Critical Reflection 1.2.3
Transcription
Critical Reflection 1.2.3
0 Critical Reflection N/A 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Ongoing Learning and Reflective Practice 1.2.3 14th - 18th Sept 2015 Week 30 Intentional Teaching Show your practice Centre Support is NOT about paper work. It's all about the changes you make, can show, can talk about and demonstrate for the assessor after reading our weekly learning pages and putting it into practice. If you don't make changes, you won't get great results under the NQS. Staffing Arrangements Policy Policy contains educator to child ratios and qualification requirements, ECT numbers and qualifications, first aid qualification requirements and child protection requirements. Policy includes requirements to: have an Educational Leader have a “responsible person” (approved provider, nominated supervisor, certified supervisor in day to day charge) who “hands over” responsibility for the role to another eligible person if they leave the service supervise any educator under 18 years ensure students and volunteers are never left alone with a child or a group of children ensure children are adequately supervised at all times – and that ratios are increased where necessary design and implement rosters to promote continuity of care. “Life can only be understood backwards; but it must be lived forwards.” Søren Kierkegaard If reflection means looking back at our experiences, what does critical reflection mean? Imagine you have several pairs of sunglasses with different coloured lenses. Depending on which pair you put on, everything may look pink or blue or yellow etc. You get to see things differently. Things you never noticed before may stand out. Your focus may be drawn to different things. When you reflect critically the same thing is happening. You are looking at things through different glasses or lenses. You will have different lenses that let you see the things children, families, colleagues, and the community see. The lenses help you answer questions like: what is it like for them? what do they see? what do or would they say about it? how might they feel about it? Thinking about the views and reactions of children and families not only improves practices but strengthens those relationships. Read the following learning story. Buttering Bread This morning Penny offered the children the opportunity to spread their own bread with butter and vegemite. Week 30 NQS 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Page | 1 This was not a meal time and the children seemed surprised and excited by the idea. Something that was familiar was the routine of washing hands before we eat, so sleeves were pushed up and the soap and taps were busy for a while. Knowing how children love to use trial and error to find effective ways of doing anything, Penny tried really hard to keep her mouth closed and her hands resting. No directions or instructions (apart from don't lick the knife); only praise for persistence and effort. As this was not a meal time there was no restriction on time and the children were free to take as long as they liked. Stella folded hers into a sandwich, and Tom tried to cut his into pieces. Everyone looked proud and happy with their achievement, and everyone ate the bread. So we know that critical reflection is not just about how we see things but about how others see them as well. This includes seeing things in the context of the community in which you operate. Imagine children have been learning about road safety, and then there is a fatal crash in the local community that generates a lot of media attention. How could this impact on your practices at the service? How might the community feel about your activities? Think for a moment about some of the local news events that have occurred recently. How could/did these influence your curriculum and practice? Why might educators have given children this opportunity? What might children and families say about this activity? Week 30 NQS 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Page | 2 Make a list of things about crocodiles from A-Z. Make a list of things I know about each child/the NQS The Variations Key When we reflect critically, we try to see things in ways we may not normally see them, or feel comfortable considering. We think laterally ie we try and look for ideas that may not always be the most obvious. Lloyd Alexander was an author who wrote more than 40 children’s novels. He believed “we learn more by looking for the answer to a question and not finding it than we do from learning the answer itself." He developed what he called “thinking keys,” which prompt us to think about a topic from different perspectives. We’ve looked at these keys once before from a child’s point of view – what can we learn about crocodiles? Start each question with the same set of words. “How many ways can you: wash a crocodile, use crocodile eggs, use crocodile skin etc”. How many ways can I help children learn about sustainability? The Prediction Key Ask children what their predictions are. Tell me where you think crocodiles will live in 50 years. What will you do when you get older? What aspects of the NQF will be included in future ECEC frameworks? The Ridiculous Key Make a ridiculous statement that would be almost impossible to implement, and then think of ways to make it reasonable. Crocodiles would make good pets. We can undertake any training we want. The Question Key Start with the answer and ask questions that can only be answered with that answer. dinosaurs, jaws, teeth, tail, saltwater, freshwater Tuesdays, soccer, afternoons, rules As you go through the Keys, think about how you could also use them to learn more about the children, and your practices at the Service. We’ve given you some examples in red. The Reverse Key Get children to think about what they don't know. Name 3 things that you don't know about crocodiles. Name 3 things you don’t know about each child eg sport played, siblings, favourite song The What If Key Ask “what if” questions. What if you saw a crocodile swimming in the water? What if I gave Ted a pitchfork to help move the bark chips? The Combination Key Think about the features of 2 dissimilar things and combine them into one object. What sort of animal would you get if you combined a crocodile and a tiger? The Alphabet Key The Inventions Key Make inventions that are unusual. Create a muzzle for a crocodile. The Commonality Key Pick 2 things which don't have much in common and work out some similarities. What do birds have in common with crocodiles? What does our trainee and longest serving staff member have in common? The Alternative Key Complete a task without using the normal tools or equipment. Think of a way you could make a crocodile without using paper or cardboard. Let’s make a learning story without using pen or paper. The Disadvantages Key List the disadvantages of something and then brainstorm ways to get around the disadvantages. What are some problems of being friendly with a crocodile? Can you think of ways to solve the problem? Week 30 NQS 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Page | 3 What are the disadvantages of holding circle/group time in the afternoons? The BAR key (Bigger, Add, Remove) Reinvent or design things. Here is a model of a crocodile. What would happen if we made part of the crocodile bigger, or added another tail, or removed some of the teeth? What would happen if we let children make their own sandwiches? Talk to other educators about the things in your philosophy that require and support reflexive practice. Practice talking about the way your philosophy supports the expectations of Element 1.2.3. You need to be able to discuss how your philosophy informs your service practices. The Picture Key Draw a simple diagram which is not specifically about the topic (eg a triangle) and ask the children how this could be linked (eg to crocodiles). The Different Uses Key List some different uses. They could be creative and unusual. What do you think baby crocodiles could be used for? The Brainstorming Key Start with a problem and brainstorm solutions. How could you move a crocodile from one place to another place? How can we stop children’s hats and shoes from getting dirty, lost and messed up? The Brick Wall Key Make a statement that's not usually questioned and think of other ways to deal with the issue eg. Crocodiles and people can't live together. We can’t do all our paperwork with the children. The Construction Key Give the children a construction task with set materials. Build the longest crocodile tail. Materials 10 iceblock sticks, 2 tissue boxes, glue The Forced Relationships Key Develop a solution to a problem using dissimilar objects. You need to rescue a friend who is stranded on an island which is surrounded by crocodiles using: logs, a balloon and chewing gum. The Interpretation Key Describe an unusual situation and think of different explanations. The man has his head inside the crocodile's mouth. Matt cries when we play music. In your curriculum you need to show embedded practices to get EXCEEDING. This week ensure you have the following on your curriculum: NQS 2.1.3 Effective hygiene practices are actively and consistently promoted and embedded in the everyday program. Do you teach children about good dental hygiene and what can happen to their teeth if they aren’t cared for properly? Up to the age of 18 months, baby’s teeth should be brushed with plain water, once a day after the last feed in the evening From about 2 and a half years of age, children can be introduced to flossing their teeth During their third year, children’s teeth should be brushed in the morning after breakfast and in the evening just before bed From around the age of four to five children should learn how to brush and care for their own teeth Children do not have the skills to properly clean their own teeth until around eight years of age For more information see www.babyteeth.com.au by Australian Dental Association A fun way to teach children about effective teeth cleaning is to do an experiment using plaquedisclosing drops (available from dentists or pharmacists). They contain food dye that turns plaque pink or red. Unless you have parents’ written permission to use the drops ask an educator to volunteer for the experiment after they have brushed their teeth. Week 30 NQS 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Page | 4 Another activity is to teach children about flossing teeth using egg cartons. The children clean away dirt on the carton by moving the string side to side between egg carton sections. Situation Your new trainee asks what the difference is between reflection and critical reflection. What do you say? Answer Ellipses An ellipsis is a punctuation mark consisting of three dots. It’s used to show that words, lines or paragraphs have been omitted from a quote. In ECEC for example, you may wish to quote a passage from a book or a song without repeating everything. “The more that you read, the more things you will know...” Dr Seuss The ellipsis shows that we haven’t used all the quote. “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” Ellipses can also be used when leaving out words from conversations. She said, “we are going on holidays....to visit Grandma.” The ellipsis shows we’ve omitted some of the conversation. She said, “we are going on holidays in one or two weeks to visit Grandma.” Tip: You can insert an ellipsis in Word by pressing the Ctrl, Alt and full stop keys. Week 30 NQS 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Page | 5 Critical Reflection - Groups of Children N/A protection law 84 Awareness of child 168(2)(h) Policies and procedures for law 84 Awareness of child protection child168(2)(h) safe environment Policies and procedures for 273child Course inenvironment child protection (NSW safe only) 273 Course in child protection (NSW only) 1.2.3Educators, Critical reflection on 2.3.4 co-ordinators and children’s learning and staff members are aware of their and 2.3.4 Educators, co-ordinators development, both individuals roles andmembers responsibilities to of their staff areasaware androles in groups, is regularly used respond to every child at risk of to and responsibilities to implement theevery program. abuse or neglect. respond to child at risk of abuse or neglect. How can I integrate critical reflection into my day to day practices? What lenses do I favour looking through? How can I reflect more from other perspectives? Ongoing Learningto and Responsiveness Responsiveness to Reflective Practice children Partnershipschildren with families Partnerships with families 1.2.3 7.3.2 14th - 18th 7.3.2 7th - 11th Sept 2015 7th2015 - 11th Sept Sept 29 2015 Week 30 Week 29 How can I improve the way I share my critical reflections with fellow educators? In dot point form, list what you have included on your curriculum due to this week's learning activities and reflective process. Remember to use these dot points to tell and show the assessor how critical reflection has changed your practices. Week 30 NQS 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Page | 6 Critical Reflection - Individual Children N/A 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Ongoing Learning and Reflective Practice 1.2.3 14th - 18th Sept 2015 Week 30 Definition - Critical reflection means looking at practices from different perspectives eg through the eyes of children and families, from different theoretical viewpoints, taking into account social, ethical and equity issues, and understanding how our attitudes, beliefs and values impact what we do. Step 1. What have your critical reflections revealed? Step 2. In dot point form, list the things that you have changed or implemented as a result of this week's learning activities and reflective processes. Remember to use these dot points to tell and show the assessor how critical reflection has changed your practice. For Example Child’s Name: Ted Date: 15.9.15 At Centre Support’s TEC 15 conference I was amazed at the colour display and all the different shades of green, orange, purple, blue etc. It got me thinking about the limited range of colours we offer children. I remembered Ted asking for a different orange last time he painted so I’ve decided to let Ted and the children experiment with mixing their own colours. Child’s Name: Date: Child’s Name: Date: Ted wanted to draw a lion. I got a tray with the primary colours on it then helped him mix the colours he asked for. He was fascinated by the different shades of orange and brown he could mix and we talked about some of the names for those shades of colour. All the children started experimenting with colours and shades. I heard them explaining the differences to parents when they were collected. I see this will be part of all future painting activities. Week 30 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Page | 7