Reflection is an important part of our work as educators. Taking time to be thoughtful about our experiences helps us to develop more awareness about ourselves, our feelings, and our unconscious biases. It also helps us to slow down amid the busy environment of an early learning classroom to check in with ourselves and act with intention.
In this article, we describe an approach known as reflective practice, and provide examples of how it can be incorporated into our work with young children.
When we reflect, we consider deeply something that we might not otherwise have given much thought to. We might reflect on an interaction that caused frustration or that we feel could have been more productive, or we might take note of our successes to examine what we can learn and how we can apply that to generate future success.
With reflective practice, we typically do this self-examination with the help of a partner or as part of a reflection group. Reflection helps us to develop self-awareness by reminding us to be thoughtful about our experiences and feelings in order to better understand ourselves. Talking through an experience with a trusted partner or group will help us to gain another perspective and fresh insight that we might not have considered on our own.
Reflective practice is less about action and more about thinking and listening. In a reflective space, we take time to think deeply about our experiences, feelings that we noticed, and questions such as: “Why did I feel that way?” or “Was there a reason I had that particular reaction?” or “Where do I go from here?” We stay curious and open, rather than jumping to conclusions. These moments of reflection help us to grow personally and professionally.
A good starting place for reflective practice is to think about replacing “what” with “why.” This means, rather than thinking about what happened during the day, you might start to think about why things happened or why you reacted (Why was I frustrated? Why did I feel impatient?), rather than simply thinking about what happened.
These conversations are best had with a friend or a small group of trusted colleagues, such as your teaching team. However, if you find yourself having trouble feeling comfortable talking through these reflections, you might start with journaling as a way to describe and reflect on your experiences or by asking a good friend from outside of the ECE field to lend an ear.
Reflective practice has its challenges. It requires time, which many educators do not feel that they have, and the willingness to be vulnerable and open, which can feel intimidating and uncomfortable. The work of early learning professionals is challenging and often very tiring. Teachers and caregivers work hard in a job that requires patience and a lot of energy.
Because these challenges can make it difficult to incorporate reflection into your teaching practice, it might feel more comfortable to start small. You can start by scheduling lunch once a month with another teacher so that the two of you can reflect and think together, or by journaling once a week during your lunch break. If you are feeling inspired, you can even think about starting a “thinking club” in your program for any educators who are interested in working on this together. Consistently planning this time, in a way that works for you and your program, can help it feel more manageable and worthwhile.
