Journal of Learning and Teaching
The Use of Reflexive Practice in the Early Years Professional Status Programme Fiona Mills, Childhood Studies Abstract This paper explores the use of reflexive practice in the Early Years Professional Status (EYPS) programme and focuses on the formative assessment of the ‘gateway review’ and concludes that its usefulness as an exercise in reflexive practice could be better explained to students.
Introduction In the last fifteen years the government has turned the political spotlight on the care and education of the youngest children in
The case for reflection as a tool to enhance student learning, by promoting ‘deep learning’ and ‘real understanding’, is aptly put by Biggs (1999, p.6):
the United Kingdom, and now this sector is trying to emerge as
‘a reflection in a mirror is an exact replica of what is in front of it.
a profession in its own right. Early Years Professional Status is a
Reflection in professional practice, however, gives back not what it
post graduate qualification designed by the Children’s Workforce
is, but what it might be, an improvement on the original’
Development Council to make the early years a graduate led sector by producing ‘leaders in practice’ (CWDC 2008) to implement the Early Years Foundation Stage curriculum (DCSF 2008) which became statutory in 2008. Students on the EYPS programme do not necessarily all have first degrees in child development related subjects so are assigned to one of four different pathways. These vary from providing little teaching on the ‘validation only’ pathway for students with related degrees, to more teaching in child development on the ‘full’ pathway for students with unrelated degrees. The students are either working in placements or employed in early years settings, and I have noticed how keen
Gibbs model for reflection (1988) gives a framework to describe an experience, acknowledge feelings, evaluate, analyse, conclude and form an action plan. As it takes time to process these thoughts reflection is taken to be a more considered reaction than an initial ‘knee jerk’ which would lack a follow through plan. It could be said that reflection is the bedrock of the sociological concept of reflexivity (Giddens 1990) and that reflection acts as a fulcrum for reflexive practice (Roebuck 2007). Therefore, in my understanding, reflexivity gives rise to an action that is a consequence of the original reflection and reflexive practice is its ‘modus operandi’.
they are to exchange stories and scenarios from their professional
In my opinion the bare bones of the CWDC’s programme presents
practice. I wanted to look at how to use the opportunities to move
as a rather dry ‘tick the box’ requirement so I wanted to analyse how
from an anecdotal level into a deeper level of learning so that
reflexive practice can bring the personal into the generic, turn the
students really connect with the principles behind the Early Years
anecdotal into the transferable and support students to grow their
Foundation Stage (EYFS) and are not just delivering it ‘because
own professional philosophy. Continued contact with a supportive
that is what the government tells us to do’. As I was a student
network of EYPS colleagues provides opportunities to become a
and am now an assessor for the qualification I am interested in
lifelong learner after gaining the qualification, as demanded by
the development of the programme from the Children’s Workforce
Standard 38 (CWDC 2008). The final professional standard calls
Development Council’s (CWDC) bare bones design, which
for the candidates to be able ‘to take a constructively critical
presents like a checklist for the thirty nine professional standards,
approach towards innovation, and adapt practice if benefits and
into a learning environment for professional development.
improvements are identified’ (CWDC 2008). This implies that the
Reflection becomes a greater part of the students experience as
candidate should be confident enough in their own professional
they prepare to meet the professional standards. This is how they
values to objectively consider an innovation and decide for
identify changes in practice that their leadership role demands and
themselves whether or not it warrants a change in practice.
these changes will in turn form evidence for the final assessment
Assessors are asked to look for the ability to review, consider in a
of meeting the standards.
constructive manner, be open to suggestions from others and to evaluate (CWDC 2008). This standard provides the rationale for
2012 Series: Paper 2