Reflective practices challenges educators to critically evaluate and examine their practice.
The term ‘reflective practice’ has become a widely referred to terminology since the implementation of the EYLF. It is identified as one of the 5 principles underpinning the framework.
Reflective practice is a fundamental component of any educator’s role.
Reflective practice provides educators with the ability to gain a better understanding through reflection and analysis of their own practice including the room, the service, the experience, the day, etc.To undertake reflective practice requires educators to think creatively and self-critically about what they are doing and why.
Reflective practice encourages one to identify and have a better awareness of own strengths and weaknesses, and therefore adjust their own practice and behaviour accordingly.
It helps educators to identify why things happen and allows them to reflect on and recognize good practice, but critically, it also provides the opportunity to look at changing and improving what may not be working well or as well as it could be.
Reflective practice could be seen as an ideal self-evaluation tool. Research shows that if we are measured in our critical reflection in regards to a holistic approach within the service that is not only impacts positively on our teaching practices it additionally and more importantly, contributes to improvements and potentially excellence in our teaching and ultimately improves the educational outcomes for all children.
When educators assess and consider ways to improve program processes and formats they are engaging in the cycle of continuous improvement and reflective practice. Reflective practice is delving into what and why and through this process should guide educators through their own decision making and evaluation to learn from everyday situations and issues and concerns that arise and move forward with the view to improve.
The rationale behind reflective practice is that it allow to analyze different aspects of experiences and in doing so determine what should be repeated, extended, added, improved upon or changed. In doing this it facilitates improvements that in turn should be developed and extend on children’s learning and build upon knowledge and skills through the experiences provided.
Reflection will differ for each individual educator even if there is a service format.
This is because we are all unique in the way that each educator examines their own practice.
It can be quite a confronting process for some as it requires the assessing of their own learning and practice, whilst others may find it quite cathartic.
Generally the process of reflection is about bringing all the pieces of the puzzle if you like into the front and correlating them to complete the puzzle. It is about asking questions, observing, listening, being open to feedback as well as seeking feedback, collecting information and once it is all collected it requires using all the data and continuing to review your practice and continually respond and reflect, modify and monitor.
It is vital for the success of the reflective process that it is an ongoing cycle.
Collect: The first step is to pause and take the opportunity to collect as much data as you can to be able to reflect and then make an informed decision as to the best course of action with all the data as the basis for the change.
This includes understanding the correlation between and the positive impact of positive high quality interactions and experiences on a child’s learning.
Question: Asking questions can guide reflection.
Questions can include:
Plan: This step is where you develop strategies or improvements that need to occur.
Act: This step is actually follow through and implementing the action required.
Review: Lastly, but just as important as the previous steps is to reflect on what has transpired and allow this the opportunity to verify if you have indeed done all that is required to move forward and improve or if you need to re-evaluate and develop a new course or action and different strategies and tools.
There is no prescriptive way that reflective practices must be done.
There are many ways to document your reflections.
Documenting reflections assists yourself and other educators at the service to acknowledge, understand, and recognize your thoughts, interpretations and views.
It can be a great team building opportunity to all work together and strive for an inclusive, effective reflective practice process.