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Preview this Book. Add to Wish List. Close Preview. Toggle navigation Additional Book Information. Description Table of Contents Author s Bio. Summary What do early childhood practitioners need to know about reflection and reflective practice? Incorporating practical reflection activities, case studies, exemplar scenarios and questions in each chapter the book considers: policy developments and how these have affected young children and their families issues around socio-culturalism, language, ethnicity, disposition, gender, inclusion and socio-economics when working with families learning through play and the notions of quality, observation and assessment and continuity contemporary issues that practitioners and students on placement may encounter in their everyday work deepening reflective thinking and practice through ongoing and continuing professional development.

Table of Contents Part 1: Setting reflection firmly in early childhood care and education Chapter 1: What is reflection and reflective practice? Dr Avril Brock Chapter 2: Why is reflection important for early childhood educators? Dr Avril Brock Part 2: What is the knowledge base for early childhood educators?

VEYLDF Practice Principles – Reflective Practice

Why my friends are so important? Gina Houston Why are my stories so important to me? Dr Avril Brock Adyta - The silent period, as experienced by young bilingual learners. Dr Caroline Bligh What is it like for a child living with violence?

Reflective Practice in the Early Years Training Course | EduCare

Naomi Lewis What is it like for a bereaved child? Avril Brock Section 2: How can I develop my professional knowledge and practice? Lyndsey Shipley Communication using new technologies — the tip of the iceberg. Rachel Marshall, Nicola Milton, Paula Render and Jennifer Smith Reflecting on the process of learning how to teach reading using systematic synthetic phonics.

This article was originally published in Every Child Magazine. This revised edition develops the subject more thoroughly, and includes three new chapters: Reflecting on practice for meeting the professional standards; Reflecting on practice and the educational leader; and Reflective practice and managing change.

The book takes educators on a journey that will help them to gain a greater understanding of reflective practice — now a key component of the training for the early childhood educator — as it applies to the early childhood professional. Purchase your copy here. Your email address will not be published. Notify me of follow-up comments by email. Notify me of new posts by email.

What do we mean by reflective practice? Why is it important to be a reflective educator? How can we practice reflection? One way to support or improve reflective practice is to use an inquiry cycle process: Alert and aware: Being alert or aware of something that seems worthy of thinking about more deeply either individually or with others, is the first step in reflective practice.

Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. Johns' model is comprehensive and allows for reflection that touches on many important elements. Adult education scholar Stephen Brookfield proposed that critically reflective practitioners constantly research their assumptions by seeing practice through four complementary lenses: the lens of their autobiography as learners of reflective practice, the lens of other learners' eyes, the lens of colleagues' experiences, and the lens of theoretical, philosophical and research literature.

It also helps us detect hegemonic assumptions—assumptions that we think are in our own best interests, but actually work against us in the long run. Reflective practice has been described as an unstructured or semi-structured approach directing learning, and a self-regulated process commonly used in health and teaching professions, though applicable to all professions. Professional associations such as the American Association of Nurse Practitioners are recognizing the importance of reflective practice and require practitioners to prepare reflective portfolios as a requirement to be licensed, and for yearly quality assurance purposes.

The concept of reflective practice has found wide application in the field of education, for learners, teachers and those who teach teachers. Hadiya Habib assert that there is one quality above all that makes a good teacher -the ability to reflect on what, why and how we do things and to adopt and develop our practice within lifelong learning. Reflection is the key to successful learning for teachers and for learners. Students can benefit from engaging in reflective practice as it can foster the critical thinking and decision making necessary for continuous learning and improvement.

When teachers teach metacognitive skills, it promotes student self-monitoring and self-regulation that can lead to intellectual growth, increase academic achievement, and support transfer of skills so that students are able to use any strategy at any time and for any purpose. Students who have acquired metacognitive skills are better able to compensate for both low ability and insufficient information.

The concept of reflective practice is now widely employed in the field of teacher education and teacher professional development and many programmes of initial teacher education claim to espouse it. There is broad consensus that teaching effectively requires a reflective approach.

Reflecting on different approaches to teaching, and reshaping the understanding of past and current experiences, can lead to improvement in teaching practices. As professor of education Barbara Larrivee argues, reflective practice moves teachers from their knowledge base of distinct skills to a stage in their careers where they are able to modify their skills to suit specific contexts and situations, and eventually to invent new strategies. According to physiotherapists Colin Paterson and Judith Chapman, reflection or learning from experience is key to staying accountable, and maintaining and developing aptitude throughout a teacher's practice.

It is argued that, through the process of reflection, teachers are held accountable to the standards of practice for teaching, such as those in Ontario : commitment to students and student learning, professional knowledge, professional practice, leadership in learning communities, and ongoing professional learning.

For students to acquire necessary skills in reflection, their teachers need to be able to teach and model reflective practice see above ; similarly, teachers themselves need to have been taught reflective practice during their initial teacher education, and to continue to develop their reflective skills throughout their career. However, Mary Ryan has noted that students are often asked to "reflect" without being taught how to do so, [40] or without being taught that different types of reflection are possible; they may not even receive a clear definition or rationale for reflective practice.

Some writers have advocated that reflective practice needs to be taught explicitly to student teachers because it is not an intuitive act; [43] [40] it is not enough for teacher educators to provide student teachers with "opportunities" to reflect: they must explicitly "teach reflection and types of reflection" and "need explicitly to facilitate the process of reflection and make transparent the metacognitive process it entails". Rod Lane and colleageues list strategies by which teacher educators can promote a habit of reflective practice in pre-service teachers, such as discussions of a teaching situation, reflective interviews or essays about one's teaching experiences, action research, or journaling or blogging.

Neville Hatton and David Smith, in a brief literature review, conclude that teacher education programmes do use a wide range of strategies with the aim of encouraging students teachers to reflect e. The implication of all this is that teacher educators must also be highly skilled in reflective practice. Andrea Gelfuso and Danielle Dennis, in a report on a formative experiment with student teachers, suggest that teaching how to reflect requires teacher educators to possess and deploy specific competences.

Many writers advocate for teacher educators themselves to act as models of reflective practice. Tom Russell, in a reflective article looking back on 35 years as teacher educator, concurs that teacher educators rarely model reflective practice, fail to link reflection clearly and directly to professional learning, and rarely explain what they mean by reflection, with the result that student teachers may complete their initial teacher education with "a muddled and negative view of what reflection is and how it might contribute to their professional learning".

Reflective practice is viewed as an important strategy for health professionals who embrace lifelong learning. Due to the ever-changing context of healthcare and the continual growth of medical knowledge, there is a high level of demand on healthcare professionals' expertise.

Due to this complex and continually changing environment, healthcare professionals could benefit from a program of reflective practice. Adrienne Price explained that there are several reasons why a healthcare practitioner would engage in reflective practice: to further understand one's motives, perceptions, attitudes, values, and feelings associated with client care; to provide a fresh outlook to practice situations and to challenge existing thoughts, feelings, and actions; and to explore how the practice situation may be approached differently.

The act of reflection is seen as a way of promoting the development of autonomous, qualified and self-directed professionals, as well as a way of developing more effective healthcare teams. Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education across a variety of health professions.

They noted that the evidence to support curricular interventions and innovations promoting reflective practice remains largely theoretical.

The Early Years Reflective Practice Handbook

Samantha Davies identified benefits as well as limitations to reflective practice: [62]. The use of reflective practice in environmental management , combined with system monitoring , is often called adaptive management. However, the authors noted the challenges with melding the "circularity" of reflective practice theory with the "doing" of sustainability. Reflective practice provides a development opportunity for those in leadership positions.

Managing a team of people requires a delicate balance between people skills and technical expertise, and success in this type of role does not come easily.

Reflective practice provides leaders with an opportunity to critically review what has been successful in the past and where improvement can be made. Reflective learning organizations have invested in coaching programs for their emerging and established leaders. Adults have acquired a body of experience throughout their life, as well as habits of mind that define their world.

The goal is for leaders to maximize their professional potential, and in order to do this, there must be a process of critical reflection on current assumptions. Reflective practice can help any individual to develop personally, and is useful for professions other than those discussed above. It allows professionals to continually update their skills and knowledge and consider new ways to interact with their colleagues.

Using a Reflective Cycle

David Somerville and June Keeling suggested eight simple ways that professionals can practice more reflectively: [71]. From Wikipedia, the free encyclopedia.

Ability to reflect on one's actions so as to engage in a process of continuous learning. This article possibly contains original research. Please improve it by verifying the claims made and adding inline citations. Statements consisting only of original research should be removed. December Learn how and when to remove this template message. This section has an unclear citation style. The references used may be made clearer with a different or consistent style of citation and footnoting.

January Learn how and when to remove this template message. The reflective practitioner: how professionals think in action. New York: Basic Books. Reflective practice: writing and professional development 3rd ed. Los Angeles: Sage Publications. John January Journal of Teacher Education.