The following paper presents the theoretical analysis of the reflection activity
and the reflection process of pedagogical practice in kindergartens. Moreover,
different dimensions of reflection, direction and the level of reflection are
presented. Useful aspects of reflection are based on elements of the Reggio
Emilia Approach and analysed from the perspective of professional
development of preschool staff. Professional reflection is a way of thinking
about pedagogical action from a certain temporal or situational distance or
contemplations about past or current knowledge and work experience. Typical
for reflection is personal involvement, subjectivity, (self)criticism and
expression at the personal level of experiencing things. Reflection requires a
sufficient amount of (self)criticism and readiness to change or improve
pedagogical practice. The professional role and the professional self-concept of
preschool staff are formed based on reflection, which is also the basis for selfevaluation
of preschool staff and educational institutions as such. Without an
in-depth reflection and systematic reflection of one’s own pedagogical practice,
a critical and genuine perception of the self as a competent implementor of
pedagogical work is not possible, as this is the basic prerequisite for
professional development of each practitioner and for self-evaluation of
educational institutions.
The field of reflection recognizes different dimensions: content levels and
different orientations. Reflection can occur at the level of reporting,
interpretation, real reflection and at the level of integration of personal and
professional reflection. Professional reflection can help identify technical and
personal orientation and orientation towards problems and criticism. The most
in-depth level of reflection refers to the personal mission of individual preschool
teachers, their ideals and moral objectives and captures a person’s core
qualities.
A mission to educate children so that their self-esteem develops, is linked with
core qualities such as sensitiveness, empathy, respect and considerateness,
without which the real professionalism of preschool staff cannot develop.
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