Using video to promote early childhood teachers’ thinking and reflection  is an article written by Sue Cherrington and Judith Loveridge. Research was conducted by Victoria University of Wellington, Donald Street, Karori, Wellington, New Zealand Published in Teaching and Teacher Education 2014.

Reflection is not always productive. It’s unproductive for example, if it lacks focus, relies on judgemental statements (“I like…”) or does not include analysis or evaluation. Reflection works well when it includes questioning, assumptions, being open to different perspectives, analysis, integrates knowledge and can see and analyse the connections in a classroom.

Reflection is part of many business practices, but in ECEC it’s particularly difficult because educators usually work as part of a team, and within that team there’s a mix of staff e.g. degree qualified, cert II and diploma, or possibly unqualified. On top of that educators are expected to work closely with families and communities and the workplace and daily programs must be flexible.

Unfortunately, many ECEC professionals find it difficult to implement reflective practice. This means they have limited opportunities to improve teaching by reflecting on their practices. Another perhaps more surprising outcome is that educators often undervalue their contribution to children’s learning.

Using video recordings to support reflection offers many advantages. Several studies have shown that using video allows teachers to slow down the pace of learning, helping teachers to ‘learn to notice’ interactions and events and to see things you don’t normally see. It also often shows that a teacher’s memory of what happened is not accurate.

This article discusses three themes which emerged from a case study about reflection using video recordings.

Firstly, watching the recorded video allows team members to view each others’ practices and discuss practices relevant to the situation. You might think this happens all the time because team members work beside or with each other, but in busy centres educators are usually focusing on the children and their responsibilities.

e.g. “Was he trying to take you away? Or was he trying to make the play go longer?”

“I must admit, it is a very good professional development, isn’t it? To, to watch and see how we teach or even body language and stuff…”

Secondly, educators gained new insights about individual children and their own practices after watching the videos.

eg “We need to look more at where is somebody and who’s around me and what I take is well, us three are here but actually most of the children are out there with Jadye.”

”I think this has highlighted to me about the children that..the things that you miss when you’re busy… “and the capability that they actually have.”

Thirdly, educators discussed more general principles of practice. For example, one educator expressed her concern about the increased pressure to document children’s learning, and how this was starting to affect how she interacted with children. The discussion then focused on the tension teachers felt in trying to interpret what was significant learning for children. Educators had recently given children who were going to school a digital camera, and what children photographed had often been completely unexpected. As a result, these teachers were wondering whether they really knew what children wanted to document, and about the potential mismatch between their ideas of children’s learning and what children really thought themselves.

While there are huge benefits from reflecting as a team on video recordings, there may also be some challenges. There needs to be a culture of mutual respect and trust before educators feel able to critique the practices of team members. If this is not present then individuals are likely to feel vulnerable and powerless. It’s important to provide clear guidance on the use of video recordings in reflective practice.

How could you use video recordings to aid reflective practice in your service?

Reflect below

 

Nothing in law or regulations says we need to write critical reflections down, but you must do them. The most important part of a critical reflection is showing your assessor examples of what’s changed because of your critical reflection. In the below picture, the educator is trying to see the world through the child’s eyes in order to improve practice.

 

 

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

What do you see if you look from a child’s perspective (critical reflection)? Example: Chloe comes 5 days a week.

I feel trapped, controlled and frustrated. I’m in the same room and playground every day and I’m sick of doing the same old activities that they think interest me but really, how do they know. They don’t even ask me what I think or what I’d like to do.

 

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

Every morning we ‘re going to ask 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 below picture, the educator is trying to see the world through the parent’s eyes in order to gain better understandings and improve practice.

What do you see if you look from a parent’s perspective (critical reflection)?  Example: Parents don’t read the curriculum.

Why do educators think I want to read the Curriculum? As if I haven’t been busy enough at work looking at a million documents and now I’m in a rush and they want me to read all this type which actually only describes the type of stuff we do at home. What a waste of my time. And 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 you have changed because of this different viewpoint and critical reflection?

We’ve made the curriculum shorter and more precise. Now it tells 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’ve also started closed room groups on Facebook that parents are positively commenting on.

 

 

In the below picture, the educator is trying to see the world through her team member’s eyes in order to improve practice. This is extremely useful because it can lead you to question your work.  For example, what am I challenged by? What am I curious about? What am I confronted by?

 

What do you see if you look from another educator’s perspective (critical reflection)? Example: Greeting parents at drop offs/pickups

Taylor always asks parents basic questions like “how was your day”, or gives non-descript information about what little Adam has done during the day eg “we’ve had a great day today.” She’s great at having conversations with team members and friends, so I wonder just what is stopping her from having deeper conversations with parents. Maybe she’s scared of saying the wrong thing or maybe she thinks it will just take too long.

 

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

The Room Leader coached Taylor in having meaningful conversations with families at drop and pick up times, by modelling these conversations with parents while Taylor was standing with her, and then asking Taylor to have a go while she watched.

 

In the below picture, the educator is trying to see the world through a theorist such as Piaget, Vygotsky, Bruner, Deleuze etc. This is a critical reflection because she is thinking about what theories, philosophies and understandings shape and assist her work.

 

What do you see if you look from theorist’s perspective (critical reflection)? Example: John Bowlby’s attachment theory

Attachment theory is a real interest to me because Bowlby says securely attached children 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’re not confident and don’t like receiving the positive feedback they need and crave. They won’t reach out to others.

 

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

 

Reflecting on Bowlby I now pause when interacting with children and ask myself, “What are you 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 needed 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 slowed down and become more sensitive to children’s behaviours. I understand some don’t feel secure and I’ve used a secure attachment process when dealing with them.

 

In the below picture, the Nominated Supervisor is trying to see the world through the educator’s eyes. This is critical reflection because she is asking, how could other knowledge allow me to better manage the centre?

 

What do you see if you look from an educator’s perspective (critical reflection)? Example: How do educators see me?

The Nominated Supervisor also seems stressed- today for example she was running around like a lunatic worrying about ratios when three staff members called in sick. It’s like we only ever see her when things are in disaster mode. I wonder what she thinks about us as individuals. Does she just lump us altogether and think of us as ‘the educators’?

 

The key to reflections is to be:

• Open-minded
• Responsible
• Involved
• Whole-hearted

Educators who reflect are those who have a commitment to self- improvement and have higher self esteem (Killen 2007).

What Can Reflections Look Like?

• Reflective Journals
• Reflective Portfolios
• Reflective Conversations
• Reflection Meetings
• Reflective Questions
• Family Reflections
• Reflections from the Kitchen
• Educational Leader’s role.

Reflective practice is the key to educators being able to embrace the EYLF and NQS, move from “meeting” to “exceeding” but most importantly being able to learn and grow from the millions of decisions we make every day on behalf of the children in our care. A commitment to reflective practice results in improved teaching practices, a rich learning environment, deeper and more authentic connections with children and families, improved team communications and relationships and a whole centre approach to developing QIP’s.

Start with reflective questions built into the ‘NQS Guide to the National Quality Standard’ in the new Guide to the NQF (ACECQA 2018). We have included these for Exceeding Theme 2; Critical Reflection further into the book.

Critical reflections and what they are not

Critical reflection is the most misunderstood concept in the NQS and EYLF/MTOP. Before we start we need know what isn’t a critical reflection. Firstly, a critical reflection is not a written description of what happened during the day. Secondly, an

evaluation isn’t a critical reflection. You evaluate your educational lessons, activities and learning environments. We recently spoke to one service and asked them what they were doing that day. One activity involved sharks and children were watching YouTube clips of sharks to learn more. The following might be an evaluation of the activity.

Evaluation

The activity could have worked better if children watched the clips in smaller groups. Some children on the edge of the groups could not see the screen as well as those in front, so they often interrupted or started fidgeting which distracted the other children. I also think we should have watched the clips before talking with the children about sharks. Then they would have been able to ask questions about what they watched in the video.

What is a critical reflection?

The EYLF says ‘Critical reflection involves closely examining all aspects of events and experiences from different perspectives. Educators often frame their reflective practice within a set of overarching questions, developing more specific questions for particular areas of enquiry.’

Here is an example of a critical reflection using the shark story.

I wonder how much children know about the ocean? How many of them have been to the beach? It would be hard to understand about sharks living in the ocean if children have no idea what the ocean actually is. (Child’s perspective) Let’s plan some activities to learn more about the beach and ocean. Sharks look very scary too, and there’s been some media reports lately of people being attacked by sharks. Would these types of stories scare children? Should we continue to look at them or not? I kind of think sharks are all dangerous and should not be protected. How are my beliefs affecting children’s learning? (Educator perspective, educator beliefs and attitudes) From the clip today I can see that there are lots of different types of sharks, and not all can hurt people.  I wonder what families feel about sharks? How is that influencing their child’s understanding of sharks?  Tate’s dad is a fisherman while Miley’s brother is a surfer. How can I bring their everyday lives into learning more about sharks (families’ perspective?)

From the above example you can see how the different perspectives can inform your future planning.

Look at your documentation and identify where you are critically reflecting and where you are not.

 

As educators we are always making decisions. It is a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice. Its intention is to gather information and gain insights that support, inform and enrich decision making about children’s learning. (EYLF, p.14).

The EYLF and MTOP says we must reflect

The Framework creates an image of the early childhood educator as a PROFESSIONAL who is committed to providing high quality care and education.

Engaging in reflective practice is one of the 5 key principles guiding professional practice and ‘reflective practice’ is a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice (EYLF pg.14).

The NQS says we have to critically reflect. Where does reflective practice fit with the 7 NQS Quality Areas? Educators engage in reflection of their skills and practices to each NQS Standard. This opens opportunities to build further practice and reflect on achievements. It builds the QIP.

Critical reflection creates better educators.  

That is the correct answer. Educators who seek ways to challenge and improve what they already know are better educators in the long run. Educators who regularly reflect on what they do and why are building knowledge and understanding that in turn improves practice which in turn means better outcomes for children.

None of Us Have Ever Been in the Sector for Money.

If you think you don’t get paid enough to be operating at this level then change jobs or get a different qualification. Anyone can reflect (Cert 111, Diploma etc) but it is a willingness to learn, being open to new ideas, seeing things from different perspectives, identifying your strengths and accepting the need for improvement that will allow you to reach your full potential as an early childhood educator.

It takes energy and commitment in a busy daily routine. It has nothing to do about whether you can spell or construct grammatically correct sentences.  The best reflections can be written in Greek, Arabic or Martian.

As Educators we need to continually seek ways to build our professional knowledge and develop learning communities where children and families are active and engaged partners and decision-makers.  To do this we need to think about “how well do I understand the children in my care?” “How well do I really know their families?”

Reflective practice recognises that the knowledge we have is limited and that we need to find, explore and create opportunities to build our knowledge and understanding. It is a form of ongoing learning which involves educators in questioning, evaluating, analysing and engaging in deep thinking about their practice.

We continually ask ourselves: why, what if, how, what else about the program/interactions with children/ families/our team/most importantly, ourselves? By doing this every day we are engaging in reflective practice and we continue to learn and develop ourselves as educators.

We are building layers of knowledge and professional practice – just like the layers in an onion.

 

A rating of Exceeding NQS means going above and beyond what is expected at the Meeting NQS level for a standard. The following three themes must be demonstrated in service practice for a standard to be rated as Exceeding

Theme 1: Practice is embedded in service operations
Theme 2: Practice is informed by critical reflection
Theme 3: Practice is shaped by meaningful engagement with families and/or the community.

To be rated Exceeding NQS in a quality area, all standards in that quality area must be rated Exceeding NQS. There are no changes to the way the overall rating for Exceeding NQS is calculated. To be rated Exceeding NQS overall, all quality areas must be at least Meeting NQS, and four or more Quality Areas must be Exceeding NQS, with at least two of these being quality areas 1, 5, 6, or 7.

Hi Girish please make a drop box accordion here with the 15 standards ie 1.1, 1.2 

Standard 1.1

Exceeding theme 2: Practice is informed by critical reflection.

The service’s approach to curriculum decision-making:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents
• is informed by current recognised guidance.

Any change to the service’s approach to curriculum decision-making is understood by all and implemented appropriately.

All educators, the educational leader and co-ordinators regularly reflect, individually and with each other on:

• opportunities to strengthen the educational program
• implementation of changes to the program to enhance children’s learning and development outcomes, including through the organisation of daily routines
• the evolving knowledge, strengths, ideas, cultures, abilities and interests of children at the service, and how these inform the educational program
• social justice and equity implications of curriculum decisions to ensure that the program considers the circumstances and rights of every child at the service
• opportunities to cultivate deep respect for, and knowledge of, the cultural diversity of the broader community in the educational program, including Aboriginal and Torres Strait Islander histories and cultures
• the theoretical and philosophical influences on their curriculum decisions, including the theoretical perspectives identified in the approved learning framework/s
• how they draw on theoretical and philosophical influences and how they have influenced practice over time.

Standard 1.2

Exceeding theme 2: Practice is informed by critical reflection.

The service’s educational practice approach to facilitating and extending children’s learning and development:

• reflects robust debate, discussion, and opportunities for input by all
• educators, and is informed by critical reflection and past incidents
• is informed by current recognised guidance.

Any change to the service’s approach to facilitating and extending children’s learning and development is understood by all and implemented appropriately.

All educators and the educational leader regularly reflect, individually and with each other on:

• their educational practice approach to facilitating and extending children’s learning and development
• alternate practice approaches to facilitating and extending children’s learning and development
• implementation of changes to strengthen their practice over time
• social justice and equity implications of their educational practice to ensure that practice considers the circumstances and rights of every child at the service
• opportunities to cultivate deep respect for, and knowledge of, the cultural diversity of the broader community in educational practice, including Aboriginal and Torres Strait Islander histories and cultures
• theoretical and philosophical influences on their practice, including the theoretical perspectives identified in the approved learning framework/s
• how they draw on theoretical and philosophical influences and how they have influenced practice over time.

Standard 1.3

Exceeding theme 2: Practice is informed by critical reflection.

The service’s approach to assessment and planning:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents
• is informed by current recognised guidance.

Any change to the service’s approach to assessment and planning is understood by all and implemented appropriately.

All educators, the educational leader and co-ordinators regularly reflect, individually and with each other on:

• their approach to assessment and planning to consider whether it supports the best outcomes for children and families
• engagement with families and whether communication of the education program and children’s participation, learning and development is accessible and understandable
• alternate assessment and planning processes, and make changes where opportunities for improvement are identified
• social justice and equity implications of their assessment and planning to ensure that practice considers the circumstances and rights of every child at the service
• theoretical and philosophical influences on their assessment and planning, including the theoretical perspectives identified in the approved learning framework/s
• how they draw on theoretical and philosophical influences and how they have influenced practice over time.

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 reflects 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 andimplemented appropriately.

Standard 2.2

Exceeding theme 2: Practice is informed by critical reflection

Educators, the educational leader and co-ordinators:

• systematically and regularly reflect, individually and as a team, on practices to support child safety, including risk assessment and emergency management procedures and practices, and make changes when opportunities to further enhance children’s outcomes are identified
• are responsive and adjust supervision strategies as required
• are able to explain how an ongoing commitment to children’s safety influences the design and delivery of the educational program
• reflect together on safety-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 practice to support and promote children’s safety, including recognised guidelines, information sources, and other legislation that underpin their practice approach, and how these align with the approved learning framework/s and the service’s policies and procedures
• consider and discuss social justice and equity implications of their practice decisions to support and promote each child’s safety to ensure that practice takes into account the needs and rights of every child at the service

The service’s approach to risk assessment, emergency management and child protection reflects current recognised guidelines and up-to-date information from trusted sources.

The service’s approach to supporting and promoting children’s safety reflects robust debate, discussion, and genuine opportunities for input by all educators and is informed by critical reflection on past incidents.

Any change to the service’s approach to supporting and promoting children’s safety are understood by all.

Standard 3.1

Exceeding theme 2: Practice is informed by critical reflection

The service’s approach to design and maintenance of the physical environment:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents
• is informed by current recognised guidance on creating an inclusive, safe physical environment that strengthens children’s learning and development outcomes and enhances participation in the program.

Any change to the service’s approach to design and maintenance of the physical environment is understood by all and implemented appropriately.

Educators, the educational leader and co-ordinators:

• are attuned to changes to the physical environment throughout the day and confidently adjust practice and the environment as needed to ensure the continued safety, participation and inclusion of all children
• reflect, individually and together, on the design of the physical environment, and consider opportunities to make changes to strengthen inclusion and participation, and to enhance children’s safety, learning and development outcomes
• are aware of and able to discuss the theoretical influences on the service’s design choices and how these align with the approved learning framework/s and the service’s philosophy, policies and procedures

 

• consider and discuss social justice and equity implications of design choices to ensure that the physical environment supports the needs and rights of every child at the service.

 

Standard 3.2

Exceeding theme 2: Practice is informed by critical reflection

The service’s approach to organising inclusive, play-based learning environments and to supporting environmental responsibility:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection
• is informed by current recognised guidance.

Any change to the service’s approach to organising inclusive, play-based learning environments and to supporting environmental responsibility is understood by all and implemented appropriately.

All educators regularly reflect on opportunities to:

• support every child’s participation and to further enhance children’s learning and development through the creative and flexible use of space, equipment and resources
• support children’s environmental awareness and responsibility.

The service team reflect together on opportunities to:

• further enhance children’s learning and development through the creative and flexible use of space, equipment and resources
• strengthen the service’s engagement in environmental sustainability, and work together to implement agreed changes across the service.

Standard 4.1

Exceeding theme 2: Practice is informed by critical reflection

The service’s approach to organisation and continuity of educators:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents
• is informed by the qualifications, strengths, priorities and professional development goals of educators
• is informed by current recognised guidance.

Any change to the service’s approach to organisation and continuity of educators is understood by all and implemented appropriately.

The service team:

• reflects together on opportunities to further enhance children’s wellbeing, learning and development through possible changes to the organisation of educators or improvement in staff continuity
• works together to implement agreed changes across the service where necessary.

Standard 4.2

Exceeding theme 2: Practice is informed by critical reflection.

The service’s approach to professional collaboration and standards:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents
• enables and promotes regular opportunities for all members of the service team, with special consideration to support newly inducted educators, to work collaboratively and to share and learn from each other’s existing and developing strengths and skills
• is informed by current recognised guidance and the service’s chosen code of conduct and code of ethics

The service team reflects together:

 

 

• on the role and application of professional ethics and standards across the service
• on ethical issues that arise in the service
• to consistently identify and implement opportunities to strengthen ethical practice.

Educators reflect collaboratively on pedagogical knowledge and curriculum delivery.

Educator’s discussions and notes demonstrate:

• self-awareness of the ethical and professional standards underpinning their own practice
• ongoing reflection on opportunities for improvement.

Decision-making processes are informed by professional standards, including the service’s chosen code of conduct and code of ethics.

Changes to the application of professional standards within the service, including the chosen code of conduct and code of ethics, are clearly understood by all.

Standard 5.1

Exceeding theme 2: Practice is informed by critical reflection

The service’s approach to relationships between educators and children:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents
• is informed by current recognised guidance.

Any change to the service’s approach to relationships between educators and children is understood by all and implemented appropriately.

All educators:

• systematically reflect on their interactions with children across the service and on opportunities to further enhance children’s lifelong learning and sense of belonging within the service and the child’s world
• demonstrate self-awareness and are purposeful in the consideration of the theoretical perspectives that influence their pedagogy and the practice across the service.

The service team reflect together to:

• consider the social justice and equity implications of educators’ approaches to relationships with children to ensure interactions support the dignity, rights, cultures and best interests of all children, including children who identify as Aboriginal and Torres Strait Islander peoples
• challenge stereotypes and biases in promoting and maintaining a culture of inclusiveness
• engage in robust debate and discussion in which personal, professional and organisational values that influence relationships between educators and children are identified and discussed.

Standard 5.2

Exceeding theme 2: Practice is informed by critical reflection

The service’s approach to supporting children to build and maintain sensitiveand responsive relationships:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents;
• enables the identification and implementation of opportunities to strengthen practice;
• is informed by current recognised guidance.

Any change to the service’s approach to supporting children to build and maintain sensitive and responsive relationships is understood by all and implemented appropriately.

Educators demonstrate self-awareness of the theoretical perspectives that influence their pedagogy, and the practice across the service, and show that they are committed to continuous improvement.

 

The service team reflect together to:

• consider the social justice and equity implications of educators’ approaches to facilitating active and collaborative learning opportunities and behaviour guidance;
• engage in robust debate and discussion in which personal, professional and organisational values that support children to build and maintain sensitive and responsive relationships are identified and discussed.

Standard 6.1

Exceeding theme 2: Practice is informed by critical reflection

The service’s approach to supporting relationships with families:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents
• is informed by current recognised guidance on supporting relationships with families

Any change to the service’s approach to supportive relationships with families is understood by all and implemented appropriately

Educators, co-ordinators and the educational leader:

• Intentionally consider alternate ways of engaging with families and supporting their participation at the service, and make changes where opportunities to further enhance children’s and families’ outcomes are identified
• are able to explain how ongoing engagement with families influences the design and delivery of the educational program
• are aware of and able to discuss how the approach to engaging with families and supporting their participation at the service aligns with practice theory, the approved learning framework/s and the service’s philosophy, policies and procedures
• are aware of how families’ perceptions of their role influences how they participate in the service
• consider and discuss social justice and equity implications of their approach to engaging with and supporting each family’s participation in the service, including self awareness of their own biases and how these may impact on building respectful relationships with families

As a team, educators, co-ordinators and the educational leader engage in robust debate and discussion about the service’s approach to engaging with families and supporting their participation at the service. As part of this debate and discussion, personal, professional and organisational values that influence practice are identified, discussed and challenged.

Standard 6.2

Exceeding theme 2: Practice is informed by critical reflection

The service’s approach to collaborative partnerships:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents
• is informed by current recognised guidance on collaborative partnerships.

Any change to the service’s approach to collaborative partnerships is understood by all and implemented appropriately

Educators, co-ordinators and the educational leader:

• purposefully consider and create opportunities to strengthen the service’s approach to enhancing children’s inclusion, learning and wellbeing, and seek out new links and partnerships where opportunities to further enhance children’s and families’ outcomes are identified
• are able to explain how ongoing community engagement influences the design and delivery of the educational program and supports children’s learning, wellbeing and enables full participation in the program for every child
• are aware of and able to discuss how the service’s approach to inclusion support and supporting transitions between learning environments aligns with practice theory, the approved learning framework/s and the service’s policies and procedures

 

• consider and discuss social justice and equity implications of their approach to inclusion support and supporting transitions for all children, including self awareness of their own biases and how these may impact on child and family outcomes
• challenging stereotypes, raising awareness of, and cultivating deep respect for Aboriginal and Torres Strait Islander histories and cultures

As a team, educators, co-ordinators and the educational leader engage in robust debate and discussion about the service’s approach to building community partnerships and supporting inclusion and transitions. As part of this debate and discussion, personal, professional and organisational values that influence practice are identified, discussed and challenged.

Standard 7.1

Exceeding theme 2: Practice is informed by critical reflection

Any change to the service’s approach to governance is understood by all and implemented appropriately

Educators, co-ordinators and those with management responsibilities:

• critically reflect on the statement of philosophy, individually and together, to ensure it aligns with the service’s current purpose, priorities, and approach to practice, and make changes where required to strengthen alignment and drive continuous improvement
• engage in regular reviews of systems, policies and procedures to ensure they are effective, align with quality practice, are responsive to feedback identified through the service’s risk management and quality improvement systems, and support consistent, high quality practice across the service
• are aware of and able to discuss the service’s governance and decision making processes and how these align with professional standards and contribute to continuous quality improvement

The service supports and enables all members of the service team to provide feedback on opportunities to strengthen governance and administrative systems, including decision-making processes, and this feedback is respectfully considered

Change processes are managed sensibly and collaboratively with key stakeholders and the rationale for change is clearly communicated

Standard 7.2

Exceeding theme 2: Practice is informed by critical reflection. The service’s approach to leadership:

• reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents;
• is informed by current recognised guidance on leadership that supports the operation of a quality service.

Any changes to the service’s approach to leadership is understood by all and implemented appropriately

The leadership team regularly reflects on the service’s quality improvement processes and makes changes where opportunities are identified to enhance outcomes for the service team, children and families

All members of the service team:

• regularly reflect on their own learning and professional development goals and opportunities to strengthen their performance and practice, and share their insights through informal and formal performance discussions to support alignment of expectations and goals;
• systematically reflect, individually and as a team, on service performance in relation to the National Quality Standard, focus areas identified in the Quality Improvement Plan, and goals for teaching and learning to ensure the service is meeting its own and the regulatory system’s expectations for high quality and continuous improvement

The service supports and enables all members of the service team to provide feedback on quality improvement processes and this feedback is respectfully considered

Change processes are managed sensitively and collaboratively with key stakeholders and the rationale for change is clearly communicated.

 

Have you had a visit from any previous children who are now at school? How amazing do our former students look in their new school uniform. This time of year, really pulls at the heart strings when we see our children grow and take on the next stage of life. Which brings me to a deep philosophical discussion. There was a famous German philosopher called Martin Heidegger and he wrote an incredible book called Being and Time where he talks about inauthentic living and authentic living. Very simply put, Heidegger says we can’t know ourselves to live in an authentic way until our whole world is thrown into chaos. We get to the point of not being able to turn back to the familiar but left in an unknown dark place then the new way to live will reveal itself. When I think of our new school children, I think of Heidegger and how children should discover who they are in this new school environment they are thrown into which is very different to their previous life.

If we look at ourselves we have moments when we are thrown into a dark place where we can’t turn back, but we don’t know the way out. This is where we can really know ourselves. At this point many new possibilities reveal themselves that allow us to move forward.  Our changes don’t need to be as dramatic as a new environment. It might be a new unfamiliar situation that we have not dealt with as an educator. At this point we can let it go and move back to the familiar, or move forward to a place where we know nothing and find ourselves in the authentic way. Welcome to critical reflection.