Critical Reflection
NQS 1.3.2 Critical Reflection - Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
Embedded Files
We noticed
We noticed
... that critical reflection is not embedded across the service.
Upon the new Educational Leader’s beginning on the 07/08/2023, she created an ‘initial observations’ which outlined her original observations of the service as a whole pertaining to quality area 1. One of the main areas of improvement identified was critical reflection.
It was perceived that Critical reflection was not being used as a driving factor into quality improvement and the general view of critical reflection was that it was an ‘extra task’ rather than a critical driver of quality improvement.
Similarly the Centre Manager and Ed Leader at a meeting reflected on our quality area 1, and it was also identified that critical reflection was not being properly embedded within the service
Original Ed Leader Observations
08/08/23
Observations made upon current Educational Leader's (Sinead) beginning in the role
Centre Manager and Educational Leader Reflections
08/08/23
Reflections made by the Centre Manager (Rebekah Gales) and Educational Leader (Sinead Leong) at the CM and EL networking meeting.
We reflected on Quality Area 1 and identified areas of improvement.
What are we trying to achieve?
What are we trying to achieve?
We seek to create a culture of critical reflection within the service that informs practice and programs to ensure quality improvement within the service.
Every room engages in a critical reflection to help improve the quality within the room.
How will we do this?
How will we do this?
Identify barriers with current reflection method.
Ed leader to support with critical reflection process and building knowledge around the process.
Programming checks include check on critical reflection.
Room leader meetings used to model the process of critical reflection.
Leadership team to create a culture of critical reflection.
When will we do this by?
When will we do this by?
February 2025
How will we measure our success?
How will we measure our success?
Educators are making decisions about their planning and practice that are informed by critical reflection.
Critical reflection is an embedded practice into the everyday of the service and happens consistently and effectively.
Observe in practice:
Intentional decisions throughout the service that are supported by critical reflections.
Educators have reflective conversations throughout the day.
Educators make a strong effort to record their reflection throughout the day.
Sight Documentation:
Regular Critical reflection is completed
Critical reflection books and records critical reflections between educators and the links to planning is clear.
Critical reflections are gathering multiple perspectives including, theorists, research, parents, families, director, educational leader, other educators, community members, children, laws, and regulations etc. where the perspective of appropriate.
Who is responsible?
Who is responsible?
Educational Leader - Sinead Leong
Room Leaders:
Tessa – Koalas
Esther – Possums
Andreia – Wombats
Jess – Emus
Sarah - Kangaroos
Progress Notes
Progress Notes
August 2023
August 2023
EL went around the service to ask educators the barriers they face that prevent them from completing their critical reflections. They were also asked about the effectiveness of the books we currently use.
The consensus was that they feel they don’t have time every day to sit down together to complete reflections or critical reflections.
EL proposed a new reflection book layout which received positive feedback
August 2023
August 2023
New Critical reflection books were given out to help promote the cycle of critical reflection. These were discussed in the team leader meeting.
CR - ReflectionBooks.pdfSeptember 2023
September 2023
Reflection books were checked as part of the Educational Leader’s programming checks. The books are being used more frequently and consistently. However, it was identified that the actions that were identified to be taken did not match the reflections throughout the week, which indicates a lack of understanding of the reflection cycle and how critical reflection can impact greater change within the room.
We will discuss a staff meeting dedicated to the planning and reflection cycle.
Leadership Meeting 19/9/23.pdfSeptember 2023
September 2023
At the leadership meeting, the ED leader proposed a new programming diary in response to educator feedback and observations of the new program. During this meeting, we discussed introducing the new books and reflected on the current critical reflection method and how to make it easier. It was decided that moving to reflections on the digital platform OWNA would be easier and more environmentally sustainable. This begins 2024.
October 2023
October 2023
Programming, Planning, and Reflection meeting was held for all staff conducted by the Educational Leader. We discussed the process of Critical Reflection and how it is used to create change.
February 2024
February 2024
Programming checks were completed. Rooms have begun to record their critical reflections on OWNA. EL has discussed with some rooms how to conduct their critical reflection and occasionally has redirected the reflection to support more problem solving mindsets.
Evidence: Programming Checks
August 2024
August 2024
After many back and forth with critical reflection, it was evident that the room are continuing to struggle to complete critical reflection. EL had discussed with the room leaders about Critical reflection again and it was decided to go back to paper-based reflection. EL ordered new critical reflection books which had blank paper so educators could critically reflect in a way that was appropriate to them and their skill levels. This can include mind mapping, drawings, stickers, pictures etc. We are finding this to be more inclusive of educators who struggle to write large chunks and are more visual learners.
Furthermore, EL is leading the rooms in their first critical reflection so they understand how to critically reflect. Our critical reflection centres on Slow Pedagogy.
November 2024
November 2024
The diaries along with EL guidance is more effective than any method previously used. As the Room Leaders are tasked with reflections at the Room Leader Meeting and the next meeting we share and check our reflections, the educators are being held accountable for their reflections and can also clearly see the critical reflection process and cycle. While educators are not researching and applying their own theories to the reflections, the educational leader provides the theory and teaches the educators how to apply them and think critically. They are seeing how these reflections can impact positive change. Overall they are successful.
Moving into 2025
Moving into 2025
Our goals for critical reflection in the new year:
release more of the responsibility over critical reflections into educator hands. With guided questions and support from the Educational Leader, educators will determine topics for critical reflection and source research and perspectives.
Educational Leader will continue to hold educators accountable for their critical reflections by encouraging the Room Leaders to share their reflections at meeting
continue using the Jarjum meeting book to reflect with the children
February 2025
February 2025
After discussion with the Centre Manager, we have decided to implement a weekly reflection journal as our approach to critical reflection. This will involve responding to a set of question prompts each week to guide our thinking and ensure consistent, meaningful reflection on our practices. The prompts are designed to help us explore what went well, identify challenges, consider learning and growth, reflect on how we support children’s development, and evaluate our contribution to the team. This structured process will support ongoing professional development and inform continuous improvement in our practice.
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