Beyond observation: The power of critical reflection and why it matters

Humans have engaged in reflection for thousands of years - pondering their experiences and seeking to learn and grow. Greek philosopher Aristotle is credited with popularising the concept of reflection and today it is a cornerstone of professional practice in many sectors, including early childhood education and care.

Critical reflection, an even deeper form of reflection, is a powerful tool that empowers educators to challenge their own assumptions, explore multiple perspectives, and make informed decisions. It is a principle of the Early Years Learning Framework (EYLF) and My Time, Our Place (MTOP) V2.0 and is seen as a fundamental factor of quality. Below, I outline what critical reflection involves and how educators can effectively implement it in their daily practice.

What is critical reflection?

The EYLF and MTOP V2.0 state:

Critical reflection is a meaning-making process that assists informing future practice in ways that demonstrate an understanding of each child’s learning, development and wellbeing and implications for equity and social justice. It involves examining and analysing events, experiences and practices from a range of perspectives to inform future planning and decision-making. (EYLF, p.65).

In essence, critical reflection is seen as a process requiring engagement with diverse perspectives, philosophies, theories, and ethics, which leads to transformational actions.

It is a deep exploration of a topic where an issue, scenario or idea is unpacked, evaluated and explored in a way where biases and ‘standard’ practice is put aside.

This creates a more open-ended process, almost like a project, where the issue, scenario or idea can be explored without being confined by usual routines or assumptions.

Critical reflection cannot happen in isolation. It relies on ongoing professional learning and the deliberate inclusion of others’ perspectives.

Another key component of critical reflection is the emphasis on rights, power and equity. This means that explicit attention must be given to who is advantaged and disadvantaged in all practices (Fook, 2012).

Framing critical theory with questions

The EYLF V2.0 suggests that educators can frame their critical reflection within a set of overarching questions, developing more specific questions for particular areas of enquiry.

Questions to guide critical reflection might include:

• What are our understandings of each child, their culture and context?
• How do these understandings shape our work?
• What questions do we have about our work? What are we challenged by? What are we curious about? What are we confronted by in relation to our own biases?
• What theories, philosophies and understandings shape and assist our work?
• In what ways – if any – are the theories, knowledges, and world views that we usually draw on to make sense of what we do limiting our practice?
• What other theories, knowledge and world views could help us to make sense of what we have observed or experienced? How might those theories, knowledge and world views shape what we see and affect our practice?
• Who is advantaged/included when we work in this way? Who is disadvantaged, excluded or silenced? How will children and young people benefit?

(EYLF V2.0 p.18)

Critical reflection in action

An example might be a service critically reflecting on how Mother’s Day and Father’s Day are celebrated. With the diversity of families in today’s society (for example, one parent families, two mums, or two dads), this reflection can prompt discussion about whether some children and families are unintentionally disadvantaged when their family structures are not explicitly recognised. It may also lead the team to explore more inclusive alternatives, such as a family celebration or special person day, shaped in consultation with children and families.

Another good example is gun play, which I have written about in Amplify! before. It's a complex topic that can challenge educators’ and parents’ values. Brookfields ‘Four Lenses’ model can help educators pose critically reflective questions as follows:

The lens of self:

• How do educators feel about gun play?
• Where do educators feel okay about this play type? Why?
• When and how do educators feel okay with this type of play?
• What are the deeply held beliefs or values centred around this type of play?

The lens of colleagues or peers:

• What has been the decision made as a collective, regarding this type of play? Is it banned? Has it been banned due to one leader stating that children shouldn't engage in gun play?
• If gun play is viewed as another type of play, do all educators respond consistently?
• Power: educators can veto this type of play, but we need to consider the rights of children. Is it okay to stop children's play due to our discomfort or disruption?

The lens of children:

• What are the perspectives of children?
• When educators observe this play, what are the play narratives?
• It's part of children's play drive, just like running (locomotor play), jumping, climbing etc.
• In pretend play, children inhabit an unreal world. When I point my finger gun at another player there is no real consequence of death.

The lens of theory and literature:

• How does theory inform the decision to 'allow' or stop this type of play?
• Article 31 of the UN Convention on the Rights of the Child defines the child's right to play and does not contain caveats about what types of play should be upheld or banned.
• What research and professional literature could we draw on to better understand gun play and its meanings for children? Vygotsky discusses the unreal world in pretend play, articles by Marc Armitage and Pennie Brownlee contribute to our understanding of pretend play and “unreal worlds”.

By considering these diverse perspectives, educators can make informed decisions, balancing their own values with the best interests of children.

A reflection on end of year celebrations

I've always worked hard to make my room a place where children feel safe, confident and connected. I talk all year about the classroom belonging to them, about everyone having different strengths, and about children having a say in what happens here.

Then, every December, I realised I was asking them to do the exact opposite.

Our end of year concert had become “just what we do”. We practised songs, lined children up, and hoped everyone would stand still long enough for families to get their photos. A few children loved it, but each year I watched others crumble. Some froze and would not move. Some ran to their parents in tears. Some acted out because they were overwhelmed and had nowhere to put that feeling. I could feel myself slipping into crowd-control mode, and it did not sit right with me. It was meant to be a celebration, yet for some children it was stressful, exposing, and completely out of step with the dignity and agency we try to protect every day.

I needed to be honest with myself about the equity question too.

Who was the concert really for? The children, or the adults watching?

I stopped trying to make the concert “better” and instead started to critically reflect on whether it belonged in our program at all.

I sat down with the children and talked about the end of the year. I told them we had options. We could sing together at the front like a concert, or we could celebrate in a way where they could stay close to their families. I wanted it to be their decision, not mine. To keep it child-led and low pressure, we voted using pebbles from the yard. Each child voted privately, one at a time, after we had a chance to talk about what each option would feel like.

The result was immediate and clear. A small group wanted to perform. Most wanted to sit with their families.

That was the moment my thinking shifted from “how do I manage the concert?” to “how do I honour what children are telling me?” I knew that if I truly believed in children’s agency, I had to act on it, even if it challenged adult expectations.

I felt nervous. I worried families would think we were doing less, or that we were taking away a milestone. I worried that the deep thinking behind the change would not be visible on the invitation.

But I also knew I had to be able to stand confidently behind what I was asking of children.

So we changed it. We did not send out concert invitations. We invited families to an end of year sing-along picnic.

It was still special, just different. Children chose how they wanted to participate. Those who wanted to sing led a few favourite songs as a group. Children who did not want to perform stayed with their families and joined in from their picnic rugs, or participated in other ways. We shared photos and stories of the year, set up simple experiences that reflected our program, and created space for connection rather than performance.

What I noticed most was the change in the children. They were not bracing themselves. They were not scanning the crowd for safety. They were relaxed, proud, and present. Families still found beautiful moments, but this time they were grounded in who their child actually is, not who we needed them to be for a traditional format.

Afterwards, our team reflected again, because critical reflection doesn't end when an event is over. We asked what worked, who felt included, and what we would adjust next time. The biggest learning for me was simple: an end of year celebration should reflect our philosophy, not contradict it.

Now, when I think about finishing the year, I do not picture a line of children trying to remember actions under stage lights. I picture children feeling safe and confident, with real choice, celebrating in ways that make sense for them.

Why critical reflection is important in ECEC services

Critical reflection is not a choice; it’s a key driver of quality which is embedded in our guiding documents.

Engaging in critically reflective practice is an exciting professional endeavour which promotes continuous improvement, effective teamwork and the opportunity to provide high quality education and care which meets the needs of the services’ community in tangible, effective and changing ways.

What are the steps involved?

The implementation of deep critical reflection may look different from service to service. For a service that is new to critical reflection, leaning on critical reflection theories can support them on starting this journey. Models such as the circle of change, Brookfield’s Four Lenses, and the action research cycle can support you to understand the tangible steps to explore within a critical reflection.

Collaboration and intentional leadership are key

It is important to note that a key component of critical reflection is that it is collaborative nature; meaning that journal entries or independent reflections on practice are not critical.

When we view critical reflection as a part of a collaborative professional journey, we can see that it’s important for each service to put structures and supports into place to foster a culture of critical reflection.

Critical reflection does not happen by accident. It requires skilled, intentional leadership to foster collaboration and create a workplace culture where respect and open discussion are genuinely valued. Simply printing a template of questions and asking educators to complete it independently, in their own time, is unlikely to lead to meaningful, high-quality critical reflection.

Facilitated discussions by leadership are very important with critical reflection. A key component of this kind of reflection is fostering self-awareness of biases and considering how this impacts on decision making practice. Leadership’s role will be to ensure that a collaborative discussion remains respectful and professional at all times, to promote a sense of professional safety; therefore encouraging participants to share their thoughts and ideas with confidence.

You may not come up with a definitive solution or action, and that’s ok! You may need to revisit a topic of critical reflection to amend practices, or simply to check in with how the implemented changes are going. It’s important that we always remain open to changes, supporting a cycle of ongoing critical reflection leading to higher quality practice.

Tips to promote critically reflective practice

It is important to create a safe environment where people will feel comfortable sharing their deeply held beliefs, values and attitudes.

• Ensure that the way you respond to positive and negative feedback includes the team
• Promote staff meetings where all educators are encouraged to raise a topic, question or issue
• Revisit issues or changes so they can be reflected on again
• Allow critical reflection on all facets at the service
• Foster collaborative leadership - encourage members of the team to lead a reflection or discussion around a topic they’re passionate about

Elevate your practice

Interested in extending your learning on critical reflection further? CELA offers the webinar ‘Principles in Action: Critical Reflection and Ongoing Professional Learning’. Providing strategies and examples, the session explores how educators can embed critical reflection into everyday practice:

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Practical toolkit

CELA members can also access critical reflection worksheets, providing 3 different templates based on critical reflection theories. The toolkit will support educators while they build confidence on how to engage in critical reflection. Log in to access it. 

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Further reading

CELA Amplify! - Reflecting on gun play in the early years

CELA Amplify! - Why it's vital to refelct on rest time

ACECQA What is critical reflection?

Education NSW Reflective practice – supporting service governance and leadership