Critical Reflection 1.2.3

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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
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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
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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