ABSTRACT
In the context of developing a professional identity, this chapter looks at what is understood by critical reflection and reflexivity, and why such approaches are so important within the current climate of western ‘top down’ approach to early childhood education, which prioritises outcomes and high stakes testing. It explores how being open to engaging in an internal process of critical reflection and reflexivity can enable a consciousness of personal views and beliefs and how this in turn can facilitate multi-layered complex connections, which open up new ways of seeing and being. The chapter demonstrates how educators are then better positioned to take responsibility, make informed decisions about every day developmental and outcome-driven models of practice. In promoting quality early childhood education that empowers both children and educators, participatory approaches that focus on positive dispositions to learning and imaginative play are essential.
