Reflective Practice to Support Playful Inquiry
Sarah Feistiner Education Director
Hilltop Children’s Center, Seattle
The question was posed, “What comes to mind when you think of reflective practice?” Ms. Feistiner cited William Ayers’ quote “Reflection is more than thinking, although thinking and thoughtfulness are essential to begin. Reflection is thinking rigorously, critically and systematically about practices and problems of importance to further growth. Reflection is a disciplined way of assessing situations, imagining a future different from today, and preparing to act.” She also cited the work from ‘Reflecting in Communities of Practice’ by Curtis, Lebo, Cividanes and Carter.
Reflective Teachers ask themselves questions; consider children’s perspective and examine the environment by making specific choices to support the reflective practice. They do this by saving work to revisit; by offering materials on different levels; providing aesthetic beauty; and by offering curated provocations as well as TIME!
Planning is responsive and happens one step at a time selecting a topic and those interested students to participate in the investigation. Staff collaborate and intentionally facilitate meetings so work is revisited through the use of notes, recordings and suggested materials to extend their study. Of particular interest to me was Hilltop’s inclusion of parents as part of the investigation process (what they termed as a ‘collaborative conference’) sharing with the families the ongoing evidence (conversations, photos or videos) allowing for authentic responses, suggestions and notes to include in furthering the children’s work. They take care in bringing the in-depth investigations to a close and the work becomes part of the classroom’s history.
The Orange County Reggio Roundtable wishes to thank Fullerton College for hosting this inspirational presentation and for further influencing our thoughts and reflections within our professional development.
Writtem by Joyce Jones