Educational Leader

MONDAY TO FRIDAY 12 to 16 November 2018

You must read the Educator pages.

1.3.2 Critical Reflection Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation. The core of this element’s exceeding theme is: All educators regularly engage in planned and spontaneous critical reflection on children’s learning and development, as individuals and in groups, and make identified changes to the design and implementation of the program. Critical reflection includes social justice and equity considerations, theoretical and philosophical influence, and how well all educators include the views and input of children, families and the community. As educational leader you need to ensure all educators know the above statement and how they can show it in practice and explain what they do. Here are some resources to help you explain critical reflection to your team. The most important part of a critical reflection is showing your assessor examples of what’s changed because of your critical reflection. In the picture below, the educator is trying to see the world through the child’s eyes. This is critical reflection because you are asking, what are my understandings of each child?

What do you see if you look from a child’s perspective (Critical reflection) ?

Example: Chloe comes five days a week. I wonder what she thinks and feels. How would I like it if I came here and was told what to do every day? How would I feel? Maybe she feels trapped, controlled and frustrated, and can’t do what she needs or wants to do. I wonder what it would be like to be in the same room and playground every day?

Have a discussion with your team and identify what you have seen through a child’s perspective and how you have changed a practice because of it. You will have to guess a little because we never truly know what children are seeing, but starting these discussions with your team becomes a wonderful way to inform and improve practice.

What have you changed because of this different viewpoint and critical reflection?

Example: Every morning we are going to get Chloe to tell us what she wants to do today along with identifying with her when she needs to escape from the other children and the room. We could get her to help Jen in the office. We could go on daily excursions to get her out of the room i.e. get the groceries, run to the corner as an exercise program or help in the other rooms with the younger children.

In the picture below, the educator is trying to see the world through the parent’s eyes. This is critical reflection because you are asking, how could other knowledge (parents’ view) allow me to better understand the child?

What do you see if you look from a parent’s perspective (critical reflection)?

Example: Parents don’t read the curriculum. I wonder why? Imagine if I’m in a rush and I see all this type and I read it and see a description that tells me nothing other than the same type of stuff we do at home. Why am I paying all this money for child care? They just let the children do stuff and write about it. Where is the teaching in that?

What have you changed because of this different viewpoint and critical reflection?

Example: We have changed the curriculum to be shorter and more precise telling parents what we have done as educators to promote the learning outcomes as well as describing what the children are doing by using words from the EYLF. We have started closed room groups on Facebook that the parents are positively commenting on.

In the picture below, the educator is trying to see the world through a theorist such as Piaget, Vygotsky, Bruner, Deleuze etc. This is a critical reflection because you are asking, what theories, philosophies and understandings shape and assist my work. What is not helped by their theories?

What do you see if you look from theorist’s perspective (critical reflection)?

John Bowlby’s attachment theory is a real interest to me because he says children securely attached are outgoing and go through life with confidence and enthusiasm. Children insecurely attached are timid and dislike new situations. They display behaviours of “neediness” and “excessive clinginess” and require more emotional support from educators. Others will not join groups and distance themselves from other groups of children. They are not confident and don’t like receiving the positive feedback they need and crave. They won’t reach out to others.

What have you changed because of this different viewpoint and critical reflection?

Reflecting on Bowlby I’ve paused and asked myself “What are you (the child) trying to tell me when you do this and what do you need from me?” rather than “How am I going to make you stop?” I’ve need to say to myself ‘When children behave in certain ways they are not being purposely difficult or disruptive. They are trying to express their needs in the best way they know’. Children may, for example, be telling us they don’t know how to join in group play, that they’re fearful of a new situation, or simply that they’re hungry. I’ve now slowed down and become more sensitive to children’ behaviours, understanding they may not feel secure which in turn has seen me use a secure attachment process when dealing with them.

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Week 3, 11 to 15 February – 1.3.2 Critical Reflection Copyright Centre Support Pty Ltd 2018 The service who has purchased this product is the only service that can use this document. No part of this document can be copied, distributed, passed on or given to a friend outside the service who has not purchased the Centre Support Product. If this occurs Centre Support will take legal action against you personally and the person who has received it.