths and areas for improvement with a focus on equity, inclusion and diversity.

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    What is critical reflection?

    2018 NQS Element 1.3.2: Critical reflection: Critical reflection on children’s learning and
    development, both as individuals and in groups, drives program planning and implementation.
    In education and care services, critical reflection means ‘Closely examining all aspects of events and
    experiences from different perspectives’ (Approved Learning Frameworks – EYLF p.13, FSAC p.12). To
    be confident in critical refection it helps to understand how it differs from evaluating, summarising or
    recording what an educator is seeing or doing. Some examples of the differences are:

    Critical reflection is… Evaluating/recording is…


    … looking in detail and creatively: … a diary entry or daily journal
    describing a child’s or children’s
    –– thinking about practice and program decisions
    –– exploring multiple perspectives experiences during the day.
    –– making the links between theory and practice clear
    –– making purposeful changes to practice to improve children’s
    outcomes.

    … asking key questions such as: … a communication book between


    educators and leadership about what
    –– What do we know about this child?
    –– Why did we make the decision/respond the way we did? happened the day before and plans for
    –– Were we guided by our philosophy and theories about how the next day.
    children learn (with a focus on equity, inclusion and diversity)?
    –– How did we feel about the decision?
    –– What went well?
    –– What didn’t go well?
    –– Should we continue, improve or change the decision/practice?
    … an exploration of ‘feelings’: … stating an observation about a child’s
    progress – recording what you saw.
    –– What were my feelings when it happened?
    –– Why did I feel that way?
    –– How can I use these feelings to motivate change for myself, the
    team, and the service?

    … a tool for professional and personal growth: … planning a new experience based on
    an observation.
    –– Can I share my critical reflections at a team meeting?
    –– Can I develop ideas for improvement?
    –– Can I implement a change and what will it look like?

    … a process that usually takes place after the decision/ … evaluating a situation to find out a
    practice, etc., has occurred. child’s interests.

    … done individually or in a group, such as with educators, … judging or assessing an experience


    children, families, or other professionals. A group setting gives to see whether or not it was successful.
    us other perspectives. For example: ‘The children enjoyed this
    experience.’ (This is ‘evaluating’.)

    … used to enhance our professional practice, identify


    improvements, and inform the decisions we make.

    … used to strengthen our program, providing ongoing quality


    experiences for our children, with a particular focus on equity,
    inclusion and diversity.
    … a continuous process of engagement.

    … done in daily diaries, reflective journals, meetings and


    reflection sessions.

    Quality Support Program Toolkit | Critical Reflection 1


    Critical reflection needs to be meaningful and an ongoing process to support the learning
    of educators and the service’s journey of quality improvement. Some areas of reflection
    have potential to cause debates within the team and these are best used as opportunities
    for learning to gain insights into various perspectives. The Approved Learning Frameworks
    refer to a lively culture of professional enquiry to reflect the ways that your team navigates
    (for example, listens to and aims to incorporate) educators’ differing views, in a respectful
    way (EYLF, p. 13, FSAC p.12).

    This work is licensed under a Creative

    2 Quality Support Program Toolkit | Critical Reflection


    Commons Attribution-NonCommercial-
    NoDerivatives 4.0 International License.

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