How to look at the Standards to identify what to critically reflect upon

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The standard that guides the three exceeding themes contains a lot of information. When we look at it as whole we might feel overwhelmed, therefore we need to break it down into small steps and find a sentence, or even a few words. Let’s have a look at Standard 2.1. There is a lot of information, way too much, but I’ll show you how to break it down below and on the following page.

Firstly, identify what is important for YOU and YOUR SERVICE. For example, a health and hygiene issue as highlighted below in yellow and reflected upon on the following page.

Standard 2.1

Exceeding theme 2: Practice is informed by critical reflection.

Educators, the educational leader and co-ordinators:

  • systematically and regularly reflect on opportunities to enhance each child’s health outcomes and promote physical activity with children and families
  • seek out and consider alternate ways of supporting each child’s health and activity needs, and make changes where opportunities to further enhance children’s outcomes are identified
  • are able to explain how reflection on children’s changing health and activity needs influences the design and delivery of the educational program
  • reflect together on health and illness-related incidents, and support the service to make changes to practices, policies and procedures where opportunities are identified to strengthen the approach
  • are aware of and able to discuss the influences on their approach to supporting and promoting children’s health and activity requirements and outcomes, the recognised guidelines that underpin their practice approach, and how these build on the approved learning framework/s and the service’s health policies and procedures
  • consider and discuss social justice and equity implications of their practice decisions to ensure that practice takes into account the needs and rights of every child at the service
  • The service’s approach to supporting and promoting children’s health and activity needs and outcomes involves robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection on past incidents.
  • The service’s approach to supporting and promoting children’s health and physical activity, including safe sleep and nutrition, is informed by current recognised guidelines and up-to-date information.
  • Any change to the service’s approach to supporting and promoting children’s health and activity needs are understood by all and implemented appropriately.
Critical Reflection
Step 1 Critical Reflection

 

Critical reflection can be used to improve
practice. You may want to solve a particular
problem, or you may just want to continually
improve what you’re doing. Use the space
below to write what you need to reflect upon.

 

 

 

 

 

 

 

 

 

 

The EYLF and MTOP says

“Critical reflection involves

closely examining all aspects

of events and experiences from

different perspectives”.

 

Example Situation for the theorist

 

Parents come in and cough

and sneeze without using

tissues or other hygiene

measures.

Child/ren

I wonder why I have to sneeze into my elbow or use a tissue. Mums and Dads come in and they don’t do it. Do they have different germs to us that don’t make you sick?

 

 

 

 

Educators and Nominated Supervisor

I see parents come in coughing and sneezing everywhere and I’m wondering why their child’s educator doesn’t have a chat with them about the hygiene measures we follow, why they’re important and why they should role model these practices.

 

 

Families and community

I see other parents come in coughing and sneezing everywhere and now I know why my child always comes home sick. I thought it was other children spreading germs and that would be more understandable because they’re learning about hygiene but parents should know. I wonder why educators aren’t pulling them up about it.

 

Theorist and current research

Skinner says learning is a process of forming associations between stimuli in the environment and responses in the individual. If we continually pull these parents up and offer them tissues when they’re coughing and sneezing we will hopefully see a change in their behaviour.

 

 

Step 2 Change Practice

Now you have reflected through the eyes of others, you are ready to make well informed decisions and plans to implement a change in your practice. List the changes below.

 

When talking to children about hygiene make it clear that hygiene measures apply to everyone because germs can spread between all adults and all children,  and that hygiene measures should be practised everywhere just not at the centre.

 

Educators to practice with other educators speaking to parents about cough and sneeze etiquette, so they then can confidently discuss hygiene measures with families.

 

Rooms to include how children have been learning about cough and sneeze etiquette on our room  Facebook groups.

 

Nominated Supervisor to organise tissue box on table under our hand sanitiser.

 

Nominated Supervisor to display Staying Healthy information about cough and sneeze etiquette  next to tissue box.

 

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