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Practical Examples Of Critical Reflections In Early Childhood

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Practical Examples Of Critical Reflections In Early Childhood Photo by Liza Summer

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

Created On June 19, 2025 Last modified on Thursday, June 19, 2025
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