Everyone who works in the early years is familiar with the phrase ‘reflective practitioner’. We know the importance of reflecting to enable a deeper understanding of children’s learning and development and to improve our effectiveness as practitioners. What is happening here is that, through reflection, we are accessing the knowledge found in our ‘knowledge basket’ (see previous instalments in this series for a fuller explanation of this term). There are many ways in which this might be done. The riches revealed from the basket are the tools practitioners need to access and develop their knowledge in order to do their job well.
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