As an Early Years (EY) practitioner it is important to reflect upon your own practice in order to do things better. Being a reflective practioner allows you to develop your skills and knowledge by learning from new situations, mistakes and from others, continuously examining your practice to maintain quality and to learn from what you do. “The outcome of these activities is a change in assumptions about one’s self and the world, requiring a corresponding change in ones behaviour and relationships” (Brookfield, 2001 p14). Thus “for reflection to be meaningful it must begin with a shared overall aim to achieve effective early learning and positive experiences for children” (Pilcher 2008), benefiting the working environment and professional practice.
Based on these aspects of reflective practice this assignment will draw upon the experiences acquired during the course of the Early Years Foundation Degree. In order to provide a summative reflection and analysis of the first year targets, professional learning, and practice will evaluate a significant understanding of the learning experienced. An emphasis on the learning style(s) utilised will discuss how I have been able to use my experiences and knowledge to support personal and other professional’s practice. Whilst a reflection of new and existing skills developed will highlight an enhanced level of knowledge, an identification of potential learning opportunities yet to be achieved will also be identified. For example, the assignment structure will allow me to reconsider my practice and reflect and explore specific areas of development in order to continue to improve my professional development.
Exploring the theoretical concept of reflection with, for example, Kolb (1984), and Schone (1983), will validate how personal, professional, and learning achievements have been employed to enhance my development, illustrating the application that supports my professional practice. Identifying developmental...