What is it about?
This article considers how novice early years practitioners (working with children from birth to 7 years old, in ECEC settings) can be supported to use critical reflection to develop their professional practice.
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Why is it important?
The findings form this research indicate that students continue to rely on other people to confirm that their practice is competent or good, and are reluctant to use or trust their own judgements about their performance. This suggestss that a new pedagogic approach is required to instil in students greater acceptance of their placement experiences as vehicles for learning, and more confidence in their ownabilities and authority to judge professional practice.
Perspectives
This paper marks the beginning of my own research into the professional identity and vision of practice of today's early years practitioners - a vital context for the professional education of this workforce, and their development as critical, creative and expert professionals.
Mrs Mary A Dyer
University of Huddersfield
Read the Original
This page is a summary of: Supporting professional identity in undergraduate Early Years students through reflective practice, Reflective Practice, August 2012, Taylor & Francis,
DOI: 10.1080/14623943.2012.670620.
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