Reflective Practice Models in the Early Years

Using the Power of Reflective Practice in Early Years

Have you ever wondered why some activities engage children more than others, or how you can consistently improve your practice?

Reflective practice is the key to answering these questions. It’s a powerful tool that helps Early Years professionals analyse their work, learn from experiences, and enhance their skills.

Why Reflective Practice Matters

Reflective practice:

• Improves children’s learning outcomes
• Boosts your professional development
• Enhances the quality of your setting

Ofsted and CSSIW now emphasise reflective practice in their frameworks, making it essential for Early Years settings (Ofsted, 2015).

Overcoming Challenges

Many practitioners find reflective practice challenging. Time constraints, uncertainty about methods, and misconceptions about its complexity are common hurdles. This article addresses these concerns and offers practical solutions.

Reading this article will provide you with:

• Practical tools for immediate use
• Insights into reflective practice models
• Real-world case studies
• Solutions to common challenges

We’ll explore various reflective practice models, implementation strategies, and ways to overcome obstacles. You’ll discover how to use technology for reflection and link it to your continuous professional development.

Read on to improve your practice, enhance children’s learning, and boost your professional growth.

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What is Reflective Practice?

Reflective practice is a powerful tool for Early Years professionals. It’s a process of thinking about and analysing your work to improve your practice (Bolton, 2014).

Key Concepts and Principles

Reflective practice involves:

• Self-evaluation: Critically examining your own actions and decisions
• Continuous improvement: Constantly seeking ways to enhance your practice
• Learning from experience: Using past events to inform future actions

A reflective practitioner:

• Celebrates their strengths and acknowledges areas for development
• Takes responsibility for improving their practice
• Considers the impact of their actions on children and families
• Explores new ways of working

Benefits of Reflective Practice

Reflective practice offers significant advantages for practitioners, children, and Early Years settings.

For Practitioners:

• Enhanced skills: Reflection helps you develop and refine your teaching methods
• Increased confidence: Understanding your practice boosts professional self-assurance
• Professional growth: Regular reflection supports continuous professional development

For Children:

• Individualised care: Reflection helps you meet each child’s unique needs
• Improved outcomes: Thoughtful practice leads to better learning experiences
• Enhanced well-being: Reflective practitioners are more attuned to children’s emotional needs

For Settings:

• Higher quality provision: Reflective staff contribute to overall setting improvement
• Better teamwork: Shared reflection fosters collaboration among colleagues
• Positive reputation: Reflective practice often leads to better outcomes, enhancing the setting’s standing

Implementing Reflective Practice

To incorporate reflection into your daily routine:

1. Set aside time: Dedicate a few minutes each day for reflection
2. Use a journal: Record your thoughts and observations regularly
3. Seek feedback: Ask colleagues and parents for their perspectives
4. Try new approaches: Experiment with different teaching methods and evaluate their effectiveness

Remember, reflection is not about criticising yourself. It’s about learning, growing, and becoming the best Early Years practitioner you can be.

By embracing reflective practice, you’re taking a significant step towards enhancing the quality of care and education you provide. Your reflections today will shape better outcomes for the children in your care tomorrow.

Models of Reflective Practice

Several models can guide your reflective practice in Early Years settings. Each offers a structured approach to thinking about your experiences and learning from them.

Kolb’s Learning Cycle

Kolb’s Learning Cycle (1984) is a four-stage model that emphasises learning through experience:

1. Concrete Experience: An event or situation you encounter
2. Reflective Observation: Thinking about what happened
3. Abstract Conceptualisation: Drawing conclusions and learning from the experience
4. Active Experimentation: Trying out what you’ve learned

Practical Tip: After a challenging interaction with a child, use Kolb’s cycle to reflect. Describe what happened, think about why it occurred, consider what you’ve learned, and plan how to apply this learning in future situations.

Gibbs’ Reflective Cycle

Gibbs’ Reflective Cycle (1988) provides a more detailed framework:

1. Description: What happened?
2. Feelings: What were you thinking and feeling?
3. Evaluation: What was good and bad about the experience?
4. Analysis: What sense can you make of the situation?
5. Conclusion: What else could you have done?
6. Action Plan: If it arose again, what would you do?

This model encourages you to explore your emotions and analyse situations more deeply.

Schön’s Reflection-in-Action and Reflection-on-Action

Schön (1983) introduced two types of reflection:

1. Reflection-in-Action: Thinking on your feet, making decisions in the moment
2. Reflection-on-Action: Looking back on events after they’ve occurred

Practical Tip: During outdoor play, practise reflection-in-action by quickly assessing and responding to children’s needs. Later, use reflection-on-action to review your decisions and plan improvements.

Each model offers a unique approach to reflection. Experiment with different models to find what works best for you and your Early Years setting. Remember, the goal is to improve your practice and enhance outcomes for children, not to rigidly follow a specific model.

By consistently applying these reflective models, you’ll develop a deeper understanding of your practice, make more informed decisions, and ultimately provide better care and education for the children in your setting.

Tools for Reflective Practice

Effective reflection requires the right tools. Here are some practical instruments to enhance your reflective practice in Early Years settings.

Reflective Journals/Diaries

Reflective journals are personal records of your thoughts, experiences, and observations. They offer a space to:

• Document daily events
• Analyse your reactions and decisions
• Track your professional growth over time

Practical Tip: Set aside 10 minutes at the end of each day to jot down key moments. Focus on one specific interaction or activity, describing what happened and how you might approach it differently next time.

Self-Evaluation Forms

Self-evaluation forms provide a structured approach to assessing your practice. They typically include:

• Questions about your performance
• Areas for improvement
• Goal-setting sections

Many Early Years settings use the Early Years Self-Evaluation Form (SEF) as part of their quality improvement process (Ofsted, 2015).

Peer Observations

Peer observations involve colleagues observing each other’s practice. They offer:

• Fresh perspectives on your work
• Opportunities for constructive feedback
• Chances to learn from others’ approaches

When conducting peer observations, focus on specific aspects of practice, such as communication with children or activity planning.

Quality Improvement Tools

Standardised tools like the Early Childhood Environment Rating Scale (ECERS) and Infant/Toddler Environment Rating Scale (ITERS) help assess the quality of Early Years environments (Cryer et al., 2003). These tools:

• Provide comprehensive evaluation criteria
• Highlight areas for improvement
• Offer benchmarks for quality

Practical Tip: Use quality improvement tools quarterly to track progress. Involve your team in the process, discussing findings and collaboratively planning improvements.

Each of these tools offers unique benefits for reflective practice. Experiment with different approaches to find what works best for you and your setting. Remember, the goal is to use these tools to enhance your practice and improve outcomes for children, not to create additional paperwork.

By consistently using these reflective tools, you’ll develop a deeper understanding of your practice, make more informed decisions, and ultimately provide better care and education for the children in your Early Years setting.

Implementing Reflective Practice in Early Years Settings

Embedding reflective practice in Early Years settings requires a systematic approach. It involves creating a supportive environment, overcoming challenges, and adopting practical strategies for both individual and team reflection.

Creating a Culture of Reflection

To foster a reflective culture in your Early Years setting:

• Lead by example: Regularly share your own reflections with your team
• Encourage open dialogue: Create safe spaces for discussing successes and challenges
• Value diverse perspectives: Recognise that everyone’s reflections contribute to overall improvement

Leaders play a crucial role in establishing this culture. As noted in the Early Years Foundation Stage (DfES, 2008), effective leaders “lead and encourage a culture of reflective practice, self-evaluation and informed discussion”.

Overcoming Barriers

Common obstacles to reflective practice include:

1. Time constraints: Early Years professionals often struggle to find time for reflection
2. Lack of confidence: Some practitioners feel unsure about how to reflect effectively
3. Resistance to change: Established routines can be hard to alter

Practical Tip: Integrate reflection into existing routines. Use the last five minutes of team meetings for quick reflections on the week’s activities. This approach embeds reflection without adding extra time commitments.

Practical Strategies for Individual and Team Reflection

Individual Reflection:

• End-of-day review: Spend 5-10 minutes reflecting on key moments from your day
• Weekly summaries: Write a brief weekly reflection highlighting main learning points
• Personal development plans: Set reflective goals as part of your professional development

Team Reflection:

• Peer feedback sessions: Pair up with a colleague for regular reflective discussions
• Group case studies: Analyse specific incidents or challenges as a team
• Reflective team meetings: Dedicate part of each team meeting to shared reflection

Remember, reflection is not about finding fault. It’s about continuous improvement and learning. As Ghaye and Ghaye state, “Teaching and learning through critical reflective practice” involves celebrating successes as well as addressing challenges (Ghaye & Ghaye, 1998).

By implementing these strategies, you create an environment where reflection becomes a natural part of daily practice in your Early Years setting. This ongoing process of reflection and improvement ultimately leads to better outcomes for the children in your care.

Using Technology for Reflective Practice

In today’s digital age, technology offers new avenues for reflective practice in Early Years settings. From digital journals to collaborative platforms, these tools can enhance and streamline the reflection process.

Digital Tools and Platforms

Several digital tools support reflective practice in Early Years:

• Digital Journals: Apps like Tapestry and Seesaw allow for quick, multimedia reflections
• Collaborative Platforms: Tools such as Microsoft Teams or Slack facilitate team reflections
• Video Reflection: Platforms like VEO enable video-based reflection on practice

Practical Tip: Use your smartphone to capture short video clips of your practice. Review these later for deeper reflection on your interactions with children.

Benefits of Technology in Reflective Practice

Technology enhances reflective practice by offering:

1. Accessibility: Digital tools allow for reflection anytime, anywhere
2. Multimedia Integration: Combine text, images, and video in your reflections
3. Collaboration: Easily share reflections with colleagues for feedback

Technology can speed up the recording process, addressing the common barrier of lack of time for reflection.

Considerations When Using Technology

While technology offers many benefits, consider these factors:

• Data Protection: Ensure all digital tools comply with GDPR and safeguarding requirements
• Digital Literacy: Provide training to staff who may be less comfortable with technology
• Balance: Use technology to enhance, not replace, face-to-face reflective discussions

Remember, technology should support, not dictate, your reflective practice. Choose tools that fit your setting’s needs and enhance your ability to reflect effectively.

By thoughtfully incorporating technology into your reflective practice, you can create a more efficient, collaborative, and insightful process. This, in turn, contributes to improved practice and better outcomes for the children in your Early Years setting.

Reflective Practice and Continuous Professional Development (CPD)

Reflective practice and Continuous Professional Development (CPD) are closely intertwined in Early Years education. Together, they form a powerful mechanism for enhancing professional skills and improving outcomes for children.

Link Between Reflection and Professional Growth

Reflection drives professional growth by:

• Identifying areas for improvement
• Recognising strengths to build upon
• Encouraging critical thinking about practice

As Finlay (2008) notes, reflective practice in Early Years is about “learning through and from experience towards gaining new insights of self and practice”. This learning directly feeds into professional development.

Planning and Recording CPD Activities

Effective CPD in Early Years settings involves:

1. Identifying Needs: Use reflections to pinpoint areas for development
2. Setting Goals: Establish clear, achievable objectives for your CPD
3. Choosing Activities: Select appropriate learning opportunities
4. Recording Progress: Document your learning journey

Practical Tip: Create a Professional Development Plan (PDP) that links your reflections to specific CPD activities. For example, if your reflections highlight a need to improve outdoor learning provision, plan to attend a workshop on this topic.

Types of CPD Activities

CPD in Early Years can take many forms:

• Formal Training: Workshops, conferences, and courses
• Peer Learning: Observations and discussions with colleagues
• Self-Study: Reading professional journals or books
• Online Learning: Webinars and e-learning modules, like Early Years TV which provides hundreds of hours of CPD with certificates.

The Professional Association for Childcare and Early Years (PACEY, 2016) emphasises the importance of recording and measuring the impact of CPD activities on your practice.

Integrating Reflection and CPD

To maximise the benefits of both reflection and CPD:

• Reflect Before CPD: Identify your learning needs through reflection
• Reflect During CPD: Consider how new learning applies to your practice
• Reflect After CPD: Evaluate the impact of your learning on your work

By closely linking reflection and CPD, you create a continuous cycle of improvement. This approach ensures that your professional development is targeted, relevant, and directly beneficial to the children in your care.

Remember, effective CPD isn’t about accumulating certificates. It’s about meaningful learning that enhances your practice and improves outcomes for Early Years children. Regular reflection helps ensure your CPD remains focused on what matters most in your setting.

Reflective Practice and Quality Improvement

Reflective practice is a cornerstone of quality improvement in Early Years settings. It drives continuous enhancement of provision and directly impacts children’s outcomes, while also helping settings meet regulatory requirements.

Impact on Children’s Outcomes

Reflective practice improves children’s outcomes by:

• Tailoring Provision: Adapting activities to meet individual needs
• Enhancing Interactions: Improving the quality of adult-child relationships
• Enriching Environments: Creating more stimulating learning spaces

Research shows that reflective practitioners are more responsive to children’s needs, leading to better developmental outcomes (Finlay, 2008).

Practical Tip: After each activity, reflect on how different children engaged. Use these insights to plan future activities that cater to diverse learning styles and interests.

Meeting Regulatory Requirements

Reflective practice supports compliance with regulatory bodies like Ofsted in England and CSSIW in Wales by:

1. Evidencing Quality: Providing concrete examples of improvement efforts
2. Demonstrating Leadership: Showing a commitment to ongoing development
3. Supporting Self-evaluation: Informing accurate and insightful self-assessment

Ofsted (2015) explicitly values reflective practice, noting that outstanding providers “regularly review what they do and how this helps children”.

Implementing Quality Improvement

To use reflective practice for quality improvement:

• Set Clear Goals: Establish specific quality targets based on reflections
• Involve the Team: Encourage all staff to contribute reflections and ideas
• Monitor Progress: Regularly review and adjust improvement plans

In Wales, the CSSIW’s Self Assessment of Service Statement requires reflection on four quality themes: Well-being, Care and Development, Environment, and Leadership and Management.

Linking Reflection to Quality Frameworks

Many quality improvement tools, such as the Early Childhood Environment Rating Scale (ECERS), can be used alongside reflective practice. These tools provide structured frameworks for reflection and improvement.

Remember, quality improvement is an ongoing process. Reflective practice ensures this process is responsive to the unique needs of your setting and the children in your care.

By embedding reflective practice in your quality improvement efforts, you create a dynamic, responsive Early Years environment. This approach not only satisfies regulatory requirements but, more importantly, enhances the learning and development experiences of the children you serve.

Case Study

Reflective Practice in Action: Supporting a Child’s Independence

A practitioner shared this experience (TeachKloud, 2019):

• Observation: A child in a wheelchair expressed dislike for coming into school in the mornings.
• Reflection: The practitioner initially didn’t understand why as they were usually very energetic, but continued to reflect on the situation.
• Discovery: After several days, the practitioner realised the school’s ramp had been broken for three weeks, requiring the child to be carried in by his father.
• Action: The practitioner asked the child if he would prefer to come in independently. The child nodded, saying, “if I come in on my own, no one will think I’m a baby.”
• Outcome: A new ramp was installed within a week, allowing the child to enter independently.

This case study demonstrates how ongoing reflection can lead to important insights about children’s needs and feelings, resulting in practical changes that significantly impact a child’s experience and well-being.

Practical Tip: When children express dissatisfaction, don’t simply accept their first response. Reflect deeply on potential underlying causes and continue to observe and ask questions over time. Sometimes, the real issue may not be immediately apparent

Challenges and Solutions in Reflective Practice

While reflective practice offers numerous benefits for Early Years settings, practitioners often encounter obstacles in its implementation. Recognising these challenges and developing strategies to overcome them is crucial for effective reflection.

Common Obstacles Faced by Practitioners

Early Years professionals frequently encounter these barriers to reflective practice:

1. Time Constraints: Busy schedules leave little room for reflection.
2. Lack of Confidence: Uncertainty about how to reflect effectively.
3. Resistance to Change: Reluctance to alter established routines.

As noted by the Professional Association for Childcare and Early Years (PACEY, 2016), these obstacles can hinder the integration of reflective practice into daily routines.

Strategies to Overcome Challenges

To address these common challenges, consider the following approaches:

Tackling Time Constraints

• Integrate reflection into existing routines: Use the last five minutes of team meetings for quick reflections.
• Use technology: Employ digital tools for quick, on-the-go reflections.
• Prioritise reflection: Schedule dedicated reflection time in your daily planner.

Building Confidence

• Start small: Begin with simple reflective questions about daily activities.
• Seek support: Engage in reflective discussions with colleagues or mentors.
• Attend training: Participate in workshops on reflective practice techniques.

Embracing Change

• Focus on benefits: Highlight how reflection improves outcomes for children.
• Involve the team: Encourage collective reflection to build a supportive culture.
• Celebrate successes: Recognise and share positive outcomes from reflective practice.

Practical Tip: Create a ‘Reflection Wall’ in your staff room. Encourage team members to post brief reflections or insights regularly. This fosters a culture of reflection and makes the process more visible and accessible.

Remember, overcoming these challenges is a gradual process. As Finlay (2008) suggests, reflective practice is about “learning through and from experience towards gaining new insights”. Each small step towards consistent reflection contributes to improved practice and better outcomes for children in Early Years settings.

By addressing these common obstacles and implementing practical solutions, Early Years practitioners can develop a sustainable reflective practice that enhances their professional growth and the quality of care they provide.

Future Directions in Reflective Practice

As Early Years education evolves, so too does the practice of reflection. Emerging trends and potential developments are shaping the future of reflective practice in Early Years settings.

Emerging Trends and Research

Recent trends in reflective practice for Early Years include:

• Technology-Enhanced Reflection: Digital tools are increasingly used to support reflection.
• Collaborative Reflection: There’s a growing focus on team-based reflective practices.
• Child-Led Reflection: Involving children in the reflective process is gaining importance.

Research by Bolton (2014) suggests that these trends are leading to more dynamic and inclusive reflective practices in Early Years settings.

Potential Developments in Early Years Education

Looking ahead, reflective practice in Early Years is likely to see:

1. AI-Assisted Reflection: Artificial intelligence may offer personalised insights into practice.
2. Virtual Reality Scenarios: VR could provide immersive experiences for reflective learning.
3. Real-Time Reflection: Wearable technology might enable instant feedback during activities.

These developments have the potential to enhance the depth and immediacy of reflection in Early Years practice.

Practical Tip: Stay informed about new reflective tools and techniques. Attend conferences or webinars focused on innovation in Early Years education to learn about emerging practices.

Integrating Future Trends

To prepare for these future directions:

• Embrace Technology: Experiment with digital reflection tools in your setting.
• Foster Collaboration: Encourage team-wide reflection sessions to share diverse perspectives.
• Involve Children: Find ways to include children’s voices in your reflective practice.

Involving children in reflection can provide valuable insights into their experiences and needs.

The future of reflective practice in Early Years education promises to be more inclusive, technology-driven, and collaborative. By staying open to new approaches and continuously adapting your reflective practice, you’ll be well-positioned to provide high-quality care and education in the evolving landscape of Early Years settings.

Conclusion: Embracing Reflective Practice in Early Years Settings

Reflective practice is a cornerstone of quality Early Years education. Throughout this exploration, we’ve delved into various aspects of reflection, from theoretical models to practical implementation strategies.

Key Takeaways for Practitioners

• Diverse Models: Kolb’s Learning Cycle, Gibbs’ Reflective Cycle, and Schön’s approach offer structured frameworks for reflection.
• Practical Tools: Reflective journals, self-evaluation forms, and peer observations support ongoing reflection.
• Technology Integration: Digital tools enhance reflection processes, making them more accessible and efficient.
• Overcoming Challenges: Time constraints and resistance to change are common, but surmountable obstacles.
• Future Trends: Collaborative reflection and child-led approaches are shaping the future of reflective practice.

Implementing Reflective Practice

To embed reflection in your Early Years setting:

1. Start Small: Begin with brief, daily reflections on specific activities or interactions.
2. Use Technology: Experiment with digital journals or collaborative platforms for reflection.
3. Involve Your Team: Foster a culture of reflection through regular team discussions and shared learning.
4. Link to CPD: Use reflections to inform your professional development goals and activities.

Practical Tip: Create a ‘Reflection Corner’ in your setting. Stock it with reflective prompts, journals, and resources to encourage regular reflection among staff.

The Impact of Reflection

Effective reflective practice leads to:

• Improved outcomes for children
• Enhanced professional growth for practitioners
• Higher quality Early Years provision overall

As Finlay (2008) notes, reflective practice in Early Years is about “learning through and from experience towards gaining new insights of self and practice”.

Encouragement for Ongoing Reflection

Reflective practice is not a destination, but a journey. It’s an ongoing process of learning, adapting, and improving. Every reflection, no matter how small, contributes to better Early Years practice.

Remember, as highlighted in the case study, sometimes the most significant insights come from persistent reflection over time. Stay curious, keep questioning, and always look for opportunities to enhance your practice.

By embracing reflective practice, you’re not just improving your own skills – you’re enriching the lives of the children in your care. Your commitment to reflection today shapes the quality of Early Years education tomorrow.

Frequently Asked Questions

How Often Should I Reflect on My Practice?

Reflection should be a continuous process in Early Years settings. Ideally, engage in brief daily reflections and more in-depth weekly or monthly reviews. As Finlay (2008) suggests, reflection is about ongoing learning from experience.

• Daily: Quick 5-minute reflections on specific interactions or activities
• Weekly: 30-minute reviews of your overall practice and children’s progress
• Monthly: Deeper reflections on broader themes and long-term goals

Remember, consistency is key. Even short, regular reflections can significantly improve your practice over time.

How Can I Encourage My Team to Embrace Reflective Practice?

Fostering a reflective culture in your Early Years setting involves:

1. Leading by example: Share your own reflections openly
2. Creating opportunities: Dedicate time in team meetings for group reflection
3. Providing tools: Offer reflective journals or digital platforms for easy recording
4. Celebrating insights: Recognise and act on valuable reflections from team members

As noted by PACEY (2016), a supportive environment is crucial for effective reflective practice.

What’s the Difference Between Reflection-in-Action and Reflection-on-Action?

Schön’s model distinguishes between two types of reflection:

• Reflection-in-Action: Thinking and adjusting while you’re in the middle of an activity or interaction
• Reflection-on-Action: Looking back on events after they’ve occurred

Both are valuable. Reflection-in-action helps you make immediate adjustments, while reflection-on-action allows for deeper analysis and long-term improvements.

How Can I Involve Children in the Reflective Process?

Involving children in reflection enhances their learning and provides valuable insights. Try:

1. Asking open-ended questions about activities
2. Using visual aids like photos or drawings to prompt discussions
3. Creating child-friendly reflection tools, such as emoji charts for feedback

Emphasis on the importance of capturing children’s perspectives in the reflective process.

What If I Don’t Have Time for Extensive Reflection?

Time constraints are a common challenge in Early Years settings. To overcome this:

• Integrate reflection into existing routines: Reflect during transitions or quiet times
• Use quick reflection techniques: Try the ‘What? So What? Now What?’ method for rapid reflection
• Utilise technology: Use voice notes or quick digital entries for on-the-go reflection

Remember, even brief moments of reflection can be valuable for improving practice.

How Does Reflective Practice Link to Ofsted Requirements?

Reflective practice aligns closely with Ofsted’s focus on continuous improvement. It supports:

• Self-evaluation: Informing your SEF (Self-Evaluation Form)
• Quality improvement: Demonstrating ongoing efforts to enhance provision
• Leadership: Showing a commitment to professional development

Ofsted (2015) values settings that “regularly review what they do and how this helps children”.

Can Reflective Practice Help with Behaviour that Challenges us?

Yes, reflection is a powerful tool for addressing children’s behaviour that we find challenging:

1. It helps identify patterns and triggers
2. Encourages trying different strategies based on reflective insights
3. Supports a more empathetic understanding of children’s needs

Use reflective questions like “What happened before the behaviour?” and “How did I respond?” to gain deeper insights.

What’s the Best Way to Start Using Reflective Models in My Practice?

To begin incorporating reflective models:

1. Choose one model: Start with a simple model like Gibbs’ Reflective Cycle
2. Apply it consistently: Use it to reflect on one aspect of your practice each week
3. Adapt as needed: Modify the model to fit your context and needs
4. Gradually expand: Introduce additional models as you become more comfortable

Remember, the goal is to find a reflective approach that works for you and your setting.

What Are the Different Types of Reflective Practice in Childcare?

Reflective practice in Early Years settings encompasses several approaches:

1. Reflection-in-action: This involves thinking and adjusting while engaged in an activity. For example, modifying your approach during a storytelling session based on children’s reactions.
2. Reflection-on-action: This occurs after an event, analysing what happened and considering alternative approaches. It might involve reviewing a challenging interaction with a child at the end of the day.
3. Reflection-for-action: This is forward-thinking reflection, planning how to apply insights to future situations. It could include preparing strategies for an upcoming transition period based on past experiences.

Each type serves a unique purpose in improving Early Years practice. As Schön (1983) noted, these reflective approaches help practitioners navigate the complexities of their work.

What Is Dewey’s Model of Reflection?

John Dewey’s model emphasises reflection as a rigorous intellectual process. Key aspects include:

• Continuous learning: Reflection is an ongoing journey, not a destination
• Problem-solving focus: Using reflection to address real-world challenges
• Critical thinking: Questioning assumptions and examining evidence

Dewey’s approach encourages Early Years practitioners to:

1. Identify a problem or question in their practice
2. Gather relevant information and observations
3. Formulate potential solutions or explanations
4. Test these ideas in practice
5. Reflect on the outcomes and continue the cycle

This model reminds us that effective reflection takes time and effort but yields rich insights for improving Early Years practice. Read our in-depth article on John Dewey here.

What Does Ofsted Say About Reflective Practice?

Ofsted values reflective practice as a key component of high-quality Early Years provision. Their guidance emphasises:

• Critical evaluation: Going beyond description to analyse the effectiveness of practice
• Regular review: Consistently examining and improving provision
• Leadership engagement: Ensuring leaders actively participate in reflective processes

Ofsted (2015) notes that outstanding settings “regularly review what they do and how this helps children”. To align with Ofsted expectations:

1. Implement systematic reflection processes across your setting
2. Document your reflections and resulting improvements
3. Involve all staff in reflective practice, fostering a culture of continuous improvement

Remember, reflective practice is not just about meeting Ofsted requirements, but about genuinely enhancing the quality of care and education for children.

What Is the Best Reflective Practice Model?

While there’s no single “best” model, Gibbs’ Reflective Cycle is widely regarded as effective in Early Years settings. It involves six stages:

1. Description: What happened?
2. Feelings: What were you thinking and feeling?
3. Evaluation: What was good and bad about the experience?
4. Analysis: What sense can you make of the situation?
5. Conclusion: What else could you have done?
6. Action Plan: If it arose again, what would you do?

This model is particularly useful because it:

• Provides a clear structure for reflection
• Encourages consideration of emotions alongside facts
• Prompts actionable conclusions

However, the “best” model is the one that works for you and your setting. Experiment with different approaches to find what suits your needs and context.

References

• Bolton, G. (2014). Reflective practice: Writing and professional development (4th ed.). SAGE Publications.
• Cryer, D., Harms, T., & Riley, C. (2003). All about the ECERS-R. Kaplan Early Learning Company.
• Department for Education and Skills (DfES). (2008). The Early Years Foundation Stage. DfES Publications.
• Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath & Co Publishers.
• Finlay, L. (2008). Reflecting on ‘Reflective practice’. Practice-based Professional Learning Centre, The Open University.
• Ghaye, A., & Ghaye, K. (1998). Teaching and learning through critical reflective practice. David Fulton Publishers.
• Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
• Ofsted. (2015). Early years inspection handbook. Crown Copyright.
• Professional Association for Childcare and Early Years (PACEY). (2016). Reflective practice in childcare settings. PACEY.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• TeachKloud. (2019). Reflective practice in the early years. https://teachkloud.com/early-childhood-education/reflective-practice-in-the-early-years/

Further Reading and Research

Recommended Articles

• Brookfield, S. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass. https://journals.sfu.ca/jalt/index.php/jalt/article/view/165
• Paige-Smith, A., & Craft, A. (2011). Developing reflective practice in the early years. Open University Press. https://www.mheducation.co.uk/developing-reflective-practice-in-the-early-years-9780335242351-emea-group
• Reed, M., & Canning, N. (2010). Reflective practice in the early years. SAGE Publications. https://oro.open.ac.uk/20272/

Suggested Books

• Pollard, A. (2019). Reflective teaching in schools (5th ed.). Bloomsbury Academic. https://ucl.primo.exlibrisgroup.com/discovery/fulldisplay?vid=44UCL_INST:UCL_VU2&tab=local&isFrbr=true&docid=alma9930805904704761&searchScope=CSCOP_UCL&context=L&lang=en
  • Comprehensive guide to reflective practice, applicable to Early Years settings.
• Jasper, M. (2013). Beginning reflective practice (2nd ed.). Cengage Learning. https://search.worldcat.org/title/Beginning-reflective-practice/oclc/823552537
  • Practical guide for developing reflective skills, suitable for Early Years practitioners.

Recommended Websites

• Early Education: https://www.early-education.org.uk/
  • Offers resources, training, and publications on reflective practice in Early Years.
• National Association for the Education of Young Children (NAEYC): https://www.naeyc.org/
  • Provides articles and professional development resources on reflective practice.
• Foundation Years: https://foundationyears.org.uk/
  • Government-supported website with guidance and resources for Early Years practitioners.

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Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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