2.1 Summarise theoretical perspectives on reflection in relation to professional development

This guide will help you answer 2.1 Summarise theoretical perspectives on reflection in relation to professional development.

Reflective practice is a cornerstone in professional development for early years practitioners. It involves a thoughtful process where practitioners consider their experiences, actions, and decisions to improve their skills and understanding.

Several theoretical frameworks can help guide this reflective process. Each offers a unique perspective on how reflection contributes to professional growth.

Gibbs’ Reflective Cycle

Gibbs’ Reflective Cycle is a popular model for guiding reflection. It provides a structured framework to assess experiences critically. The cycle consists of six stages:

1. Description: What happened?
2. Feelings: What were you thinking and feeling?
3. Evaluation: What was good and bad about the experience?
4. Analysis: What sense can you make of the situation?
5. Conclusion: What else could you have done?
6. Action Plan: If it arose again, what would you do?

This cycle encourages practitioners to review their actions methodically. It prompts them to consider not just what happened but their emotional responses and potential improvements. This systematic approach can lead to deeper understanding and better practice.

Kolb’s Experiential Learning Cycle

Kolb’s model views learning as a continuous process grounded in experience. It consists of four stages:

• Concrete Experience: Engaging in the activity or experience.
• Reflective Observation: Observing and reflecting on the experience.
• Abstract Conceptualisation: Forming theories or conclusions based on the reflections.
• Active Experimentation: Using the conclusions to plan and execute new experiences.

Kolb emphasises the cyclical nature of learning, suggesting practitioners constantly evolve through this repetitive process. Each stage is dependent on the others, reinforcing that experiences must be reflected on thoughtfully to inform future actions.

Schon’s Reflection-in-Action and Reflection-on-Action

Donald Schon introduced two types of reflection:

• Reflection-in-Action: This occurs during the activity. Practitioners make adjustments as they work, responding to unexpected situations.
• Reflection-on-Action: This involves thinking back on what took place after the event and contemplating changes for future practice.

Schon’s model empowers practitioners to adapt and improve dynamically. Reflection-in-Action encourages spontaneous problem-solving, while Reflection-on-Action highlights learning post-experience. Both are vital for continuous improvement.

Brookfield’s Four Lenses

Stephen Brookfield suggested using various ‘lenses’ to view practice:

• The Self: Self-reflection on personal experiences and thoughts.
• The Learners’ Eyes: Understanding how your actions appear from the child’s perspective.
• Colleagues’ Views: Seeking feedback and perspectives from colleagues.
• Theoretical Literature: Reflecting against theories and research findings.

This multi-perspective approach encourages practitioners to consider different viewpoints, enriching their understanding. It broadens the scope of reflection and embeds diverse insights into professional development.

Importance of Reflective Practice

Reflective practice fosters ongoing learning and improvement. It encourages practitioners to:

• Understand Their Strengths and Weaknesses: By reflecting on what went well and areas needing improvement, practitioners can target specific development needs.
• Enhance Decision Making and Problem Solving: Reflection helps to better understand past decisions, shaping more effective responses in future situations.
• Increase Confidence: Understanding experiences more deeply can build confidence in abilities and decisions.
• Foster Personal and Professional Growth: Regular reflection leads to growth as practitioners become more aware of their knowledge, skills, and attitudes.

Practical Applications

Incorporating reflection into daily practice can be straightforward:

• Journaling: Keeping a reflective journal can help track thoughts and experiences over time.
• Peer Discussions: Regular discussion with colleagues can provide new insights and collaborative problem-solving.
• Supervision and Mentoring: Engaging in supervision sessions enables practitioners to reflect guided by more experienced colleagues.
• Workshops and Training: Regular professional development sessions encourage reflection on new knowledge and skills.

Challenges in Reflective Practice

Practitioners might face barriers in engaging in reflective practice:

• Time Constraints: Balancing reflection with other responsibilities can be challenging.
• Lack of Support: Without organisational support, practitioners may struggle to prioritise reflective activities.
• Bias and Blind Spots: Self-reflection may not always reveal the full picture without external input.

Overcoming these challenges requires deliberate strategies, such as setting dedicated reflection times and encouraging a culture of openness and feedback within teams.

Final Thoughts

Reflective practice is essential for professional development in early years settings. Theoretical models like Gibbs’ Reflective Cycle, Kolb’s Experiential Learning Cycle, and others provide valuable frameworks for structuring reflection. Integrating these into practice helps practitioners develop a more profound understanding of their work, leading to improved outcomes for themselves and the children they support.