The Art of Reflection in Everyday Practice
In the busy, full-hearted world of early childhood education and care, our days move quickly. Between supporting children’s learning, connecting with families, and collaborating with colleagues, it can feel like there’s little time to pause. Yet, reflection, even in small moments, is one of the most powerful tools we have as educators.
A common misconception about reflection is that it’s centred on finding what went wrong. It’s actually about noticing, wondering, and learning, together (Ontario Ministry of Education, 2014).
What does it look like?
Reflection doesn’t always require a journal, a meeting, or a professional development day. Often, it shows up in simple moments:
Pausing after a possibly challenging interaction and asking: “What was the child communicating?”
Thinking about a family conversation and wondering: “How did that feel?”
Noticing a team dynamic and reflecting: “How can we better support one another?”
Engaging in an intentional and meaningful conversation with a co-educator or a mentor about a scenario you were a part of and collaboratively thinking: “How did this moment impact our practice?”
These small pauses create space for growth, empathy, and deeper understanding.
Reflection as a Pedagogical Practice
Pedagogical frameworks such as How Does Learning Happen? emphasize reflection as a foundational practice that supports responsive, relationship-based care (Ontario Ministry of Education, 2014). It states that “when educators engage in critical reflection together, they discover multiple perspectives and deeper understandings” (Ontario Ministry of Education, 2014, p. 21). Reflection helps educators make meaning of children’s experiences, honour multiple perspectives, and remain open to evolving understandings of learning and development.
Through reflection, educators can:
Make children’s thinking and learning visible
Consider how environments support (or limit) inclusion and belonging
Align daily practice with professional values and ethics
Rather than being something extra, reflection becomes woven into everyday interactions and decision-making.
Reflection is also an essential aspect of our commitment to Continuous Professional Learning. The College of ECE Practice Guidelines states that “by engaging in the CPL program, which is based on self-reflection and self-directed learning, you demonstrate you are a reflective and intentional RECE who is committed to improving and strengthening your professional practice throughout your career” (College of Early Childhood Educators, 2018, p. 9)
Creating a Culture of Reflection
For reflection to truly thrive, it must be supported by workplace culture. When reflection is encouraged, not rushed, judged, or focused solely on compliance, educators feel safer asking questions, sharing uncertainties, and trying new approaches.
Reflective cultures value learning at all stages of an educator’s career, recognize that growth often comes from discomfort, and see reflection as collective, not individual.
Leadership plays a key role in modelling reflective practice by making time for dialogue, valuing educator voice, and framing reflection as a strength.
It also supports more meaningful partnerships with families through encouraging educators to consider power, bias, and assumptions, helping create more equitable and culturally responsive learning environments (College of Early Childhood Educators, 2018).
References
College of Early Childhood Educators. (2018). Practice guideline: Professionalism (Nov. 2018) [PDF].https://www.college-ece.ca/en/Documents/Practice_Guideline_Professionalism.pdf
Ontario Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for the early years. Queen’s Printer for Ontario. https://www.ontario.ca/document/how-does-learning-happen-ontarios-pedagogy-early-years
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