‘When we sat together, it just worked’: Supporting individual and collaborative reflective practice in a team of early childhood educators

Abstract

Educator reflective practice is fundamental to quality early childhood education with robust practice benefitting pedagogy and improving outcomes for children. Yet, examination of individual and collaborative reflective practice in experienced professional early childhood teams is scarce. This qualitative case study used an action research design to examine this gap in the literature. Previous research informed the implementation of a Model of Reflective Practice Framework as an intervention incorporating a professional development session and ongoing written support of individual and team educator reflection. An established team of six educators in a regional Australian preschool setting provided data through pre- and post-intervention surveys, individual journal entries, and online collaborations. Manual and computer-assisted thematic analysis was enhanced with evaluation using a continuum of reflection and by examining reflection outcomes. Results indicate improvement in individual and team reflective practice, with additional professional and personal benefits.

Promoting EI/ECSE Practitioners’ Professional Growth Through a Reflective Practice Framework

“…Ongoing reflective practice can support practitioners working with young children with delays and/or disabilities to identify areas of growth, develop inclusive early learning environments (Bjørnsrud & Nilsen, 2019) Bradshaw, 2013;Kashinath et al, 2015;Ruming & McFarland, 2022). The use of a model or framework for reflective practice can enhance both individual and team reflection for in-service early educators (e.g., Ruming & McFarland, 2022) and assist early childhood pre-service teachers to engage in on-going reflective practice and develop professional knowledge and skills (e.g., Roberts et al, 2021).…”

“…Furthermore, the DEC Code of Ethics (2022) states that to provide the most effective services for young children with disabilities and their families, EI/ECSE practitioners should “engage in individual reflection as a personal and professional development process regarding their personal background, professional strengths and challenges, and individual biases.” (p. 7). Research supports the use of reflective practice to support practitioners’ professional growth, including promoting reflective practices in EI/ECSE settings (e.g., Bradshaw, 2013; Kashinath et al, 2015; Ruming & McFarland, 2022). The use of a model or framework for reflective practice can enhance both individual and team reflection for in-service early educators (e.g., Ruming & McFarland, 2022) and assist early childhood pre-service teachers to engage in on-going reflective practice and develop professional knowledge and skills (e.g., Roberts et al, 2021).…”