Reflective and reflexive practices are essential to professional growth in early years education. In this blog, we will discover that while reflective practice allows us to evaluate and adjust after the fact, reflexive practice involves real-time self-awareness and adaptability, taking professional self-assessment to a deeper level.
Reflective Practice – Learning Through Evaluation
Reflective practice invites us to pause and consider our actions. After a session, a reflective practitioner may think, “How did the setup work for the children? What held their attention? How can I adjust for tomorrow?” This type of thinking allows us to recognise patterns and make improvements. However, reflective practice tends to be retrospective; it’s a process we engage in after the day is over, and while it can be insightful, it lacks immediate responsiveness.
Reflexive Practices – Real-Time Adaptability And Awareness
Reflexive practices, on the other hand, is highly dynamic. Reflexive practitioners are not only observant in the moment but are also engaged in understanding the deeper context. They notice shifts in children’s engagement and respond immediately – adjusting an activity or moving in a direction that aligns with children’s interests, even if it diverges from the original plan. This adaptability requires a heightened self-awareness and an understanding of how their own behaviours and beliefs might impact their interactions with children.
A Reflexive practitioner questions their role in shaping the learning environment and actively looks to refine their approach as they go. This process includes asking questions such as:
“Am I communicating in a way that each child understands?” Reflexive practitioners quickly notice when a child needs a different approach and make adjustments on the spot to connect more effectively.
“Am I considering each child’s unique needs and triggers?” If a child shows signs of distress, a reflexive practitioner doesn’t just address the behaviour; they look deeper. For instance, if a child is tearful or sensitive, they consider whether separation anxiety, home stress, or other factors might be at play, and they aim to support the child accordingly.
“Am I responsive to different learning styles?” Reflexive practitioners tailor activities to visual, auditory, and kinesthetic learning preferences, ensuring that each child is met where they are. This helps them not only engage but thrive.
Understanding Personal Influence
Reflexive practices, there’s an essential focus on self-exploration. Reflexive practitioners recognise that their own experiences and beliefs shape how they react to situations in the classroom. For instance, a practitioner raised in a highly structured environment may tend to be strict, perhaps expecting a certain level of order in the setting. Recognising this influence allows them to adjust, ensuring they’re not unconsciously imposing personal standards that may not suit the children’s developmental needs.
Practitioners can reflect on questions like:
“Am I influenced by my upbringing or current stressors in how I set expectations?” For example, if a practitioner grew up with “no-nonsense” parenting, they might unknowingly project high expectations onto children or struggle with patience. Identifying these tendencies allows them to set realistic expectations without becoming too rigid or overly lenient.
“Do my own current life circumstances affect my patience and tolerance?” Reflexive practitioners acknowledge how external factors, such as personal stress, may impact their interactions, working to maintain positive and responsive engagement with children regardless of outside pressures.
Reflexive Practices: A Shared Journey With Children
Engaging in reflexive practice can feel profound and sometimes even challenging, but it is incredibly rewarding. Children, with their openness and curiosity, often serve as our greatest teachers. By remaining open to learning from them, practitioners gain valuable insights into how their personal “blueprints” – the habits and perspectives they developed in childhood – affect their professional lives. Reflexive practice allows us to bring conscious awareness to our responses, resulting in a more compassionate and nurturing environment for children.
The Reflective – Reflexive Practices Balance – Practical Application In Early Years
While reflective practice remains valuable, combining it with reflexive practice can enhance a practitioner’s impact in the classroom. Practitioners might start with reflective thinking, analysing past experiences to identify areas for improvement, and then deepen this with reflexive thinking, which fosters real-time adjustments based on self-awareness and empathy.
For example, a practitioner setting up a sensory station may observe that children lose interest in one type of material. Instead of waiting until the end of the day to assess, the reflexive practitioner tweaks the station immediately, switching to textures or colours that the children are drawn to. This responsive approach allows the learning environment to evolve fluidly, supporting each child’s curiosity and engagement in real-time.
Why Reflexive Practices Matter In 2024
In 2024, with increased emphasis on mental health and well-being in the early years, reflexive practice aligns seamlessly with modern educational standards. It supports the development of emotionally intelligent practitioners who can meet children’s complex needs. Today’s early years educators are expected to not only foster cognitive and social development but to be attuned to each child’s emotional landscape.
Practitioners are now encouraged to focus on self-awareness as part of their professional growth. Reflexive practice supports this focus by inviting practitioners to look inward as they work outward, refining their approach to ensure that each child feels understood, valued, and supported in their journey.
Final Thoughts On Embracing Reflexive Practices
While reflective practice helps us think about the past, reflexive practice encourages us to be fully present and responsive. Reflexive practice cultivates a nurturing, inclusive, and flexible environment that both supports children and fosters our own growth as educators. Children remind us of the importance of empathy, adaptability, and continuous self-improvement, making reflexive practice an essential part of delivering high-quality, responsive care in early years settings.
As we move forward, blending reflective and reflexive practices can bring us closer to fulfilling our potential as early years educators, enriching our own lives and the lives of the children we teach.
