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Individual Reflection
Name of Student
Course number and name
Instructor name
Institutional Affiliation
Assignment due date
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Individual Reflection
Reflective practice enables learners to critically evaluate their input and experiences,
gaining a deeper insight into personal and professional development. This reflection
summarises my performance in the group presentation titled 'Cognitive Development: Active
Thinking through Play.' This activity has enabled me to improve my group work,
communication, and computer skills, all of which contribute to Learning Outcome 5.
We all worked as a team and divided the task according to our strengths and
weaknesses. I was part of the research process and prepared materials to support
implementation in various age categories and address obstacles to play-based learning.
Communication was vital during the process. We organised our work with the help of digital
media, including WhatsApp and Google Slides, to coordinate our efforts, update progress,
and share resources.
The team members supported and helped one another by providing constructive
feedback and taking each other's place in times of personal difficulty. The leadership roles
were distributed equally, with every member throwing in ideas and taking action where
necessary. We faced time pressure towards the end, but by establishing mini-deadlines and
delegating our tasks, we were able to stay focused and on track. Among the challenges we
had was the difference in opinions in how to arrange the flow of the content. This was
resolved through voting and a discussion on what would best serve our audience.
Our peers commended on our strategy, saying that it was up-to-date and
accommodating, pointing at the way we catered to various age groups and different learners.
One of the comments was how abstract ideas became practical through the use of visuals and
examples, such as the concept of math yoga. This response gave me the confidence to make
group presentations and demonstrated the importance of interacting with people. I also came
to understand the importance of clarity and simplicity in presenting ideas in simple terms.
Workwise, I understood the fact that standing up and being reliable is relevant in a
group environment. As an individual, I was becoming more patient and listening, which can
be applied to both school and workplace situations. Hearing other peers helped me to
understand that it is best to remain open to criticisms, and one can learn something using
critiques. This is an evident experience that helped in the fulfilment of Learning Outcome 5.
It improved my partnership with others by fostering positive interactions and compromise.
My communication was honed through the use of group discussions and the sharing of a
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common message in a clear and concise manner. My digital competence in using and
applying Google Slides, as well as conducting online research, has increased my ability to
conduct online research. These reflect approaches identified by Drew and Bingham (2010)
when focusing on planning, specifically highlighting the importance of clearly identifying
roles and interpersonal awareness in practical group work.
In conclusion, this experience of giving a group presentation has allowed me to realise
what collaboration, preparation, and responsiveness are worth. Such knowledge will inform
my future attitudes towards academic and professional cooperation within a team as it will
remind me of the responsibility to communicate clearly and effectively with everyone to
support each other and be flexible and adaptable.
References
Drew, S., & Bingham, R. (2010). The guide to learning and study skills for higher education
and at work. Farnham: Gower Publishing.
McInnes, K. (2019). Playful learning in the early years – through the eyes of children.
Education, Vol. 47(4), 3-13.
Lockman, J. J., & Tamis-LeMonda, C. S. (2021). Young children's interactions with objects:
Play as practice and practice as play. Annual Review of Developmental Psychology,
Vol. 3(1), 165–186.
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