Reflective Practices

8.     REFLECTIVE PRACTICES

The Early Years Learning Framework (EYLF) identifies reflective practice as one of the principles that supports and enhances teaching and learning.

Reflective practice is a cycle of ongoing learning that occurs when we take the time to “stop, think and change”.  Reflective practice allows educators to examine what happens within their environments and reflect on what they might change or develop.

By engaging in reflective practice, educators are more likely to see evidence of an increase in knowledge and skill development, be more open to different ways to think about and understand things, and be more flexible and adaptable in their approaches. When everyone is involved in the process of reflection, it is more likely to result in an exchange of ideas, shared decision-making and positive partnerships. It also means educators are more likely to learn, develop and strengthen their capacity as a team. This in turn leads to better outcomes for children, families and the community.

The intention of reflective practice is to gather information and gain insights that support, inform and enrich decision making about children’s learning so everything team members reflect on should be honest and support continuous improvement.

How do we go about reflective practice?

There is no one way to undertake reflective practice, and no right or wrong method or way to reflect.  Not every method will suit all educators so it is important to find the most appropriate methods that best suit you and your team.  Educators are encouraged to reflect on their practice, goals and philosophies in many different forms, such as using the reflective practice board in the staff room, room and team meetings, mentoring, or through professional learning experiences (ie; visiting other settings, talking to professionals, networking, staff swaps, professional development and learning, conferences etc).  This list is not exclusive and you may find different ways that suit you and your team’s needs.

It is Centre expectations however, that as a minimum requirement, the following reflective practices are undertaken on an ongoing basis:

• ALL educators (whether bachelor, diploma qualified or certificate III) must contribute to their Reflective Room Journal and use them as part of their ongoing continuous improvement and professional development.  Educators should engage with questions of philosophy, ethics and practice in their reflections.  Journals are overseen by the Leadership team to ensure all team members are contributing
• Room Leaders must contribute weekly to their Reflective Journal.
• Team members should make regular contributions to the staff room ‘Reflective Practices board’.  Educators are encouraged to initiate conversations and reflection on the board, and will also be posed questions for reflection by Management and leadership teams.
• For continuing improvement and personal and professional development, it is important that we regularly identify and assess ourselves and each other for areas of strengths and development.  Personal and professional reflection is encouraged through completing ‘Educator Self Assessment & Professional and Personal Reflections’, which are based around the NQF and the Centre’s 10 core values.  These reflections are then read by Management and leadership who will provide educators with ongoing feedback on their performance and support them in developing and achieving goals and action plans in relation to their reflections.

Sources:

-  Guide to the National Quality Standard- Element 1.2.3

-  ‘Reflective Practice’- Fact Sheet.  Children’s Services Central

→  next policy (Supervision / Interactions)

→  back to Operations and Administration