Theoretical perspectives on reflection in relation to professional development within the Early Years Sector

[AliceC]

Hello, my name is Alice and I’m currently studying with Learndirect to achieve my CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) course. For my last unit of the course, I am required to summarise theoretical perspectives on reflection in relation to professional development and have been encouraged to join in with an online forum to discuss the importance of reflection in relation to professional development. 

There are many theories that have been particularly influential in helping people to understand the reflective process.
Firstly, is David Kolb who was an American educational theorist and psychologist. He developed the experiential learning cycle. Kolb believed that adults learn by doing and then reflecting, not just by listening. Kolb suggested that learning happens through four stages and that people progress through a cycle which then results in new experiences.

1.    The first stage is concrete experience. This stage is about doing and experiencing something. It is important to immerse yourself in the activity or experience and look at what happened. 
2.    The second stage is reflective observation. This stage is about reviewing and reflecting on the experience and what happened. 
3.    The third is abstract conceptualisation which is concluding and looking at what you have learnt from the experience and what you might change. 
4.    The fourth stage is active experimentation which is trying out your new ideas from what you have learnt.

David Kolb’s learning cycle is beneficial to early years practitioners as it allows us to reflect on activities or experiences we carry out, look at what worked and what did not and look to plan and change things for future learning. Effective learning occurs when a person progresses through the four stages of the learning cycle which results in developing new experiences from what you have learnt. 

Another theoretical perspective on reflection which I found informative and useful is Graham Gibbs’ reflective cycle. I have learnt that Gibbs’ model was developed from David Kolb’s 4 stage experiential learning cycle and it is referred to as an experiential learning model whereas Gibbs’ model is referred to as an iterative model which is learning through repetition. Gibbs’s reflective cycle is made up of 6 steps and they provide clearer and more detailed reflection compared to Kolb’s learning cycle, which then provides a more accurate reflection. 

Gibbs’ reflective process follows the 6 steps of the model so that each step informs the next. The aims of using Gibbs’ reflective cycle are to:

•    Challenge your assumptions
•    Explore new ideas or different ways of doing or thinking about things
•    Promote self-improvement by identifying your own strengths and weaknesses and taking action to address them
•    Link theory and practice by combining doing with thinking

There are 6 steps in Gibbs’ model of reflection with each step informing the next. I have personally found Gibbs’ reflection cycle more informative than Kolb’s learning cycle as it is more detailed and has extra stages with additional areas to reflect upon. 

Gibb’s model of reflection:
1.    Description - What happened during the experience?
2.    Feelings - What were your thoughts and feelings during the experience?
3.    Evaluation - What was good and bad about the experience?
4.    Analysis - What do you make of the situation and what happened?
5.    Conclusion: What did you learn from the experience?
6.    Action Plan: If you encountered a similar situation again or engaged in the same or familiar activity, what would you do differently?

This model of reflection includes thoughts and feelings as well as looking at what was good and bad about the experience which I believe is extremely important in reflection and professional development. This model is clear and the steps are easy to follow. 

Reflection is very important as an early year’s practitioner as it allows us to record and track our own practice, the activities and experiences we have carried out. It allows early years practitioners to identify the strengths and weaknesses and what areas worked well and what didn’t. From there you can then plan for improvement and look at implementing new ideas. This will allow you to grow as an early year’s practitioner and develop your ideas and by doing so, it will improve the learning experience for the children and parents/carers will feel confident in how you care for their child/children. Sharing this information also promotes communication with colleagues as you can share what you have learnt with one another which will then improve practice and overall, the setting. 

There are many theories in relation to reflective thinking that I believe are important at looking into in more detail.
John Dewey was an American philosopher and educator whose work in the early 20th century helped to lay the groundwork for how we think about learning from experience. Dewey outlined the process of reflective thinking through several key stages:

1.    Defining the Problem: Clearly identify what the issue or problem is at hand.
2.    Analyzing the Problem: Investigating the problem to understand the cause.
3.    Figuring out Criteria for Solution: Developing an understanding about the problem, its origins & possible solutions.
4.    Generating Possible Solutions: Brainstorm and list all possible solutions and reasons why.
5.    Choosing the Best Solution: Based on the analysis, choose the most viable solution and evaluation the options. 

Schon’s process of continuous learning – Donald Schön's Reflective Practitioner Model: Schön (1983) distinguishes between 'reflection-in-action', which occurs during an activity, and 'reflection-on-action', which happens after the event. This framework encourages practitioners to think critically about their actions and adapt their approaches in real time or retrospectively, fostering professional agility and responsiveness. 

1. Reflection-in-Action
•    What happens during the activity.
•    Involves thinking on your feet and adapting in real time.
•    An example: While carrying out a group activity, a practitioner notices the children are becoming disengaged therefore, they modify the task on the spot to re-engage them.

2. Reflection-on-Action
•    What occurs after the event.
•    Involves reviewing what happened, analysing decisions, and planning improvements.
•    An example: After a session, a practitioner writes a reflection on what worked, what didn’t, and how to adjust and plan for future activities and experiences.
 
Christopher Johns’ five stage mode – This model is based on five stages to help break down the experience and reflect on the process and outcomes. This model encourages practitioners to analyse our experiences and understand the impact of our own choices and to be able to focus on growth and professional development for improvement in the future.

These five stages are:

1. Description:
Describe the event objectively and focus on facts and what happened which are significant factors.
2. Reflection:
Reflect on personal feelings, thoughts, potential consequences and the purpose of your actions during the event. 
3. Influencing Factors:
Identifying internal and external factors that have influenced your decisions and actions.
4. Evaluation:
Assess the effectiveness of your actions and decisions, considering both successes and failures.
5. Learning:
Drawing conclusions about what you have learnt from the experience and how it can be improved for future practice.

From carrying out research, it has allowed me to summarise various theoretical perspectives on reflection in relation to professional development which I believe will be beneficial to those working in the Early Years sector. I would like to hear from my peers regarding any additional information that they found beneficial or any theoretical perspectives that I have not touched upon. I would also like to know which reflection you use the most. Thank you.