Critical Reflection Is Essential For Developing An Adaptive Pedagogy

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Critical reflection is essential for developing an adaptive pedagogy in that critical reflection encourages the sharing of knowledge, skills and experiences. Furthermore, critical reflective practice is a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice. Additionally, documenting the daily events in the ECE sector is an important aspect of being a professional and are a compulsory requirement for meeting the NCAC (2005) guidelines for high quality early childhood education and care (National Childcare Accreditation Council, 2005.) Therefore it is becoming increasingly important for practitioners to have the ability to critically reflect on pedagogical practice and the development of child agency in effective learning contexts.

Pedagogies, which are reflected in elements of teaching actions and practices, such as types of documentation and methods of grouping children, should be relevant to the context and consistent with the service’s philosophy and approaches to curriculum. This means that ‘…approaches and pedagogies will differ from one setting to the next as they take into account staff and family perspectives, the service philosophy and analysis of the context’s potential and challenges…’(USQ, 2016). As educators refine their philosophy they will also adjust pedagogies to reflect new approaches. Understandings of children and childhood should lead practitioners to continuously investigate how they transform approaches

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