Child care daily reflection examples8/6/2023 ![]() ![]() Reflective practice strategies, tools and resources The action in that instance would be to continue to be alert and to reflect on what is happening in order to understand the issue more clearly. Sometimes parents and educators might be unsure about the reason for a child’s particular behaviour or response. ![]() Providing close physical contact and using comforting, reassuring words each morning would also help to reduce the child’s anxiousness about his dad’s absence. If the child’s separation difficulties were due to the father’s absence, the educators could use a photo of the child’s dad to reassure the toddler that dad is away but will be coming home soon. ![]() Reflecting with mum on why the child found the separation difficult that particular morning might reveal that they had a very late night because of a family celebration, or that the child’s dad has gone interstate on business. While the separation difficulty might be a ‘one-off’ behaviour, it is something worth noticing, reflecting on and discussing with others including the child’s mum. Informal assessment of the outcomes could include checking with families or children about how they are experiencing the changes and documenting their responses to inform further decision-making.Ī reflective educator would be ‘on alert’ or aware if a toddler in the group who usually separates readily from his mum found it very difficult one morning. Understanding an issue or something of professional interest more clearly helps educators to take appropriate action either collectively or individually and often in collaboration with children and families or other professionals.Īssess : Educators and other stakeholders such as families and children assess the outcomes from the actions taken as a result of the reflection process to ensure the intentional actions are improving practice and outcomes. ![]() Gaining others’ perspective, asking ‘why’ questions and undertaking reading related to the issue supports the analysis process.Īction : Reflective practice requires some type of response or action. Support from more experienced educators can help others to recognise when they need to be alert and aware.Īnalysis : After becoming aware of something that is interesting or concerning, reflective educators analyse the matter by reflecting on it in order to gain a deeper understanding. Both positive events and things that worry educators can occur every day in an education and care setting, but not everything that happens requires deeper thinking. One way to support or improve reflective practice is to use an inquiry cycle process:Īlert and aware: Being alert or aware of something that seems worthy of thinking about more deeply either individually or with others, is the first step in reflective practice. Research shows that reflective practice makes a positive difference for children, families and communities by improving the overall quality of educators’ work (Marbina et al 2010). identify and take action about gaps in their professional knowledge.engage in a continuous cycle of inquiry and improvement.examine the theories underpinning practice.understand the ethical nature of their work.develop greater self awareness about the values and beliefs informing their practice and decision making.The National Quality Standard (NQS, QAs 1 & 4) and the EYLF recognise that reflective educators are more likely to: Why is it important to be a reflective educator? engaging in an ongoing process and not a ‘one-off’ activity.monitoring pedagogy and curriculum as part of a cycle of continuous improvement.being honest about all aspects of practice including elements that are positive and those that are of concern.thinking deeply about an interest, issue, event, or practice from different perspectives.Educators can reflect with colleagues, children, families and other professionals. Reflective practice can be undertaken individually or with a group or team and can be practised in the moment or it can happen later by taking the time to think about an event or some aspect of practice. This part of the Principle is a reminder that engaging in reflective practice is about educators making a commitment to ongoing learning and being a member of a learning community (NQS, QA 7.) Often when discussing the national Early Years Learning Framework Principle on reflective practice, we overlook the initial words in the Principle: “ Ongoing learning and reflective practice” (EYLF, 2009, p. Whether reflective practice takes place ‘in the moment’ or ‘later’, with a colleague or alone, in this all-time favourite blog, Dr Anne Kennedy draws attention to the crucial role of ongoing learning, providing examples, strategies and tools for educators. ![]()
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