The following provides practical examples of critical reflections in early childhood education, drawn from real-world scenarios.
Critical Reflection Examples
Supporting a Child’s Transition
Focus: A child, recently enrolled, was experiencing separation anxiety during morning drop-offs.
Description: Over the past week, the child cried intensely when their parent left. I noticed they clung to their parent and resisted entering the room. I initially responded by offering toys and distractions, but the child remained distressed.
Analysis: I felt frustrated and concerned that my strategies weren’t helping. I began to question whether I was truly supporting the child’s emotional needs or just trying to stop the crying. I also wondered how my response aligned with our centre’s philosophy of building secure attachments.
Evaluation: While I was attentive, I realized I hadn’t prioritized building a trusting relationship first. I was focused on quick fixes rather than emotional connection. I also hadn’t communicated enough with the family about strategies that work at home.
Connection to Theory: Drawing on Bowlby’s attachment theory and the EYLF principle of secure, respectful relationships, I recognized the importance of consistency and emotional availability in easing transitions.
Improvement: I decided to greet the child at the door each morning and invite them to help with a simple task (e.g., watering plants) to create a sense of purpose and routine. I also spoke with the family to co-develop a transition plan.
Action Plan:
- Build a predictable morning routine.
- Assign a consistent educator to greet the child.
- Use visual cues (e.g., a photo schedule) to help the child understand what comes next.
- Reflect weekly on the child’s progress and adjust strategies as needed.
Reflecting on Group Time Engagement
Focus: Children were disengaged during group time.
Description: Children were disengaged during group time. The story may have been too long and not interactive enough, and the timing (just before lunch) likely contributed.
Analysis: I felt discouraged and questioned whether the story or my delivery was the issue. I realized I hadn’t considered the group’s energy levels or interests at that time of day.
Evaluation: Group time was scheduled right before lunch, when children were tired and hungry. The story may have been too long and not interactive enough.
Improvement: I’ll try shorter, more interactive stories and include movement or puppets. I’ll also trial moving group time to earlier in the morning.
Action Plan:
- Trial group time earlier in the day when children are more alert.
- Choose shorter, interactive stories with props or puppets.
- Observe children’s engagement and adjust strategies weekly.
- Invite children to help choose stories to increase ownership.
Reflecting on Cultural Inclusion
Focus: Celebrating cultural diversity meaningfully.
Description: A Diwali craft activity felt tokenistic. There was little depth or family involvement, and it didn’t reflect genuine cultural learning.
Analysis: I felt uneasy—it seemed like we were ticking a box rather than fostering genuine understanding. I hadn’t consulted families or explored the cultural significance with the children.
Evaluation: The activity didn’t reflect our commitment to inclusion. It missed an opportunity to build cultural competence.
Improvement: I’ll invite families to share traditions, include books and music from diverse cultures year-round, and reflect with the team on how to embed cultural learning meaningfully.
Action Plan:
- Consult with families about cultural traditions they’d like to share.
- Incorporate cultural stories, music, and food throughout the year.
- Create a calendar of cultural events with input from the community.
- Reflect with the team monthly on how inclusion is embedded in practice.
Reflecting on Outdoor Risky Play
Focus: Children climbing high on outdoor equipment.
Description: A child climbed high on equipment. The educator’s initial reaction was fear-based, not grounded in observation or risk-benefit thinking.
Analysis: I questioned whether I was prioritizing safety over learning. I realized I hadn’t assessed the child’s capability or considered the benefits of risk-taking.
Evaluation: My response was based on fear, not observation. The child was confident and capable.
Improvement: I’ll review our risk-benefit assessments, observe more closely before intervening, and discuss with the team how to support safe risk-taking.
Action Plan:
- Review and update the centre’s risk-benefit assessments.
- Observe children’s capabilities before intervening.
- Provide staff training on supporting safe risk-taking.
- Document children’s physical development and confidence in outdoor play.
Reflecting on Family Communication
Focus: A parent expressed concern that they weren’t informed about their child’s day.
Description: The parent mentioned they felt “out of the loop” and unsure about their child’s learning and wellbeing.
Analysis: I felt surprised—I thought our daily updates were sufficient. But I realized we mostly shared logistical info (meals, sleep) and not much about learning or social moments.
Evaluation: Our communication lacked depth and didn’t reflect the child’s experiences meaningfully. I hadn’t asked the family what kind of updates they valued.
Action Plan:
- Introduce a weekly “learning snapshot” with photos and reflections.
- Ask families how they prefer to receive updates (verbal, written, digital).
- Include children’s voices in documentation (e.g., quotes, drawings).
- Review communication practices with the team each term.
Reflecting on Transitions Between Activities
Focus: Children became unsettled during transitions between indoor and outdoor play.
Description: Several children resisted coming inside, leading to tears and tension.
Analysis: I felt rushed and frustrated. I realized transitions were abrupt and didn’t give children time to adjust or feel in control.
Evaluation: The transitions didn’t support children’s need for predictability and autonomy. I hadn’t prepared them or offered choices.
Action Plan:
- Use visual timers and cues to signal upcoming transitions.
- Offer transition roles (e.g., “bell ringer,” “line leader”) to promote agency.
- Reflect with the team on how to make transitions more child-led.
- Observe and document how children respond to new strategies.
Reflecting on Inclusive Language
Focus: A colleague used gendered language during play (e.g., “boys don’t cry”).
Description: I overheard the comment and felt uncomfortable but didn’t address it at the time.
Analysis: I felt conflicted—wanting to advocate for inclusive language but unsure how to approach the conversation respectfully.
Evaluation: Avoiding the issue didn’t align with our centre’s values of equity and respect. I missed an opportunity to support professional growth.
Action Plan:
- Initiate a team discussion on inclusive language and unconscious bias.
- Share resources and examples of affirming language.
- Reflect on my own language use and model inclusive practices.
- Suggest adding inclusive language goals to our QIP.
Further Reading
Educator's Guide To Critical Reflections
How To Write A Critical Reflection In Early Childhood
Reflection Vs Critical Reflection