Tag Archives: reflective practice

Reflective questions about information sharing and accessing specialists

And again with the reflective questions, this time from Quality in Action: Te Mahi Whai Hua: “How does our service promote a regular, two-way flow of information between educators and parents/whanau? How effective are the records we maintain on each child? … Continue reading

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Reflective questions again

Here are more reflective questions (this time from Learning Media’s The Quality Journey): “Are we supporting our Maori children well? How can we do better? Are we communicating and working in partnership with Maori in the community (parents/whanau, kaumatua, kuia)? Do … Continue reading

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Reflective models

Reflective writing is meaningful and authentic writing.  The following questions can be used as prompts to support a deeper level of writing and inquiry: Questions to promote authentic reflection. Am I prepared to endure discomfort? Am I willing to challenge … Continue reading

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Still more reflective questions

The first of the three Learning Media videos on putting Te Whariki into practice poses the following reflective questions: “What is my understanding of the historical context of Te Whariki, and what does this mean for my practice today? What … Continue reading

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More questions for reflection

More reflective questions from the booklet of one of the Ministry of Education videos on putting Te Whariki into practice (quoted below): “Reflect on your own practice. What does your practice tell you about your own “image of the child”? … Continue reading

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Questions for reflection

In the booklet that accompanies the video, Empowerment to Learn: Whakamana ki te Ako, there are some questions for reflection posed (quoted below): Reflect on your own practice. What does your practice tell you about your image of infants and … Continue reading

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Timing teaching

“Early childhood education, like all education, is a deliberate intervention in the lives of young children. It results from a belief that children growing up naturally might not come to know all the things we want them to know.” ~ … Continue reading

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The academic as authority figure

Sheila Trahar makes some interesting comments on the social and cultural responsibilities attached to teaching students who perceive the academic as an authority figure. She writes: “A critical pedagogic approach seeks to dismantle the hierarchy that creates a power differential … Continue reading

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A good question

“Is it possible to legislate for fairness and still allow children to be creative and free in their fantasy play?” ~ Trisha Lee Ref: (p.125) Trisha Lee ‘The Wisdom of Vivian Gussin Paley’, pp.119-132 Eds. Linda Miller & Linda Pound … Continue reading

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What is your teaching style?

“A style of teaching is best illuminated by those who do not meet the teacher’s expectations.” Ref: p.11 Vivian Gussin Paley (1990) The Boy who Would be a Helicopter: the uses of storytelling in the classroom.  Harvard University Press: Cambridge, Massachusetts, … Continue reading

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