Educators's understanding of reflection within and Early Learning and Childcare Centre (Scotland)

Abstract

This dissertation is an exploration into Educators’ understanding of reflection within an Early Learning and Childcare Centre, providing day care and education for children aged zero to five. Reflection is an integral part of the professional development of an Early Years Educator and is reiterated within practice support documents across the sector. However, from experience of leading an Early Years team, I understand that this is not always the case; people will interpret terms differently based on their experiences, understanding, mindset and leadership. Within the literature explored, there was an underlying assumption that professionals already know how to reflect. In addition, literature highlighted a lack of agreement in defining what reflection meant. In order to gain an insight into Educators’ own understandings, two research methods were used - questionnaires and a focus group. Following the analysis of the data collected, the themes of involvement, mindset and theoretical knowledge were identified. By reviewing the literature surrounding reflection and analysing the data from the research methods, the dissertation discusses the negative mindset Educators have when engaging in reflection, however acknowledges the use of collaboration in order to overcome this barrier. Educators’ highlight their lack of awareness of reflective models and theories as well as the lack of support in understanding what they are. The findings indicate that Educators have an awareness of reflection, however lack an in-depth understanding of the theoretical underpinnings and how to implement it effectively. The conclusions presented suggest that there is a need for Educators to be introduced to reflection, models and theories early in their career, when gaining qualifications and during CPD opportunities, additionally Educators require support during practice to promote a positive mind-set and remove critical negativity. Finally, areas for further research are suggested to explore whether the same level of understanding is held by other Educators within other Early Years establishments across the local authority.