‘Reflect’ – is this too much to ask?

Abstract

This paper intends to highlight some of the findings from a Preparatory Pilot Project (PPP), which has acted as a catalyst for further research to inform my professional doctoral thesis. The overall aim of my research is to understand how reflective dispositions can be developed in Early Childhood Studies students in order to create a reflective learning community and culture. The objective of this PPP is to understand Early Childhood students’ perceptions of reflective practice. A small‐scale inquiry was undertaken which set out to establish how reasonable it is to expect first year Early Childhood Studies undergraduate students to demonstrate their understanding of the concept of reflection. This paper relates others’ views of reflective practice to the data collected through the method of focus group discussions. Students’ perceptions of reflection were used to establish why there was a difference between the expectations of tutors and the students’ approach to reflective practice. The findings suggest that a combination of reasons, including assumptions being made about students’ understanding of the concept of reflection; pedagogical cultural shifts challenging students’ transitions into HE; the recognition that self‐awareness and understanding of self as a learner is necessary; and the diverse nature of the Early Childhood field of practice all played a significant part in the divergence between tutor expectations and student performance.

Keywords:

• reflection
• reflective practice
• early childhood
• focus groups

Acknowledgements

The author wishes to thank the students and colleagues who contributed to this research and continue to inspire her studies.