Have you ever paused at the end of a long day and thought, 'What actually worked today and what would I do differently next time?' If so, you’ve already stepped into the world of reflective practice.
In early childhood education, every moment is a learning opportunity, not just for the children, but for us as professionals too. Reflective practice means noticing those moments, examining what they’re telling us and using that insight to grow.
It’s not about overthinking everything or being hard on yourself. It’s about learning from experience, something children do instinctively, and something we can intentionally embrace in our own work.
What is Reflective Practice?
At its heart, reflective practice is the process of pausing, thinking critically about what happened and planning for how we might respond next time. It helps us become more intentional in our work, more attuned to children’s needs, and more responsive in the moment.
It can be as simple as asking:
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What went well? What made it successful?
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What didn’t feel quite right?
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What could I try next time?
When educators reflect regularly, they’re more confident, connected and capable of making thoughtful decisions on the spot. And when leaders model this way of thinking, it creates a ripple effect of professional growth across the team.
One model to try: Gibbs' Reflective Cycle
One useful model for supporting reflective practice is Gibbs’ Reflective Cycle, which guides practitioners through six key stages of reflection: description, feelings, evaluation, analysis, conclusion and action plan (Gibbs, 1988).
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Description: What happened? When/where did it happen? Who was involved?
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Feelings: How did I feel? Why did I feel this way? How do I feel now?
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Evaluation: What went well or not so well? What did you or others do to contribute to the situation?
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Analysis: Why did things happen that way?
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Conclusion: What have I learned? What skills do I need to work on to better cope with similar situations in the future?
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Action Plan: What will I do next time?
This framework works beautifully for both quick reflections and deeper unpacking of more complex moments.
For example:
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During our morning group time, I introduced a new storybook to the class. Several children were distracted, and a few began calling out or getting up. I asked them to sit still, but the disruption continued. Eventually, I stopped the activity and transitioned the group to free play earlier than planned. |
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At the time, I felt frustrated and flustered. I’d been excited about the story and had prepared carefully. I also felt disappointed in myself for not handling the disruption better. Looking back, I realise I was also feeling tired, which may have made it harder to stay calm and responsive. |
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The choice of story might not have been engaging enough for this particular group, or maybe it was too long for their attention spans. I also realise I didn’t use my usual visual supports or movement breaks before sitting them down, which usually help them regulate and engage. What didn’t go well was my response, I relied on verbal reminders, which weren’t effective for this group in that moment. |
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Reflecting more deeply, I think the issue stemmed from a mismatch between my expectations and the children’s readiness. I also didn't set them up for success by preparing their bodies and minds for sitting. The research I’ve read about co-regulation and attention in young children supports the idea that transitions and sensory needs should be considered before group activities. |
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I’ve learned that my planning needs to be more responsive to the children’s current energy levels and regulation. I also need to have strategies in place, like movement songs, visuals or flexible seating, to better support engagement. I realise that when I feel stressed, I can become more rigid, which impacts the children’s behaviour too. |
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Next time, I’ll:
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Making Reflection Part of Your Day
You don’t need an hour and a journal. Try these small steps to build reflection into your rhythm:
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Pause at the end of the day: What was one moment that stood out? Why?
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Use team meetings to reflect together: Share successes and brainstorm around challenges.
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Model reflection: Talk openly about your own learning with colleagues or students.
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Ask your team or students reflective questions: 'What worked well?' or 'What could we change next time?'
The more we reflect, the more we grow, individually and as a profession. And in doing so, we bring more intentionality, empathy and curiosity into our interactions with children.
Check out our free Reflective Practice in the Classroom Guide and much more in our freebie vault to further support your journey in reflective practice and enhance your teaching strategies.
