Reflection
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Author(s)
Cartmel, Jennifer
Casley, Marilyn
Year published
2019
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Reflection features in the Australian approved learning frameworks (Early Years Learning Framework [DEEWR, 2009] and My Time, Our Place [DEEWR, 2011]) as guiding principles and practices in children’s education and care. To be effective in supporting children’s learning, development and wellbeing, and to support families and their colleagues, educational leaders require a deep understanding of the features of the reflective process. It is an important skill that educational leaders need to undertake for themselves and support in others.
This type of reflection is needed to work effectively in their role and, when working ...
View more >Reflection features in the Australian approved learning frameworks (Early Years Learning Framework [DEEWR, 2009] and My Time, Our Place [DEEWR, 2011]) as guiding principles and practices in children’s education and care. To be effective in supporting children’s learning, development and wellbeing, and to support families and their colleagues, educational leaders require a deep understanding of the features of the reflective process. It is an important skill that educational leaders need to undertake for themselves and support in others. This type of reflection is needed to work effectively in their role and, when working with children, introduces the notion of power and how it is used in thinking and decision-making (Nicolson, Kuhl, Maniates, Lin & Bonetti, 2018). To be reflective is to understand the impact that power has on the principles and practices upheld in the approved frameworks, such as building secure respectful relationships and collaborative decision-making processes.
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View more >Reflection features in the Australian approved learning frameworks (Early Years Learning Framework [DEEWR, 2009] and My Time, Our Place [DEEWR, 2011]) as guiding principles and practices in children’s education and care. To be effective in supporting children’s learning, development and wellbeing, and to support families and their colleagues, educational leaders require a deep understanding of the features of the reflective process. It is an important skill that educational leaders need to undertake for themselves and support in others. This type of reflection is needed to work effectively in their role and, when working with children, introduces the notion of power and how it is used in thinking and decision-making (Nicolson, Kuhl, Maniates, Lin & Bonetti, 2018). To be reflective is to understand the impact that power has on the principles and practices upheld in the approved frameworks, such as building secure respectful relationships and collaborative decision-making processes.
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Book Title
The Educational Leader Resource
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Copyright Statement
© 2019 Australian Children’s Education and Care Quality Authority. Subject to any contrary statement on relevant material, you may use any of the material in this resource for your personal and non-commercial use or use on behalf of your organisation for non-commercial purposes, provided that an appropriate acknowledgement is made (including by retaining this notice where the whole or any part is reproduced or used without material alteration), and the material is not subjected to derogatory treatment. Apart from any other use as permitted under the Copyright Act 1968 (Cth), all other rights are reserved.
Subject
Social work
Counselling, wellbeing and community services