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Promoting reflective practice in an infant and early childhood training program
Caitlin Lombardi1, Anne Bladen1, Mary Tabb Foley1
1Department of Human Development and Family Sciences, University of Connecticut, Storrs, Connecticut, USA.
Infant Mental Health Journal
|April 19, 2023
Summary
Reflective practices are crucial for training early childhood professionals, enhancing their knowledge, skills, and dispositions. This program description details how reflection fosters professional growth in preservice teachers and allied professionals.
Area of Science:
- Early Childhood Education
- Teacher Training
- Professional Development
Background:
- Reflective practices are foundational for developing essential knowledge, skills, and professional attitudes in early childhood education.
- Preservice teachers and allied professionals require structured support to effectively nurture young children and their families.
- Integrating reflective practices into training programs is vital for enhancing the quality of early childhood care and education.
Purpose of the Study:
- To describe a university program's approach to infusing reflective practices into preservice early childhood training.
- To highlight specific reflection skills aligned with the Infant and Early Childhood Mental Health Competency Guidelines.
- To examine the rationale, methods, and outcomes of embedding reflection in early childhood professional development.
Main Methods:
- Program description detailing the integration of reflective practices.
- Focus on three perspectives: essential role of reflection, group reflection benefits, and connecting personal experience to professional dispositions.
- Utilizing the Infant and Early Childhood Mental Health Competency Guidelines to define reflection skills.
Main Results:
- Reflection is essential for developing knowledge and skills in preservice early childhood professionals.
- Group reflection sustains deep knowledge and skill development for both students and faculty.
- Faculty-guided reflection during practicum enhances students' awareness of the link between personal experiences and professional dispositions.
Conclusions:
- Embedding reflective practices in preservice early childhood training offers significant benefits for professional growth.
- Challenges associated with implementing reflective practices should be addressed for successful integration.
- This program model provides a framework for enhancing early childhood professional development through structured reflection.
Keywords:
AchtsamkeitErzieher:innausbildungFachkräfteKompetenzenReflexionRéflexioncompetenciascompetenciescompétencesconcienciaciónentrenamiento de pre-servicio a maestrosformation des enseignants en pré-servicefuerza laboralmindfulnesspersonnelpreservice teacher trainingreflectionreflexiónvigilanceworkforceالكلمات المفتاحية: التأمل ، الوعي الذهني ، تدريب المعلمين قبل الخدمة ، الكفاءات ، القوى العاملة关键词:反思劳动力正念省察、マインドフルネス、教員養成研修、能力、人材职前教师培训能力
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