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The document outlines grading criteria for reflective practice in early childhood education, detailing specific tasks and feedback for each criterion. It emphasizes the importance of reflective practice for personal and professional development, as well as its impact on children's experiences. The criteria also include analysis, review, and assessment of interactions with children, families, and colleagues to promote positive outcomes and inclusivity.

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harshaniranasinghe86
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4 views2 pages

Unit

The document outlines grading criteria for reflective practice in early childhood education, detailing specific tasks and feedback for each criterion. It emphasizes the importance of reflective practice for personal and professional development, as well as its impact on children's experiences. The criteria also include analysis, review, and assessment of interactions with children, families, and colleagues to promote positive outcomes and inclusivity.

Uploaded by

harshaniranasinghe86
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Formative Feedback

Achieved
Grading Criteria Feedback
(Y / N)
P1 – Summarise key principles of
reflective practice relevant to the role
of an early childhood practitioner.
P2 – Produce a clear and relevant
personal and professional
development plan to support own
reflective practice in own workplace
setting.

P3 – Explain the impact of the


practitioner engaging with reflective
practice on the experience of the child.
P4 – Describe the impact of
developing a reflective approach to
practice on own personal and
professional experience and
development, using different models
of reflection.
P5 – Describe own use of different
skills and techniques for effective
reflective practice.
P6 – Explain how reflective practice is
supported in own workplace setting.

P7 – Engage in different planned and


unplanned interactions that include
holistic and focused observations of
children of different ages in own
workplace setting.
P8 – Describe how own interactions
with children, families and colleagues
in own workplace setting demonstrate a
reflective approach to own practice and
the promotion of diversity, difference
and inclusive practices.
M1 – Analyse the need for reflective
practice in early childhood education
and care using examples from own
workplace experience to illustrate key
points.
M2 – Review how the purposes of
engaging in reflective practice are
evidenced in real case scenarios in own
workplace setting and their impact on
the children in the scenarios provided.

M3 – Apply different skills and


techniques to support the effectiveness
of own reflections on practice and that
of others in own workplace setting.

M4 – Review own interactions with


children, families and colleagues in
terms of their impact in supporting
positive outcomes for children, taking
into account individual characteristics,
ethics and confidentiality.
D1 – Reflect on how effectively the
principles and purposes of reflective
practice are evidenced in real case
scenarios involving interactions with
the child, colleagues and the wider
community in own workplace.
D2 – Assess the effectiveness of own
implementation of the skills needed for
reflective practice in interactions with
caregivers, colleagues and children in
own workplace setting, including
forward planning to improve own
professional development in supporting
children’s learning experiences.

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