Reflective Essay: Advantages of Critical Reflection in Early Childhood

This essay explores the crucial role of critical reflection in early childhood education, emphasizing its impact on educators and children. It highlights how critical reflection, involving the analysis and evaluation of one's thoughts and feelings, enhances teaching practices, leading to informed decisions and improved outcomes. The essay discusses the benefits of integrating a culture of critical reflection, referencing Vygotsky's ZPD model and Bronfenbrenner's ecological systems theory to illustrate the importance of individualized approaches and proximal interactions. It addresses cultural diversity, advocating for educators to approach cultural topics sensitively and promote inclusivity. The essay also emphasizes the role of critical reflection in combating harmful media stereotypes and fostering emotional intelligence, creative thinking, and innovative learning methods. It concludes by underscoring the immense advantages of reflective thinking in shaping children's futures and promoting their full potential.

Running head: SOCIOLOGY
Reflective essay on advantage of critical reflection in early childhood setting
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Educators plays a crucial role in early childhood development, they are responsible in
shaping their formative years. Critical reflection is one of the most important aspect in
teaching practices. It refers to the process of identifying, analysing, and evaluating one’s own
thought and feelings constantly that in turn influences in making informed and logical
decision (Rymes, 2015). This essay evaluates the benefits of introducing a culture of critical
reflection in early childhood setting.
Educators are trained as technical practitioners and often make decision based on
rationality; this has raised concerns regarding lack of sensitivity and consideration in teaching
methods. This has led to change in modern teaching practices, one of the major changes has
been reinventing teaching methods and examining them to test its utility while teaching
young children through practicing critical reflective thinking. According to Vygotsky, the
ZPD model (zone of proximity development) states that cognitive development is socially
mediated process, that involves scaffolding guiding methods designed by the educator to lead
the child through the ZPD zone (Daniels, 2016). This practice enables the educators to
understand each member of the classroom individually, instead of homogenous approach.
Promoting critical reflection amongst educators to enhance their teaching method and provide
scaffolding to individual child according to their need. Bronfenbrenner states, children learn
most through repetitive proximal interaction, educators are a part of this proximal interaction.
Proximal interaction is responsible for the development child’s initial perception of the
society, expands into further into the economic, political structures, and helps in the
psychological development of a child (Bronfenbrenner, 2018). Therefore, it is crucial
educators’ practice reflective thinking of their interaction with the child.
Australia has seen a lot of immigrant influx post World War II, increasing the ethnic
diversity, also presence of indigenous group has created a multicultural environment. Studies
show that because of the same reason there is a presence of racism. Progressive education

system requires educators to critically evaluate their approach while addressing cultures and
deal sensitively, making sure they make each child feel inclusive in the discussion. Teachers
must encourage open interactive sessions where students talk about their culture and learn
actively about other cultures, to develop their understanding of different cultures, while
appreciating their own. According to EYLF, educators need to include cultural diversity
topic, develop their own critical thinking when addressing this topic. Teaching students to be
proud of their ethnicity but not colour is an important lesson; educators need to evaluate their
knowledge about various culture and approach, and avoid any prejudice while addressing
cultures (Leggett & Ford, 2013).
The point of critical thinking is to examine one’s assumption of own thoughts, actions
and question them to take remedial behavioural change. Educators need to formulate
teaching models develops their critical thinking to increase self-awareness, better
understanding of their methods and the possible drawbacks in them. Critical reflection leads
to increases emotional intelligence enabling an educator to develop empathetic approach,
develops creative thinking skills and helps to formulate innovative interactive learning
procedures to enable children to learn better (Brookfield, 2017).
Teachers need to develop critical reflection to combat harmful media projection of
children. There are several harmful stereotypes for instance, fashion industry portrays
sexualisation of children, the famous toy Barbie, displays a certain beauty standard or in
novels, children represented as innocent and helpless. Depiction of races and cultures on
television often perpetuates negative stereotypes, portraying black people as criminals and
white people in heroic role. There is also misrepresentation of aboriginal tribes always
portraying them as seeking benefits, unemployed and lazy (Scharrer & Ramassubramanian,
2015). Educators cannot control the exposure to media contents. They should however
understand the implications of such stereotypes and should constantly evaluate their own

perception of the child making sure they do not segregate the child into a certain category.
Teachers must analyse the effect of such exposure and form remedial method. Research
shows that children as young as three have body image issues, leading to low self- esteem,
depression, eating disorder and other issues that have long lasting effect in their lives
(Grogan, 2016). Therefore, it is crucial for educators to reinforce positive intervention and
positive critical reflection practices in their own and among the students.
Social scientists believe critical thinking is not always a singular activity but can be a
group activity as well, wherein the educators designs creative model to choose a topic to
explore the opinions of the students. Educators should be taught that group reflective thinking
can help analyse the advantages and drawbacks of the organisational structure, teaching
methods and approach. Through deliberate debate and discussion, they can also gain insight
on new teaching methods and recent research in child psychology. It is important that school
have such workshops for their teaching faculty to address contemporary issues in schools,
such as racism, social media, teaching special needs children. Critical reflection is necessary
for constant evaluative procedure to enhance creative learning and improve the functioning of
the overall school system. Educators must practice reflective thinking so that the children are
encouraged to express themselves through group discussion and understand the implications
of their own viewpoint (Fung, To & Leung, 2016).
In conclusion, there is an immense advantage of having a culture of reflective
thinking in early development of a child. As educators, it is imperative to indulge in critical
reflection to improve teaching methods so a child can reach their full potential. When the
child and educator both develop and practice critical reflection. It enable the child to examine
and challenge the things around him or her, only then it can initiate learning as well as
experience and help them shape their future.

Reference
Bronfenbrenner, U. (2018). Urie Bronfenbrenner: Learning Context. Learning Theories for
Early Years Practice, 66.
Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Daniels, H. (2016). Vygotsky and pedagogy. Routledge.
Fung, D. C. L., To, H., & Leung, K. (2016). The influence of collaborative group work on
students’ development of critical thinking: The teacher’s role in facilitating group
discussions. Pedagogies: An International Journal, 11(2), 146-166.
Grogan, S. (2016). Body image: Understanding body dissatisfaction in men, women and
children. Routledge.
Leggett, N., & Ford, M. (2013). A fine balance: Understanding the roles educators and
children play as intentional teachers and intentional learners within the Early Years
Learning Framework. Australasian Journal of Early Childhood, 38(4), 42-50.
Rymes, B. (2015). Classroom discourse analysis: A tool for critical reflection. Routledge.
Scharrer, E., & Ramasubramanian, S. (2015). Intervening in the media's influence on
stereotypes of race and ethnicity: The role of media literacy education. Journal of
Social Issues, 71(1), 171-185.