Reflective Practice and Its Benefits

Skills you need (2015, Para 2) states, "reflective practice is, in its simplest form, thinking about or reflecting on what you do. It is closely linked to the concept of learning from experience, in that you think about what you did, and what happened, and decide from that what you would do differently next time". It's when practitioners check and study their experiences to improve how they work. It's when practitioners think of ideas on how to meet as well as improve children's outcomes and needs.

Benefits of reflective practice are that practitioners can identify what went well, own strengths and weaknesses or if more resources are required or if they did something wrong. This informs practice to practitioners and makes it better for next time. Brodie (2010) states, "the EYP can identify what change is valuable, worthwhile and improving. Methods vary from setting to setting. Practitioners may have personal reflective log books, which are then reviewed regularly. Reflection can be done as a team in staff meetings". This allows practitioners to share ideas with one another on how to reflect their practice.

Hudson (2010, Page 24) states practitioners "become more motivated. Skills can be developed, especially if training is attended to support this development. You get greater job satisfaction, you feel you are doing your best and making a difference. You become more confident about your knowledge, skills and job role", I can implement reflective practice by assessing as well as observing children and reviewing how things went in certain activities children did. For example, a child may be completing a puzzle but may find it hard to connect smaller puzzles then the big sized puzzles. This shows the child needs to work on joining small sized puzzles more. I can implement reflective practice by asking children allowing children to feel involved, loved and needed.

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Benefits of reflective practice to children are it can improve children's opportunities for learning, progressing allowing children to enjoy their time in the setting. Hudson (2010, page 24) states, "their individual needs are more likely to be met. The childminder will have a greater understanding of how to support their development. They will have a greater sense of well-being in the setting". Children can help you to be a reflective practitioner as practitioners can make the children feel involved and valued leading children to be honest. For example, when practitioners ask questions like if they enjoyed the activities today children may say no. Children can provide ideas on what activities they want to do, books they want to read or activities to do when going to an outing.

Benefits of reflective practice to other professionals and parents are that it provides feedback making them feel involved. Other professionals and parents may ask for help or support allowing parents to feel involved and engaged in their child's learning. This will make them cooperate and work with practitioners. It means to work with someone honest and are looking at own practice allowing raise on how settings work as others do. Other professionals and parents can help practitioners to improve practice Hudson (2010, Page 25) states "could discuss it with other childminders to gain greater insight and further ideas.

You may also wish to record your reflection, writing down the process and completing an action plan". Practitioners can ask colleagues and parents for honest as well as constructive feedback, as they will be happy proving feedback and saying if they don't like something. Parents can provide feedback about their child likes, what they think, feel and what they don't voice to practitioners allowing children's voices to be heard.

Limitations to reflective practice can be working with other professionals. Finlay (2008, page 11) states, "the teaching and application of reflective practice have generated a range of ethical concerns. These relate to confidentiality, rights to privacy, informed consent and professional relationships. Practitioners who are engaging reflective practice need to aware of the risks and also of the potential for conflicts of interest". Time's a limitation; practitioners must critically evaluate what they're doing, as it's difficult in busy settings. Professionals like speech therapists may not have time leading children being put on waiting lists. Parents may not want their child to have support from other professionals due to worries or own personal experiences.

These barriers can be overcome by asking others on how their doing, look at time management strategies and think how day has gone. Have meeting can build trust and relationship with parents and two-way communication. Practitioners can get training, information from professionals on how supporting children if professionals cannot help until certain time.

We must continue to be reflective practitioners to learn and develop. We can ensure this by always reflecting practice, making time every day, using planning cycle and listening to what people have to say, taking on feedback and preparing to listen to parents, other professionals as well as children.

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