Definition of Critical Reflection
The term “Critical Reflection” is related to the process of identifying a person’s own thought process and rationalizing the feeling and experiences through which the person is going through. By rationalizing and logically processing the experiences, the person becomes able to make decisions as well as the actions that are to be taken (Moon, 2013). The main idea behind this critical reflection is that by practicing critical reflection a person not only learns to explore his or her own feelings and thoughts but also becomes able to rationalize different perspectives of the situation. By applying the method, a person becomes able to consider different viewpoints and approaches of the particular situation (Anderson & Fincham, 2014). This essay discusses the characteristics of critical reflection and the way it is important in the development of the early childhood setting.
To elaborate it furthermore, it is to be said that reflective practice is a learning procedure that enables a professional to learning from everyday incidents and situations. Reflective practice hence has become an important aspect to evaluate the situations that have aroused and to find out the reason behind that. This process further helps in the future decision-making process (Fook, 2015). In the teaching learning set up for the early childhood set up, hence practicing the reflective and critical thinking procedure helps in the development of the learning procedures of the children. Moreover, by applying the critical reflection in an early childhood set up, strategies and learning methods can be adopted in order to enhance the skills amongst the children (Ryan, 2013). In the early childhood, set up reflective practice is regarded as of high importance. The conscience and the intellectual development of the child are closely intertwined with the method of Critical Reflection or CR. The first and foremost advantage of such a practice will enable the children to be part of a learning procedure that lets them articulate questions, confront bias, examine causality and contrast theory with practice (Moon, J. A. 2013). It also deepens learning by enabling the children to challenge simplistic conclusions. It lets them indulge into inviting drastically alternative perspectives along with enabling them to question each cause and effect mechanisms. Besides, it produces tangible expressions of understanding that can be successfully evaluated which results in the documentation of learning. CR also helps in deciphering the essence of new experiences (Foucault, M. 2013). It successfully leads the children in order to assimilate any experience or any course of action that they experience. It enables the children to give e meaning to each and every experience and take a lesson from it. To take a lesson, the children are then lead to making a judgment out of the lesson that they have gained from any experience only in order to use that knowledge to make decisions and course of action in the future. To analyze the presupposition, which acts as the base of the belief system, is the motto and driving force of the CR methodology (Booth & Nelson, 2013). CR also boasts of the intellectual development that will guide the children to be excellent at inquiry and problem solving skills. It also helps the children to come up with a solution to any challenge that they might face. It also let them understand the changing nature of any problem. Such a tool can be very well used to address emotional and social issues as a form of informative behavioral intervention (Van Manen, M. 2016). To be precise, the CR method of learning lets the young minds be responsive to the outer world and critically evaluate the occurrences. It also enables the students to create resistance that is much needed to forego situations that may not be beneficial for any human individual.
Benefits of Critical Reflection in Early Childhood Setting
In lieu with the present scenario, it can be said that learning to think and evaluate critically is one of the most important skills amongst the children. By applying the practice of critical reflection in an early childhood set up the children learn gather and analyze information (Nilsen, 2017). Moreover, it has been also noticed that incorporating critical reflection help in the process of generating interest amongst the children. For the young learners it is very important so that they can be awakening to new curiosity and asks for more information. Hence, reflection is the most effective procedure in order to turn the experiences into learning. Moreover, it is guiding the children to have a positive outlook towards solving problems. In order to build the skill for analysis, it is very important that the children must be provided with the opportunities to play. In an early childhood set up, playing is an effective way to develop their motor skills.
In this regard, it is also to be kept in mind that by practicing critical reflection in an early childhood set up the classroom can have a communicative and harmonious environment. Moreover, practicing reflection helps in improving the skills and helps in the better understanding of the everyday situations (Anderson & Fincham, 2014). As Australia is a country of diverse culture and communities, it is very important that the educators take up critical reflection so that the children feel included in the classroom set up. For children belonging to the tender age group it is highly important that the children feel encouraged into taking part into the classroom activities. It imparts a sense of security and inclusion amongst the kids. In the early childhood set up, the approach of the teacher towards the children is regarded as of high importance. Taking up friendly and supportive approach, help the children to feel respected. Moreover, the children learn to value and respect other cultures as well (Lillard, 2013). Taking up reflective practice, help the educators to come up with ways and activities that are helpful in developing the logical skills amongst the kids. By applying the procedure, the kids are able to develop skills to ask questions. In an early childhood set up, it is very much necessary that the children get the opportunities to explore new things. This leads them to the path of analyzing and coming to their own conclusion. The longitudinal findings done in this context, talks about the effects of critical reflection in the pre-school set up (Britto et al., 2017). It has been found that as a result of the critical reflection practice, the educators are able to provide the children with a high quality learning set up. Moreover, a high quality childhood setting has a very effective and positive outcome. It helps in the process of their overall development as well as helps them to have an intellectual and emotional development. Studies have also found out that the higher the setup is, the better its effects are on the children. A better understanding on part of the teachers provides the children to have a better opportunity to develop.
Application of Critical Reflection in Early Childhood Setting
The importance of critical reflection in the early childhood set up has been recognized over the past few decades moreover, in Australia the rapidly increasing governmental laws and policies are also evidence of the fact that the critical analysis is being emphasized by the governmental as well. In this regard, the initiative taken by the National Early Childhood Development Strategy can be taken into account (Freeman, Dalli & Pickering, 2016). The framework emphasizes on the importance of cooperative effort of the state government and the territory government in order to provide a better learning environment for the children belonging to the early childhood. In addition to this, the Australian framework for developing a prescribed and friendly learning framework can be referred to in this regard (Belonging, Being and becoming, 2018). The framework prescribes that in order to support the early childcare and the childhood learning set up, it is very important to provide the children with a secure and communicative set up. Moreover, it is to be kept in mind that Australia is a country of diverse languages. Hence, a child whose mother tongue is not English needs to be supported in an early childhood setup. Practicing critical reflection helps these children to have a supportive environment so that they can cope up with the new language and environment. Studies have shown that children coming from a different cultural background are generally suffering from lower self-esteem and lack of belonging. This may lead to poor academic results as well as hamper the emotional and social wellbeing. Critical reflection helps in overcoming these problems (Foucault, 2013). Furthermore, critical evaluation is noticing the actions and responses of the children. In an early childhood set up, noticing is highly important (Lemon & Garvis, 2014). In relation with the processes of reflecting and analyzing, the acts of teaching depends mostly on the practice of noticing the reactions of the children. This process helps in rationalizing the possible actions as well. In this regard, it is to be said that self-reflection is an essential mechanism to achieve professional learning. Critical reflection is taken as the vehicle of problem solving, enquiring and addressing the challenges. Moreover, it imparts a sense of experiencing and understanding.
The reflective practices can help the educator in better understanding the classroom scenario. The characteristics that can enhance the child outcomes include focusing on the goals and the issues that are to be addressed (Liasidou et al., 2014). Moreover, communication holds an important aspect in practicing critical reflection. It is found that children feel more secured in an environment where they can communicate easily. Hence, children can respond and take participate in a classroom set up where the students are provided with a friendly atmosphere (Lillard, 2013). It helps them to have a better understanding of the scenario and social structure as well. Critical reflection enables the children to have a better understanding of the issues and hence manage the problems in effective manner.
Importance of Educators in Critical Reflection Practice
By practicing reflective thinking and analysis, many childhood settings have been successful in achieving better outcomes from the children. According to various researches that have been done, it is found that the teachers who actively incorporate reflective practice have achieved better reactions and participations from the children as well as their families (Heikka, Waniganayake & Hujala, 2013).
To conclude, it can be said that having a reflective practice helps the children to have a better learning environment. In a multi-cultural set up, where children are coming from different backgrounds and cultures, it is very much necessary to have a better understanding of the individual needs of the children. Taking up inclusive and supportive approach help the children to take part in the classroom setting and enable them to communicate (Belonging, Being and becoming, 2018). As the children come up with different needs, critical reflection helps in evaluating their reactions and the overall development of the children.
Reference:
Anderson, J. R., & Fincham, J. M. (2014). Extending problem-solving procedures through reflection. Cognitive psychology, 74, 1-34.
Booth, J., & Nelson, A. (2013). Sharing stories: Using narratives to illustrate the role of critical reflection in practice with First Australians. Occupational therapy international, 20(3), 114-123.
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … & MacMillan, H. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91-102.
Fook, J. (2015). Reflective practice and critical reflection. Handbook for practice learning in social work and social care, 440-454.
Foucault, M. (2013). Politics, philosophy, culture: Interviews and other writings, 1977-1984. Routledge.
Freeman, S., Dalli, C., & Pickering, A. (2016). Montessori early childhood education in NZ: Re-discovering the spirit of reflection and inquiry through recent policy changes. Australasian Journal of Early Childhood, 41(2), 69.
Heikka, J., Waniganayake, M., & Hujala, E. (2013). Contextualizing distributed leadership within early childhood education: Current understandings, research evidence and future challenges. Educational Management Administration & Leadership, 41(1), 30-44.
Lemon. N., & Garvis. S, (2014). Encouraging reflective practice with future early childhood teachers to support the national standards: An Australian case study. Australasian Journal of early Childhood, 39(4), 89-94
Liasidou, A., Maniatis, P., Papageorgiou, I., Pasias, G., Roussakis, Y., Sotiris, P., … & Zachos, D. (2014). Inclusive education and critical pedagogy at the intersections of disability, race, gender and class. Journal for Critical Education Policy Studies, 10(1).
Lillard, A. S. (2013). Playful learning and Montessori education. NAMTA Journal, 38(2), 137-174.
Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. Routledge.
Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. Routledge.
Nilsen, B. A. (2017). Week by week: Plans for documenting children’s development (pp. 28-33 Using the reflective journal). Boston, MA: Cengage Learning.
Reproduced by the Australian Government Department of Education and Training. for the Council of Australian Governments. (2018). Belonging, Being and becoming. Retrieved from https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Ryan, M. (2013). The pedagogical balancing act: Teaching reflection in higher education. Teaching in Higher Education, 18(2), 144-155.
Van Manen, M. (2016). The tact of teaching: The meaning of pedagogical thoughtfulness. Routledge.
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