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
Journal of Learning and Teaching using reflexive practice in the learning activities for students and
quieter personalities. Also the way I deliver my lectures should be
is grounded in theory such as Hinett’s (2002) description of types
informed by the knowledge of the diverse ways students learn
of learning as individual (drawing from their own knowledge),
(visual, auditory, kinaesthetic) and by the differences in preferred
contextual (an appreciation that the context affects how and
learning style as a ‘theorist, pragmatist, activist or reflector’ (Honey
what they understand), relational (‘to understand’ requires making
and Mumford 1986). Pace, intonation, vitality and enthusiasm
connections between new information and existing knowledge
can hold the attention of some students whereas pictures and
and experiences), and also developmental.
graphs are better for others. My long experience in early years
I intend to use Prpic’s tri-model (2005) to analyse the usefulness of reflexive practice in the EYPS programme. It was developed for academic practitioners to understand their interactions and the consequent adaptations through a deeper understanding of
and natural enthusiasm come together in anecdotes that provoke students to add their comments thus bringing the personal into the generic and shared humour can be a good indicator of student engagement.
‘self’ necessary for effective professional practice. I acknowledge
The EYPS teaching programme starts with students writing
that there are two parts: that of the student’s own learning and
a reflective log of their practice in their placement which is
development towards the final stage of new views, confidence
useful for understanding ‘self’ in the context of the profession.
and enthusiasm informed by the learning community; and a similar
Midway through the course is a formative assessment day called
journey for the lecturer who is a part of that network but has the
‘the gateway review’ (CWDC 2008) which contains a personal
added responsibility of designing the learning experience and role
interview on the student’s reflection of the groups of standards
modelling reflexivity to the students. The overall programme is
they are finding easy or difficult to understand or evidence. Other
the background to my reflection, however, the usefulness of the
parts of ‘the gateway review’ are an assessed presentation to a
‘gateway review’ as a learning activity provides a specific focus.
group, a written task on regulations and being observed acting
The first stage of Prpic’s model (2005) is the initial ‘intra-view’ or contemplation of new concepts, experiences and of ‘self’. As an occasional associate lecturer I keep a reflective log because I find that not really knowing my audience creates certain frustrations which are best written down as a therapy so I can let go of my disappointments and highlight successes for use next time. For example, in my enthusiasm for an authentic Forest School experience I gave out hazel twigs and potato peelers only to find that it is impossible to whittle and look at Powerpoint! My reflection being that the hazel whittling would have been better located during a small group discussion activity and the whole delivery would have been more effective in a room large enough to arrange the chairs in a circle to replicate the camp fire ethos. The journal also offers me the space to analyse my own style and ponder on the effect of my choice of language on my audience. On Honey and Mumford’s (1986) learning styles analysis my profile shows a spike on the activist scale and I recognise that I am someone who like to get things done and have a fairly direct manner so that I should consider the effect of my questioning techniques on the
as a manager during ‘mock up’ interview with an awkward staff member. Preparing for these activities students are having to reflect on themselves, their reactions, their knowledge and experience and are forming a sense of their ‘professional self’. Giddens (2001) describes the effect of globalisation as requiring us all to live in ‘one world’ where the influences of tradition, rules and customs have declined so that people have to construct their own identities and need to be reflexive to evolve. The nature of this enquiry is located within the constructivist paradigm that sees teaching and learning as a construction between students and academic staff as they both learn from each other as well as their experiences in life. Learning can be considered in the light of cognition as described by Bloom’s taxonomy (1956) and its implication for the type of questions that take students from application to synthesis and evaluation. However, learning is also located in the affective domain of attitudes, values, curiosity and motivation to become a lifelong learner. The two sides of learning are closely intertwined as processing knowledge can lead to improved capabilities, and success is a great motivator.
more sensitive students. This self-knowledge should inform me of
Prpic’s second stage of ‘inter-view’ or active dialogue is the part
my strengths and weaknesses, and the effect of my character on
that describes the main delivery of the programme and connects
the way I communicate and how to draw out contributions from
the student and lecturer as they both learn from each other.
2012 Series: Paper 2
Journal of Learning and Teaching Participants take on the roles of interviewer and interviewee so that
The learning community of students, staff and placement are
views are shared, thoughts are clarified, assumptions challenged,
intrinsic to this ‘inter-view’ stage as this provides a supportive
and new reflections are made informed by the understanding of
network and builds a sense of belonging. A certain level of learning
others’ opinions. The input on the EYPS programme is from reading,
can happen in isolation but it will become deeper and more
lectures, learning activities, and feedback on both observed
embedded if informed by the views of others. During the exchange
practice and the gateway review. This is where the lecturer has to
of views students operate in the roles of interviewee and interviewer
be competent at seizing the moment to make connections between
learning to look at issues from different perspectives. One part of
theory and practice and also skilful at framing questions to further
the ‘gateway review’ demonstrates this as it comprises student
student understanding from remembering, to understanding,
presentations to a group of peers followed by a group discussion
applying, analysing, evaluating and finally to creating (Anderson
and ends with a summary of three negotiated concluding points.
et al 2001). Being flexible in order to allow for reflexivity is also
This is a glimpse of how the students are developing in their ability
important, for example, balancing input with activities, choosing
to be open to other’s views, to share ideas and to synthesise the
activities that suit the learning objective, varying the pace, and
points raised into a conclusion that represents the collective view.
organising the composition of the activity groups. Reflexivity
Thus in this one example they move from the ‘inter-view’ into the
requires the ability to vary from the intended plan, and so as a
‘trans-view’ stage.
lecturer I find I am being torn between delivering the content in the required time and being mindful of the classroom dynamics so as to maintain student engagement. My experience in early years has lead me to understand the futility of delivery if the children cannot sit still long enough to listen, not dissimilar to the challenge of keeping students engaged during the Friday afternoon ‘graveyard slot’!
The ‘trans-view’ stage culminates in establishing what is important to the collective. It is when individuals actively reflect on their initial views in the light of new information from group discussion, measure it against the collective view and then may use fresh insights to warrant changes of opinion. This process of transforming views engages the participant in both higher level cognitive learning: application, analysis, synthesis and evaluation
The ‘inter-view’ is the stage of ‘active discussion’ in an atmosphere
(Bloom 1956), and affective learning: attitudes, beliefs and values.
in which students can learn to articulate their views in a public
The effort of thinking at a higher level may increase motivation
domain, accept requests for clarification, listen with respect, ask
and a give deeper level of understanding that is grounded in
open ended questions, avoid criticism, accept more than one
experience and is transferable to other scenarios. This is the
point of view, and exchange thoughts, feelings and beliefs. This
stage at which the participants (be they students or lecturers) are
can happen in different ways: in classroom discussion, in an online
forming their personalised set of professional values and building
forum, by having a critical friend, by sharing reflective journals or
their own professional philosophy. From the lecturer’s point of view
by peer review of assignments; are all powerful tools for gathering
the feedback which would occur in the previous stage could be
other points of view. An example of this are the comments that
reflected on and negotiated with the students in the ‘trans-view’
have helped me rework this paper in a form that presents more
stage to inform improvements to the programme.
clearly to those outside of my field. In my experience of teaching EYPS discursive activities in small groups are the most suitable exchange when students discuss topics in the context of their own settings. For example, after my lecture on Forest School I split up the students randomly, then asked them to design a forest school activity that would suit their setting and highlight all the standards that could be met. Most were quite enthusiastic and felt they would like to try these new ideas because they felt ‘ownership’ and were also encouraged by seeing how outdoor learning made connections with most of the professional standards.
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In conclusion I have realised that the whole programme is reflective by nature of the requirement to write up experience as evidence of meeting the professional standards. Before I analysed the gateway review as a learning activity I did not realise that it is strongly underpinned by reflexive practice and its structure almost mirrors Prpic’s (2005) tri-model for academic practitioners. It has made me realise that the gateway review day should be better explained to students so that they can see the positives of this experience and do not just think of it is a hurdle they have to jump before reaching the final assessment. They should see it as a useful tool
Journal of Learning and Teaching for reflexive practice that they could use to structure their own
PRPIC, J. (2005), Managing academic change through reflexive
staff in-service training. In my opinion, as a student and now as an
practice: A quest for new views, Research and Development in
EYP, the network opportunities are an extremely important part of
Higher Education, 28, pp. 399-406.
reflexive practice as it helps to open up new perspectives and find solutions. Activities like the ‘gateway review’ that follow through all three stages of reflexive practice can form an important part of student learning and development to understand their ‘self’, record evidence, and become a reflective leader with a professional philosophy. References ANDERSON, L. W. AND DAVID R. KRATHWOHL, D. R. ET AL (Eds..) (2001), A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Boston, MA: Allyn & Bacon, Pearson Education Group. BIGGS, J. (1999), Teaching for Quality Learning at University, Milton Keynes: The Society for Research into Higher Education & Open University Press. BLOOM, B.S. AND KRATHWOHL, D. R. (1956), Taxonomy of Educational Objectives: The Classification of Educational Goals Handbook I: Cognitive Domain, New York: Longmans. GIBBS, G. (1988), Learning by Doing: A Guide to Teaching and Learning Methods, London: Further Education Unit. CWDC (2008), Guidance to the Standard for the award of Early Years Professional Status, Leeds: CWDC. DCFS (2008), The Early Years Foundation Stage, Nottingham: DCSF. GIDDENS, A. (1990), The Consequences of Modernity, Stanford, CA: Stanford University Press. GIDDENS, A. (2001), Sociology, 4th Edition, Cambridge: Polity Press in Association with Blackwell Publishers Ltd. HINETT, K. (2002), Developing reflective practice in legal education, Available from UK Centre for Legal Education, http:// www.ukle.as.uk/resources/reflection/index.html. HONEY, P. AND MUMFORD, A. (1986), Using your Learning Styles, Maidenhead: Peter Honey.
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ROEBUCK, J. (2007), Reflexive practice to enhance students learning, Journal of Learning Design, 2 (1), pp.77-91.
Journal of Learning and Teaching
2012 Series: Paper 2