1.3.2 – Critical Reflection in Early Childhood Education
“Deep thinking leads to deeper learning.” ​

1.3.2 – Critical Reflection in Early Childhood Education “Deep thinking leads to deeper learning.”

Overview
This module unpacks the role of critical reflection as outlined in Element 1.3.2 of the National Quality Standard, supporting educators to reflect with intention, collaborate meaningfully, and document their thinking in ways that enhance quality practice and outcomes for children.

1. What is Critical Reflection?

• Going beyond surface-level thinking (e.g. "That went well") to ask why, how, and what next?
• Examining your own assumptions, values, and impact on practice
• Asking: Who is this decision serving? Who is left out? How can we grow?
• A continuous process, not a one-time task

2. Critical Reflection – Context

• Reflecting in response to real-life practice: children, families, routines, environments
• Examples: Reflecting on challenging behaviours, cultural inclusion, learning outcomes
• Includes multiple voices—educators, children, families, and communities
• Always tied to improving practice and supporting children’s wellbeing and learning

📝 3. How Can We Document This?

• Journals (written or digital)
• Team meeting notes with reflective prompts
• Floorbooks or reflection walls
• Critical reflection templates with guiding questions
• Sticky notes or QR codes linked to digital portfolios
• Photographic storytelling with educator voice
• The focus is on thinking, not just ticking a box

4. How Can We Achieve This?

• Make time: regular reflection meetings, quiet moments, team reflection diaries
• Use prompts like:
  • What worked well?
  • What surprised me?
  • What challenged me?
  • How did this impact the children?
• Encourage multiple perspectives—involve families, co-educators, even the children
• Link your reflections to goals, changes, and planning

5. Critical Reflection & the NQF/EYLF

• National Quality Standard – Element 1.3.2:
  “Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.”
• EYLF V2.0 Principles: Reflective practice as one of the 5 key principles
• Quality Area Links:
  • QA1 – Educational program and practice
  • QA7 – Governance and leadership
  • QA6 – Collaborative partnerships
• Reflections should inform planning and demonstrate your intent

6. The Five Questions of Critical Reflection
Use these to deepen your reflection:

1. What happened?
2. How did it make you feel?
3. Why did it happen?
4. What can you learn from this?
5. What will you do next?

These questions turn moments into meaningful changes.

7. Examples by Age Group
0–2 years

• Reflecting on sleep routines, sensory environments, attachment and emotional cues

“I noticed that changing music volume eased transitions. Why did this work? How can we apply this to other routines?”

3–5 years

• Group dynamics, social-emotional development, curriculum planning

“A child was left out of play repeatedly—what can we do to foster belonging?”

OSHC (School-Aged)

• Identity, autonomy, peer conflict, cultural responsiveness

“The older children dominated group time—how can we ensure younger voices are heard?”

8. 12 Months of Collaborative Critical Reflection
Use this as a staff planning tool:

• January: Reflect on your learning environment
• February: Team relationships and roles
• March: Inclusion and equity
• April: Family engagement
• May: Learning through play
• June: Children’s voice
• July: Documentation and assessment
• August: Cultural competence
• September: Transitions and routines
• October: Behaviour guidance
• November: Sustainability and nature
• December: End-of-year reflections + goal setting for the next year

Final Thought
“Reflection is about growing into what’s right for each child.”
You don’t need perfect answers—just honest questions and a team willing to explore them together.