![]() What questions do I have about my work? What am I challenged by? What am I curious about? What am I confronted by?.Who is advantaged when I work in this way? Who is disadvantaged?.What theories, philosophies and understandings shape and assist my work?.What are my understandings of each child?.For all these reasons the EYLF suggests a few overarching questions that educators can use to guide their own reflective practices, like: It is much more challenging to reflect critically which requires educators to step out of cognitive zones of comfort and question their own long-held attitudes, beliefs and practices which may no longer be effective. Educators too, like others, may find it easier to engage in descriptive reflection that just describes details of an event like the children’s role-playing a visit to the doctor or a child’s action like playing with sand. Questions To Practice Critical ReflectionĬritical reflection is not something that comes naturally or easily to us – wired as the human brain is to seek out paths of least resistance and fall back upon familiar ways to meet the overall goal of spending less energy on challenging cognitive processes. The other way that critical reflection benefits service is by achieving a high-quality program, as it supports the kinds of questions that need to be asked in developing a Quality Improvement Plan as part of the National Quality Framework. By helping educators reflect on what they are doing right in their professional practice, how they can do better and seeking out support or resources that can help them do this, educators are actually creating the groundwork for their own professional growth. There is a reason why critical reflection is juxtaposed with ongoing learning in the EYLF Principles – the two go hand-in-hand. Through such thinking, educators can gather information and gain insights that support, inform and enrich decision-making about children’s learning. To put it very simply, critical reflection for educators is ‘thinking about why we do the things that we do’. According to the EYLF, the approved learning framework for children till five years in Australia, these principles are meant to underpin practice so that all children are supported to make progress in relation to the Learning Outcomes. While planning, educators may need to reflect critically on their own understandings of Learning Outcomes, personal attitudes and training lessons carried over from the past as well as a choice of learning strategies for the overall development of children.Ĭritical reflection makes up one of the five principles that reflect contemporary theories and research evidence concerning children’s learning and early childhood pedagogy. According to 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. ![]() Critical reflection is mandated by NQS as part of the planning cycle.
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